Aviation English For ICAO Compliance (For Pilots and Air Traffic Controllers) (EnglishOnlineClub - Com) - OCR

Aviation
ENGLISH
Aviation
ENGLISH
For ICAO compliance
Henry Emery & Andy Roberts

with Ruth Goodman and Louis Harrison
MACMILLAN
INTRODUCTION
This course is for aviation professionals - particularly pilots and
air-traffic controllers - who wish to reach and maintain level 4
(operational) as measured by the ICAO Language Profile descriptors
(see pages vi and vii). The course aims to increase confidence in
communication and develops the 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 that aviation
professionals need but it is included to provide a context for the plain
English needed for communication between pilots and air-traffic
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 pair-work 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 supports the student’s book with interactive language
and pronunciation exercises, simulations in which the student can
participate, and all the audio files from the Student’s Book. The Teacher’s
Book contains extra support and ideas that can be used to supplement
the material contained in this Student’s Book.
ii
INTRODUCTION
STUDENT 1S 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.
CD-ROM
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
iii
CONTENTS
Topic Skills Pronunciation Functions Vocabulary
UNIT 1 1 Avoiding Reading and vocabulary Asking for information Communication

RUNWAY miscommunication
INCURSION
2 Airport layout Listening and speaking ICAO alphabet Prepositions
Page 8
3 Ground operations Listening and speaking Numbers Describing actions Verbs describing
and position actions and position
4 Language development
UNIT 2 1 Across the Pacific Reading and vocabulary Explaining abbreviations Navigation
LOST
2 Finding flight N45AC Listening and speaking Past tense Co-ordinates
Page 16 endings
3 Lost Listening and speaking Confirming and Topographical

disconfirming features
UNIT 3 1 Datalink Reading and vocabulary Expressing purpose Communications

TECHNOLOGY
Page 24 2 Flight control systems Listening and speaking /Ь/ and /р/ Saying things Safety
another way
3 Instrument blackout Listening and speaking Sentence Giving instructions The instrument panel
stress 1
UNIT 4 1 Wildlife on the ground Reading and vocabulary Expressing necessity Security measures
ANIMALS
2 Animals on the loose Listening and speaking Word endings Expressing preferences; Cargo
Page 32
Explaining unknown
words
3 Bird strike Listening and speaking Sentence Saying intentions

stress 2
UNIT 5 1 Ultralight Reading and vocabulary Explaining how Manoeuvring an

GRAVITY something works aircraft
Page 40 2 Air race Listening and speaking Comparing and Aerobatics; Units of
contrasting measurement
3 Hydraulic loss Listening and speaking Tonic stress Expressing difficulty

and offering help
UNIT 6 1 Is there a doctor Reading and vocabulary Expressing cause Medical emergencies
HEALTH on board? and effect
Page 48 2 Stressed? Listening and speaking Consonant Making suggestions Symptoms of stress
clusters 1 and giving advice
3 Medical emergency Listening and speaking Intonation Giving and asking

of lists for updates
Pairwork, pages 104-112 Recordings, pages 113-128
ІV
CONTENTS
Topic Skills Pronunciation Functions Vocabulary
UNIT 7 1 Fire risk Reading and vocabulary Obligation, prohibition Collocations related
FIRE and permission to fire
Page 56 2 Smoke-jumper Listening and speaking Orders and requests Verbs for describing
fires
3 On-board fire Listening and speaking /1/ and /г/ Identifying and Electrical problems
responding to problems
UNIT 8 1 Microburst Reading and vocabulary Changing the strength

METEOROLOGY of adjectives
Page 64 2 Airport disruption Listening and speaking Results and consequences; Weather words
Repeating information
3 Stormy approach Listening and speaking /JA /зА A JA /ds/ Warnings
UNIT 9 1 Touchdown Reading and speaking Describing sensory Landing gear and
LANDINGS impressions braking
Page 72 2 Letting down a VIP Listening and speaking Consonant Describing 3-D position Verbs of movement
clusters 2 and movement
3 Undercarriage Listening and speaking Resolving

misunderstanding
UNIT 10 1 Aviation and global Reading and speaking Suggesting solutions Prefixes
FUEL warming to problems
Page 80 2 Gimli glider Listening and speaking Information Fuel collocations

groups
3 Fuel icing Listening and speaking Long and short Expressing expectation
vowel sounds
UNIT 11 1 Blast Reading and speaking Expressing time and Action verbs
PRESSURE duration
Page 88 2 Damage Listening and speaking Diphthongs Summarizing Types of damage
3 Emergency descent Listening and speaking Contrastive Expressing

stress consequences
UNIT 12 1 Air rage Reading and speaking Focusing on actions Conflict and restraint
SECURITY
2 Suspicious passengers Listening and speaking -tion, -sion, Expressing possibility Strange behaviour
Page 96 -cion endings and probability
3 Unlawful interference Listening and speaking Information Reporting

groups and
stress
Pairwork, pages 104-112 Recordings, pages 113-128
V
ICAO RATING SCALE
Pronunciation Structure
Level Assumes a dialect and / or accent intelligible
Relevant grammatical structures and
sentence patterns are determined by
Vocabulary
to the aeronautical community
language functions appropriate to the task
Pronunciation, stress, rhythm, Vocabulary range and accuracy

and intonation, though possibly Both basic and complex are sufficient to communicate
Expert influenced by the first language grammatical structures effectively on a wide variety of
6 or regional variation, almost and sentence patterns are familiar and unfamiliar topics.
never interfere with ease of consistently well controlled. Vocabulary is idiomatic, nuanced,
understanding. and sensitive to register.
Basic grammatical structures and Vocabulary range and accuracy are

Pronunciation, stress, rhythm,
sentence patterns are consistently sufficient to communicate effectively
and intonation, though influenced
Extended well controlled. Complex on common, concrete, and work-
by the first language or regional
5 structures are attempted but with related topics. Paraphrases
variation, rarely interfere with ease
errors which sometimes interfere consistently and successfully.
of understanding.
with meaning. Vocabulary is sometimes idiomatic.
Basic grammatical structures Vocabulary range and accuracy are

Pronunciation, stress, rhythm,
and sentence patterns are usually sufficient to communicate
and intonation are influenced
used creatively and are usually effectively on common, concrete,
Operational by the first language or
well controlled. Errors may and work-related topics. Can often
4 regional variation but only
occur, particularly in unusual or paraphrase successfully when
sometimes interfere with ease
unexpected circumstances, but lacking vocabulary in unusual
of understanding.
rarely interfere with meaning. or unexpected circumstances.
Vocabulary range and accuracy are

Pronunciation, stress, rhythm, Basic grammatical structures and often sufficient to communicate on
Pre- and intonation are influenced sentence patterns associated common, concrete, or work-related
Operational by the first language or regional with predictable situations are topics but range is limited and the
3 variation and frequently interfere not always well controlled. Errors word choice often inappropriate.
with ease of understanding. frequently interfere with meaning. Is often unable to paraphrase
successfully when lacking vocabulary.
Pronunciation, stress, rhythm, and

intonation are heavily influenced Shows only limited control of a few Limited vocabulary range consisting
Elementary
by the first language or regional simple memorized grammatical only of isolated words and
2
variation and usually interfere with structures and sentence patterns. memorized phrases.
ease of understanding.
Pre-
Performs at a level below the Performs at a level below the Performs at a level below the
Elementary
Elementary level. Elementary level. Elementary level.
1
Vi
ICAO RATING SCALE
Fluency Comprehension Interactions
Able to speak at length with a natural,

Comprehension is consistently Interacts with ease in nearly all
effortless flow. Varies speech flow
accurate in nearly all contexts and situations. Is sensitive to verbal and
for stylistic effect, e.g. to emphasize
includes comprehension of linguistic non-verbal cues, and responds to
a point. Uses appropriate discourse
and cultural subtleties. them appropriately.
markers and connectors spontaneously.
Comprehension is accurate on common,

concrete, and work-related topics and
Able to speak at length with relative
mostly accurate when the speaker is Responses are immediate,
ease on familiar topics, but may not
confronted with a linguistic or situational appropriate, and informative.
vary speech flow as a stylistic device.
complication or an unexpected turn of Manages the speaker / listener
Can make use of appropriate discourse
events. Is able to comprehend a range relationship effectively.
markers or connectors.
of speech varieties (dialect and / or
accent) or registers.
Comprehension is mostly accurate

Produces stretches of language
on common, concrete, and work-
at an appropriate tempo. There Responses are usually immediate,
related topics when the accent
may be occasional loss of fluency appropriate, and informative.
or variety used is sufficiently
on transition from rehearsed or Initiates and maintains exchanges
intelligible for an international
formulaic speech to spontaneous even when dealing with an
community of users. When the
interaction, but this does not prevent unexpected turn of events.
speaker is confronted with a
effective communication. Can make Deals adequately with apparent
linguistic or situational complication
limited use of discourse markers misunderstandings by checking,
or an unexpected turn of events,
or connectors. Fillers are not confirming, or clarifying.
comprehension may be slower or
distracting.
require clarification strategies.
Responses are sometimes

Comprehension is often accurate on
Produces stretches of language, immediate, appropriate, and
common, concrete, and work related
but phrasing and pausing are often informative. Can initiate and maintain
topics when the accent or variety
inappropriate. Hesitations or slowness exchanges with reasonable ease
used is sufficiently intelligible for an
in language processing may prevent on familiar topics and in predictable
international community of users.
effective communication. Fillers are situations. Generally inadequate
May fail to understand a linguistic or
sometimes distracting. when dealing with an unexpected
situational turn of events.
turn of events.
Can produce very short, isolated,

memorized utterances with frequent Comprehension is limited to isolated, Response time is slow, and often
pausing and a distracting use of memorized phrases when they are inappropriate. Interaction is limited to
fillers to search for expressions and to carefully and slowly articulated. simple routine exchanges.
articulate less familiar words.
Performs at a level below the Performs at a level below the Performs at a level below the
Elementary level. Elementary level. Elementary level.
Vii
UNIT 1
RUNWAY
I N C UR SI 0N
Section one - Avoiding miscommunication
1 Work in pairs. Discuss the questions below. Ask each other questions to get more details.
1 Have you ever worked with someone whose English you didn’t understand?
2 What are some of the causes of miscommunication between controllers and pilots? Note down your ideas.
2 Read the article about a report from a National Aviation Safety Investigation on tower-pilot communications.
Check which of your ideas from activity 1 are included.
Ho/d/ng short of the runway, the ^''^rnrâs-We message ‘"e

Be^ ltUrnri^’
captain asks ‘may we cross?’ The SeofhisZonn
rea^sthe Zâccent’ nobody
has received his clearance, drives controller gives the response ‘hold
done the wrong way. Unt"theP‘ane has
short’. The captain understands ‘oh
onto the runway. onH the runwav.
A recent report showed that example, when analysed, contains eight The report made the following
miscommunication is a factor in over 70% separate pieces of information, or eight recommendations for further improvements
of operational errors. The report examined opportunities for miscommunication: in АТС communications:
four areas of miscommunication:
3890, Ground, give way to the second • Keep instructions short
1 Requests from the pilot that the Dornier inbound, then taxi runway 32 left, • Listen to what a pilot reads back
controller repeat the instructions intersection departure at Gulf, via outer, • Speak slowly
2 Misunderstandings by the pilot that Charlie, Gulf. • When talking to pilots I controllers
result in incorrect readbacks who don’t speak native English, break
A lack of fluency in English can
3 Failure of the controller to recognize up the message into its individual
cause confusion both because of
incorrect readbacks words by using short pauses
mispronunciation and misunderstanding.
4 Either the controller or the pilot • Ask when not sure about a piece of
But too much fluency in English can also be
confusing the call sign information
a dangerous thing! Any idiomatic language
• Include the full call sign when giving
Several factors increased the possibility or inappropriate plain English can cause
an instruction or reading back
of communication breakdown. The most misunderstandings. Also, instructions
• Wait for complete aircraft
important was the complexity of the spoken too quickly can be very difficult to
identification following instructions
instructions. The following instruction, for understand.
8 RUNWAY INCURSION
3 Underline the correct information. Functional English - Asking for
1 In the first incident, the maintenance truck driver information
misheard/misunderstood the controller.
2 In the second incident, the captain misheard/ 1 Use the verbs in the box to complete the questions
misunderstood the controller. from an Aviation Authority survey.
3 In the third incident, the pilot/the controller / both does have must do will did are
the pilot and the controller misunderstood the
other person.
4 30% of operational errors involve / do not involve Survey
miscommunication.
5 The main cause of misunderstanding is instructions 1 When you start to learn English?
that are unclear / very complicated.
6 The safest way to communicate is using simple 2 How long you been studying English?
English / natural, fluent English.
4 Work in pairs. Discuss the questions. 3 Howyou try to improve your English
outside class?
1 What additional recommendation would you add to
the reports?
2 How could each of the three incidents described at 4 What language training you had already?
the start of the article be avoided?
3 Do you know of any incidents where
5 What you find most difficult about
miscommunication has caused a runway incursion?
English?
Vocabulary - Communication
6 How often you use English in your work?
Try to remember what verbs are used before the following
nouns in the article. Then look back at the text to check. 7 How much supportyour employer
1 ma request give you?
2 r clearance
3 g a response 8
4 r a message
5 r a mistake
6 r an instruction 9
7 c a call sign 10 What level of English you have for

8 gan instruction your job?
2 Work in pairs. Interview each other using the questionnaire.
Speaking - English in aviation

Work in small groups. How far do you agree or disagree
with the statements below? Why / Why not?
1 A French АТС speaking to a French pilot at a French

airport doesn't need to know English.
2 It’s 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 R / T phraseology is enough to communicate with.
5 All pilots and ATCs working with international traffic
should have ICAO level 5.
RUNWAY INCURSION
UNIT 1
Section two - Airport layout
1 Work in pairs. You are going to complete a map of JFK 2 ”A 01,02,03 Listen to an АТС describing three
Airport. Student A look at the map on this page. Student В ‘hotspots’ at JFK. Which three areas (A-E) on the
look at the map on p 107. Don’t look at each other’s maps. diagram in 1 does she mention?
1
Student A
2
Find out from Student В where the following
3
buildings and features are. Mark them on your map.
• the airport administration offices 3 " * * 01,02,03 Listen again and match each problem
• customs offices with one of the areas in activity 2.
• the national weather service 1 Outbound aircraft can easily cross a
• the postal service offices runway if they miss the taxiway.
• a helipad 2 You can’t see the runway you are taxiing to.
Describe the position of the buildings and features 3 Inbound traffic must turn right to avoid conflict.
that Student В asks for. The prepositions in the box 4 You can have a long taxi if you turn left
will be useful. too soon.
5 You can easily follow the wrong line.
4 Describe an airport you know, including the taxi

in the centre of in front of next to behind
opposite to the north of parallel to circuits for arriving and departing traffic. Are there any
on the opposite side of hotspots?
Pronunciation - The ICAO alphabet

1 И 04 Listen and write the letters in the correct column
in the table according to their stress pattern. The first one
has been done for you.
QRZNHJSA
oO Oo Ooo oOo
2 * 04 Listen again and repeat.
3 Work in pairs. Add the missing letters of the ICAO

alphabet to the table.
4 Spell the following items for your partner to write down.

• the town where you were born
• your full name
• your address
10 RUNWAY INCURSION
Vocabulary - Prepositions
Below is a controller’s report of an incident in area C of the aerodrome.
Complete the report with the missing prepositions.
to at ahead on towards into onto across from via along
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 К and В (4) KA. They taxied
(5) K, but missed the sign and the runway
holding position markings for 13R, and went
(6) the active runway and (7) KA
on the opposite side. At the same time, a 747
was taxiing (8) position on runway 13R.
(9) the intersection with B, the crew missed
the arrow pointing right. It continued straight
(10) and taxied (11) the terminal
on A. QE433 finally came nose-to-nose with the
outbound 747.
Speaking - Sketching out an airport

1 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:
• Where АТС issue runway-in-use information and taxi clearances

• The holding position(s) in case of traffic conflict
• Where АТС issue take-off clearance
• Where АТС issue clearance to taxi to apron
• Where АТС issue parking information
Aerodrome data
2 Compare your ideas with another pair. Prevailing wind: 230°
Type of traffic: IFR/VFR, private,
scheduled, domestic and international
Average daily traffic movements: l,10i
UNIT 1
Section three
operations
Work in pairs. Discuss the questions.

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 Pronunciation - Numbers

/outbound aircraft takes the incorrect taxiway and
1 A 06 Listen to the call signs. Correct any mistakes.
moves onto an active / inactive runway. Another
aircraft lands /takes off '\n front of the aircraft. The 1 FFB69 396
tower controller tells the crew to turn left/stop. In the 2 AQ692
end the plane follows / clears the runway. 3 CZ310
4 LN488
5 HY557
3 05 Listen again and mark on the diagram: 6 JM402
1 The route the tower controller expects the plane to
2 Work in pairs. Practise saying call signs.
take.
Student A, go to p 104. Student B, go to p 107.
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 Vocabulary - Verbs describing
stopped to wait for further instructions. actions and position
Put these ground manoeuvres in the correct column
according to their speed in routine operations.
stand move around approach turn push back

head wait roll for take-off taxi queue
touch down exit face
no movement slow fast
Move AColArd
12 RUNWAY INCURSION
Functional English - Describing actions and position
Look at these extracts from the dialogue.
I’m facing Kilo.

We are approaching Charlie on Kilo.
There’s somebody taking off!
There are 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 767-300 touching down on runway 27R.

B767-300
2 An A330 is turning left.
3 It the far end of the same runway.
4 two aircraft towards the apron.
5 A Saab 340 south. It to cross
09L/27L runway 27L.
6 On runway 27L a B777-300for take-off.
7 An Embraer ERJ-145 into position.
8 After the Embraer, three more aircraft
to depart on runway 27L.
9 A few service vehicles around on the
apron.
10 Seven aircraftat the gates.
11 A truck a 747-400.
12 An IL-96 its gate.
Speaking
1 Work in pairs to complete your pictures of an airfield. Student A look at this page. Student В go to p 107.
2 Work in pairs. Discuss the questions.
1 What factors increase the possibility of hotspots?

2 What can be done to reduce hotspots?
3 Are hotspots becoming more or less of a problem?
4 Which airports have the most / fewest hotspots?
RUNWAY INCURSION 13
UNIT 1
Section four - Language development
Functional English - Question forms

1 Rearrange the words to make questions.
1 you I aviation / start / career / your / when / did / in?
2 of / aspect / your / do / most / you / job / enjoy / what?
3 have / which / worked / you / at / airports?
4 hours / week / average / how / on I work / many / a / you / usually / do?
5 you / did / problem / in / experience / when / last / English / communication / a?
6 how / to / do / training / often / have / you / attend / courses?
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.

Example
I £±A.r"te.d му career іл. аѵіаТіол -five. ye.a.r£ aô.
Describing actions and position

3 Look at the diagram and complete the description of what the planes mentioned are doing.
1 RJ112 its gate.
2 CA193 the apron.
3 an aircraft on runway 27R.
4 two aircraft at the gates.
5 EL467 runway 27L.
6 The A330 position.
7 Three aircraft for take-off on runway 27R.
8 QE433 an intersection.
9 An aircraft A.
>> + x
EL467
14 RUNWAY INCURSION
4 Read this report of the incident shown in 3. Complete it with the words from the box.
came nose-to-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. It (3) C, but at the intersection with H, the
crew missed the arrow pointing left, and (4) . They then missed the sign for runway 09L,
and (5) the active runway and onto В on the opposite side. At the same time, an A330
was (6) position on runway 27R. QE433 (7) the terminal and
(8) with an outbound 747 on B.
Vocabulary - Communication
1 Complete each sentence with a verb related to communication in the
correct form.
1 When the pilot r the instruction, I realized that he had
mme.
2 Controllers should к their instructions short and simple.
3 Hold short of the runway and w for further instructions.
4 Pilots can m complex instructions, so it’s best to break
them up.
5 The truck driver thought the tower had i clearance to
cross the runway.
6 When r to an АТС traffic call-out, the pilot should
i his call sign.
7 If a controller m a word, the pilot may not understand.
8 If a pilot gan incorrect readback, r the
instruction.
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 a road that planes take to get to and from the runway
3 worar a symbol that shows you which way to go
4 stabl cenef 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 nittercoseni a place where two runways, roads, etc. cross
8 altremin the main building at an airport
RUNWAY INCURSION 15
UNIT 2
LOST
Work in pairs. Look at the map and photograph. What particular problems could a pilot
of this type of aircraft have on a long flight across an ocean?
Match the words below with the definitions a-f.
calculate track fix endurance chart compass destination en route
a the longest time an aircraft is able to fly without stopping

b a map used for planning and marking a route
c on the way; on the line that your journey follows
d a piece of equipment that shows your direction
e the line on a map that an aircraft follows
f the place you are travelling to
g a position in space, usually on a flight plan
h to use mathematics to find out something
3 Read the text about the flight on the opposite page. Label the pilot’s route on the map.
16 LOST
4 Complete the pilot’s flight plan.
5 Read the text again and answer the questions. Flight plan
Who did the pilot work for? aircraft (1)
What navigational equipment did he have on board? Oakland, California
flight origin
Why did he leave Pago Pago at 0300?
FLIGHT destination
Australia
Why did he fly on his compass from Ono-I-Lau to
Norfolk Island? PERSONS ON BOARD
When did the pilot realize there was a problem?
Solo flight to
Norfolk Island
In 1978, pilot Jay E. Prochnow was a long and dangerous mission. He planned his flight well. He
was working for an aircraft sales After a stopover in Hawaii, departed Pago Pago at 0300, 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 with the 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 flight began the third leg of the trip, and navigated successfully to the fix 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 for the long and tiring directly en route. Now his task
fitted with extra fuel tanks for the flight ahead. The charts showed was to fly the remaining 850 nm
journey. Apart from charts and a distance of almost 1,500 nm to of empty ocean to Norfolk Island
a compass, the only navigation Norfolk Island. Prochnow with no navigation aids at all.
equipment he had was an ADF calculated a flying time of 15 Now he flew by compass alone.
for picking up the HF signals of hours minimum, cruising 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
islands of the Pacific Ocean. At light wind. He decided to carry followed the heading indicated by
the time, this crossing was a long maximum fuel and he filled the the ADF. As he approached the
trip even for big jets. 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.
6 Work in pairs. What tips 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

What does ADF mean? It means
What is VFR short for? It's short for
2 Work in pairs. You are going to practise saying and explaining abbreviations.
Student A go to p 104. Student В go to p 107.
LOST 17
UNIT 2
Section two - Finding Flight N45AC
1 Look at the pictures of what happened next in the Vocabulary - Co-ordinates

Prochnow story. Put them in the correct order.
1 Listen again and complete the co-ordinates.
1 2 3 4 5
H 08
2 * * 07,08,09 Listen and check your answers. Vette Turn towards the sun and report your
heading.
3 ” * 07,08,09 Listen again and circle the correct answer.
Prochnow Wilco. My heading is (1)
1 Prochnow contacted
a other aircraft in the area H 09
b Auckland АТС for help. Vette N45AC. Sunset on Norfolk Island is 0730
zulu. That means you are (2)
2 A commercial jet made
and (3) of Norfolk Island.
a radio contact
b visual contact. Vette Your co-ordinates are (4)
3 Both aircraft flew towards the sun to establish their You are (5) from Norfolk Island
a heading
2 Listen and repeat these directions and
b position.
co-ordinates.
4 Captain Vette tried to establish Prochnow’s exact
position using Prochnow’s north south east west south-east
a radio signal north-west south-west north-east
b transponder. 274° 56°E30°S 170° 2TE 14o32'40.25"N
5 They established the co-ordinates for 3 Work in pairs. Student A look at the next page,
a Prochnow Student В look at p 108.
b Norfolk Island.
18 LOST
Student A Ask student В what places are at the following co-ordinates.
Write the names of the places in the approximate position on your map.
1 31°03’44.28,,S, 170°2T07"E 3 20 38'59.26"S 178o42*00.04"E

2 170°42,.39.81"E 4 36°55'23.43"S 174O45'16.22"E
Example
What do you have at three-one degrees, three minutes, four-four decimal two-eight seconds south,
one-seven-zero degrees, two-one minutes, seven seconds east?
Pronunciation - Regular past tense

Student A
endings
1 Prochnow / leave / Pago Pago / 3.00 a.m.
1 *■/*11 Regular verbs in the past tense have three 2 decide / carry / maximum fuel
different sounds at the end of the verb. Listen and 3 fill/tanks/endurance / 22 hours
notice the verb endings. 4 en route / ADF / stop working
/6/ We received news of your situation. 5 Cessna / fly / off course
Л/ The ADF stopped working correctly 6 Prochnow / call Mayday / Auckland АТС
/id/ I wanted to have enough light to see my fixes.
Prochnow left Pago Pago at 3 a.m. He decided..
2 Put the verbs into groups according to the sound of
their ending. Student В
contacted departed established tried calculated 1 Captain Vette / answer / Mayday call
followed tasked arrived approached 2 divert plane / Prochnow’s location
3 tell Prochnow / fly / sun / establish I position
1 /cl/
4 fly around / Cessna / find / Prochnow / using
2 /(/
radio signal
3 /id/ _______
5 direct Prochnow / fly east / Norfolk Island
3 И 12 Now listen and repeat. 6 Prochnow see / oil rig / Vette guide / to Norfolk
Island
4 Work in pairs. Use words on the right to help you tell
the story of Prochnow’s flight. Student A, tell the first Captain Vette answered a Mayday call.
part of the story. Student B, tell the second part of the He diverted ...
story. Use the past tense.
UNIT 2
Section three - Lost
1 Match the features in the box to labels 1-11 on the map.

woods highway mast coast power lines lake valley built-up area reservoir high ground fields
2 *13 Listen to the first part of a dialogue between a lost pilot and a controller. Complete the location report.
Location report
Call sign TJB
Last known position (1) miles (2) of CELRAVOR
Aircraft (3)
Altitude (4)
Speed C5) kt
Fuel (6) lb
Persons on board C?) -
Endurance (8) hours
3 * * 14 Look at the map above of the plane’s position. Listen to the next part of the
conversation and tick (✓) the features in exercise 1 that they describe.
4 **14 Listen again and draw the pilot’s track on the map.
20 LOST
Functional English - Confirming and disconfirming
1 h* 14 Listen to the dialogue again and complete the sentences below.
They all ask for or give confirmation or disconfirmation.
1 you fly into VFR?

2 that you can see a road.
3 you make out a river?
4 the river on the north side of the road?
5 that the road crossed the river...?
6 a communications mast at 12 o’clock, at about four miles?
2 -A 14 Listen again. Tick (✓) where the pilot gives confirmation. Cross (X) where the pilot disconfirms.
3 14 Discuss with a partner which sentence you think is spoken more clearly, (1) or (2).Then listen
again to the start of the recording and check if you were right. Discuss the reason for this.
Controller TJB. Can you fly into VFR?(1)

Pilot Affirm ... I can see high ground to the north. I’m flying up a valley, with woods to the north,
and fields below me. There is a road below me.
Controller TJB. Confirm that you can see a road. (2)
Pilot Affirm. I can see a road.
Speaking
Work in pairs. Student B, turn to p 108. Student A, you are a pilot who is lost and low on fuel. Look at this page.
Describe your position to Student В - the АТС - who will direct you to the nearest airstrip using visual fixes.
Use the phrases from 1 for confirming and disconfirming.
LOST 21
UNIT 2
Functional English - Simple past

1 Complete the text with the past simple form of the verb in brackets.
A plane carrying 20 passengers heading for Busan (1) (make) an emergency landing
yesterday. The emergency (2) (happen) after the pilot (3) (report) a
technical problem. The flight (4) (depart) Seoul at 0700 and (5) (fly)
towards Busan. The flight (6) (not reach) Busan, but (7) (land) in Daegu
shortly after 0800. The pilots (8) (believe) there (9) (be) a fire. The
passengers (10) (not be) hurt.
2 Complete the conversation with questions.

Journalist (1) (you / make) an emergency landing?
Captain Because we thought we could smell smoke on the flight deck.
Journalist (2) (you / notice) the problem?
Captain About 40 minutes after we left Seoul.
Journalist (3) (you / decide) to land immediately?
Captain Yes, of course.
Journalist (4) (you / land) at Daegu?
Captain We descended to Daegu because it was our closest airfield.
Journalist (5) (the fire / start)?
Captain We’re not really sure - perhaps it was an electrical fault.
Journalist (6) (you / have) on board?
Captain We had 18 passengers with us.
3 Complete this newspaper report using the verbs in the box in the past simple tense.
avoid be (x2) blame cross detect happen issue not tell steer take place
Two planes were less than a mile away from a major catastrophe when a near-collision
(1) in thick clouds above London.
A Boeing 747 and a Gulfstream jet only (2) each other when their internal
warning systems (3) human error and automatically (4)away
from danger.
The Boeing 747 (5) heading towards Heathrow Airport from Japan and
иі: *
■ гЧг i the business jet (6) en route from Sardinia to Luton Airport when their paths
(7) over London.
The incident (8) in July last year near to Southam, and the Air Accident
Investigation Branch today (9) its report into the incident.
It (10) the pilot of the Boeing 747, who was flying “too fast” as the plane
began its landing procedures and (11) Air Traffic Control of his speed.
22 LOST
Confirming and disconfirming
4 Complete the dialogue with the words in the box.
affirm can see confirm that give further negative say last that correct what you
Pilot MAYDAY. MAYDAY. MAYDAY. Tibruk Centre, IG21. We’re lost.

АТС IG21 Tibruk Centre. Roger emergency. (1) known position.
Pilot Last known position was 10 miles north of Tibruk.
АТС IG21. Last known position was 10 miles north of Tibruk. Is (2) ?
Pilot (3) . Last known position was 10 miles north of Tibruk.
АТС IG21. Please tell me (4) see now.
Pilot I (5) a communications mast directly west and a lake below me.
АТС IG21. (6) you can see a communications mast to the east.
Pilot (7) . The communications mast is to my west.
АТС IG21. Turn left 45° and head west to the communications mast.
We’ll pick you up on radar from there and (8)instructions.
Vocabulary
1 Match these verb and noun combinations from the text Lost Then check in the text.
1 cover a by compass
2 complete b the second leg
3 cruise c a heading
4 make d thousands of miles
5 navigate e into range of an NDB
6 fiy ' f the ETA
7 come g at 110 kt
8 follow h to a fix
9 approach i visual contact with a fix
2 Work in pairs. Try to remember the missing verbs spoken by Captain Vette.
N45AC. (1) Myour position, so we can (2) eyour position using the
radio signal. We’ll (3) mour heading until we (4) Icontact. Then we will
(5) L left to (6) r contact, and then try to (7) b you in this
way. We’ll (8) cyou again very soon. N45AC. It’s (9) g dark. What time
is your sunset?
3 Write the words below in the appropriate category. Use your dictionary to help you.
type of land feature

bridge desert footpath
cemetery farmland
high terrain
lighthouse
harbour
marshland
plain
ridge
urban area
LOST 23
UNIT 3
Section one - Datalink
1 Look at the pictures of Datalink communication system.

Tell the group what you know about this technology.
2 Work in pairs. Before you read the article, note down

advantages and disadvantages of using text rather
than voice communication.
3 Read the text. Tick (✓) your ideas that are mentioned.
IS THIS THE END FOR
Datalink allows routine air traffic instructions and

requests to be sent as text messages instead of via
traditional voice communications. The pilot uses
Datalink for requesting changes of level or speed,
while the controller uses it to give clearance for level
or speed changes and frequency changes. Controllers
also use it in order to manage a larger number of
aircraft - some claim it could eventually increase
capacity by 40%.
Clear traffic instructions sent in a pre-formatted

text message avoid the need for repetition, and
reduce communication errors such as simultaneous also increases the crew’s workload - in an emergency
transmissions and misheard instructions and requests. situation, they cannot afford the heads-down time
The messages are delivered in near-real time, and with required to read and write messages. Another drawback
higher reliability than voice transmissions. Datalink has is that when Datalink messages get out of sequence,
reduced airspace congestion, and many people think it pilots do not have the time to match messages to
has helped to make communications fast and safe. responses. Finally, in a mixed voice-data environment,
the crew’s attention is divided, making it easier to miss
However, Datalink also has its drawbacks. It allows a voice call.
‘free text’ messages, so that the crew can use their own
words to deal with non-routine events. However, even There can be no doubt that Datalink has an important
when the pilot writes the message carefully, controllers place in the future of civil aviation communications. But
sometimes do not understand the message, as they may when we need to communicate beyond simple routine
not use the same words and abbreviations, especially messages - for example, in an emergency - there is no
when they do not speak the same language. Using text substitute for talking.
V _____
TECHNOLOGY
4 Read the text again and decide if the sentences are Functional English - Expressing purpose
true or false. Write Tor F.
1 Look back at the text to complete the sentences.
1 Datalink reduces voice communication
by 40%. 1 The pilot uses Datalink requesting
2 The pilot receives a text message almost changes of level or speed ...
immediately. 2 ... the controller uses it give clearance
3 Datalink allows you to write your own for level or speed changes and frequency changes.
messages when necessary. 3 Controllers also use it manage a larger
4 Datalink messages don’t use abbreviations. number of aircraft.
5 It is possible to communicate by voice and 4 It allows ‘free text’ messages, the crew
text at the same time. can use their own words to deal with non-routine
events.
6 The writer doesn’t believe that Datalink should
completely replace voice communication. 2 Complete the sentences using the words and phrases
from 1. Note that either to or in order to can be used in
5 Work in pairs. Discuss the question.
some sentences.
If you had the choice whether or not to use Datalink in
1 Commercial aircraft carry a CVR
your job, what would you decide? Why?
recording communications in the cockpit.
2 Large aircraft are equipped with TCAS
Vocabulary - Communications reduce the danger of mid-air collisions.
Find bold words in the text that match the definitions. 3 Flight schools use simulators pilots can
1 spoken messages sent over the radio learn to fly in safe conditions.
2 a situation where too many people are 4 The sterile cockpit rule was introduced
using a system make sure flight crew keep their concentration
during take-off and landing.
3 the wavelength that is used for radio
communication 5 Many pilots prefer to use the EFB rather than paper
performing flight management tasks.
4 a place that uses a particular type
of system 6 Crash investigators rely on the FDR
analyze an aircraft’s behaviour before the accident.
5 official permission to do something
7 One part of a glass cockpit display is used for
6 the correct order
EICAS, the crew can keep a constant
7 the maximum that a person or system eye on what the engines are doing.
can deal with
8 The head-up display was developed
8 time spent reading or writing allow pilots to read important data without having
to look down.
Speaking - The perfect technology

Work in pairs. Imagine a piece of future technology
that solves most of the present problems of pilot-ATC
communication. Note down your ideas then describe the
technology to the class. Think about:
• what it does
• how it is used
• why it improves safety
• how it makes users' work easier.
TECHNOLOGY 25
UNIT 3
Section two - Flight control systems
1 Match the aircraft with the flight control systems.

1 fly-by-wire
2 mechanical
3 hydromechanical

1 What are the main differences between the systems above?
2 Which of the systems do you have experience of?
3 Why have new systems developed?
3 Complete the sentences with the words below.

override ultimate control capability built-in limits
1 If a pilot has , then he takes the final decision on controlling the aircraft.
2 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 of the flight control system are called
4 To cancel or change an automatic action, we use the function.
4 * 15 Listen to a discussion
between an airline employee and
pilot, and answer the questions.
1 Why does Jean want Mehmet’s

opinion about two planes?
2 What two aircraft are they talking
about?
3 Why does Mehmet mention
Habsheim and Colombia?
4 Which plane does Mehmet think
is safer?
26 TECHNOLOGY
5 И 15 Listen again and underline the correct information.
1 Both aircraft use mechanical / fly-by-wire / intelligent flight control systems.
2 The Airbus gives final control to the flight control system /pilot/ first officer.
3 At the Habsheim airshow, the computer didn’t allow the pilot to pull up/land correctly /retract the air brakes.
4 In Columbia, a computer could have stopped the pilot flying too quickly/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 'fly-by-wire' ?
2 I'm not mean by ‘an override function'.
3 In , the Airbus computer doesn’t allow pilots to do any thing dangerous.
4 So , on an Airbus the computer has ultimate control...
5 Can an example?
6 And there are protections to prevent overspeed. , it stops the pilot from going
faster than is safe.
7 To put , sometimes the aircraft should allow manual control.
2 Work in pairs. Take turns to explain how to use a 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
й 15 Complete the expressions with the verbs from the box, then listen again and check.
reduce stop do allow prevent increase limit make
1 anything dangerous 6 the pilot’s capability

2 safety 7 manual control
3 the pilot 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 В A В
1 bought port 5 lab lap
2 bat pat 6 peg beg
3 tab tap 7 stable staple
4 bet pet 8 bit 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 In your opinion, is fly-by-wire safer than a conventional mechanical control system?

2 In fifty years' time, how do you think flight control systems will be different?
TECHNOLOGY 27
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Section three - Instrument blackout
1 Match the words to the picture. Write a-h. 4 17 Listen to a conversation from the flight deck
1 upper ECAM (electronic centralized of an Airbus A319. Choose a, b or c to complete the
aircraft monitor) display sentences.
2 lower ECAM display 1 There is a problem with the:
3 autopilot a fuel system
4 radio management panel (RMP) b electrical system
5 primary flight display (PFD) c pressurization system.
6 secondary flight display
7 speed, altitude and attitude display 2 The pilots solve the problem by:
a reading instructions on the ECAM screen
2 Work in groups. Explain the function of each item. b reading instructions in the manual
c getting help from maintenance on the ground
3 Match the two halves of the sentences.
3 The pilots decide to:
1 Let's reboot----------- a are down,
a continue their original flight plan
2 We’ve lost b power back.
b land immediately
3 OK, let’s get the system \ c back online.
c enter a holding pattern.
4 We have a system \ d this out.
5 The system is ----- --- the system.
6 All the flight displays f going again.
7 Let’s check g is out.
8 The upper ECAM display h the autopilot.
9 We’ve got i failure.
28 TECHNOLOGY
Functional English - Giving instructions
И 18 Complete the sentences from the dialogue.
Listen and check.
1 Centre and them what’s
happening.
2 the system.
3 , read the instruction. follow it.
Check it you delete it.
4 What's the instruction?
5 First, contact АТС so they
know our situation.
Pronunciation - Sentence stress 1

1 H 18 Listen to the first sentence again. Notice how
the words that carry the main meaning of the sentence
have the most stress.
5 Ь* 17 Answer the questions, then listen again and check.
âjjêr^tre and(Qj)them what's(fiapêning.
1 Why can't the pilots see?
(Circle)the stressed part of the words you think carry the
2 What equipment on the flight deck fails?
main meaning in the sentences 2-5 in the Functional
3 Why don't АТС respond to the mayday call?
English section, then listen again and check.
4 Where exactly are the instructions?
5 How many instructions do the crew follow to solve
the problem? Speaking
6 Work in pairs. Discuss the questions. Work in pairs. One of you has a technical problem.
• What equipment at work do you have the most A colleague looks at a troubleshooting guide on the
problems with? What is the procedure when it Internet, and gives you instructions over the phone.
won’t work? Use expressions from the unit, and add as many
• What was the last serious problem you had? details as you can.
Situation 1 Situation 2
j
A
В other person
blank laptop A
can't hear you
screen
over radio
battery? instruction
battery fine fine
(add detail) (add detail)
cables? instruction
fine fine
(add detail) (add detail)
switched on?
fine
(add
(add detail)
detail)
report to
manufacturer
manufacturer
TECHNOLOGY 29
UNIT 3
Functional English - Expressing purpose

1 Match the beginnings and endings of the sentences.
1 Repeat the message slowly so that-------- a restoring it to flying condition.
2 We had to dump some of our fuel in order to b having all aircraft use this technology in the near future,
3 Controllers and pilots use Datalink to \ c discovering ways to reduce aircraft noise.
4 Investigations are carried out for the purpose of \ d learning about the latest technologies.
5 Research is being done with the aim of \ e expanding its student capacity.
6 A Datalink trial was done with a view to f land safely.
7 The training school is raising money with the objective of g the engine didn’t catch fire.
8 They’re working on the old plane with the intention of h avoiding similar incidents in the future.
9 They switched off the fuel pumps so that i I can understand.
10 We went to the conference for the purpose of j communicate with each other.
Saying things another way

2 Rearrange the words to make sentences.
1 is / do / mean / of / order / out / radar / that / the / you?
2 clarify / I’m / me / let / say / to / trying / what
3 ‘unlawful interference' / could / explain / just / means / what / you?
4 basically / continue / need / so / heading / to I with / you I your / current
5 do / mean / what / you?
6 an / could / me / explanation / give / you?
7 sure /1 / that / not / I'm / understand
8 an / give / can / example / me / you?
9 allow / computer / doesn’t / fly / in / manually / other / pilot / the / the / to / words
10 another / have / it / problem / put / serious / to / way / we / a
Giving instructions
3 Match the verbs 1-10 with the words or phrases a-j.
1 access a an emergency
2 contact b again
3 declare c the ECAM
4 do d the instructions
5 follow e going
6 keep f descent
7 lock g АТС
8 request h engine 1
9 shut down i the cabin door
10 try j a complete check
30 TECHNOLOGY
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
1 It is easier to directly to a pilot rather than write a

2 Datalink allows pilots and ATCs to text messages for communications.
3 The problem with transmissions is that the speaker may be difficult to
4 Datalink allows users to create messages using their own
5 Datalink has the potential to make safe and fast and to reduce on the frequency.
6 Datalink users just need to from a list of text messages.
7 Datalink systems messages between pilots and controllers.
8 It can take time to match messages to when messages get out of
9 If controllers clear traffic instructions, it reduces the need for
10 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 to make communications more efficient.

2 Maintenance staff will to conform to the new safety requirements whether they like it or not.
3 Air traffic controllers and pilots are to undergo a medical check-up every two years.
4 The officials told the airline that they to improve their current safety record immediately.
5 Commercial pilots are told to flying through military-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 relies on simplifies utilizes
A glass cockpit is an aircraft 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 flight 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
(11) the need to (12) a
flight engineer.
TECHNOLOGY 31
UNIT 4 Л
A N IMALS
A Rabbits are damaging the
runway at a Scottish airport
Section one - Wildlife on the ground and airport authorities are
worried that the animals
could make it dangerous for
1 Match the stories А-D with the subjects.
В Cargo workers found 2,400 planes to land. Thousands of
Which one is about an animal
snakes bound for Hong Kong rabbits are living in tunnels
1 being transported illegally? beneath the airfield and
sent by smugglers in Thailand.
2 damaging an aircraft? holes have appeared on the
Airport officials found the snakes,
3 escaping inside a terminal? — runway's new surface.
worth about $75,000, in plastic
4 damaging an airfield? bags after cargo T--------------------------
handlers heard Flight crews chased a kangaroo after
2 Work in groups. Discuss the questions below. hissing sounds. The it escaped at Salt Lake City International
1 Do you know of any other incidents involving banded rat snake Airport. Crews were unloading the kangaroo
wildlife loose in airports? Tell the group. is an expensive when it broke out of its cage and hopped
meal in some Asian across the concourse. During the chase, the
2 What is the most common problem involving
countries. kangaroo scratched an airport worker and
wildlife at ground level at an airport you know?
tripped up and hurt its nose.
3 Scan the report below to find what the following figures refer to.
-I y4 mj|e the. аігсгаТ±\ di£tA*ce. Тгом О Нлге. D American Airlines banned some dogs
2 50 lb from its planes after a pit bull terrier
3 172 escaped from its cage. The crew of the
4 $233,000,000 Boeing 757 heard sounds from the cargo
hold then the plane’s backup radio and
5 97%
some navigational equipment stopped
working. When ground crew opened the
cargo hold doors, they found the dog had
damaged the hold’s bulkhead and door
and chewed through wires as thick as a
Animals in the flight path garden hose.
he Federal Aviation Administration to go around, but landed safely on their
T (FAA) reported that two planes more reports from pilots. In the same
second attempts. The pilots were about period, 172 people were injured and nine
preparing to land at O’Hare a quarter-mile from O’Hare with their
International Airport aborted their died in such incidents, which resulted in
landing gear down when they were $233 million in losses.
landings after a pilot spotted coyotes warned. The pilot of a flight landing
near the runway. The flights, operated ahead of them saw the coyotes on the
by United and American airlines, needed Coyotes know how live in the urban
grass margins and alerted controllers. environment, and while fewer coyotes are
trapped, more are coming closer to cities
It is not unusual for coyotes to end up on to hunt rabbits and birds. The coyotes
runways - they’re seen at O’Hare once or can be detected by sensors and CCTV and
twice a week. Coyotes, which can weigh then often need scaring away by airport
as much as 50 lb, can cause significant security workers in cars. But the best way
damage to aircraft. In October 2005, a to keep coyotes away is to make sure that
19-passenger Beechcraft 1900 turboprop the airport’s perimeter fences are secure
hit a coyote on take-off at the Ogdensburg so they can’t dig under them.
airport. The nose gear collapsed, and the
plane skidded to a stop. It was declared a Airplanes struck wildlife 66,392 times in
total loss, according to FAA records. The the USA from 1990 to 2005. More than
FAA said reports of planes hitting wildlife 97% of those incidents involved birds.
went up four times from 1,744 in 1990 Strikes involving other animals were:
to 7,136 in 2005 because there are more deer - 652; coyotes - 198; alligators - 14;
flights, more wildlife near airports and house cats -11.
32 ANIMALS IN THE FLIGHT PATH

4 Read the text again and decide if the sentences are true or false. Write Tor F.
1 Pilots were warned about the animals 15 minutes before landing at O'Hare.
2 A Beechcraft 1900 arriving at Ogdensburg airport collided with a coyote.
3 Wildlife strikes went up 80% between 1990 and 2005.
4 Airport workers drive at coyotes to scare them away.
5 Wildlife strikes in the USA included some pets.
Vocabulary - Security measures

Match the words with the features a-h.
1 perimeter fence
2 CCTV camera
3 grass margin
4 bird scarer
5 security worker
6 bird of prey
7 poison
Functional English - Expressing necessity

1 Look back at the text and complete these sentences.
1 The flights around.
2 The coyotes ... often away by airport workers in cars.
We use need + to verb to say when it is 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 Work in 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 strikes?
ANIMALS IN THE FLIGHT PATH 33

UNIT 4
Section two - Anima
1 Match the words with the pictures.

1 containers
2 pallets
3 fork-lift truck
4 cage
5 hinge
6 cargo net

1 What animals are most often transported by air?
2 What problems can animals cause on cargo aircraft?
3 19 Listen to the conversation between pilot and ground

crew, and answer the questions.
1 What's the problem?

2 What happens in the end?
4 - * 19 Listen again and underline the correct information.

1 The flight is inbound / outbound.
2 The cages are in the fore /aft hold.
3 The ground crew are unloading /loading on the animals.
4 The plane is due to take off/push back at 1255 / 1305.
5 The pilot wants the ground crew to have a look/go back in the hold.
6 The bars / lock and hinge / floor of the cage broke.
7 The pilot wants to call security/a vet.

Functional English - Expressing Pronunciation - Word endings
preferences
И 21 Listen and repeat the sentences, starting with the
1 Work in pairs. Try to complete these sentences from last word. Notice how the end of one word seems to join
the dialogue. the beginning of the next.
1 I miss our slot. 1 This is going to make us late.

2 I know what’s going on in there before 2 We’ve got a problem in the hold.
I make any decisions. 3 What do you think we should do?
3 This is what I do.
4 I put themselves in danger.
5 I get some help with this. Functional English - Explaining unknown
words
2 - * 20 Listen again and check, then listen again and
repeat the sentences. Notice how to is pronounced. 1 Here are examples from the dialogues when people
explain what words mean.
3 Complete the sentences with the words in the box. The thing that holds the door onto the cage is broken.
like me to repeat prefer not to do like to cut We've got a cargo net for catching him.
prefer people to speak like to give want to work
’d rather work want us to clean prefer to be Here are some more ways to describe an object. What
wants to do
thing are they describing?
1 I for our national airline It’s made of steel.
someday. It’s something for moving large quantities of goods.
2 I’d long-haul flights,
It’s used to transport goods overseas.
if possible.
3 I’d based abroad. This is something that helps companies operate
4 Do you the windshield? worldwide.
5 I'd down the number of hours
I work. 2 Work in pairs. You are going to practise describing
6 We wouldn’t advice until we words. Student A, go to p 104, Student B, go to p 109.
know your position.
7 I slowly and clearly.
8 Nobody else night flights,
but I enjoy them.
9 Would you that information?
10 I work for a large airline, but I
for a smaller one.
4 Use these expressions to make true sentences about

your current job. Then work in pairs to talk about what
you have written.
I don’t want to
I wouldn’t like to
I'd rather
I want someone to
I’d prefer to
I’d like to
I'd like my employers to

UNIT 4
1 Work in pairs. Discuss what kinds of damage a bird strike can cause.
2 22,23,24 Listen to the recording and decide if the sentences are true or false. Write Tor F.
1 The plane is hit by four birds.
2 The crew increases power on engines two and three.
3 They can’t see through the windshield clearly after the strike.
4 The pilot has difficulty turning left.
3 Listen again and answer the questions.

1 At what height does the plane strike the birds?
2 How much fuel is on board?
3 Why doesn’t the pilot want to land immediately?
4 What actions does the pilot intend to take next?
Pronunciation - Sentence stress 2

1 •И 23 Listen to a section of the dialogue again, and complete the sentences.
1 strike! 6 one.
2 birds! 7 level.
3 running. 8 one.
9 thrust.
4 power?
5 left.
2 " 2 3 4 23 Listen again and underline the stressed syllables.
3 - * 23 Listen again and repeat the sentences.
4 Work in pairs. Practise the section of dialogue, until you can do it without looking at your book.

Functional English - Saying intentions
1 Listen to a section of the recording again and complete the dialogue.
C S27H. Say(1)
PNF What are we (2) to do? Go around to the left?
PF Yes. I don’t (3) to land with this much fuel on board. Turn left, dump fuel and get back down.
PNF We’re (4)make a left orbit of the airfield. S27H.
C S27H. Can you make right turns?
PNF Negative, sir. Right turns will be very hard. I’d (5) to turn left.
T S27H. Understand you are unable to make right turns. Turn left at your (6)
PNF Turning left, heading 340. S27H.
PF OK, we need to dump fuel as soon as possible.
PNF We (7)to dump fuel to landing weight. S27H.
2 Complete the sentences with the words in the box.
going to are going not planning plan to you going
1 We to maintain 5,000 ft.

2 I intend control to chase the geese off the runway.
3 I have maintenance check the wings.
4 We aren’t dump fuel until we’re nearer the airport.
5 I’m to inform the passengers yet.
6 Are to activate emergency services?
Speaking
Work in pairs. Student A, you are the pilot of WindAir 87. Student B,
you are the АТС. Spend a few minutes thinking about what you are
going to say, then act out the dialogue. Then change roles.
АТС
Pilot Warn of birds possibly

in flight path
Declare bird strike. Invent
details
Fire coming from engine.
Declare emergency?
Yes. Shut down engine
Intentions?
—
Fuel on board?
Dump fuel?
Dump one minute

OK. Dump and continue
right / left turn to runway
Functional English - Expressing necessity

1 Underline the correct form of the verb.
1 The cabin needs to clean I cleaning.
2 The controller needs to get/ getting in contact with someone in the
next sector.
3 The undercarriage of the Boeing 747 needs to repair / repairing.
4 We need to change / changing the current radio frequency.
5 The aircraft will need to refuel/ refuelling on arrival at JFK.
6 Our technician needs to come / coming and fix the radar.
7 The landing gear needs to check / checking for any damage.
8 The emergency services need to park / parking near the end of the runway.
9 The windshield needs to replace / replacing as it has a big crack in it.
10 The trainee needs to 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? (prefer) I d prefer to work, cUy£ ...
2 travel on an Airbus A380 or on a Boeing 787 Dreamliner? (rather)
3 make voice transmissions or send text messages? (prefer)
4 work in a team or alone? (like)

5 speak English or your own language at work? (want)
6 fly long distances or short distances? (rather)
Explaining unknown
7 pilot a plane words
with or without passengers? (prefer)
8 regular hours or shifts? (not want)
3 Complete descriptions 1-10 with words from the box, and match each one to an object a-j.
9 deal with an unruly passenger or a sick passenger? (not like)
’re
10 made ’stravel
usedfirst
made of something
class or economyfor something
class? (rather)that
the thing used for used to are used use to
1 It’s a strong synthetic fibre and foam. a control column

2 It’s steering the plane. b flight strip
3 It’s record flight data. c headsets
4 It’s helps controllers detect and track objects. d lifejacket
5 They of glass. e overhead locker
6 It's detecting a possible fire. f radar
7 It’sthat cabin crew use to serve food and drinks. g radio
8 It to store luggage. h smoke alarm
9 It’s what we communicate with air traffic controllers. i trolley
10 Theyto help pilots and controllers to hear and speak easily. j windshield

Saying intentions and expectations
4 Rearrange the words to create sentences expressing intentions or expectations.
1 assist / communication / Datalink / in / intended / is / pilots / to
2 airspace / clear I controller / plans / the / the / to
3 aim / before / dump / fuel / landing / some / to / we
4 1300 / estimate / at / ETA / hours /1 / our
5 about / an / expect / hour / in / land / to / we
6a/ delay / going / I’m / inform / of / passengers / to
7 to / take / slot I off / next / we’re / available / in / the / hoping
8 airline / an / company / every / has / intention / investigation / of /
starting / the
9 at / depart / expected / flight / hours / is / 1800 / to / 245
10 attendants / flight / go / intend / on / strike / the / to / tomorrow
Vocabulary - Security measures

1 Complete the sentences with the words from the box.
bird scarer CCTV cameras metal detectors perimeter fence poison
police unit security worker sensor sniffer dog traps
1 A is used in airports to detect illegal items in people’s luggage.

2 Every person boarding a flight must walk through
ЗА is a piece of equipment that reacts to physical changes such as heat, light or movement.
4 are sometimes used for catching animals near a runway.
5 A ’s job is to protect a building and / or its surroundings.
6 A is a structure made of wire that surrounds an airport for security.
7 are placed around an airport to monitor what is happening.
8 A 's role is to frighten birds from the aerodrome airspace.
9 is often used to kill animals or birds found near a runway.
10 Some airports have their own to deal with any crimes on location.

2 Rearrange the letters to find the
synonyms of words from the unit.
1 eiksrt to hit
2 deijnru hurt
3 acellops to fall
4 raelt to warn
5 ehlo crack
6 beknor out of order
7 aaddegm broken
8 egiinnost intake
9 accdehrst scraped
10 rtbsu punctured

UNIT 5
GRA
Section one - Ultralight
1 Discuss in pairs. What’s the smallest aircraft you have:

• flown? • flown in? • seen?
2 Work in pairs. Look at the picture of the GEN-H4 and guess

answers to the questions.
1 What is it?
a a gyrocopter
b a helicopter
c a hang-glider
2 How many blades does it have?
3 How is it powered?
4 How fast can it fly?
5 How is it controlled?
6 Do you need to be a licensed pilot to fly it?
7 How long does it take to assemble it?
Read the article from Kitplane Monthly magazine and compare

your answers with the text.
The GEN- H4 is the smallest co-axial right and performed a wide turn. He
one-man helicopter in the world. It then straightened up and alternated
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 to just above the ground. After
maximum altitude of 1,000 m at a top 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 4 m (118 inches), so no parking the ground.
problems.
yaw throttle 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 climb. 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
or 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
I 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-H4 comes in kit form and can
climbed to about 100 ft, rolled to the be assembled in 40 hours.
62 KitplaneMonthly
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, weight-shift to change direction.
2 the throttle controls climb.
3 You turn left or right a yaw switch with your left thumb.
2 Complete these sentences about basic control of a fixed-wing aircraft

using the words in the box.
adjust by means of by means of by moving by raising

changes controls lowering move moving pushing turns
1 Cockpit controls the control surfaces rods,

cables 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.
5 _________the left-hand pedal the aircraft to the right.
6 The pilot the pitch of the aircraft or
the elevators.
Vocabulary - Manoeuvring an aircraft

1 Work in pairs. Look at each of the bold words in the text {pitch, roll, etc.)
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.
1 What do you do by increasing the revs?

2 How do you turn left?
3 What happens when you throttle back?
4 How do you roll right?
5 What happens if you shift your weight too quickly when taking off?
6 How do you adjust the pitch of the aircraft?
7 What do you do by keeping the throttle open and not shifting
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
Work in small groups. Discuss the questions.
1 What are the regulations for ultralights in your country? Is it legal to fly a
GEN-H4?
2 Should pilots have to be qualified before they are allowed to use
ultralights?
3 What are 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?
1 Work in small groups. Discuss the questions.
1 What do you know about the Red Bull air race?
2 How are the racing aircraft different from
conventional aircraft?
3 Describe the most amazing aerobatic
manoeuvres you have seen (not necessarily in
an air race).
2 * 25 Listen to a radio interview with Brazilian world

champion pilot Thiago Silvo Corbera. Number the
manoeuvres 1-8 in the order he describes them.
3 H 25 Listen again and write the names of the manoeuvres he describes next to the pictures.
The words you need are in the box (two words are not needed).
inside half barrel full outside death tail Cuban hammerhead slide loop spin roll eight
4 * 25 Listen again and answer the questions.
1 Which is Thiago’s favourite manoeuvre?

2 Which is more important in an air race - speed or manoeuvres?
3 What plane is Thiago flying?
4 How much does Thiago's plane weigh?
5 How many degrees do the control surfaces deflect as a minimum?
6 What happened to Thiago in the 2007 race?
7 How is Thiago feeling about today's race?
42 GRAVITY
Vocabulary - Units of measurement specifications Extra 300s
non-metric metric
1 26 Work in pairs. Discuss how you say these units
of measurement. Then listen and repeat. length •ft M
ft m ft2 km f/m °/s kt height
gs nm m2 lb kg HP m/m weight (unladen) —
wing area —
2 ’ * 27 Listen and complete the table with the
specifications of Thiago’s aircraft. g-rating +/-
engine
3 28 Discuss with your partner how to say these max. speed / VNE
numbers in plain English. Then listen and repeat.
stall speed / VS
1 6.51 climb rate —
2 651
roll rate
3 6,501
range
Speaking
You are going to exchange information about two more racing planes. Student A go to p 105. Student В go to p 109.
Functional English - Comparing and contrasting

1 Work in pairs. Discusswhat the missing word is in each sentence.
1 The CAP 232 is longer the MX2.
2 The Extra 300s is longest.
3 The CAP 232 is a heavier than the MX2.
4 The MX2 is the powerful.
5 The Extra 300s’s range isn’t as great the MX2’s.
2 Write two sentences comparing the racing planes using each of the adjectives in the box.
heavy powerful tall fast
3 Work in pairs. Discuss the questions. Try to use expressions from 1.

1 In your opinion, what plane has revolutionized air travel? How is / was it different from other planes?
2 What is your favourite type of plane? Why?
3 What is your favourite airport? Why?
GRAVITY 43
Section three - Hydraulic loss
1 Work in small groups. Discuss the questions.

1 What problems can hydraulic failure cause for:
a airborne aircraft?
b air traffic control?
2 Is hydraulic failure common? Why / Why not?
3 Do you know of any incidents or accidents related to hydraulic problems?
4 Make a list of the parts of an aircraft that can be affected by hydraulic failure.
2 "4 5 29 Listen to the first part of a conversation between a pilot and an approach controller.
Does the pilot mention any of the parts you listed?
3 Underline the correct words to complete the controller’s summary of the situation.
Executive 56 has (1) no /low pressure in their hydraulic system. It is difficult for the crew to control
the (2) yaw/bank and the pitch of the aircraft. They can only make (3) small/big turns and they
are using (4) asymmetrical thrust/the control surfaces to turn. They would like to try and fly
(5) west /east of the airport for a (6) short/ long final.
4 H 30 Tick (✓) the things you think will happen. Add two more. Then listen and check your answers.
The crew will...
□ execute a missed approach
□ be forced to ditch the aircraft in a 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 controller
□
5 '4 31 Listen to the final exchange between the pilot and the controller.
What happened to Executive 56 in the end?
44 GRAVITY
оинииМІ^МЩИМІИЯЯНИЗЕИИКВВВйИВВ
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 We’re controlling the attitude.
2 It’s establish level flight.
3 Just tell me and for you.
4 We’re 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’re 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.
We’re having trouble controlling the ît и de.
2 *32 Work in pairs. In sentences 2-8 of Functional English, discuss which word or part of a word
you think should carry the most stress, and<£irclej)it Then listen to the sentences again.
3 И 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’s pronunciation.
Speaking - Helping a pilot in difficulty

1 Work in pairs. For each situation, decide what things the pilot is having difficulty with, and what help
the air traffic controller could offer. Then roleplay the situations, using expressions from the unit.
pilot having difficulty with help offered by АТС
1 A light aircraft has landed in

marginal weather and skidded
off the runway onto the field.
2 A helicopter has total

hydraulic failure.
2 Change partners and roleplay the situations again.
GRAVITY 45
UNIT 5
Functional English - Explaining how something works

1 Underline the correct option.
1 A pilot is able to steer a plane by means of / by flight controls.
2 Controllers are able to observe the progress of a flight through / with the use of radar.
3 The second level in the Airbus A380 is accessed by the way of I by way of a curving set of stairs.
4 Pilots keep unwanted passengers out of the cockpit by / with the use of locking the door.
5 The Boeing 747 is powered by way of / by four engines.
6 With the help of / Byan escape chute, passengers and crew are able to evacuate the aircraft quickly.
7 Flight safety is maintained through / using regular maintenance checks.
8 Aerodrome controllers are able to see aircraft clearly by way of / with the help of binoculars.
9 You climb and descend using / through the throttle controls.
10 The presence of ice on aircraft wings is reduced through / by means of de-icing chemicals.
Comparing and contrasting

small smaller easy easier important more important far farther / further
2 Change adjectives 1-10 to comparatives.

1 bad 6 short
2 quick 7 windy
3 fast 8 serious
4 good 9 tall
5 busy 10 urgent
3 Complete the sentences using the words in the box. Not all the words are needed.
a bit a lot more as good as many farther than fewer

longer than more most important much heavier powerful as
1 Steel is than aluminium.

2 The Airbus A320 is as the Boeing 747.
3 An Airbus A380 is Concorde.
4 French ATCs are as controllers in Germany.
5 The function of an air traffic controller is to ensure the safe separation of air traffic.
6 The Airbus A320 can carry passengers as the Boeing 747.
7 A jumbo jet is able to fly 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 other airports.
2 They are making the airport (big) to accommodate increased traffic.
3 Air travel was a lot (expensive) a few years ago.
4 Air traffic control systems are getting (safe) all the time.
5 Modern planes are (fuel-efficient) than planes thirty years ago.
6 The flight 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.
1 having / I’m / is / pilot / saying / the / trouble / understanding / what

2 background / because / difficult / hear / it’s / noise / of / the / to / you
3 control / fighting / plane / the / to / we’re
4 air / in / increase / keep / struggling / with / the / they’re / to / traffic / up
5 assistance / you / emergency / like / would ?
6 anything / is / need / else / there / you ?
7 and / for / get / I’ll / it / need / me / tell / what / you / you
1 The pilot flew inside a loop and ... a forward on the stick
2 He did a full roll... b the helipad before landing,
3 And then they yaw ... c the throttle controls to climb,
4 They lost control and started to ... d pitched up into a circle,
5 Aerobatic manoeuvres involve ... e several hundred feet,
6 You start a dive by pushing ... f tipping over,
7 They increased power and climbed ... g by rotating 360°.
8 He eventually learnt to control the helicopter without... h 180° to a nose-down,
9 In a GEN-H4 you twist... i lose altitude,
10 The helicopter hovered above ... j a lot of training and skill.

2 Rearrange the letters in the words from the unit to complete the definitions.
1 An aeroplane is a defix-ginw aircraft.

2 A helicopter is an example of aorrty-igwn aircraft.
3 A gahn-edgilr is a simple aircraft with no engine that you lie underneath
and control by shifting your weight.
4 A lergid is a light plane with no engine.
5 A wto ckrtu or tug is a vehicle used to taxi aircraft.
6 If something is aegikln, liquid or gas is coming out of it through a hole.
GRAVITY 47
UNIT 6 л
& hI E A ILT h
Section one - Is there a doctor on board?
1 Label the first-aid kit with the words from the box.
bandage defibrillator EpiPen inhaler
plaster insulin pen____ splint______
2 Match each of the events or injuries with the item of

medical equipment that treats it.
1 a severe allergic reaction

2 a diabetic episode
3 a cut
4 a limb fracture
5 a severe asthma attack
6 a serious head injury
7 a heart attack
3 Read the article. Match the sections A-E to events 1-7.

Some sections may match more than one event.
C Asthma is a common condition that can

be life-threatening, especially when the
sufferer’s inhaler is in the baggage hold.
In addition to oxygen, bronchodilators
A You’re midway through a routine flight, trained to give CPR, while many airlines and adrenaline are kept in order to
when suddenly a passenger collapses now also cany defibrillators to restart open up the airways.
clutching his chest and struggling to the heart. Cardiac monitors arc D Dangerous breathing problems
breathe. This is one of the situations used increasingly, so that data can be can also result from severe allergic
that cabin crew are trained to deal with, transmitted to medical advisors on the reaction, which worries airlines so
and aircraft are equipped for. So what ground. much that some no longer serve
are some of the most common medical В Л large number of diversions are caused peanuts. Most carry Epi Pens, as well as
emergencies? by injuries to passengers. Items falling antihistamine and adrenaline to prevent
This event - a heart attack - is the from the overhead storage bins are a anaphylactic shock.
leading cause of in-flight death, and the common cause of head injury, while E Most medical kits contain glucose and
leading medical cause of diversions. unexpected turbulence can easily result glucagon injections to treat passengers
Medical kits include aspirin and a in broken bones. First-aid kits are who suffer hypoglycaemic episodes.
vasodilator spray to keep the blood equipped with splints and bandages to The disruption of regular eating habits
flowing when there is chest pain. In stabilize limbs, as well as plasters for can lead to a dangerous drop in blood
case of cardiac arrest, cabin crew are minor cuts. sugar levels.
48 HEALTH
4 Read the article again and answer the questions.
1 What event causes most deaths on board planes?
2 What are the two main causes of injury?
3 When can asthma be especially dangerous on flights?
4 What have some airlines done to prevent dangerous allergic reactions?
5 Why do diabetics sometimes have problems when flying?

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 This is theof in-flight death.

2 A large number of diversions are injuries to passengers.
3 Unexpected turbulence can easily broken bones.
4 Dangerous breathing problems can also severe 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.
1 the tubes in the body that we breathe through

2 a sudden attack of an illness
3 a box containing emergency medical supplies
4 the arms and legs
5 a machine for checking how well the heart is working
6 a sudden and extremely dangerous allergic reaction
7 the sudden stopping of the heart
8 a small measure of medicine for putting into the body through a needle
Speaking - Saving the life of your airline

1 Read the situation.
You work for a small airline which has had to make a record
number of diversions due to medical emergencies in the
past year. As a result, it is 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

it can take to achieve this. Write down your ideas
as five action points. Be creative!
2 Share your ideas with the group. Vote on the five

most original.
HEALTH 49
UNIT 6
Section two - Stressed? 1 Match the adjectives with their definitions.

1 run down a extremely tired
2 stressed b a bit depressed
3 overworked c feeling under pressure
4 exhausted d anxious about something
5 worried e having to work more than you
6 irritable are able to
7 down f unable to concentrate
8 unfocused g unhealthy because of too little
sleep and too much work
h easily annoyed
2 Choose three of the adjectives. Tell your partner about the last
time your work made you feel like that.
3 Make a list of things that can cause someone stress in their life.
4 **33 Listen to part of a workshop on ‘Dealing with stress’,

and tick (✓) the reasons you listed that are mentioned.
5 * * 33 Listen again and note down the ways for dealing with
stress that people suggest.

1 Does stress often affect people in your job? Why / Why not?
2 What tells you that a colleague is becoming stressed?
3 What can an employer do to reduce stress in its employees?
Functional English - Making suggestions and giving advice

1 ’ 4 33 Work in pairs. Try and remember the words and expressions from the workshop.
Then listen again and check.
1 identify the sources of stress.

2 Some experts__________keeping a diary ...
3 You try and take holidays from work regularly ...
4 I think to talk to a friend about your problems and feelings.
5 ... you______________ get professional help on how to deal with it.
6 For me, the dealing with stress is to make sure you exercise, eat and sleep well.
7 And if you can’t sleep at all, well, then see your doctor.
8 _____________ is to try and make more time for those things you enjoy.
9 I a 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 can help may want shouldn’t suggest suggest try and
1 You take a nap when you arrive.

2 I you drink plenty of water before, during and after the flight.
3 It to take a melatonin supplement when you arrive.
4 You to keep to your home schedule on a short trip.
5 I scheduling important meetings to times that correspond to waking times at home.
6 avoid light at times when it would be dark at home.
7 I would you to avoid heavy meals at a time when you would have a light meal at home.
50 HEALTH
Pronunciation - Consonant clusters 1
1 *”*34 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 И 35 Rearrange the words to form sentences. Then listen and check your answers.
Practise saying the sentences with the recording.
1 still / we’re / to / get / slot / a / struggling
2 light / brake/the / blinking / is
3 enough/ drive / on / to / is / runway / the / dry ?
4 need / are / frozen / and / flaps / freeing / the
5 the / wipe / grease / the / I’ll / glass / off
6 tried / to / I’ve / 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 talk to the group.
HEALTH 51
UNIT 6
Section three -
Medical emergency
1 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's illness?

1 The sick passenger is Belgian / Egyptian.
2 The flight is on its way to / departing from Egypt.
3 The sick passenger is about 19/29 years old.
4 The sick passenger is sitting at the front/back of the plane.
5 He has been on holiday/a business trip for five / ten days.
6 The flight’s planned destination is France / somewhere on the Bed Sea.
7 The flight has been airborne for 50/ 15 minutes.
8 The medical advisor tells the captain to return to the airport/ descend immediately.
H 36 What are the passenger’s symptoms? Listen again and tick (✓) the symptoms you hear.
trouble breathing shaking very pale ! in great pain

coughing blood sweating vomiting losing consciousness
Functional English - Giving and asking for updates

1 37 The crew update the medical advisor with the latest news of the situation.
Work in pairs. Try to remember the missing words, then listen and check.
1 We moved the other passengers away.

2 removed his seat belt?
3 We found anything else
4 eaten or drunk anything?
5 Ilooked 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.

’ve already done has fallen ’s cut haven’t taken it yet ’s lost hasn’t stopped yet ’s just regained
Captain A laptop (1) on an elderly female passenger.

She (2) her head very badly. She (3) consciousness.
Medical advisor Has the bleeding stopped?
Captain No, it (4)
Medical advisor You need to put a bandage on it.
Captain We (5)__________________ that. It’s still bleeding though.
Medical advisor 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 H 38 Listen to the sentence from the dialogue and notice the intonation.
He’s having difficulty breathing, he's shaking badly and his eyes are shut.
2 Draw an arrowor Si to show where the intonation rises and falls in the following lists.
1 Nausea, dizziness, losing consciousness and sweating.
2 She’s trembling, coughing and crying.
3 Lie the passenger down, put him in recovery position and call MedLink.
3 Й 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 list of actions that should be taken to
help the person.
condition symptoms actions
heart attack
hypoglycaemic episode
fractured arm
severe allergic reaction
2 Change partners. Roleplay the situations,

inventing details where necessary. Take turns
to be the captain and the medical advisor.
Medical advisor
HEALTH 53
UNIT 6
Functional English - Expressing cause and effect

1 Complete sentences 1-10 with the prepositions from the box.
from in by of to
1 An epileptic fit is caused a sudden burst of excess electrical

activity in the brain.
2 Excessive alcohol consumption is the leading cause air rage.
3 Poor judgement by the pilot almost resulted a fatal incident.
4 Several flights have been diverted as a result storms.
5 For controllers and pilots, lack of sleep can lead errors.
6 Aviation accidents are often caused human error.
7 Better training for flight crew resulted fewer passenger fatalities.
8 The leading cause flight delays is poor air traffic management.
9 Better flight safety has resulted improvements in technology.
Making suggestions and giving advice

1 You won’t be able to board the plane, sir. Please try to calm down I calming down.
2 You should take /taking a thick coat and a hat, because Moscow is cold!
3 She was advised to go I going to passport control immediately.
4 Due to the reported severe turbulence, they suggested to follow/ following a revised flight path.
5 To avoid deep vein thrombosis, it can help to walk/ walking around the cabin during the flight.
6 The passenger had a very bad headache, so the flight attendant suggested take / taking an aspirin.
7 It’s a good idea to go / going through the passenger’s belongings to see if they are taking any medication.
8 A good way of stabilize / stabilizing a broken limb is to use a splint.
9 You may want to move / moving the patient to the rear of the plane, away from the other passengers.
10 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.
1 stopped / he / yet / has / vomiting ?
2 any / began / have / idea / symptoms / the / when / you ?

?
3 and / blood / fallen / has / pressure / he / his / looks / pale / very
4 already / to / I’ve / MedLink / spoken
5 into / I’ve / just / recovery / passenger / position / put / the / the
6 yet / bleeding / the / stopped / hasn't
7 and / cut / has / head / his / immediately / needs / passenger / the / treating
8 has / consciousness / the / regained / just / passenger
54
HEALTH
Vocabulary - Medical emergencies
1 Match the emergencies 1-7 with their synonyms a-g.
1 an allergic reaction a a broken bone
2 a diabetic episode b early labour
3 air rage c hypoglycaemic episode
4 an asthma attack d cardiac arrest
5 a fracture e an agitated or violent passenger
6 premature childbirth f breathing problems
7 a heart attack g anaphylactic shock
2 Complete the sentences with an item from each box.

give open up stabttee inject struggling go restart
airways labour timb CPR breathe insulin heart
1 In the case of a broken leg, the first thing to do is ^ілЬіІіге. the ІімЬ
2 Women in late pregnancy are discouraged from flying in case theyinto
3 Diabetics have to themselves withto control their blood sugar levels.
4 Cabin crew are trained to in case of a heart attack.
5 A defibrillator can be used to the if it 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 isto
3 Complete the sentences 1-10 with the words from the box.
adrenaline antihistamine aspirin bandage CPR defibrillator EpiPen inhaler plaster splint
A(n) is a long thin piece of cloth that you wrap around an injured part of your body.
Cabin crew are trained to givein case of cardiac arrest.
A(n)is a piece of metal, plastic, or wood that is put next to a broken bone in order
to hold it in place.
A thin piece of cloth or plastic that sticks to your skin to cover a cut is called a(n)
A(n) is often used by asthma sufferers.
is a drug that cures minor pain or that is used to improve the blood flow
when a patient complains of chest pain.
andare administered using an can be used to prevent
anaphylactic shock.
A(n) is a machine that gives an electric shock to a patient to restore
normal heart rhythm.
UNIT 7
FIRE
Sect!on one
1 What do you think is the most common cause of fires on board planes?
2 What incidents caused by fire have you heard about?
3 What training have you received for dealing with fires?
2 You are going to read dangerous goods incident reports from the Australian Civil
Aviation Authority. Read the stories, and match each incident with a story. Write A-H.
In which incident:
1 was fire started by metal touching metal?
2 did someone try to illegally ship explosive powder?
3 did the movement of the aircraft cause a fire?
4 did leakage cause a dangerous chemical reaction?
5 was a fire discovered after landing?
6 did heat from a chemical reaction start a fire?
7 did an explosion in the hold cause a plane to crash?
8 did a passenger accidentally bring a dangerous item on board?
J? ■K
On arriving at the destination, one Federal police were called to a Undeclared dangerous goods described
passenger’s bag had smoke coming out baggage carousel at an international as laundry products contained a mixture
of it. A check by the airline revealed that airport to check an unclaimed bag. An of a chemica so ution and corrosive solids.
a cigarette lighter had ignited and burne inspection of the contents revealed a fire It was loaded on its side in the cargo
some of the clothing. extinguisher and a packet of sandwiches. compartment and the liquid leaked onto the
It was finally discovered that a passenger solids, causing a very hot fire.
had accidentally taken a taxi driver’s bag
An aircraft crashed due to a from the car and didn’t notice that he
flammable liquid - possibly perfume - checked in an additional bag. While unloading baggage, ground
leaking in a passenger’s stowed baggage staff noticed smoke rising from a
An ignition source set light to the liquid, suitcase. Investigation revealed that a
causing an explosion. A shipper consigned a wet-cell quantity of matches had ignited due to
battery, undeclared as dangerous goods. vibration in the hold.
Before consignment he emptied the acid
A courier driver arrived at a out of the battery. But he also placed
freight-forwarder’s premises and asked a brake cable in the same package.
to pick up a large crate which contained On arrival of the aircraft, smoke from
an explosive material in the form of a the package set off a smoke detector
black powder. The owner knew it was because the brake cable had caused a
prohibited, and was already in trouble short circuit of the terminals.
with the police for collecting a briefcase
full of fireworks from the airport two
days earlier. In a cargo hangar, a container ignited.
One item of cargo in the container was
an oxygen generator, undeclared as •Н&ІІЖк-
dangerous goods. These devices produce
oxygen by chemical reaction, which
creates significant heat.
3 Decide if the sentences are true or false. Write Tor F. Then read the text again to check.
1 In incident A, the cigarette lighter caught fire first.
2 In incident B, a spark may have set the perfume alight.
3 In incident C, the courier driver had fireworks in his truck.
4 In incident D, the passenger was a taxi driver.
5 In incident E, the shipper hadn’t taken any precautions.
6 In incident F, heat from the aircraft ignited oxygen.
7 In incident G, the goods were incorrectly loaded in the hold.
8 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 b reaction
3 corrosive c liquid
4 ignition d extinguisher
5 chemical e solids
6 smoke ---------- --- lighter
7 flammable g source
8 dangerous h material
9 explosive i goods
10 short j detector
Functional English - Obligation, prohibition and permission

1 H 01 Listen to a spokeswoman from the Australian
CAA commenting on the dangerous goods reports.
Underline the correct information.
1 Many / Not many passengers fly with dangerous

goods by mistake.
2 Correctly-declared goods cause hardly any/most
fires.
3 Airport staff should possibly be better trained in
dealing with fires / dangerous goods.
2 и * 01 Listen again and complete the sentences.
1 Most passengers know what they and

bring into an airport.
2 It’s obvious that you bring anything
explosive on board.
3 Although some people still try, even when they know it’s
4 The owner of the black powder knew he wasn’t transport it without declaring it as dangerous goods.
5 You declare dangerous goods or you are
6 It’s difficult 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 В look at p 109.
FIRE 57
action two - Smoke-jumper
Below are some words and phrases for describing fires. Put each one into the correct column.
spread contain a fire extinguish a fire set something on fire ignite put out a fire
go out burn spray fire-retardant liquid smoulder catch fire explode
start continue stop
£e.t £оме.±кіл^ or -fire
Work in pairs. Look at the pictures. Tell the story. Use the words in exercise 1.
Work in pairs. Look at the photographs of the aerial fire service in action at the top of the page. Discuss the questions.
1 In what type of environment would they be needed?

2 How do they tackle fires from the air and on the ground?
02 Listen to a radio feature about an aerial fire service.

What are the jobs of the three people who talk to the radio presenter?
IRE
5 •' * 02 Listen again and underline 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 / Autumn is the busiest time of year.
5 In order 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 forest is the most difficult thing.
Functional English - Orders and requests

1 № 03 Complete the sentences from the radio feature, then listen and check.
1 your full kit. 4 us how fires are caused?

2 for inspection. 5about your work on the ground?
3 your work to us? 6 Jumpers, talk! ready ... drop zone!

1 Which sentences sound polite? Why?
2 Would you use similar expressions and intonation in your language to make a polite request?
3 H 03 Listen again and repeat the sentences.
4 We often use get in place of verbs of movement in orders. Make the following polite requests into orders with get.
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
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
UNIT 7
Section three - On-board fire
1 Compete the sentences with the verbs below.
come loose set off reset overheated trips short-circuit overloaded
1 The fan has- there’s smoke coming from it.

2 If anyone smokes in the toilet, it will the smoke detector.
3 This outlet is , so 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 If the circuit-breaker, you need toit.
2 Work in small groups. When a fire is discovered during a flight, is it more important to fight
the fire or land the plane? Why?
3 *04,05,06 Listen to intra-cockpit and radio-telephony

communications from a B747 in the cruise phase of flight.
Tick (✓) the things that the crew do.
put on their oxygen masks

inform air traffic control about the problem
investigate the cause of the fire
try to extinguish the fire
make an announcement to passengers
initiate an emergency descent
4 04,05,06 Listen again and answer the questions.
1 How do the crew first realize there is a problem?

2 What does the pilot think the cause could be?
3 Where is the smell coming from?
4 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 - /1/ and /г/

1 Ф 07 Listen to six words. Write A or B, according 3 Work in pairs. Take turns to read one word from each
to the word you hear. line. The person listening must say if they hear A or B.
A В 4 Now practise these sentences.
1 right light
2 fright flight 1 The right light is broken.
3 frame flame 2 We had a fright when the flight landed heavily.
4 wrong long 3 The flame came from the air frame.
5 road load 4 The pilot flying took a wrong turn.
6 arrive alive 5 They’ll transport the load by road.
6 All systems must be upgraded or replaced.
2 И 07 Listen again and repeat the words. 7 I was glad to arrive alive.
8 File the report on the fire.
60 FIRE
Functional English - Identifying and responding to problems
Complete the extracts from the dialogue with the words below. Then listen and check.
1 05
happened I'll try what overheated I’ll ask problem where’s tripped
PF (1)was that? This isn’t right.

PNF What’s (2) ?
PF Three circuit-breakers have (3) . They’re showing a (4)
PNF (5)the problem?
PF In one of the washrooms. Maybe the fan (6)
PNF (7) the cabin crew manager to look into it.
PF (8) and reset the circuit-breakers.
2e 06
trouble why smoke’s have to can’t initiating

C I (1)get back there.
PNF (2) not?
C The (3) too heavy.
PNF Are the passengers OK?
C People are starting to have (4) breathing.
PNF We (5) go down.
PF (6) an emergency descent.
A
Speaking
1 The flow chart shows the pattern of communication in
the two dialogues in the Functional English section.
Complete the boxes with the appropriate statement.
The first one has been done for you.
Say what the problem is
Announce action (x2)
Request clarification
Say there is a problem
Request further clarification
Give more information
2 Work in pairs. Use the prompts to make dialogues based on the flow chart pattern. Invent your own details.
1 There is a smell of burning plastic in the galley
2 The floor in business class feels hot.
3 There are sparks under the instrument panel.
4 There is smoke coming from a bag in an overhead locker.
UNIT 7
Functional English - Obligation, prohibition and permission

1 Complete the sentences with the words and phrases in the box. In some cases, more than one answer is possible.
breaking the law can and can’t have to illegal let

mustn’t not allowed permitted prohibited required
1 It isto smoke in the washroom.

2 Passengers are notto enter the cockpit at any time.
3 You areto leave your seat during take-off and landing.
4 Carrying anything explosive onto a plane is
5 The cabin crewinform passengers of safety procedures in the event of an accident at the
beginning 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 luggage.
8 It isto fly a plane without a license.
9 Hand luggage to be taken into the cabin contain any dangerous or flammable items.
10 Flight regulations clearly state what passengers bring onto a plane.
Functional English - Orders and requests

2 Rearrange the words to make orders.
1 immediately / fasten / passengers / seatbelts / tell / the / their / to
2 don’t / hot / it / it’s / so / touch I very
3 tell / severe / we / passenger / MedLink / have / and / burns / call / them / a / with
4 about / and / contact / emergency / problem I services / tell / the / the / them
5 engine / down / two / number / shut
6 aerodrome / inform / nearest / of / pilot / the / the
7 from / 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.
1 Get me some water!
2 Quick! Get a fire extinguisher!
3 Get off the runway!
4 Get your seatbelts on!
5 Get on your masks!
6 Get АТС on the radio!
7 Find the checklist for fire!
8 Tell me more!
9 Don’t bother the pilot!
10 Tell me where the nearest aerodrome is.
62 FIRE
Identifying and responding to problems
4 Find and correct the mistake in each sentence.
1 What ts happened?
2 Show me where is the problem?
3 What shall we doing about it?
4 Are OK the passengers?
5 I try and reset them.
6 I’ll asking the cabin crew manager to look into it.
7 I’ll contact АТС and declare for an emergency.
8 Let get the passengers’ masks on.
Vocabulary - collocations related to fire

1 Match the beginnings with endings to make sentences.
1 The controllers alerted the ... a blaze at San Francisco airport.

2 One of the tyres caught... b plastic near his seat.
3 It took eleven firefighters to contain ... c engulfed the plane just seconds after
4 The flight attendant tried his best to everyone had been evacuated.
extinguish ... d the small fire in the washroom.
5 The pilots could see ... e extinguishers on every plane.
6 The emergency fire service sprayed f fire on landing.
the empanage of the plane with ... the fire on the runway.
7 Two fire services were involved in smoke coming from
attempting to tackle the ... under the cockpit door.
8 A passenger thought he could smell i emergency services
burning ... as soon as they realized there was a problem,
9 There should be several fire ... foam.
І
10 The flames completely ...

Rearrange the letters in the words from the unit to match
the definitions.
adeprs (of fire) to gradually affect a larger area
est fof to cause something to operate or to explode
delmorsu to burn slowly, producing smoke but no flames
egiint to start to burn, or to make something start to burn
horst cciirtu a bad electrical connection that prevents a piece of equipment from working
efir gruinheetsix a foam-filled container that is used to put out a fire
xegnoy akms an object that fits over your face and is used for helping you
to breathe normally
oehs a very long tube that water can flow through
1 Match the descriptions below with letters A-E in the diagram.
1 Tailwind increases
2 The aircraft has increased lift
3 Headwind increases
4 The aircraft suddenly loses lift and air speed
5 A downdraft of cold air
2 Read the text and decide if the sentences are true or false. Write Tor F.
1 Flight 191 landed on a short runway.
2 The problem was caused by fast-moving cold air.
3 Ted Fujida piloted a plane through a microburst.
4 American pilots found a method for surviving a microburst.
64 METEOROLOGY
Microbursts - a battle against nature
As Delta Airlines Flight 191 A microburst is essentially a shaft cause could not be a massive tornado,
approached Dallas-Fort Worth airport of fast-moving cold air that hits the as the crew said, because a tornado
on a hot summer's day in 1985, it earth from high up in the atmosphere, follows a path. Research into the
flew into a thunderstorm. The storm then explodes upwards and outwards. phenomenon began, but progress was
quickly got worse, and the crew A low-flying plane encountering this quite slow until the 80s, when research
noticed that something extremely would fly first into a strong headwind, by NASA gave us an understanding
strange was beginning to happen. then a downdraught, then a fierce of how microbursts are caused, and
At 800 ft, they suddenly began to tailwind, which forces it to lose it was recognized that even a large
lose control of the plane's speed, height rapidly. A microburst is caused aircraft could not survive them.
which increased to 173 kt without when a thunderstorm carries massive
any throttle. Just as suddenly, the amounts of wet warm air high into the The survival technique that pilots are
speed dropped to 119 kt, even though atmosphere on its strong updraughts. taught today was developed by two
the pilot was applying full power. This air then cools and becomes American pilots in the 1980s. The
To prevent a stall, the pilot pushed heavier, causing it to plunge to earth. required action goes against natural
the nose down. The plane could not instincts - apply full power and pull
gain height, and came down far short The first person to suspect the the nose up at least 15° until the stall
of the runway. The freak weather existence of this phenomenon was warning is triggered, and then hold
that brought down Flight 191 was a researcher called Ted Fujida, who on through the turbulence. Without
a microburst. Millions of dollars was flying over a Siberian forest in doubt, the insight and determination
have been spent on pilot training 1972 when he observed how tens of of the people who first recognized
and detection systems to ensure thousands of trees had been blown and studied microbursts thirty years
that planes can now survive this down in a pattern radiating outwards ago has saved the lives of thousands
dangerous phenomenon. from a single point. He knew that the of passengers.
3 Read the text again and answer the questions. 2 Underline the best adjective to complete the sentances.
1 What effect did the microburst have on the speed 1 It’s very/absolutely freezing in winter in Siberia,
of flight 191? and you need a fur hat.
2 How did the crew try to avoid stalling the aircraft? 2 Libya is extremely /not at all hot for most of the
3 In your own words, how is a microburst formed? year, which can cause overheating problems.
4 What effects does a microburst have on a low-flying 3 It gets quite / extremely cold at night, but the
aircraft? temperature never falls below freezing.
5 How did Ted Fujida know a tornado did not 4 You get some really/very incredible storms in
damage the forest? the mountains.
6 How do pilots today deal with microbursts? 5 The runway can be absolutely/pretty slippery,
even after the snow is cleared.
Functional English - Changing the Speaking

strength of adjectives
We can use adverbs to make an adjective weaker
or stronger.
... something extremely strange was beginning to happen.
... progress was quite slow ...
Or we can use an extreme adjective.

a massive tornado
1 Number these words or expressions from 1 (weakest) Work in groups. Talk about the most extreme weather
to 6 (strongest). conditions you have experienced. Talk about:
really / absolutely huge • when and where they happened
quite / fairly / pretty big • how bad the weather was
huge
• what happened
very / really big
• what happened at the end of the story
not big at all
extremely big • any developments / results of this.
METEOROLOGY 65
UNIT 8
Section two Airport disruption
1 Match the words below with the pictures of weather conditions.

thunderstorm
gale
monsoon
fog
hurricane
hailstorm
2 Work in pairs. Discuss which

weather type(s) you could find in:
1 a tropical area
2 a northern coastal area
3 an inland area.
3 Match the words with the definitions.

1 visibility a (of a surface) difficult to move on because it is wet or smooth
2 slippery b used to describe weather that keeps changing
3 overcast c how far you can see, depending on weather conditions
4 sticky d used to describe weather that makes you feel hot and uncomfortable
5 unstable e completely cloudy, so that you cannot see the sun
4 - * 08 Listen to four weather descriptions. Number the places on the map in the order you hear them.
Bristol
5 & 08 Listen again and make notes to complete the chart.
Bristol Almaty Kerala
Winter overcut
drizzle
Summer
Prevailing wind
Warning
66 METEOROLOGY
Vocabulary - Weather words
Match the adjectives with the nouns that they describe.
good (x2) hwrnd mild stormy (x2) rough smooth overcast clear strong light (x2) heavy poor freezing
1 weatherconditions
2 an approach
3 the sky
4 wind
5 rain
6 visibility
Functional English - Results and consequences

09 Listen and complete the sentences from the listening.
1 of the warm Atlantic winds, the temperature remains quite high.

2 Aircraft usually depart on the south-west heading prevailing south-westerly winds.
3 The airport operator has just resurfaced the runway, and this sometimes there can
be standing water.
4 Thisquite long delays as aircraft have to enter holding patterns.
5 It can be difficult to predict the heavy rains, and flooding can happen at any time.
6 consequence, pilots need to be careful just before the monsoon.
Listening - Weather forecast

1 Look at the weather forecast for Bristol. Discuss what
effect the weather will have on flights into and out of
Bristol over the next 12 hours. Try to use expressions
from the exercise above.
2 *A 10 Listen to a briefing from the АТС shift

supervisor and underline the correct information.
1 Controllers working the approach / departure
areas are going to be busy.
2 The evening / night shift is going to be quieter
than the evening / night shift.
3 The upper airspace / apron is going to be very
quiet over the next 12 hours.
4 It’s going to be difficult for westbound/
eastbound aircraft to fly into Bristol today.
Functional English - Asking someone to repeat information

1 -4 11 Listen and complete the sentences.
11 the word before ‘control positions’.

2 I that last bit.
3 What after ‘morning shift’?
4 the first part of the sentence?
2 Work in pairs. Take turns to read parts of listening script 08 on page 121, but occasionally whisper an important
word so that your partner can’t hear it. When you don’t hear a word, use the expressions above to ask for repetition.
Speaking
Work in groups. Talk about the weather conditions at your airport and how your airport deals with extreme weather.
METEOROLOGY 67
UNIT 8
Section three
Work in groups. Discuss the questions.

What is wind shear and why is it so dangerous for aircraft?
How can arriving and departing traffic avoid wind shear?
What experience of wind shear have you had?
12 Listen to the first part of the dialogue and match the call signs to aircraft
A-C in the picture.
ES23 2 QA638 3 Company 737
12 Listen again and underline the correct information.
The pilot of ES23 decides to cancel the flight/take off/wait.

QA638 sees the storm is in front of/to the left of / behind the airport.
The crew of QA638 requests a pilot report / weather report/new flight path from the tower.
The crew of Company 737 describes the landing conditions as rough /smooth /bumpy in places.
13,14 Listen to the second part of the dialogue and decide if the statements are true or false. Write Tor F.
The threshold wind speed is decreasing.

Wind direction varies between 270° and 250°.
Visibility is getting worse.
The tower controller issues a microburst alert with a speed loss of 30 kt.
QA638 loses 20 kt on short final.
The pilot decides to fly through the turbulence and land.
68 METEOROLOGY
Functional English - Warnings
1 И 14 Listen again to a short section of the dialogue. Complete the expressions.
1 wind shear. 3 on short final,

2 any microburst activity. 4 microburst activity.
We use be on the alert/watch out/look out (for something) and be careful (of something) to warn
someone about possible danger.
2 Work in pairs. Write a short dialogue between pilot and АТС, or pilot and co-pilot, including the four
expressions above. Then perform it to the group.
Pronunciation - /J/, /3/, /tj/, М3/

1 И 15 Listen to how we say these sounds. Listen and repeat the words.
2 Put the words into the correct column in the table according to the underlined sounds,
approach edge measure switch threshold emergency usual shear
/J1/ /3/ /tJ7 /d3/
short visual watch roger
3 **16 Listen and check your answers. Then listen again and repeat the words.
Speaking
1 Work in pairs. Student A is the pilot of HotAir 220 coming to land at Kerala airport, India.
Student В is the approach АТС. Read the conversation outline and decide what to say.
Pilot
Announce approach АТС

to Kerala airport
Acknowledge and
warn of bad weather
conditions
Acknowledge and
ask what the
conditions are
Inform pilot of
possibility of
monsoon rains
Acknowledge and
ask if you may
proceed to landing
Confirm and warn of
approaching storm
clouds
Confirm
understanding
Inform pilot monsoon
rain has occured and
runway has flooded.
Tell pilot to divert
2 Roleplay the dialogue, then change roles and do it again.
METEOROLOGY 69
UNIT 8
Functional English - Changing the strength of adjectives

1 Complete the table with the correct synonyms from the box.
absolutely enormous entirely exceptionally extremely fairly huge

massive minute pretty really relatively slight tiny totally
small big quite very completely
Results and consequences

2 Match the beginnings with the endings to make sentences.
1 There was a thunderstorm overhead, so ... a cancelled her VFR flight.
2 Because of the strong turbulence, ... b flights were diverted to an alternative airport,
3 And it is for this reason c lost control of the plane.
4 The runway is particularly slippery. You should therefore ... d expect longer stopping distances,
5 As a result of strong gales, ... e of ice accretion from freezing drizzle,
6 Wing stall is a common consequence ... f passengers were told to fasten their safety belts,
7 The sky was dull and overcast. The pilot consequently ... g reduced visibility near the airport runway,
8 The wind shear during the thunderstorm resulted in ... h some very severe turbulence.
9 The foggy conditions led to ... i several hangars had to be repaired.
10 One of the wings of the plane had not been de-iced and the j that we have decided to suspend two members of
pilot subsequently ground control.
Asking someone to repeat information

1 catch / didn’t / first /1 / of / part / the / the / sentence
2 that / get /1 / didn't
3 bit / can / last / repeat / that / you ?
4 after / did / ‘hailstorm’ / say / what / you ?
5 that / was / said / word / what / before / the / you / ‘conditions’?
6 catch / didn't /1 / I’m / that / sorry

Warnings
1 Be prepared to / Be on the alert for wind shear when approaching the edge
of the city.
2 Watch out for/Pay attention microburst activity near runway 27L.
3 We were told to look out for/listen carefully any light aircraft caught in
the storm.
4 Please be careful of/be ready the slippery runway on landing.
5 You will need to be particularly beware of /vigilant when flying near
the mountains.
6 Please be prepared to/be on alert for review your current flight plan
because of the hurricane.
7 And on landing you will need to be ready to/prepare fora longer
stopping distance due to the surface rain.
8 I want you to beware of/listen carefully as I read through the emergency
procedure.
9 He didn’t pay attention to/on alert for the warning about severe thunder
and lightning.
10 Watch out/Beware of the strong winds at the end of the runway.
Vocabulary - Weather words

1 Match the adjectives 1-9 with their opposites a-i.
1 wet a smooth
2 warm b darkness
3 overcast c dry
4 bright d cool
5 heavy e headwind
6 freezing f light
7 rough g scorching
8 tailwind h clear
9 sunlight i dull

2 Rearrange the letters to match the definitions.
1 abckl iec an invisible slippery surface than can form on the runway in cold
weather
2 bpumy (used about a flight) uncomfortable because of bad weather
3 wde small drops of water that form on the ground at night
4 dehnrtu the loud noise that you sometimes hear in the sky during a storm
5 zdeirlz very light rain
6 osrtf a thin white layer of powdery ice that forms on things outside
when the weather is very cold
7 aegl a very strong wind
8 aehilnost a small ball of ice that falls as rain
9 gghiilnnt the bright flashes of light that you see in the sky during a storm
10 tesel a mixture of snow and rain
11 yeilprps a surface that is difficult to move on because it is smooth or wet
12 hlssu snow that is starting to melt on the ground
METEOROLOGY
UNIT 9
1 Work in groups. Look at the pictures. Where do you think the pictures were taken?
2 Make a list of the problems fixed-wing aircraft could have on approach and landing. Think about:
• terrain • obstacles • manouevres • runway length • weather
3 Read the exchanges about difficult landings from a pilot’s Internet forum and match the airports with the pictures.
Do they mention any problems from your list in 1?
J 14th July 2008, 11.19
SUPERMAN CVF is the only place I know where you can fly a bad weather low-level circuit BELOW the control
tower! In an afternoon landing in winter, the sun is so low that from turning finals at two miles to just
before touchdown, it's absolutely impossible to see in front of you. You can't go around because there
is a mountain in the way. On short final, the runway looks too short and it looks like you're going to
hit the mountain, but because part of the runway is at a +18.5% gradient, you have to ADD power to
roll out. If the aeroplane stops, you won't get to the apron without someone getting out and pushing.
J 14th July 2008, 14.16
JETHEAD747 The 05 instrument approach at SXM is a VOR / DME but it's usually a visual. You can't touch down
later than the touchdown zone because you only have a short 7,054 ft for roll-out. Slowing down and
cooling is an operational issue. We had to go around once because an aircraft's brakes overheated
and seized and it got stuck on the runway. On departure you backtrack onto the runway, do a 180.
Right behind the aircraft there is a fence and a beach. There are always people standing near the
fence and several have been blown back into the sea by jet blast.
J 14th July 2008, 14.55
BULLDOG The famous HKG runway one-three procedure was incredible. The fun started once eastbound on
approach. First you got the view of the city and the skyscrapers. Then the giant red and white
squares on the mountainside. You extended the gear as you closed with this marker. Just as it
seemed like you were going to fly into the marker, you turned hard right, banking a full 47.5°.
You turned so close to the buildings that you could see the people inside. It looked as if you could
reach in and change the TV channel. 30 seconds later it was rudders neutral, you flared, and the
undercarriage touched down, kissing solid ground. Unforgettable!
J 14th July 2008, 14.55
LORD LUCAN TGU is situated in a basin between mountains, and if you land on runway 01, you circle inside the
basin, below the mountaintops. You have to bank hard, and you can look the opposite way and still
see trees and mountains. On final you only have 100-200 ft to line up before touchdown. 01 has a
displaced threshold, leaving a limited 5,436 ft of useable pavement. There's also a 1.06° downhill
slope and a cliff, which is only 100 ft from the end of the runway. It always looks as though you're
going to fall off the end of the runway! It used to be even more exciting before they removed a small
mountain on the approach path and added traffic lights on Boulevard Hacia Loarque to stop traffic for
each arrival or departure.
72 LANDINGS
4 Read the text again. Answer the questions. Put a tick (✓) in the table.
Which airport CVF SXM HKG TGU
has no procedure for a missed approach?

has a problem with bright light?
has problems with braking?
Which airports
have sloping runways?
have high bank angles on approach?
have roads near the runway threshold?
have mountain obstacles on the approach paths?
5 Can you remember what these numbers refer to?

1 47.5° 2 100 ft 3 7,054 ft 4 4-18.5% 5 180° 6 100-200 ft
6 Work in pairs. Describe the approach and landing at an aerodrome you know well. What are the interesting features?
Vocabulary - Landing gear and braking

Decide if the words are related to arrival, departure or gear / brake problems.Write A, Dor G/B next to each one.
roll out rotate overheat extend flare touch down
lock seize retract collapse get stuck line up
Functional English - Describing sensory impressions

1 Look back at the pilot's Internet forum and complete the sentences.
1 On short final, the runway too short and it you’re going to hit the mountain.
2 Just as it you were going to fly into the marker, you turned hard right.
3 It you could reach in and change the TV channel.
4 It always you’re going to fall off the end of the runway!
2 Work in pairs. Student A, describe what you thnk is happening in the four pictures below. Try to use the expressions from 1
Student B, look at the complete pictures on p 109. Listen to Student A’s ideas first, then tell them if they were correct.
3 Change roles. Student В look at the pictures below. Student A look at the complete pictures on p 105.
Student В
Speaking
Work in small groups. Discuss what experience you have had of landing gear or braking problems.
Letting
What special arrangements have to be

made when transporting the following VIPs
in your country?
• government representatives
• members of the royal family
• celebrities
Think about:
• security
• personal / private aircraft
• media
• diplomatic clearance.
2 H 17 Listen to a helicopter pilot talking about the time he

carried a VIP, and answer the questions.
1 From where to where did the pilot have to carry the VIP?
2 Who was the VIP?
3 What caused problems with the journey?
Й 17 Listen again and underline the correct information.

1 The helicopter landed by / behind the house.
2 The journey was about five / ten miles.
3 The pilot called the ship after/before they were airborne.
4 The ship lost the helicopter on the radar Ѵд / 3A of a mile out.
5 The pilot went around because he lost communication with
the ship / couldn't see.
6 The VIP knew nothing about flying / was an experienced flyer.
7 Flying at 100 ft above the water is risky /not risky.
8 The outline of the ship was visible at 150/ 700 ft.
Functional English - Describing 3-D position and movement

1 Complete the sentences from the description of the VIP’s journey using the prepositions in the box.
around below over into out onto under through
1 We went the top of the cliffs ready to let down.

2 The best way to get ship ...
3 We went the fog.
4 It’s difficult to continue visually fog.
5 I decided that we would go the ship.
6 One of the options was to let down a little bit early to get down the fog.
7 So I let down a little bit more, and came from the fog.
2 e 17 Listen again and check.
3 Work in pairs to describe your helicopter route to your partner. Student A go to page 106. Student В go to page 110.
4 Work in pairs. Describe the last flight you made or took using as many of the words from the box in 1 as you can.
74 LANDINGS
Vocabulary - Verbs of movement
17 Work in pairs. Try to complete the sentences from the description of the VIP’s journey with a suitable verb, then
listen again and check.
1 We were asked to p a VIP ... and thim to a Royal Navy ship for the day.
2 There were clear blue skies when we I
3 We I by the house, shut down and g
4 While we waited for them to clear us to c , I spoke to the prince.
One option was to I early tog below the fog.
When we r about 150 ft...
The Prince g , thanked me very much for some very good flying and
w for his day on board the ship.
Pronunciation - Consonant clusters 2

1 fc* 18 In unit 6 we looked at consonant clusters at 2 Work in pairs. Take turns to pronounce
the beginning of words. These can also occur in the following words clearly. Listen to your
the middle or at the end of words. Listen and repeat partner’s pronunciation and tell them if it
these words from the description of the VIP’s journey. is not clear.
aircraft reverse thrust
asked available slots
safety thick smoke
options climb vertically
explained dump fuel
thick white fog damaged struts
the ship’s radar
some very good flying 3 19 Listen and repeat the words.
Speaking
Work in small groups. Discuss the statements below. Do you agree or disagree with the statements? Why / Why not?
1 You should be more careful when you carry VIP passengers.
2 Airline companies should offer VIPs a special service.
3 VIPs and ordinary passengers should not mix on planes.
4 АТС should provide extra separation for aircraft carrying VIPs.
5 Members of the government or royalty should only travel on military aircraft.
6 VIPs create too much work for pilots and ATCs.
LANDINGS 75
UNIT 9
Section three - Undercarriage
1 Work in small groups. Each member of the group choose a different picture and study it for one minute. Close
your books and then try to describe your picture. Time each person’s description. Who produced the longest
stretch of language at an appropriate tempo?
2 Listen to three dialogues between pilots and tower controllers.

Choose the best picture (а-d) for each dialogue.
H 20,21 1 H 22 2 Й 23,24 3
3 Listen to the three dialogues again and underline the correct information.
Й 20,21
1 Macair 319 has /doesn’t have a green light for the nose gear.
2 After making a low pass, Macair 319 wants to fly east/orbit the aerodrome.
H 22
3 A30 is arriving / departing traffic.
4 A30 is going to return immediately / try and solve the problem.
H 23,24
5 S62 has little/a lot of fuel remaining.
6 S62 is behind/in front of Fastair 350.
Functional English - Resolving misunderstanding

1 Listen again and complete the dialogues.
1 И 21
Pilot I’m sorry. The nose wheel is in position? (1) ? Macair 319.
Controller Macair 319. Negative, (2) . The nose wheel appears down but it’s at a 90° angle.
Pilot (3) the nose gear is down but stuck at 90°. Macair 319.
Controller Macair 319. (4)
2 И 22
Controller A30. It appears your main gear hasn’t retracted.
Pilot Roger, my main gear has retracted. Thank you sir. A30.
Controller A30. (5) Negative. . Your main gear is not retracted. It is still visible.
Pilot OK. Our main gear is stuck ... er... OK A30.
3 24
Pilot Tower, this is Fastair 350 on three-mile final. The apron is to the right of runway 34R.
(6) 34L for the belly-landing for traffic behind me?
Controller Fastair 350. Affirm. Thank you.
76 LANDINGS
2 The phrases on the left can be used to check understanding. Match them to the functions on the right.
Some of the functions can be used more than once.
1 That’s right. a repeating
2 Say again. b checking understanding / querying
3 That's incorrect. c confirming correct understanding
4 Understand that... d stating understanding
5 Is that correct? e asking for repetition
6 I say again... f saying someone hasn’t understood correctly
7 That’s wrong.
8 You haven’t understood ...
9 Do you mean ... ?
10 Please read back in full.
3 Work in groups of three. You have reports of three incidents with arriving and departing aircraft.
Some of your information in each report is incorrect. If two people have the same information, it is
correct. Use the phrases from 2 to resolve any misunderstandings.
Student A read out report A below. Student В go to p 110 and read out report B. Student C go to p
112 and read out report C.
Student A
A Flight SQ286 taxied to runway 05L at Sydney’s International Airport and was cleared for
take-off. When the captain rotated the B747-412 for lift-off, the tail struck the runway and
scraped for 490 m until the aeroplane became airborne. The tail strike occurred because
the rotation speed was 35 kt less than the 163 kt required for the aeroplane weight.
В The controller cleared Flight 504 for a visual approach to runway 15. At 09:54 the crew
reported on finals and were cleared to land. The Cessna Citation touched down 45 m
short of runway 15 and struck the edge of the runway threshold. It continued for 112 m
before coming off the runway. It ran another 263 m before it skidded into the wall of a
building and stopped.
C Flight 1455, a B737-300, was vectored for a visual approach to runway 8. The flight’s
descent angle was more than 6°. Touchdown speed was 182 kt. The crew couldn’t stop the
aircraft on the runway and it overran. It crashed through the perimeter fence at a speed of
32 kt and stopped in a lake. The forward service-door escape slide inflated inside the plane
and the nose gear collapsed.
Speaking
Discuss the questions in pairs.
1 When was the last time you had to resolve a misunderstanding at work? What exactly happened?
2 Have you ever been in a situation where either:
a it was impossible to understand someone else?
b someone found it impossible to understand you?
3 Discuss whether you agree or disagree with the statements below. Give your reasons.
1 Most misunderstandings happen because pilots and ATCs do not use the radio or mic correctly.
2 The only communication strategy needed to resolve misunderstanding is the phrase ‘say again’.
LANDINGS 77
UNIT 9
Functional English - Describing sensory impressions

1 Match the beginnings and endings of the sentences.
1 The plane looks ... a she has a lot of traffic to deal with at the moment,
2 This is your captain speaking. I’m afraid it looks like ... b be lifting.
3 Dumping the fuel seemed like ... c damaged.
4 It felt as if... d he is going to pass out.
5 It doesn’t look as though the passenger... e relaxed and in control.
6 The fog appears to ... f we may have to divert to another airport.
7 The flight attendant gave the impression that... g a good idea at the time.
8 The controller sounds like ... h is going to calm down.
9 The passenger looks as if... i the right wing was heavier than the left,
10 The pilot sounds ... j there might be a problem with one of the passengers.
Describing 3-D position and movement

2 Complete the sentences with words from the box.
like as looks seems though appears impression sounds
1 One of the engines strange, so we’ll get it checked.

2 It feels if the cabin temperature has dropped.
3 The runway wet.
4 It like it always rains when I come to London.
5 That Cessna to be preparing to take off.
6 It looks the windshield is icing up.
7 It looks as we’re going to be delayed.
8 The sunshine gives the that the air temperature is warm, but in fact it’s well below freezing.
3 Underline the correct alternative.

1 The helicopter hovered just above /into the helipad before landing.
2 He looked under /around and all he could see was thick fog.
3 Please stow your bags below/down the seat in front of you.
7 The pilot looked down / out of and saw the burning aircraft on the runway.
5 The jumbo jet was towed over/into the hangar.
6 Lifejackets are found over / under your seats.
7 We eventually managed to climb down / out of the fog.
8 She suggested flying over/ through the city to get a good view.
9 He changed his heading to avoid going under / through the hailstorm.
10 They decided to divert and fly towards/down Seattle instead.
Resolving misunderstanding
1 a/belly / do / landing / mean/you ? ?
2 again / emergency /1 / landing / request / say
3 correct / it / fuel / have / is / little / remaining / that / you ? __?
4 back/full / in / please / read
5 again / is / poor / reception / say
6 is / no / incorrect / that
7 is / on / reading / screen / the / the / wrong
8 allow / cannot / land / please / that / to / understand / we / you
9 but / haven’t / I’m / you / sorry / understood
78 LANDINGS
Vocabulary - Landing gear and braking
1 Match the verbs 1-10 with the definitions a-j.
1 collapse a to become too hot
2 extend b to become caught or held in a position so that you cannot move
3 seize c to form a row with other people
4 get stuck d to fall down suddenly
5 line up e to draw something in, eg the landing gear after take-off
6 flare f to make something go to its full length, eg the landing gear after take-off
7 overheat g to land
8 retract h to land on the rear landing gear to absorb the force of the landing
9 touch down i to raise the nose of an aircraft during take-off
10 rotate j to suddenly stop moving or working properly
Other uses of prepositions

2 Complete the sentences with a suitable preposition.
1 The sun is so low that from turning finals two miles just before touchdown,
you can’t see you.
2 short final, the runway looks too short.
3 You can’t go around because there is a mountain the way.
4 The runway is a+18.5% gradient.
5 The 05 instrument approach SXM is a VOR / DME.
6 The fun started once eastbound approach.
7 TGU is situated a basin mountains.
8 They removed a small mountain the approach path.
LANDINGS 79
UNIT 10___________________________________________ Л
FUEL
Section one - Aviation and global warming
1 Match a word on the left with a word on the right to 3 Read the text and decide if the following organizations
make collocations relating to global warming. believe that air traffic is having an impact on global
warming.(6ircfe)yes or no.
1 air a change
2 carbon b layer 1 the European Commission yes/no
3 climate c emissions
2 the International Air Transport
4 CO2 d gases
Association (IATA) yes /no
5 greenhouse e dioxide
6 the ozone f pollution 3 the European Federation for Transport
and Environment (T & E) yes/no
2 Work in pairs. Do you think that the effect of aviation on
global warming in the media is accurate or exaggerated?
ith air traffic and greenhouse gas emissions 3 Airline fuel-efficiency has improved by 20% in the
W growing steadily, the European Commission
has suggested limiting CO2 emissions for all planes
last decade.
4 80% of aviation emissions are related to flights over
departing from EU airports. It stated that uncontrolled 1,500 km for which there is no alternative mode of
aviation growth cannot be allowed to continue. transport.
Although research into more fuel-efficient aircraft However, the European Federation for Transport and
continues, the idea that this will reduce pollution Environment (T & E) disagree with IATA’s conclusions.
is unrealistic as the growth in the number of aircraft T & E don’t think they need to reconsider their view,
flying is greater than the savings in fuel-efficiency. The and describe IATA’s information as inaccurate. T & E
Commission is worried that aviation emissions are argues that:
growing faster than in any other sector.
1 The 2% figure refers only to CO2 emissions, not
The International Air Transport Association (IATA) other climate impacts such as aviation-induced
wants to restore a balanced view on aviation and cirrus clouds.
global warming. It issued a five-point brief aimed at
2 The 2% figure is from 1992, which fails to include
killing allegations that air transport is a major source of
the explosion in growth of global aviation in the
greenhouse gas emissions. Here are some of the figures
last 15 years.
that the IATA puts forward to disprove the myths:
3 The true global contribution to climate change of
1 Air transport contributes only 2% of global CO2 aviation is between 4 and 9%, depending on the
emissions. impact of aviation-induced cirrus clouds.
2 Over the last 40 years, emissions per passenger 4 Aircraft fuel efficiency has not improved at all.
kilometre have decreased by 70%. Typical passenger aircraft of the 1950s were as
fuel-efficient as typical modern jets.
80 FUEL
4 Read the text again and decide which organization each statement relates to. Write EC, IATA, or T & E.
1 We must limit the growth of aviation.
2 Most CO2 emissions are caused by long flights.
3 Air transport is responsible for up to 9% of the human effect on climate.
4 Air traffic is responsible for under 5% of CO2 emissions.
5 We need to consider the effect of cirrus clouds caused by emissions.
6 Fuel-efficiency is not improving fast enough to reduce pollution.
7 CO2 emissions are 70% lower than 40 years ago.
8 Planes are no more fuel-efficient than they were 50 years ago.
Vocabulary - Prefixes
Change the words below to create negatives and put them in the correct column of the table.
able (x2) adequate agree authorized available valid

prove connect controlled correct sufficient usual
dis- in- un-
Functional English - Suggesting solutions to problems

1 Work in pairs. What can we do to reduce air pollution from aviation? List your points.
2 Read the text. Does it mention any of the same points that you listed?
3 Read the text again and underline the expressions for suggesting solutions.
The growth of air travel in the years to come will have a big impact on the environment, and we need to
consider how we will be able to deal with these issues. Let’s look in more detail at air pollution. Aircraft emit
nitrogen oxides, carbon monoxide and hydrocarbons that can be harmful to the environment. One solution
to this could be to improve engines and make them more fuel-efficient. Another option would be to increase
fuel-efficiency by improving the aerodynamics of aircraft and building them with more lightweight materials.
Alternatively, governments could impose very heavy taxes on long-haul flights. The tax money could then
be invested into forestation and other environmental projects. An alternative to this would be to reduce the
number of domestic flights altogether and transfer passengers from planes to trains.
Speaking
1 Work in small groups. Try to use the language you underlined above. What can we do about the following problems:
• noise pollution from airports
• dealing with airport waste
• water pollution from de-icing
• destruction of landscape and wildlife habitats by new airport building?
2 Work in small groups. How can the following people or organizations maximize fuel efficiency in aviation?
• АТС
• pilots
• aircraft operators
• aircraft designers
FUEL 81
UNIT 10
Section two - Gimli glider
1 Match the nouns 1-9 with the definitions a-i.

1 fuel capacity a the amount of fuel that an aircraft is carrying
2 fuel flow b a piece of equipment that measures the amount of fuel
3 fuel gauge c a piece of equipment for sending fuel into or out of something
4 fuel hose d the force that fuel produces in an area or a container
5 fuel load e the continuous movement of fuel
6 fuel pressure f a lack of fuel
7 fuel pump 9 fuel that an aircraft or vehicle is able to carry
8 fuel shortage h failure of fuel to reach the engine
9 fuel starvation i a tube that fuel flows through
2 Work in pairs. Discuss the following questions.

1 Have you ever run out of fuel while driving? What happened?
2 Have you ever heard of an incident where a plane has almost run out of fuel during flight?
3 Why might a flight suddenly run out of fuel?
4 What procedures do pilots and controllers follow in case of such an event?
3 и * 25,26 Listen to a radio report of an incident in Canada, and choose the best headline.
Boeing 767 makes emergency landing after hole in fuel tank J

_ ________ X- ■------------------------------------------------ — : ... -________________________ /
/•
Canadian flight diverted for refuelling
Silent flight crash-lands
w
Canadian Air Force tests Boeing 76Ts gliding potential
Busy runway used for go-carting 4
4 4 25,26 Listen again and answer the questions.

1 Why did the pilot of the Boeing 767 have to divert?
2 What were the two main causes of this incident?
82 FUEL
5 ” * 25,26 Decide if the sentences are true or false. Write Tor F. Then listen again and check.
1 The plane was on its way to Ottawa when the problem occurred.
2 The pilots switched off one of the engines to save fuel.
3 Two warning lights indicated a fuel problem.
4 The pilots diverted to a disused airfield in Winnipeg.
5 John Haskins said that the plane suddenly appeared with little noise.
6 Helen Clitheroe said that all they could do was stand and watch.
7 Passengers received minor injuries on leaving the plane.
8 Reports say that there was no problem with the fuel gauges.
9 The problem occurred because someone failed to verify the fuel load by hand.
Pronunciation - Information groups

1 Read this extract from the radio report, which the punctuation has been removed from. Put a forward
slash (/) where you think there should be a pause between information groups.
initial reports indicate problems with the fuel system / it seems that the cockpit fuel gauges were
inoperative in this situation after the fuel hoses are removed the fuel load is checked by hand
like when you check the oil in your car the fuel measurement was then converted from volume
to weight the problem was that the calculation was done in pounds but the new Boeing 767 is a
metric machine and so and the system thought the data was in kilograms not in pounds the aircraft
had just half the required fuel for the journey and the crew had no idea
2 Read the text out loud, pausing at the end of each information group.
3 4 26 Listen and compare.
Speaking
1 In groups, rank the places for an emergency landing of a commercial plane (1 = the most ideal, 10 = the least ideal).
beach
football pitch
forest
frozen lake
golf course
marshland
highway
river
rough farmland
sea
2 Explain and discuss your reasons for your choice with the rest of the class.
FUEL 83
UNIT 10
Section three - Fuel icing
1 What are the main problems for aircraft flying in extremely

low temperatures?
2 H 27 Listen to the incident and answer the questions.

1 What can you say about the weather conditions?
2 What happens to the flight as it enters the control tower’s
airspace?
3 What happens in the end?
3 27 Listen again and underline the correct information.

1 Fuel flow is lower / higher than it should be.
2 The reading of torque pressure should be 40/ 100.
3 The pilots request fire, crash, rescue services / vectors from
the control tower.
4 There are 22/ 122 people on board.
5 The pilots land on a river/in a field.
6 Nine/No people are injured after the landing of the plane.
Functional English - Expressing expectation

We often use should, be supposed to and be meant to to express how
the situation is expected to be, especially when there is a problem.
Fuel flow is very low. It should be much higher.
You're supposed to be on final now. Are you OK?
Torque pressure is meant to be at one hundred, not forty.
1 Complete the sentences using should, be supposed to, be meant

to in the correct form.
1 The temperature is high but
it ^hoixld be. Mtxch lower (should).
2 The fuel flow is low but
(should),
Pronunciation - Long and short
3 The light is on but vowel sounds
(should not), 1 28 Listen to eight words. Write A or B,
4 The landing gear is down but according to the word you hear.
(not supposed).
A В
5 The supply is still on but
(meant). 1 shot short
6 The torque pressure is at 40 but 2 cot caught
(meant). 3 sit seat
4 hit heat
7 They don't have enough fuel but
5 live leave
(should).
6 stat start
8 They’re not on final but
7 chat chart
(supposed).
8 Mach mark
9 The warning lights are flashing but
(not meant). 2 ” *28 Listen again and repeat the words.
2 Work in pairs. Make a list of rules or procedures that are not always 3 Work in pairs. Take turns to read one word
followed correctly. Try to use the language from 1. from each line. The person listening must
Then compare your list with the rest of the group. say if they hear A or B.
84 FUEL
Speaking
Work in pairs. You are going to help each other deal with fuel problems while flying.
Student A look at this page. Student В look at page 110.
Student A engine power loss during plight

1 You are a flight instructor on the ground. Your partner is a student = 68 KIAS
pilot on a solo flight in a Cessna 172SP. He / She has fuel problems air speed - ON (= fully in)
fuel shut-off valve ;
and engine power loss. He / She can't remember all of the power fuel selector valve =
loss checklist and is busy trying to fly the aircraft. You have radio auxiliary fuel pump swi fu()yjn^
communications. The checklist on the right shows the correct control mixture = B0TH
settings for the situation. Find out what mistakes the pilot has made ignition switch
and correct them. Use language from the Functional English section.
2 Change roles. Your partner is the flight instructor on the ground. You are a student pilot on a solo flight in a Cessna
172SP. You have fuel problems and are going to make a power-off landing. You can’t remember all of the manual’s
checklist for this situation. You have radio communications. Listen to your instructor and use the picture to check
your control settings. Find out what mistakes you have made and correct them.
FUEL 85
UNIT 10
Functional English - Suggesting solutions to problems

1 engines / be / make I solution / one / more / to / fuel-efficient / would
2 another / charging / fuel / higher / is / option / start / to / taxes
3 a / be / bio-diesel / corn / create / made / of / one / or / option / soybeans / to / would
4 aircraft / alternative / an / be / fuel-efficient / make / more / that / are / to / would
5 about / can / carry / having I how / hundreds / jets / jumbo / more / of / or / passengers / that ?
6 alternatively / by / could / how / often / plane / reduce / travel / we / we
Expressing expectation
2 Underline the best alternative in sentences 1-10.
1 The fuel tankers should/supposed to/meant to have arrived by now.
2 The landing gear meant to/is supposed/shouldn’t to be down for landing.
3 The flight was shouldn't/not meant to/supposed to depart at 1600 hours but was delayed because of fog.
4 You're shouldn’t/not supposed/not meant to move from the taxiway until you are given direct instructions.
5 We were should have / meant to / supposed land an hour ago.
6 TCAS should/is supposed / meant to assist both pilots and controllers in taking appropriate action in order
to avoid a possible collision.
7 The fuel hoses should/supposed to/meant to be working properly.
8 The oxygen masks meant to/are supposed/should be used in case of depressurization.
9 I was shouldn't/meant to/not supposed to be this close to the coast. I think I have made a mistake with
my heading.
10 The warning light not meant to /shouldn't/not supposed to be flashing.
Vocabulary - Climate change

1 Complete the definitions 1-6 using words from the box, and match each one with a noun a-f.
substances breathe escaping rise atmosphere protects
1 gases that stop heat from from the atmosphere and therefore cause
temperatures to rise on Earth
2 carbon dioxide that vehicles and factories produce and send into the
3 chemicals and other that have a harmful effect on air
4 a layer in the Earth's atmosphere that the Earth from the harmful
effects of the Sun
5 the in the temperature of the Earth that is caused partly by increasing
amounts of carbon dioxide in the atmosphere
6 the gas that is produced when you out
a carbon dioxide
b ozone layer
c global warming
d greenhouse gases
e air pollution
f CO2 emissions
86 FUEL
Prefixes Nouns for fuel
2 Make words that match the definitions by adding the 4 Rearrange the letters to form the missing words.
prefixes in one box to the verbs and adjectives in the
Most recently-built planes have two fuel
other box.
(1) nstka or cells which are located
ab- de- dis- in- out- over- re- in the wings. The fuel (2) tacpaiyc for
trans- under- un each aircraft is determined by its wing geometry.
In a lot of aircraft, (3) smpup are required
perform crowded operative powered ice
to feed the fuel through (4) soshe from
start realistic used normal atlantic
the cells to the engine. For every fuel cell there is
1 across the ocean a fuel (5) eagug that the pilot can read
from the cockpit in order to keep an eye on the fuel
2 no longer used
(6) esprruse . The continuous movement
3 not having enough power of fuel is called fuel (7) ofwl, and the
4 not probable fuel (8) scnoupitmon is a measure
5 not working of the fuel used up by the engine. If the movement
of the fuel is somehow slowed down, or if there is
6 not usual
a (9) ethasgor of fuel, this can cause fuel
7 to perform better than something else (10) vistanrato , which in turn can cause
8 to remove ice loss of power in the engine.
9 to start again
10 containing too many people Missing verbs
5 Complete this letter and reply from an Internet pilots’
3 Complete the sentences with a word made with a prefix forum with the verbs in the box.
and a word from each box.
cooking flood leaking popping prevent shut off
in- mis- over- re- under restarting running shutting down turned on
set informed accurate estimated fuel

efficient diagnosed weight consider □ 0S
1 Let’s ац the controls to zero and start Pete Is

the procedure again.
I have an airplane with an 10360 engine.
2 We were - we were told we'd be taking After landing you can hear fuel still (1)
off at 1830, not 1815. to the engine which causes it to (2)
3 They the amount of fuel needed for the (3) the engine after that can be a
journey, so the plane had to divert to nightmare. Seems there needs to be a valve to
(4) the fuel flow from the splitter after
4 The aircraft is for landing, so we'll have (5) the engine. Do you know of
to dump fuel. anything on the market that can stop the flow
5 We were going to use runway 4R, but as the wind of fuel after stopping to (6) flooding?
has changed direction we’ll have to Chris
which one to use.
6 I think the altimeter is giving readings
Hi Chris
- we're clearly higher than 500 ft.
There is no real flow of fuel in an injected
7 The system for manual refuelling is - it
engine if the engine is not running and the
takes a long time and there are often mistakes. boost pump is not (7) . It sounds to
8 They the problem as fuel freezing, when me that what you are hearing is the fuel
in fact there was no fuel left in the tank. (8) in the warm injection lines. Is it
kind of a (9) sound? If there is some
hesitation when shutting down, the centre body
seal of the injector could be (10)
Pete
ж
▼
FUEL 87
UNIT 11
Section one - Blast
1 Work in groups. Talk about any incidents of rapid

decompression you have heard about.
2 Read the story and decide if the sentences are true

or false. Write Tor F.
1 The co-pilot saved the captain from
being sucked out of the plane.
2 The co-pilot tried to stop the plane dropping.
3 They didn’t have time to dump fuel.
4 The pilot was unconscious during the incident.
Explosive decompression at 17,000 ft
We could see Tim's face outside the window,

covered in blood. While I was holding Tim,
another steward strapped himself into the
third pilot's seat and gave me a hand.
Alistair had managed by now to reconnect

the autopilot, and was being talked down
to Southampton Airport. For a co-pilot,
Alistair was in a very challenging situation,
flying alone and without charts into an
airport he didn't know. The plane was fully
loaded with fuel, but it could take up to
five minutes to dump fuel, and with the
captain hanging out of the aircraft, he had
no choice but to land.
We took off dead on time, and 13 minutes autopilot. I could feel I was about to be
later we reached 17,000 feet. I was sucked out myself when the chief steward, Alistair did a brilliant landing, stopping
offering the crew tea when suddenly there John, wrapped the captain's shoulder the heavy aircraft three-quarters of the
was an enormous explosion and the door strap around me. The co-pilot, Alistair, was way down the 1,800 m runway. The whole
was blown off its hinges. Within seconds, fortunately still strapped in his seat. incident from explosion to landing lasted
the plane started to drop. 18 minutes, but it seemed like hours. We
Pressure soon equalized with the speed hoped we'd got down in time to save Tim.
The front windscreen had blown away of our fall, and the icy air rushed into the
and Tim, the captain, was being sucked aircraft, blowing charts around the cabin. By the time we landed, Tim had spent 18
out. I jumped across the cockpit and Alistair increased speed further, and it minutes outside the cockpit. During this time
grabbed his waist. His body was outside took just two minutes to get down to he'd been unconscious. When he regained
the aircraft, bent over the top and his legs 11, 000 ft, where there was more oxygen consciousness on the stretcher, his first
had stuck under the controls, disabling the to breathe. words were 'I want to eat.' Typical pilot!
88 PRESSURE
3 Complete the table. Functional English - Expressing time
and duration
Name position
Nigel steward
chief steward
Alistair
Tim
4 Work in pairs. Answer the questions.

1 Why did they lose the autopilot?
2 Who first stopped Nigel, the steward, from being
sucked out? 1 Complete the sentences from the text.
3 Why wasn’t Alistair sucked out?
1 We took off dead time.
4 Why did Alistair increase the rate of descent?
2 seconds, the plane started to drop.
5 For what reasons was it a very difficult situation
3 It just two minutes to get down to
for Alistair?
11,000 ft.
6 How did the captain feel when he regained
4 I was holding Tim, Simon strapped
consciousness?
himself into the third pilot’s seat.
5 Work in pairs. Try to remember what these numbers 5 It could take five minutes to dump fuel.
refer to. Check the text if necessary. 6 The whole incident explosion
landing 18 minutes.
1 13 minutes
7 We hoped we’d got down to save him.
2 17,000 ft
8 we landed Tim had spent 18 minutes
3 2 minutes
outside the cockpit.
4 11,000 ft
9 this time he'd been completely
5 1,800 m
unconscious.
6 18 minutes
2 Underline the correct time expression to complete the
facts about depressurization.
Vocabulary - Action verbs 1 Oxygen helps avert the effects of depressurization
at altitude. The oxygen from these masks usually
1 Complete the sentences with the words in the box
lasts/takes for about 10 minutes.
in an appropriate form.
2 While / During flight an airplane pressurizes and
suck drop blow hang jump grab depressurizes, causing some passengers discomfort.
wrap bang rush 3 After depressurization, the pilot has just seconds
to get oxygen. If he is unable to do this
1 The left-hand windscreen away.
in time/on time/ by the time, he will rapidly
2 The aircraft began to towards the
lose consciousness.
ground.
4 A hole a metre and a half across will depressurize
3 The captain was being out of the aircraft. a jetliner up to / within seconds.
4 The steward over the flight controls. 5 Airliners have had pressurized cabins to/from
5 Nigel Tim around the waist. the late 1940s to /from the present day.
6 The steward the shoulder strap around
Nigel. Speaking
7 The captain was out of the aircraft.
8 Tim’s face was against the window. Work in groups of three. Student A is a journalist,
9 Cold air into the cabin. Student В is Alistair, the co-pilot, and Student C is John,
the chief steward. Roleplay an interview about the incident.
2 Close your books. Retell the incident in your own words. Before you begin, prepare what you are going to say.
PRESSURE 89
Section two - Damage 3 - 4 29,30 Listen again. Tick (✓) the types of damage
that are mentioned.
1 Work in pairs. Decide which of the types of damage cracked windshield

below could happen to: spoiler torn away
• a windshield (W) torn fuselage
• fuselage skin (F) cargo door blown out
• landing gear (L) corrosion
Write И/, For L next to each word. metal fatigue
1 buckled □ buckled tailplane
2 corroded dented leading edges
3 cracked smashed instrument panel
4 dented
5 punctured 4 (Circle)the correct answer.
6 shattered 1 What does the trainer think about the tiny crack
7 smashed incident?
8 torn
a They could have continued their flight,
9 torn off
10 twisted b The best thing to do was to wait for the
windshield to be replaced.
2 * 29,30 Listen to the conversation and answer
2 Why did the rear cargo door blow off the DC-10?
the questions.
a The lock on the door was not working properly,
1 Where are the speakers?
b The door hadn’t been closed properly.
2 What are they talking about?
3 What are the photographs of? 3 What happened to the Boeing 737 on landing?
a The nose gear worked correctly.
b The nose gear buckled and caused more
damage.
4 What happened when the Boeing 767 was
damaged by a flock of birds?
a The crew landed the plane,
b The captain was injured.
5 What does the trainer say about the efficiency of
cabin simulators?
a A cabin simulator is ideal for practising
emergency situations.
b A cabin simulator is not really the same as a real
emergency situation.
90 PRESSURE
Functional English - Summarizing
1 ■ * 29 Listen to the first part of the workshop and choose the best summary of the Boeing 737 incident,
a There was a sudden depressurization problem and a member of the cabin crew was killed.
b Metal fatigue can cause severe damage, causing danger of explosive decompression,
c A section of fuselage was torn from a Boeing 737 due to corrosion and metal fatigue, causing rapid
decompression. One person died in the incident but the crew landed safely,
d When a large section of fuselage is lost, the cabin depressurizes immediately, and passengers and
crew may be sucked from the aircraft.
e A Boeing 737 lost 35 m2 of fuselage. It lost all electrics, communication lines and power supply.
The airframe buckled and the nose dropped down. Fortunately, the landing gear worked correctly,
f In April 1998, a large section of upper fuselage tore away from a Boeing 737. One member of the cabin
crew was sucked from the aircraft and died.
g A section of fuselage was torn away, but the plane landed safely.
2 k4 30 Now listen again to the rest of the extract. Make notes on the other incident described.
3 Write a summary of the incident, then compare your summary with another student’s.
Pronunciation - Diphthongs
1 The phonetic symbols below represent double sounds, or diphthongs.
/аі/ /еі/ /эі/ /ю/ /эо/ /ао/ /еэ/

pilot plane oil steer load around air
Underline all the words in the text below that contain a diphthong.
Good. Now let’s take some of these scenarios and look at some real incidents. I have a series of photographs
for you to look at here. Here’s a DC-10 in June 1972, whose rear cargo door blew out at flight level 120 due to
a faulty lock. The door tore away a spoiler and smashed into the tailplane, resulting in hydraulic loss as well as
rapid depressurization. The crew managed to land this aircraft safely with only minor injuries.
2 4 31 Listen to the words containing diphthongs, and write them in the columns below, then listen again and repeat.
/аі/ /еі/ /эі/ /ю/ М /ао/ /еэ/
Speaking
1 What materials are typically used to make the
main parts of an aircraft, eg fuselage, engines,
tyres, windshield? What qualities do these
materials need to have?
2 How often are the airframes of aircraft
checked? What checks are performed? Do
different types of aircraft reequire different
checks?
PRESSURE 91
UNIT 11
Section three - Emergency descent
1 Work in groups. Discuss what action the crew should take in an incident of sudden decompression.
2 KA 32 Listen to the dialogue and answer the questions.

1 What does the pilot want to do?
2 What caused the problem?
3 How many people are injured?

1 The pilot / controller can't hear the pilot / controller well at first.
2 The pilot is approximately 14/40 miles from the airfield.
3 The captain has lost a lot of blood / consciousness.
4 Windspeed on the runway is 11 /21 kt.
5 The flight attendant sees damage to the fuselage / leading edges and engine / tail.
6 One injured passenger is having breathing problems / bleeding heavily.
7 The pilot reports damage to the nose / windshield and landing gear / tail.
Pronunciation - Contrastive stress

1 We use stress to correct someone who has misunderstood information.
Not fifty minutes - fifteen minutes.
Underline the sections of words that should be stressed.
1 He’s talking about outbound flights, not inbound.
2 Good? It was excellent!
3 You said the flight would leave at half-past seven, not half-past nine.
4 No, my first flight this week is Tuesday evening, not Tuesday afternoon.
5 Fly faster. Not slower.
2 Й 33 Listen to the recording to check your answers. Then listen again and repeat.
3 Work in pairs. You are going to practise correcting each other. Student A turn to page 106.
Student В turn to page 111.
92 PRESSURE
Functional English - Expressing consequences
1 - * 34 Complete the sentences from the dialogue.
1 I can’t see I get out of my seat.
2 We’ve got to get help soon, he might not make it.
3 we don’t get to a doctor soon, he may not survive.
2 Complete the sentences using if, otherwise or unless.

1 We will have to change our heading, we will hit the hailstorm.
2 The aircraft will be too heavy to land on the runway it dumps the remaining fuel.
3 the radar isn’t showing the aircraft we will need to contact the pilot for their precise position.
4 There must be a problem, the pilot would have answered.
5 For military flights there’s no contact with Air Traffic Control they detect a possible collision.
6 You cannot work as an air traffic controller you provide an official medical certificate.
7 you don’t do more training in the control room, you won’t qualify as a controller this year.
3 Decide whether you agree or disagree with the statements below. Write A or D.
Then, in pairs, discuss your answers using if, otherwise and unless.
Example
Yes, they must all undergo stress management training, otherwise mistakes will happen.
1 Both pilots and air traffic controllers should undergo stress management training.
2 All АТС should be automated.
3 Pilots should be free to plan their own routing.
4 At least one flight attendant should know how to fly a plane in case of an emergency.
5 Radar should be used in all controlled airspace.
6 All aircraft control should be computerized.
Speaking
Work in pairs. You are going to roleplay an emergency situation. Student A is the pilot. Student В is the АТС.
Use the chart and the information below to help you. When you have finished situation 1, swap roles.
Pilot
Situation 1 - Student A Contact АТС and АТС
Call sign: TW430 declare emergency
Incident: bird strike —> smashed windshield —> sudden Respond and ask for
decompression. Respond. Ask details
for permission to
Damage: to control panel and leading edges
descend. Mention
Injuries: co-pilot badly cut and one passenger with consequences Give permission. Ask
serious head injury for details of damage
Give details. Mention
consequences. Say Give permission
Situation 2 - Student В you need to land to land. Ask for
Call sign: BX711 information about
Incident: hole in fuselage caused by unknown object —> Give details of injuries
sudden decompression. injuries, mention
consequences Confirm emergency
Damage: to left-hand horizontal stabilizer
services on standby.
Injuries: several passengers unconscious, one not
Offer more help if
breathing needed
PRESSURE 93
Functional English - Expressing time and duration

1 Complete the sentences using the words or phrases in the correct form from the box.
by the time during from in time last on time take to up to while within
1 The delays are now over, and most flights are taking off
2 In some countries it can take three years to become a qualified controller.
3 the flight reaches French air space, it will have flown through six different countries.
4 It about two years to become a commercial pilot.
5 The captain has visited six different cities the last two months in her job.
6 We need to complete the roster for tomorrow morning’s team meeting.
7 Search and rescue operations were launched minutes of the loss of radio contact.
8 The maiden flight of the Airbus A380 3 hours 50 minutes.
9 one controller was speaking to the pilot, another was contact MedLink.
10 The trainee pilot felt stressed take-off landing.
2 Complete the sentences with the verbs in their correct form from the box.
have lose make manage run out of spend take waste
1 Don't your time. I’ve already called him five times and he isn’t answering.
2 Pilots time going around the aircraft making sure everything is in order.
3 We’d better get something to eat now or we’ll time.
4 I have a million things to do. I don’t time to read the report.
5 If you don't time for physical exercise, your health will suffer.
6 She’s very good at time. She's great at organizing flight plans and schedules.
7 We have no time to . Let’s land as soon as possible!
8 You’ll have to be patient, sir. These things time.
Expressing consequences
3 Complete the sentences using if, otherwise or unless.
1 The cabin needs to be pressurized you fly at over 10,000 ft.
2 regular inspections are made, airworthiness can become a problem.
3 We need to have the landing gear checked, the problem could happen again.
4 We won’t arrive on time we take off in the next slot.
5 air pressure falls too low, you can suffer from headaches and nausea.
6 We’re going to need clearance we descend.
7 Divers should wait at least a day before flying, they risk getting ill.
8 You can get altitude sickness you fly into an airport that is way above sea level.
94 PRESSURE
Articles
4 Complete the gaps in this article with a(n) or the.
о n April 28, 1988, (1) 737 took off

from Hilo International Airport bound
for Honolulu with 90 passengers and
five crew members on board. Nothing
unusual occurred during (2) take-off and
climb.
As (3) aircraft reached its normal flight
altitude of 24,000 feet, (4) small section
on (5) left side of (6) roof ruptured.
(7) resulting explosive decompression
tore off (8) large section of the roof,
consisting of (9) entire top half of (10)
aircraft skin extending from just behind (11)
cockpit to (12) fore-wing area.
(13) first officer immediately contacted Kahului Airport on Maui to declare (14) emergency.
Sadly, (15) flight attendant was ejected through (16) hole. (17) crew performed (18)
emergency landing at Kahului Airport.
Vocabulary - Action verbs

1 Match a verb on the left with a definition on the right.
1 bang a to be fixed so that the top part is held in position but the bottom part is loose and can move easily
2 blow b to move somewhere quickly and suddenly
3 drop c to knock against something when you are moving
4 grab d to fall
5 hang e to pull something using the force of air
6 jump f to hold or keep something in position by fastening a narrow piece of material around it
7 suck g to take hold of something in a rough way
8 strap h when air or wind moves
Verbs describing damage

2 Complete the sentences using words from the box.
blew out broke through corrosion cutting off dented metal fatigue
punctured smashed smashed into buckled tore away from
1 The rear cargo door

2 The door tore away a spoiler and the tailplane.
3 The aircraft had due to operating in a salty environment, and it was a very old aircraft
with serious
4 Almost 35 m2 of metal the upper part of the fuselage, the electrics.
5 The lower part of the airframe
6 A flock of birds the aircraft nose, fuselage and wing leading edges, and
the aircraft skin eleven times.
7 One of the birds into the cockpit and the captain’s instrument panel.
UNIT 12 Ъ
SEC U RIT Y
Section one - Air rage
1 Work in pairs. Discuss the question.
Sometimes a person who is normally polite and law-abiding goes
‘crazy’ during a flight and causes a security incident. What factors
cause this change in behaviour?
2 Read about four incidents of air rage and match the headlines 1-4
with the stories A-D.
1 Pilot leaves inebriated passengers on small island
2 Flight redirected after passenger’s unusual behaviour
3 Frightened passenger jailed
4 Need to smoke causes passenger to attack pilot
* Hono'u|u-bound Delta Airlines jet was diverted to San Francisco

n Tuesday when a female passenger became unruly after trying
to smoke in the lavatory. The pilot came back to deal with the 9
disturbance. He threatened to handcuff her if she didn't calm
down, but she became hysterical and hit him in the chest The
“neWiandeddated by -balance after
72-year-old Franco Massa, who was extremely nervous of

flying, became drunk and aggressive during a Munich to
Toronto flight. He began to harass an elderly woman beside
him and, when a steward tried to intervene, Massa punched
the steward. He had to be restrained with plasticuffs by
fellow passengers. The pilot felt the disturbance was so
severe he diverted to Heathrow. The diversion cost £30,000,
and Massa was jailed for twelve months.
0 transatlantic -s div.r.ed к. Boston^

A
3 Read the texts again. In which story: Tatiana Vukovsky starte to e av started
1 did a passenger use offensive

language?
2 were passengers removed members of the crew were bitten as tn у
from the flight?
3 did a passenger go to jail?
4 did passengers become Drunken holiday-makers who abused cabin crew on a flight
aggressive shortly after take-off? to Tenerife spent 36 hours on a tiny island in the Atlantic after
5 did someone get bitten? the airline abandoned them, 300 miles from their destination.
6 did a passenger annoy an The men became abusive and aggressive towards staff shortly
old lady? after their flight took off from Manchester. When they refused
7 did a passenger have to be to calm down, the pilot took the decision to divert the plane
taken to hospital? and make an unscheduled stop-off at an airstrip on the tiny
8 was the pilot assaulted? Portuguese island of Porto Santo, and the men were removed.
96 SECURITY
Vocabulary - Conflict and restraint
Match the beginnings with the endings to make sentences.
1 Despite several warnings, the passenger refused a one of them in the arm.
2 Two of the passengers were behaving in b a disturbance on the flight.
3 The captain threatened to c in the knee after he asked her to calm down,
4 The passenger continued to drink more wine until d to cooperate with requests.
he became e agitated because she was unable to smoke on the plane,
5 Three people helped the flight attendant to restrain f remove the drunken passenger if he didn’t return to
6 She kicked the pilot his seat.
7 The cabin crew got hold of the passenger but he bit g plasticuffs on him.
8 The crowd of football supporters created h very drunk.
9 The traveller was i the passenger and sit her down at the rear of the plane,
10 The cabin crew eventually managed to put j a noisy and violent way.
Functional English - Focusing on actions

Look at these sentences from the texts, which all focus on the action rather than on the person,
thing, etc. that is doing the action.
The woman was taken to hospital by ambulance after the plane landed.
He had to be restrained with plasticuffs by fellow passengers.
Massa was jailed for twelve months.
Two members of the crew were bitten as they restrained her.
The men were removed
Change the sentences below so that they focus on the actions in the same way as the examples above.
1 People injure dozens of flight attendants each year in air rage incidents.
bo2-e.*£ oT flight Atter\da,*t£ are, injured елск year i* ліг i*ctde.*t$._
2 They keep plastic restraints on all flights to deal with violence on board.
3 They give cabin crew training for dealing with aggressive passengers.
4 They used a belt to restrain the passenger.
5 They didn’t allow the passengers to board the flight because they were drunk.
6 We have diverted this flight and will be landing shortly.
7 Police will arrest this passenger as soon as we land.
Speaking
Work in small groups. Discuss the questions.
1 How could airlines prevent air-rage incidents?
2 How should cabin crew be trained to deal with these incidents?
3 How should violent passengers be restrained?
4 How should passengers be punished for such incidents?
5 Do you know any stories of air rage incidents?
SECURITY 97
UNIT 12

1 What methods currently exist to identify a suspicious passenger at the airport?
2 What body language do you associate with a suspicious passenger? Make a list.
2 H 35 Listen to security expert Kalle Kaub talking about a new technique for screening potentially
dangerous passengers. Does he mention any of the same body language you listed?
3 35 Listen again and answer the questions.

1 What does Kalle think of technology in airport security?
2 Why do criminals behave differently to other passengers?
3 What parts of the face make small movements when someone is nervous?
4 What do Kalle’s officers do if they are suspicious of a passenger?
5 What three things can happen in a 'secondary screening’?
6 What types of crime have already been stopped using this technique?
Vocabulary - Strange behaviour

Complete the sentences with the words from the box.
body eye hand head leg lips palms voice
1 Officers try to make friendly contact to see if a suspicious person reacts normally.
2 Passengers undergo a search to check that they are not carrying any weapons.
3 One sign of a passenger acting suspiciously is stepping forward on the left
4 Moving the forward is a common sign of aggressive behaviour.
5 Officers should look for small movements of the
6 Aposition with the down can indicate suspicious behaviour.
7 A rise in the volume and pitch of theis a sign of stress.
98 SECURITY
Functional English - Expressing
possibility and probability
might/may / could = it’s possible
probably = you're not sure, but you think it’s likely
must = you’re sure - there is no other possibility
can't = it’s impossible
1 Underline the correct alternative in sentences 1-7.

1 We’re looking for any physical signs that could
/must show that someone is nervous or angry
- signs that they can’t /might be planning a
criminal act.
2 If people show just one sign of stress, they
can't be/are probably not a threat.
3 But if you observe multiple signs, then you can
assume that they must/can’t have something Speaking
to hide.
4 If they detect behaviour that indicates a person 1 A small international airport is being built, and airport
may/must be a threat to security or the safety management have to decide how to spend their limited
of a flight, they attempt to engage in casual security budget of 1,000 points. Work in pairs. Discuss
conversation with that person. how you would spend the 1,000 points and why you
have chosen the security measures that you have.
5 Surely friendly conversations might/can't be
enough to indicate if a passenger is a criminal?
6 Of course these questions can't/probably
1 perimeter fence patrolling 100 points
determine if a passenger has criminal intentions,
but they might/must indicate suspicious 2 CCTV (external and internal) 250 points
behaviour.
3 an armed police service 450 points
2 35 Listen to the extract again and check
your answers. 4 behavioural screening training 100 points
5 explosive detection swabbing 100 points

3 Work in pairs. You are going to explain strange
passenger behaviour. Student A go to p 106 and 6 explosive detection machines 200 points
work with another Student A. Student В go to p 112 and
work with another Student B. 7 fingerprint / face biometric profiling
devices 150 points
8 luggage scanning (for organic and

Pronunciation - -tion, -sion, -cion
inorganic materials) 300 points
endings
9 baggage inspection / personal
1 *“* 36 Work in pairs. Look at the words below. search officers 250 points
Answer the questions and then listen to check
your answers. 10 sniffer dogs 200 points
detection possession suspicion 11 a bomb disposal unit 400 points
1 How do you pronounce the ending? 12 airport personnel swipe-card / fingerprint

2 Which syllable is stressed - the first, the second, system on doors on secure areas 250 points
or the last?
2 И 37 Underline the stressed syllable in the following

words, then listen and repeat.
2 Form one group. Each pair should present their
aviation reaction conversation immigration ideas. The group must reach a decision on how
inspection intentions reduction violations to spend the points.
SECURITY 99
яеімР°ясе?п
f t WHO* P lATE
; ІЕта; door
NO
admittance
j locked from
II Winside COCKPIT
I
ONLY
letBlue

1 What measures do airlines take to prevent passengers getting into the cockpit?
2 Do you know of any incidents where a passenger has tried unsuccessfully to enter the cockpit?
What happened?
2 *4 38,39 Listen to this incident aboard a passenger jet, and underline the correct information.
1 There is a very violent/drunk passenger on board.

2 The plane is entering Japanese /Korean airspace.
3 They decide to divert and land / return to their departure airport.
3 "Ф 38,39 Listen again and answer the questions.

1 Who does the man hit?
2 How do they restrain the man?
3 Why is the man violent?
4 What does the pilot tell the attendant to do with the man?
5 What services do they request at the airport?
6 How many passengers are on board?
7 When will they enter Korean airspace?
Pronunciation - Information groups and stress

1 Read the extract from the listening and put a forward slash (/) where you think the pauses should go.
PNF centre Interflight 547 a passenger has attempted to enter the flight deck he’s also attacked the
cabin crew there are injuries we have restrained him but we need to get him off the plane as soon
as possible
T Interflight 547 understand you have an unlawful interference please say fuel and persons on board
PNF er 178 persons and four hours of fuel remaining can we descend to the nearest available
aerodrome we’ll need medical and security services ready Interflight 547
T Interflight 547 you are approaching Korean airspace contact Inchon control on 123.6 I’ll advise
them of your situation and pass on your request
2 Now underline the parts of words that are stressed, and double underline the part of each information
group that carries the main stress.
3 39 Listen and check your answers.
100 SECURITY
Functional English - Reporting
1 Work in pairs. Look at the pilot’s original sentence to
the Tokyo АТС, and how the АТС reported the same
information. Try to complete the sentences with the
missing verbs.
АТС
І5 They a passenger
to enter the flight deck.
6
The crew me there -
injuries.
7 Thev asked descend to

the nearest aerodrome.
8 They said medical and

security services ready.
2 39 Listen again and check your answers.

1 What usually happens to the tense of verbs in reported speech?
2 What happens to can and will in reported speech? What do you think happens to shall?
4 Read the direct quote and then change the sentence using the reporting verb given.
1 ‘Sir, you have to leave the plane now.’
The security guard told
2 ‘Shall I contact MediLink?’
The captain asked
3 ‘One of our flight attendants has been injured.'
The pilot said
4 ‘Contact Inchon Control.'
The air traffic controller told the pilot
5 ‘We have an emergency in the cabin.’
The flight attendant said
6 ‘There are three serious injuries on board.’
The co-pilot told the АТС
7 ‘We would like to divert to another airfield.’
The pilot said.
Speaking
1 Work in groups of three. First, write down ten questions that a journalist could
ask the head of airport security about his / her reaction to the incident, the
measures in place, etc.
2 Student A, you are the head of airport security. Answer the reporter’s
questions about the incident.
Student B, you are a reporter for a national newspaper. Ask the questions you
prepared, and any others that you think of during the interview.
Student C, listen and note down the questions and answers (you don't need
to write every word - just enough to help you remember afterwards).
3 Work together to write a report of the interview, and then read it to another group.
SECURITY 101
UNIT 12
Functional English - Passive

1 Complete the sentences using the passive form of the verb in brackets.
1 Because of severe fog in the area, the flight diverted, (divert)
2 Two football supporters the flight, (throw off)
3 A flight attendant by the unruly passenger, (assault)
4 The aggressive traveller______________________ to the ground by a flight attendant and two passengers, (force)
5 The captain in the stomach by the drunken passenger, (punch)
6 Passengers that the plane was experiencing technical problems, (inform)
7 The controller to take a leave of absence following the incident, (tell)
8 The commercial flight to fly through the military airspace, (not allow)
9 The Airbus A320 for any damage after the emergency landing, (check)
10 The jumbo jet on arrival at Turin airport, (refuel)
Expressing possibility and probability

2 Match the beginnings with the endings to make sentences.
1 Oxygen deprivation ... a ... could do is ask MedLink for some advice,
2 We are diverting as we ... b ... might miss our flight.
3 They will... c ... might be a cause of air rage,
4 One thing we ... d ... can't board the plane just yet.
5 If we don’t descend immediately, the man ... e ... must have something to hide,
6 Her behaviour is extremely strange which f ... probably arrive ahead of schedule
means she... because of a tail wind,
7 There is a suspicious package near one of the g ...may die.
gates so we ... h ... can't land on the runway because of
8 We must hurry, otherwise we ... excess surface water.
Reported speech
3 Underline the correct form.
1 The controller told /told us to go around.
2 Some passengers refused/refused to cooperate with the crew’s requests.
3 The tower said that us / we would have to wait for the next slot.
4 Can you ask the flight attendants counting / to count the passengers again?
5 We’d better ask/ask for confirmation of the runway.
6 Tell the cabin crew that/to take their seats for take-off.
7 Ask the pilot state / to state his intentions.
8 I’ll request for/request information about the landing conditions.
9 Can you tell us / to us what you are planning to do?
10 I’m going to ask to/ask the tower clearance / for clearance to land.
102 SECURITY
4 Change the following sentences from direct speech to reported speech using the verbs in brackets.
Pilot I think it’s a good idea if we delay take-off.

1 "The. £Aid he thought it wa£ a ôod ideA i-f we delAyed tAke-ott, (say)
Pilot Place the passenger at the rear of the plane.

2 '(tell)
Passenger I would like a glass of water, please.
3(ask)
Controller Confirm your position please.
4(ask)
Man I’m a qualified pilot.
5 ______________________________________ _. (mention)
Pilot We need to make an emergency landing.
6(request)
Pilot We have a problem.
Controller Please give more information.
7(advise)
8(ask)
Vocabulary - Physical conflict and restraint
1 Rearrange the letters to show the correct word for the definitions 1-10.
1 acomilius intended to hurt or upset someone
2 revosun feeling excited or worried, or slightly afraid
3 gyarn very annoyed
4 sagivreseg behaving in an angry way that shows you want to fight, attack, or argue with
someone
5 taidateg worried or upset
6 vronopceautie not willing to do what someone asks you to do
7 vesabui offensive or insulting
8 issupicuso that might be bad or dangerous
9 rkudn unable to control your actions or behaviour because you have had too much
alcohol
10 ryuunl very difficult to control
2 Complete the sentences with the words in the box in the correct form. More than one answer may be possible,
abuse bite calm down handcuff harass hit kick punch remove restrain threaten
1 A child was the back of my seat with their feet.

2 The man started to a steward by repeatedly demanding whiskey.
3 The passengerto one of the flight attendants with his shoe.
4 The pilot told him to otherwise they would have tohim.
5 The drunk ladyanother passenger in the stomach.
6 As they tried tothe passenger she one of the flight attendants’ hands.
7 The group were the other passengers, shouting and swearing at them.
8 The group were told that if they didn’t control their behaviour that they would be from the plane.
SECURITY 103
PAIR WORK
STUDENT A
Unit 1 - Section 3
Pronunciation (p 12)
1 Read the call signs to your partner.
1 TG104 2 NH3993 3 KX565 4 ON778 5 QV260
2 Listen to your partner and write the call signs, then check what you have both written.
Unit 2 - Section 1 Unit 4 - Section 2
Functional English (p 17) Functional English (p 35)

Work with another student A. Use the words in the box Explain the words in your crossword to Student B.
to write the complete forms of the abbreviations below. Explain what things are used for, but don’t say the
Then form a pair with a Student В to find out what their words. Ask Student В to explain their words for you.
abbreviations stand for.
above air approach data distance

final fix flight go ground level
outside range recorder runway
temperature to visual
AGL Above <jroiAr\d level
DTG
FAF
FDR
OAT
RVR
Student B’s abbreviations
FIR
TAS
TBS
TOGA
ZFW
ILS
104 PAIRWORK
STUDENT A
Speaking (p 43) Speaking (p 57)

Ask Student В to give you information about the CAP 232. You are a customs official.
How long is the CAP 232? What’s its height? As a new security measure the following rules have been
Use units of measurement when you say the introduced.
specifications of the MX2.
It's 21.5 ft, or 6.55 m.
specifications MX2 CAP 232

non non
metric metric metric metric
length 21.5 6.55
height 6.0 1.83
weight (unladen) 1,287 584
Allowed
wing area 102 9.5 • Perfume (if bought in the duty free)
g-rating +/-14 • Wet cell batteries if they are for a
wheelchair and the terminals have
engine 320 been disconnected
• Life jacket (one only) with carbon
max speed / VNE 220
dioxide cylinder
stall speed / VS 58
climb rate 3,500 1,066
roll rate 400 You have to explain to a passenger what is and isn’t
range 1,669 901 allowed and why. Use language from the Functional
English section if you can.
Unit 9 - Section 1
Functional English (p 73)

Listen to Student B’s ideas about what could be happening in the pictures.
Then, without showing the pictures, describe what is actually happening.
PAIRWORK 105
STUDENT A
Unit 9 - Section 2
1 Describe your helicopter route to Student B. Do not
show them your picture.
2 Listen to Student B’s description of the route of their

helicopter and draw it on your picture.
Unit 11 - Section 3
1 You are at a meeting reviewing emergency procedures. 2 Later in the same meeting, you need to talk about
Listen to Student В talking from notes about an another incident, but you only have notes you made at
incident. You have the correct information in the report the time. Talk about the incident, making full sentences
below. Correct Student В politely but clearly. from your notes. Student В has the official report of the
incident, and will correct any information that is wrong.
Crew Pilot, co-pilot, 3 flight attendants
Passengers 121
Departure city Liverpool, UK
Destination city San Francisco, California A crevu + p>A££eAêr£
Flight level FL 240 Chester, UK XAcrAMeAto, СаііГогаіа
Problem faulty air conditioning ■flight level 2ГС*
Action taken emergency landing at Manchester Airport саЬіа decoM^reîoA CAUêd returA to Air>ort
Outcome decompression caused by one of the cabin ^гоЫем due to hole іа left-h a Ad саг^о door,
doors not being closed correctly
CAUêd by $Ьагobject
Unit 12 - Section 2
1 Complete the table with another Student A. Use the language from the Functional English section.
passenger’s ‘suspicious’ likely imaginative

behaviour interpretation interpretation interpretation
A young man repeatedly He. клѵе a He'^ probAbly hurt He could be £up>er£titiou£
touches one of his feet. ЬомЬ іа hi£ £hoe. hi* foot. About fylA^, AAd thAt'^
hi£ 'lucky' £hoe.
It is summer, but a middle-aged

woman in departures is wearing
heavy winter clothes.
An elderly man doesn’t respond

to greetings.
Two young women are travelling

together, but not talking to
each other.
2 Each student form a pair with a Student B. Tell them only your interpretations.
They must guess what the passenger’s strange behaviour is.
106 PAIRWORK
STUDENT В
Unit 1 - Section 2 Speaking (p 13)

(рЮ) You and your partner have the same picture of an airfield
with different things missing. Describe your airfield and
Find out from Student A where the following buildings listen to your partner’s description of theirs. Draw anything
and features are. Mark them on your map. that is missing.
• the general aviation terminal
• the airport police station
• the aircraft rescue and fire-fighting station
• the international arrivals terminal
• the control tower
• a helipad
Describe the position of the buildings and features that
Student A asks for. The prepositions in the box will be useful.
in the centre of in front of next to behind opposite

to the north of parallel to on the opposite side of
the airport
administration offices
the postal
service offices
Unit 2 - Section 1
Work with another student B. Use the words in the box
to write the complete forms of the abbreviations below.
Then form a pair with a Student A to find out what their
abbreviations stand for.
air around be flight fuel go information

instrument landing off region specified
speed system take to true weight zero
FIR iг\Топм<хТюг\ ге^іол.
TAS
TBS
TOGA
ZFW
ILS
Unit 1 - Section 3 Student As abbreviations
AGL
DTG
1 Listen to your partner and write the call signs.
FAF
2 Read the call signs to your partner then check FDR
what you have both written.
OAT
1 AB793 4 EK265
2 PH4870 5 ZB256 RVR
3 FI190
PAIRWORK 107
STUDENT В
Unit 2 - Section 2
Vocabulary (p 18-19)
Ask student A what places are at the
following co-ordinates. Write the names of
the places in the approximate position on
your map.
example
What do you have at two-nine degrees,
two minutes, four-nine decimal seven-eight
S30-
seconds south, one-six-seven degrees,
five-seven minutes, four-two decimal nine-
eight seconds east?
S35°
1 29°02'49.78"S 167°57'42.98"E
2 17°45'35.72"S 177°26'39.93"E
3 22o20'52.78"S 171°20'43.88"E
4 33°5T29.41"S 151°12'37.52"E
Uni t 2 - Section 3
Speaking (p 21)
Ask Student A to describe their position using visual fixes. Direct them to the airstrip, getting them
to confirm or disconfirm what they can see along the way.
108 PAIRWORK
STUDENT В

Functional English (p 35) Speaking (p 57)
Explain the words in your crossword to Student A. You are a passenger and want to take the following items
Explain what things are used for, but don’t say the words. on board. Try to get the customs officer to let you take
Ask Student A to explain their words for you. the items on board your flight. Use language from the
Functional English section if you can.
• 200 cigarettes
• a box of fireworks
• a packet of ten lighters
• perfume (bought in duty-free)
• ten packets of tea.
• two life-jackets with carbon dioxide cylinders
• two new car batteries. (You have emptied the battery
acid and disconnected the terminals. The passenger in
front of you has an electric wheel chair which contains a
disconnected battery. He is allowed to take it with him.)
Unit 9 - Section 1

1 Listen to Student A’s ideas about what could be
happening in the pictures. Then, without showing the
pictures, describe what is actually happening.
Unit 5 - Section 2
Speaking (p 43)
Ask Student A to give you information about the MX2.
Example
How long is the MX2? What’s its height?
Use units of measurement when you say the
specifications of the CAP 232.
Example
It’s 22.2 ft, or 6.76 m.
specifications MX2 CAP 232

non non
metric metric metric metric
length 22.2 6.76
height 5.8 1.79
weight (unladen) 1,290 586
wing area 109.2 10.1
g-rating +/-10
engine 300
max speed 219
stall speed 56
climb rate 3,290 1,002
roll rate 420
range 1,200 648
2 Change roles. Look at the Student В pictures on p 73.
PAIRWORK 109
STUDENT В
Unit 9 - Section 2
Functional English (page 74)

1 Listen to Student A’s description of the
route of their helicopter and draw it on your
picture.
2 Describe your helicopter route to Student A.

Do not show them your picture.
Unit 9 - Section 3 1 Flight SQ286 taxied to runway 05R at Auckland’s International

Airport and was cleared for take-off. When the captain rotated the
Functional English (p 77) B747-412 for lift-off, the tail struck the runway and scraped for
490 m until the aeroplane became airborne. The tail strike occurred
because the rotation speed was 33 kt less than the 163 kt required
for the aeroplane’s weight.
2 The controller cleared Flight 504 for a visual approach to

runway 15. At 19:54 the crew reported on finals and were cleared
to land. The F-28 touched down 4.5 m short of runway 15 and
struck the edge of the runway threshold. It continued for 112 m
before coming off the runway. It ran another 263 m before it
skidded into another aircraft and stopped.
3 Flight 1655, a B737-300, was vectored for a visual approach to

runway 8. The flight’s descent angle was more than 6°. Touchdown
speed was 182 kt. The crew couldn’t stop the aircraft on the runway
and it overran. It crashed through the perimeter fence at a speed of
42 kt and stopped on a highway. The forward service door-escape
slide inflated inside the plane and the nose gear collapsed.
Unit 10 - Section 3
Speaking (p 85)
1 You are a student pilot on a solo flight in a Cessna 172SP. Your partner is the flight instructor on the ground.
You have fuel problems and engine power loss. You can’t remember all of the manual’s checklist for this
situation. You have radio communications. Your instructor will tell you the correct readings and control
settings for power loss. Check them against your control settings in the picture, and find out what mistakes
you have made. Use language from the Functional English section.
2 Change roles. You are a flight instructor on the ground. Your partner is a student pilot on a solo flight in a
Cessna 172SP. He/She has fuel problems and is going to make a power-off landing. He/She can’t remember
all of the checklist and is busy trying to fly the aircraft. You have radio communications. Go through the
checklist below. Find out what mistakes he/she he has made and correct them.
POWER OFF LANDING

air speed = 68 KIAS
transponder code = 7700
mixture = IDLE CUT-OFF (= fully out)
fuel shut-off valve = OFF (= fully out)
ignition switch = OFF
flaps = 30 or FULL
110 PAIRWORK
STUDENT В
■11111111
□
• TEL 1 COM 2
1 Illi
1 NAV 2 DME MKR AOF A
Illi о
iDQ CD 1 iQ ПЛ • n CH mo nn
iCO.jC iIU.UU • iu.Du 1 u О. и и
USE STBY USE STBY
kx tee tso C3 comm cd NAV

full
OFFn TEST о П FULLIOENT ©Г"
1 |Л Г1Г1 > |Г| ПП , (П rn inn nn I

' ■ O.UU 1 IQ.UU ' IU.DU • и о, и и 1
USE STBY USE STBY
'vacuum
kx 165 tso m comm CD NAV
Г) FULL
О IDENT
□СПFRO 3C n
ADF JJU D DU
USE STBY/TIMER
-Asd
rr
^3^3 ^^13 С2Э С^ІЗ о ff VOL
ON 6 02 4
SBY ALT [_J ~
OFF 0 TEST ,DENT Q
оо О
VACUUM
I n П
iСи и
СП ЕЭ E3 ED ЕЭ T“T |
APOLLO 0FF *"

QPS ETE■ aLSZH 03:08 GS60
0.001 NAV HHST INFO SEL

FUEL
Brg 154 5.74nm NAV NAV ENTER
A121.10 S119.10
I MSG II OB | | FPL II SYS 1 1 COM |
OOWd .
RIGHT
LIGHTS i PLOT
TAX) NAV STRO0E HEAT
Unit 11 - Section 3
1 At a meeting reviewing emergency procedures, you 2 Later in the same meeting, you listen to Student A
need to talk about an incident that happened, but talking from notes about an incident. You have the
you only have notes you made at the time. Talk about correct inform in the report below. Correct Student A
the incident, making full sentences from your notes. politely but clearly.
Student A has the official report of the incident, and will
correct any information that is wrong.
Incident report
rh Ъf Crew Pilot, co-pilot, 2 flight attendants
Passengers 115
6 cre.w Departure city Manchester, UK
22 • Destination city Oakland, California
took, off frow E>l Ackpool, UK
Flight level FL 260
heAdir^ for ÂA biô, CAliforAiA
Problem cabin decompression
flight le.ve.1 250 Action taken returned to Manchester Airport
Outcome Decompression was caused by a
рГоЫе.м - fAiAlty door ScaI* small hole in the right-hand cargo
амег^АСу lAAdi^ At 5ігміа^ам Airport door. The hole was probably
cAiAje of d£coMPre«ioA - ora of the. doors created by a ramp vehicle at
rot checked ^roêrly Manchester Airport.
PAIRWORK 111
STUDENT В
Unit 12 - Section 2

1 Complete the table with another Student B. Use the language from the Functional English section.
passenger’s ‘suspicious’ likely imaginative

behaviour interpretation interpretation interpretation
An elderly woman is holding iwi^ht be. ^he. i£ probAbly j£he. мАу hAve. aa old photo
her handbag very close to hidiA^ A ѴчС-АрОА. A-FrAid oT loîrvj o-f he.r de. Ad lu^bAAd a Ad
her body. he.r MedicAtioA. doeÂ t vuaaI to lo£e. it
A teenage boy cannot walk

straight.
A middle-aged businessman
refuses to part with his
umbrella.
A young man is wearing a

rucksack with wires coming
from it.
2 Each student form a pair with a Student A. Tell them only your interpretations.
They must guess what the passenger’s strange behaviour is.
STUDENT C
Unit 9 - Section 3
1 Flight SQ286 taxied to runway 05L at Auckland’s International Airport and was
cleared for take-off. When the captain rotated the B747-412 for lift-off, the tail
struck the runway and scraped for 490 ft until the aeroplane became airborne.
The tail strike occurred because the rotation speed was 33 kt less than the 163 kt
required for the aeroplane’s weight.
2 The controller cleared Flight 504 for a visual approach to runway 15. At 09:54
the crew reported on finals and were cleared to land. The F-28 touched down
4.5 m short of runway 15 and struck the edge of the runway threshold. It continued
for 212 m before coming off the runway. It ran another 263 m before it skidded into
the wall of a building and stopped.
3 Flight 1455, a B737-300, was vectored for a visual approach to runway 18. The flight’s
descent angle was more than 6°. Touchdown speed was 182 kt. The crew couldn’t
stop the aircraft on the runway and it overran. It crashed through the perimeter fence
at a speed of 32 kt and stopped on a highway. The forward service-door escape slide
inflated outside the plane and the nose gear collapsed.
112 PAIRWORK
LISTENING
SCRIPT
Uni t 1 can’t see much because it’s so foggy. Are we
cleared to cross straight ahead on N?
С MC798, cross runway 16. Join taxiway NT on the
H 01
opposite side.
Our first hotspot is taxiway E as wo approach from P NT on the opposite side. We’re approaching Kilo
taxiway C en route to runway 22R. The signage is here ... oh ... There's somebody taking off!
confusing, and a blast fence blocks the view of the С MC798, you shouldn’t be near K. Hold your
end of the runway. Aircraft taxiing to 22R via C often position!
turn left too soon and end up on taxiway E. This can P Tower, this is MC798. We are on a runway. I’m
mean a very long taxi behind 22R. currently looking to the right at K. We are on 23R
at the intersection of 16. We did not connect on N.
02 We are by К. К is to our right. We’re on an active
A second problem area is taxiway Z crossing runway runway. MC798.
13R / 31L. A right turn is required when crossing 13R to С MC798, 23R is not an active runway.
taxiway Z on the opposite side. There are two taxi lines P Er... I’m sorry, Ma’am. We’re on 23L and 16, and I
leading across. If you follow the wrong one, you could am facing K. I’m looking out the window and I can
end up with a conflict with arrival traffic on runway 13R. see a sign that says ‘23L’ to my right, and there
In this situation, advise АТС immediately and get off the is a sign saying ‘16’ to my left and a yellow sign
runway as quickly as possible. saying ‘K’ to my right, and another sign to my left.
С MC798. Just go straight ahead. Tell me when you
H 03 get to the next sign please.
P OK, we’re now on 23L. We are approaching К
A third area of concern is using Juliet to transition from
now.
A to В south-eastbound. Aircraft outbound from К and
С MC798. Roger. Turn right at К and make a slight
KK may sometimes be issued the instruction ‘Taxi left A.
left turn onto taxiway C. Hold short of runway 23R.
At J, transition to B.' It’s very important not to miss the
P We’re on К and we’re clear of the runway. We’re
turn onto B, because J leads across runway 22R.
approaching C on K.
04 06
Quebec 1 FR396
Romeo 2 AQ629
Zulu 3 CZ310
November 4 LN588
Hotel 5 HY5571
Juliet 6 JM422
Sierra
Alpha
Unit 2
M 05
C = controller, P = pilot И 07
С MC798, say your position. P = Prochnow, C = controller, V = Vette
P We're clear of the runway on ... er... N by B,
P MAYDAY. MAYDAY. MAYDAY. Auckland Control.
MC798.
N45AC. I’m lost. I’m a Cessna 188 AgWagon.
С MC798, thank you. Taxi to the ramp via taxiways N
C N45AC. Auckland Centre roger mayday.
and T . Report crossing runway 16.
V TE103 contacting N45AC.
P Roger. N, T and report crossing 16, MC798.
P N45AC. Copy.
MC798 is on N by the runways here ... er... we
LISTENING SCRIPT 113

LISTENING SCRIPT
V N45AC. We are a DC-10 en route from Fiji to New H 13

Zealand. We received news of your situation. We
P = pilot, C = controller
are offering assistance. Can you tell me what
happened? P MAYDAY, MAYDAY, MAYDAY. TJB.
P TE103. Thanks. Departed Pago Pago at three C TJB. Pass your message.
this morning with around 22 hours endurance. P MAYDAY, MAYDAY, MAYDAY We’re lost.
I wanted to have enough light to see my fixes. C TJB. Say last known position.
But the ADF stopped working correctly, and now P Last known position was 15 miles south-east of
unable to calculate my position. N45AC. CELRA VOR. TJB.
V N45AC. We are going to try to establish VHF C TJB. Roger, last known position 15 miles south
communication with you. east of CELRA VOR. Remain straight and level.
P I’m straight and level right now. We’re in total IMC.
И 08 I can’t see the ground.
Turn towards the sun and report your heading. C TJB. Squawk 7700 on your transponder sir.
P Wilco. My heading is 274°. P Squawking 7700. TJB.
V N45AC. We are facing the sun. Our heading is C TJB. I don’t have you on my screen. Can you
270. The difference is 4°, so you are south of our confirm your aircraft type, altitude and speed?
position. Now hold out your hand. How many P We’re in a Beech Baron. Altitude 3,000. Speed
fingers do you have between the horizon and the 110. TJB.
sun? C TJB. Please state fuel on board and persons on board.
P About two and a half fingers. P I have 780 lb of fuel, and eight persons on board.
V N45AC. We have four fingers, so you are south Endurance is approximately one hour and 30
west of our position. Fly heading 315. minutes ... I can see the ground now. I can see
P Heading 315. trees, and I can make out... high ground on each
V N45AC. Maintain your position, so we can side of the aircraft...
establish your position using the radio signal. We’ll
maintain our heading until we lose contact. Then
H 14
we will turn left to re-establish contact, and then C TJB. Can you fly into VFR?
try to box you in this way. We’ll contact you again P Affirm ... I can see high ground to the north. I’m
very soon. N45AC. It’s getting dark. What time is flying up a valley, with woods to the north, and
your sunset? fields below me. There is a road below me.
P The sun is setting now, and it is 0752 zulu. C TJB. Confirm that you can see a road.
P Affirm. I can see a road.
09 C TJB. What side of the valley is the road on?
V N45AC. Sunset on Norfolk Island is 0730 zulu. P The highway is to my right, on the south side of the
That means you are 5.6° east and 30° south of valley.
Norfolk Island. Maintain your heading. C TJB. Can you make out a river?
P TE103. I can see a light. I think it’s an oil rig. P Affirm. There is a river.
V N45AC. Your co-ordinates are 31° south, 170° 21' C TJB. Is the river on the north side of the road?
east. You are 150 miles from Norfolk Island. P Affirm. The river is ... no ... the road is crossing the
river. The river is now on the south side of the road?
** 10 C TJB. Can you clarify that the road crossed the river
north south east west south-east and is now on the south side of the road?
north-west south-west north-east P Negative. The road is now on the north side of the
274° 56° east 32° south 170°21' river. The road is now turning south-east... there’s
east 14°32'40.25" north a reservoir below me now.
C TJB. Can you see a communications mast at 12
H 11 o’clock, at about 4 miles?
/d/ We received news of your situation. P Affirm. There is a communications mast at 12 o’clock.
Ill The ADF stopped working correctly. C TJB. Turn hard left and make a 180° turn, heading
/id/1 wanted to have enough light to see my fixes. 265. Expedite.
P Making 180° left turn, heading 265. TJB.
H 12 I’m coming out of the valley and I can see a built-
1 /d/ followed arrived tried up area ahead and a lake at one o’clock. TJB.
2/t/ established approached tasked C TJB. There is an airport with a tower 5 miles north
3 /id/ contacted departed calculated west. Say intentions.
P I’d like to land. Can you give me vectors?
LISTENING SCRIPT
retract the speed brakes as they climbed. The
Unit 3
speed brakes on an A320 retract automatically.
J It seems that there are good arguments on both
И 15
sides.
J = Jean - airline employee, M = Mehmet - pilot M Well yes - they’re both extremely safe.
J Mehmet... can I have a word?
# 16
M Sure, Jean. How can I help you?
J Well, you know the airline is upgrading the fleet... 1 port
I was wondering - what’s your opinion on the two 2 bat
options. 3 tab
M They’re looking at the Boeing 777 and the Airbus 4 pet
A320, aren’t they? 5 lap
J That’s right. 6 beg
M Well both of them are very sophisticated vehicles 7 staple
- they both use fly-by-wire technology. 8 bit
J Sorry Mehmet - can you just explain what ‘fly-by
« 17
wire’ means?
M Ina fly-by-wire aircraft, the pilot manoeuvres PNF = pilot non-flying, C = controller, PF = pilot
the aircraft by operating a computer. But in a flying
conventional aircraft, the pilot uses a control column PNF Brest, M246. Request descent.
that is physically linked to the control surfaces. С M246. Cleared, descend FL 150.
J So if the A320 and 777 are both fly-by-wire, what’s PF What the ...? The lights have gone. And we've
the difference? lost the autopilot... and autothrust. I have
M The 777 has an override function. manual control.
J I’m not sure what you mean by 'an override PNF The engines sound OK. The primary flight
function'. displays have gone.
M OK - it’s a system that allows the pilot to ignore the PF I can’t see the standby horizon, but I can just
built-in limits. make out the horizon outside. I've got control
J OK. of the attitude. Call Centre and tell them what’s
M On the other hand, the A320 has built-in happening. Declare an emergency and tell them
protection. what’s happened.
J What do you mean? PNF MAYDAY, MAYDAY, MAYDAY. M246. We have a
M In other words, the Airbus computer doesn’t allow system failure - our lights are not working and
pilots to do anything dangerous. There are limits our displays are down.
on the Airbus to increase safety. I don’t think they’re receiving us because the
J So basically, on an Airbus the computer has radio’s lost its power.
ultimate control, and on the Boeing 777 the pilot PF OK let’s try to get the system going again.
decides. PNF So, if I shine my flashlight on the ECAM ... that’s
M That’s correct. better.
J Can you give me an example? PF Try rebooting the system.
M For example, computers stop the pilot climbing PNF The instructions are on the lower screen.
more than 30°, so that the plane doesn't stall. And PF I’ve got control and communications. Follow the
there are protections to prevent overspeed. That instructions step by step.
is, it stops the pilot from going faster than is safe. PNF OK, I can only access the instructions one at a
J So that makes it safer, right? time.
M Well, in my opinion, when you fully automate PF First, read the instruction. Then follow it. Check it
and protect the system, you reduce the pilot’s before you delete it.
capability. To put it another way, sometimes the PNF OK, so .. instruction number one says ...
aircraft should allow manual control. I mean, ... Number eight didn’t help.
you shouldn’t limit the pull-up capability, for PF What’s the next instruction?
example to miss another plane or the ground. PNF So ... let’s try number nine ... Ah! The system’s
At the Habsheim airshow for example, built-in back on line. We've got power.
protection didn’t allow the pilot to pull up, and the PF Right. First, try to contact АТС so they know our
plane crashed. But sometimes built-in protection situation. Ask for a holding pattern. Then we can
can prevent an accident... a Boeing 757 hit a try to see what went wrong.
mountain in Colombia because the crew didn’t

LISTENING SCRIPT
H 18 Ф 22
1 Call Centre and tell them what’s happening. PNF = pilot non-flying, C = tower, PF = pilot flying
2 Try rebooting the system.
C S27H. Contact departure 121.75. Good day sir.
3 First, read the instruction. Then follow it. Check it
PNF Contact departure 121.75 S27H thank you
before you delete it.
PF After take-off checklist.
4 What’s the next instruction?
PNF After take-off checklist, complete.
5 First, try to contact АТС so they know our situation.
PF What was that?
PNF What?
PF That noise?
Unit 4 PNF Oh! The windshield!
19 H 23
P1 = pilot 1, P2 = pilot 2, G1 / G2 = ground 2 PF That’s a multiple strike!
PNF That was four birds!
P1 OK, that’s the pre-flight checklist finished. Is the
Engine number one is still running.
cargo nearly ready?
PF Where’s the power? We’re rolling left.
P2 Yes, the containers for the next leg are loaded. I
PNF There’s no data on the screen for engine number
think the ground handlers are with the fork-lift truck
one.
unloading the animals now. I’ll go and check on
PF We need to get wings level. Increase thrust on
progress.
number one.
P1 OK. We need to push back in twenty minutes
PNF Increasing thrust.
really, at five past one. I don’t want to miss our slot.
PF OK, wings level.
P2 Hey, how’s it going down here? Nearly ready?
PNF The engine’s not running properly.
G1 We’ve got a problem in the aft hold! A cage door
PF It’s hard to remain level. Help me.
is damaged, and one of the lions is breaking out of
PNF Any power on number one?
its cage!
PF I don’t know. I can’t see any power at all. The
P2 Is everyone OK?
displays read nothing. I think we need to shut it
G1 Yes, everybody’s safe - we got out quickly and
down. I intend to shut down number one.
closed the door behind us. What should we do?
PNF OK, shut down number one.
P2 I’d rather know what’s going on in there before I
PF Shutting down number one.
make any decisions.This is what I’d like you to do
PNF More power on two and three.
- open the door quickly, assess the situation, and
Increasing power on two and three.
close it again.
PF OK. Can you clean the windshield? Get those
G1 Well ... OK. There he is. He’s halfway out.
wipers on.
G2 Look - the cage lock’s broken off. And also the
PNF Wipers on.
thing that holds the door onto the cage is broken.
C S27H Moi Tower. We see flames and smoke from
G1 The hinge? Yes, that’s broken too. So, we’ve got a
your left engine. Is everything OK?
cargo net for catching him, but someone’s got to
PNF No, a bird has gone into the engine. We hit lots
get in and throw it over him.
of birds at 1,800. We’ve lost number one engine.
P2 Look, I don’t want anyone to put themselves in
S27H.
danger. I’d prefer to get some help with this. We
C S27H. Your number one engine has ingested
need a vet.
birds. Are you declaring an emergency?
G1 I agree. Oh no - he’s out. Close the door again,
PNF Declaring an emergency. We're planning on
quick!
coming back. S27H.
# 20 C S27H. State persons on board.
PNF Three crew members.
1 I don’t want to miss our slot.
C S27H. State fuel on board.
2 I’d rather know what’s going on in there before I
PNF Er... 194,000 kg.
make any decisions.
PF Holding wings level is difficult.
3 This is what I’d like you to do ...
4 I don’t want anyone to put themselves in danger. H 24
5 I’d prefer to get some help with this.
C S27H. Say intentions.
21 PNF What are we going to do? Go around to the left?
PF Yes. I don’t intend to land with this much fuel on
1 This is going to make us late.
board. Turn left, dump fuel and get back down.
2 We've got a problem in the hold.
PNF We’re going to make a left orbit of the airfield.
3 What do you think we should do?
S27H.
116 LISTENING SCRIPT

C S27H. Can you make right turns? 180° to a nose-down attitude. But this time the
PNF Negative, sir. Right turns will be very hard. I’d aileron didn’t release properly, and I almost went
prefer to turn left. into a spin and crashed. Luckily, I got control, and
C S27H. Understand you are unable to make right when I landed, I checked the control systems and
turns. Turn left at your discretion. found a leak in the hydraulic lines.
PF OK, we need to dump fuel as soon as possible. I And how are you feeling about the air race today?
PNF We plan to dump fuel to landing weight. S27H. T I've done a lot of training, and I’m feeling positive.
I Well, good luck, and thanks for talking to us.
T My pleasure. Thank you.
Uni t 5
H 26
25 feet
metres
I = interviewer, T = Thiago
square feet
I Welcome back to Radio Action. I’m here with kilometres
champion air-race pilot, Thiago Silvo Corbera. feet per minute
Now, Thiago, can you tell us a little about degrees per second
aerobatic manoeuvres? knots
T The two basic manoeuvres are the loop, which gs
is where you fly a vertical circle. You can fly an nautical miles
inside loop, where you pitch up into a circle, or an square metres
outside loop where you pitch down into a circle. pounds
And there’s the roll, either a half roll - where the kilos OR kilograms
wings turn 180° to inverted flight so that you fly horsepower
upside-down, or a full roll, where you rotate 360°. metres per minute
I And what about the more complex manoeuvres?
T The barrel roll is where you complete one loop H 27
and one roll at the same time, making a flight path The Extra 300s has a length of 22.6 ft or 6.9 m, a height of
similar to a horizontal corkscrew, like when you 8.5 ft - or 2.6 m - and an unladen weight of 1,480 lb - or
open a bottle of wine. A more complex manoeuvre 672 kg. The combined wing area is 98 ft2 - or 9.1 m2. The
is the Cuban eight, which again is a combination Extra 300s has a g-rating of +/-10 gs, and has a Lycoming
of loops and rolls. This manoeuvre makes a shape 6-cylinder power plant which produces 300 HP. giving a
like a number eight. My favourite manoeuvre is the VNE speed of 220 kt. Its stall speed is 60 kt. The aircraft
tail slide. That's a straight vertical climb up until can climb at a rate of 3,200 ft - or 975 m - per minute and
you lose momentum. You then fall backwards, tail roll at a rate of 400° per second. Its range is approximately
first, until the nose drops through the horizon to 944 km-or 510 nm.
a vertical down position, and then you drop back
into level flight. Moves like this are fun, but the H 28
most important thing in an air race competition is
1 six point five one
completing the course as fast as you can.
2 six hundred and fifty-one
I What aeroplane are you flying today?
3 six thousand, five hundred and one
T I'm flying an Extra 300s.
I And how is this different from normal aircraft? 29
T Well, they are quite different in that they are much P = pilot, C= controller
lighter than normal aircraft and they have more
power for their weight. This aircraft only weighs P Approach. Executive 56. We’re having trouble
672 kg but is has a 300 HP engine. Another key controlling the attitude. It’s difficult to establish
difference is that the control surfaces, the ailerons, level flight. Declaring an emergency. Executive 56.
rudder and elevators, deflect at least 25°, which is C Executive 56, roger your emergency. State
much more deflection than conventional aircraft. intentions.
This is so you can make the hard manoeuvres at P We’d ... er... like to come back to your airport
high speed. but we are still trying to fight the pitch and bank.
I Do you ever get scared? We’ve got low hydraulic pressure and we've got
T The scariest moment I've ever had was doing a very little deflection on the elevator or ailerons.
manoeuvre called the hammerhead. You start by Executive 56.
flying vertically, but then slow down and apply C Executive 56. Just tell me what you need and I’ll
full rudder and full opposite aileron. You then yaw get it for you.
LISTENING SCRIPT
P It’s very difficult to pull or turn on the column ... Unit 6

er... we're using asymmetrical thrust... er... we’re
using the engines to turn. We can only make big
33
turns. Executive 56.
C Executive 56. Roger. Big turns only. Manoeuvre at P = presenter, A = Antonio, G = Greta, Y =Yacine
your discretion. P So, what does everyone think about this - is it
P We’re going to go out west and then make a possible to separate your personal life from your
straight in approach if that’s possible. We’re work life? Yes, Antonio ...
fighting to keep it straight and level. We will need A I don’t think it is. For example, I heard recently
a very long final. I don’t think we have spoilers, about a senior captain who had just signed on for a
reverse thrust or brakes, so we’d like the longest three-day pattern of flying after spending three days
runway possible. Executive 56. off duty at home. After take-off he heard ‘gear up’
called but he retracted the flaps by mistake. Anyway,
30
they found out afterwards that he was worried about
C Executive 56. OK, a visual on runway 07. Would money, and that his baby son had kept him awake,
you like emergency assistance at the far end of and so he was exhausted and unfocused at work.
the runway? P Well that illustrates how personal worries can
P Affirm, Executive 56. affect performance. Things like a relationship
C Executive 56. The services have been activated. breakdown or financial difficulties can cause
Do you want me to line you up with the end of the stress which can impact work. So what can people
runway right now? do to help them cope with stress?
P Yes please, but we’re really struggling to follow A Try and identify the sources of stress. Some experts
a heading. Please keep giving us vectors to the suggest keeping a diary to record what events affect
field. Executive 56. your energy and time. For some people there might
C Executive 56. Roger. Turn left heading 050°. be something specific that triggers anger or anxiety,
P 050. We’re adopting landing configuration now to or they might just feel overworked.
slow us down. Executive 56. P So how can you avoid getting really run down?
C Roger. Executive 56. Y You should try to take holidays from work regularly.
P We have flaps and ... er... and landing gear is Organize your schedule around them. And take
down and control is easier now. We have the field regular breaks while you’re working too.
in sight. G When you’re starting to feel a bit down, I think it
C Executive 56. Roger. You are cleared to land can help to talk to a friend about your problems
runway 07. Wind 170 with 26 kt. and feelings.
A But if the cause of stress is outside of your control,
31
you may want to get professional help on how to
P Approach, we’re down safely, but we overran the deal with it. Some companies provide counselling
runway Executive 56. for employees.
C Executive 56. Glad you’re all OK. Is there anything Y For me, the best way of dealing with stress is to make
else you need? sure you exercise, eat and sleep well. And if you can’t
P We’ll need help getting back to the apron. sleep, well, then I suggest you see your doctor.
Executive 56 G Oh ... Another good idea is to try and make more
C Executive 56. Roger. You're off the end of the time for those things you enjoy. Take regular
runway. We’ll get a tow truck to take you back.
opportunities to relax. I would advise a stressed
friend or colleague to try some stress-reducing
32
techniques such as meditation or a massage.
1 We’re having trouble controlling the attitude.
P That’s great. I think you’ve come up with some
2 It’s difficult to establish level flight.
really good ways of coping with stress. Now ...
3 Just tell me what you need and I’ll get it for you.
4 We’re fighting to keep it straight and level. # 34
5 Would you like emergency assistance at the far
stress
end of the runway?
pressure
6 Do you want me to line you up with the end of the spending
runway right now?
flaps
7 We’re really struggling to follow a heading.
flight
8 Is there anything else you need? breakdown
specific
plans

& 35 FA I’ve just looked in his hand luggage. I found a
hotel receipt, a wallet and a scuba-diving log
1 We're still struggling to get a slot.
book. It looks like he dived this morning.
2 The brake light is blinking.
M Did I just hear that the patient dived this
3 Is the runway dry enough to drive on?
morning?
4 The flaps are frozen and need freeing.
F Er... yes.
5 I’ll wipe the grease off the glass.
M OK, this sounds like it is a case of
6 I've tried to fix the trouble twice.
decompression sickness, which is a critical
7 There’s a threat of strikes throughout the country.
condition. You should stop climbing and
H 36 descend right away if you can - every foot you
climb could seriously affect the patient’s health.
CPT = captain, C = controller, M = medical advisor, F
= first officer You should divert and find an alternate airport
that has medical services. Try asking АТС to
CPT Cairo Centre, this is Divestream 290. help you find an alternate that is close to a
C Divestream 290 Cairo Centre. Pass your decompression chamber. There should be a
message. diving decompression chamber somewhere on
CPT We have a medical situation on board. We are the Red Sea.
contacting MedLink now. Divestream 290. F Roger, levelling off and initiating descent...
C Roger, you have a medical problem on board.
Keep us advised. Cairo Centre. И 37
M MedLink. I’m Dr Slowinski. Which flight are you 1 We’ve already moved the other passengers away.
calling from please? 2 Have you removed his seat belt?
F This is Divestream flight 290 and this is Moustaf, 3 We haven’t found anything else yet.
the first officer. 4 Has he eaten or drunk anything?
M Thanks Moustaf. How can I help you? 5 I’ve just looked in his hand luggage.
F We have a passenger, a young man from
Belgium. He’s having difficulty breathing, he’s H 38
shaking badly, and his eyes are shut. He’s having difficulty breathing, he’s shaking badly, and
M How old is the man? his eyes are shut.
F He’s in his late twenties.
M Is he able to communicate? Й 39
F No. I don’t think he can hear anyone. He’s crying 1 Nausea, dizziness, losing consciousness and
in pain. sweating.
M OK, you should move the other passengers away 2 She’s trembling, coughing and crying.
from the patient, if possible. 3 Lie the passenger down, put him in recovery
F Luckily his seat is to the rear of the aircraft, so position and call Medlink.
we've already moved the other passengers away.
M Good. Have you removed his seat belt?
F Yes, we have. We’ve laid him down on the floor. Unit 7
M That’s good. Where has he been?
F From his passport, it looks like he has been on © 01
holiday in Egypt for ten days.
Most passengers know what they can and can’t bring
M Have you found any other information about him?
into an airport. It’s obvious that you mustn't bring
F No, we haven’t found anything else yet. We’re
anything explosive on board. Although some people
looking through his belongings.
still try, even when they know it’s illegal. The owner of
M Has he eaten or drunk anything?
the black powder knew he wasn’t allowed to transport
F No, the crew haven’t begun to serve drinks yet.
it without declaring it as dangerous goods. You have
M I see you are travelling to Paris CGD. How long
to declare dangerous goods or you are breaking the
have you been airborne?
law. Less than one percent of cargo incidents reported
F We’ve been in the air for about 15 minutes.
involve dangerous goods which have been correctly
M So you're still climbing. Are you climbing rapidly?
declared. It’s difficult to understand for example how
F Yes we are. АТС asked for a steep climb out of
someone let chemical solutions and corrosive solids on
Cairo due to traffic.
board without question just because they were labelled
FA Moustaf, he has just started coughing blood, and
as ‘laundry products’. Maybe better dangerous goods
we think he is losing consciousness.
training is required.
F Oh dear...
LISTENING SCRIPT
LISTENING SCRIPT
» 02 H 03
PA = voice over public address R = radio presenter, 1 Get your full kit.
S = smoke-jumper, О = operations manager, P = 2 Line up for inspection.
pilot 3 Could you describe your work to us?
4 Would you tell us how fires are caused?
PA All jumpers. We have a 1 km2 fire 82 km south
5 Can you talk about your work on the ground?
west. Get suited. Get your full kit. Line up for
6 Jumpers, don't talk. Get ready ... drop zone!
inspection. We have a 43 departure.
R It’s a hot summer’s day in the far east of Russia, H 04
and I’m on my way to a wild fire. I’m here with the
C = controller, PF = pilot flying, PNF = pilot non
aerial fire service, who fight the many fires that
flying, CCM = cabin crew manager
burn through the forests of northern Asia. Andrei
Jachmenkov is a smoke-jumper. Andrei - Could C Siberian ЗА, Kunming Centre, maintain FL 380
you describe your work to us? mach .85.
S I jump to the ground to bring the fires under PNF Maintain FL 380 mach .85. Siberian ЗА.
control. It’s dangerous work - you have to be fit,
both mentally and physically. And you have to ** 05
keep a cool head and make fast decisions. PF What was that? This isn’t right.
R The fire service looks after hundreds of square PNF What’s happened?
kilometers from the Arctic to the borders of PF Three circuit-breakers have tripped. They’re
Mongolia. When the office receives a report of showing a problem.
smoke, they scramble an airborne fire-fighting PNF Where’s the problem?
team. At least four smoke-jumpers are dropped PF In one of the washrooms. Maybe the fan
to cut away the vegetation to contain the fire, and overheated.
air-tanker pilots tackle the blaze by spraying the PNF I’ll ask the cabin crew manager to look into it.
area with water or fire-retardant liquid. I have here PF I’ll try and reset the circuit-breakers.
operations manager, Alex Letov. Alex - Would you PNF OK?
tell us how fires are caused? CCM Yes, hi, I’m getting reports of an unpleasant smell
О Sometimes the fires are started by people. back here, coming from the rear washrooms, like an
For example, this spring an industrial gas tank electrical burning smell. Some of the passengers are
exploded, causing a serious wild fire. But our getting a little uncomfortable with it.
typical fires are ignited by lightning storms, and PNF Could you move the passengers away?
because the forest gets very dry over the summer, CCM Sure, will do.
the trees catch fire easily and fires can spread PNF Go have a look
over a large area quickly. But September and CCM I’ll check it out now.
October is definitely our busiest time of year, PF Why didn’t it set off the smoke detector? I’m not
before the winter rain and snow arrives. We have happy with this at all. Something’s wrong.
to respond early to the fire, when it’s much more CCM There was smouldering in the washroom. I don’t
manageable ... much easier to put out. know if any wiring has come loose. I sprayed it
R Tatyana Dubrova flies an Antonov 2 for the fire with the extinguisher - I think it’s gone out.
service. PNF What do you think caused it?
P When that siren goes ... that’s when the job really CCM I don't know. Maybe the vacuum outlet
begins. I have to try to get a low altitude and air overloaded. I couldn’t see where it was coming
speed for the jumpers, and all the time think of from. I'll go back now and double check.
the terrain, the trees, the wind. I sometimes have PF Yeah, go. We need to know the source of the fire.
to make two or three traffic circuits to make a safe CCM I’ll take my goggles, just in case.
drop. PF Yeah, We’ll put our masks on. Go back, but don't
R The jumpers are getting ready to drop into the get yourself incapacitated.
forest. Andrei - Can you talk about your work on
the ground? 06
S We have to make absolutely sure the fire has gone CCM I can’t get back there.
out. Extinguishing it completely can take days. The PNF Why not?
most difficult part is finding a road so you can get CCM The smoke’s too heavy.
out of the forest again. PNF Are the passengers OK?
OK, here we go ... CCM People are starting to have trouble breathing.
P Jumpers, don’t talk. Get ready ... drop zone! PNF We have to go down.
Jump! Go! One! Two! Jumpers away ... PF Initiating an emergency descent.

07 t* 10
1 right ASS = АТС shift supervisor, АТС 1/2 = air traffic
2 flight controllers 1/2
3 frame
ASS OK everyone. We've got a severe weather
4 long
front coming at us on tonight's shift. We have a
5 load
big storm coming in from the north with strong
6 arrive
westerly winds and gales, hail and heavy snow.
All of the control positions are going to be
affected.
Unit 8 АТС 1 Sorry sir, I didn’t catch the word before ‘control
positions’ - did you say all of the control
H 08 positions? Is it that bad?
The weather here is very changeable. Winters can ASS I’m afraid so - it’s going to be a busy evening,
be overcast with drizzle but summers can be clear especially for those working the approach
and warm. As a result of the warm Atlantic winds, the position. Lots of aircraft will want to land or
temperature remains quite high - it rarely snows and is divert before the snow starts.
never very icy. Aircraft usually depart on the south-west АТС 2 Excuse me, I couldn’t hear that last bit.
heading due to prevailing south-westerly winds. The ASS We’ve got some heavy snow approaching and
airport operator has just resurfaced the runway, and we’ll have to get incoming aircraft down quickly
because of this sometimes there can be standing water or help them to divert. I hope it’s going to get
and it can be slippery. Pilots using the airport at Bristol easier as the traffic volume decreases during
should be careful of this. the night. For tower, the night and morning
shifts are going to be easier.
The weather here is quite predictable from season to
АТС 2 Sorry, sir - What did you say after ‘morning
season as we are in the middle of the continent. In winter
shift’?
there is cold weather and snow and the wind is northerly,
ASS It’s going to be easier, because traffic is not
from the Arctic. But the problems come in the summer
going to move at the airport until tomorrow
months, when different pressure zones can cause very
afternoon. The upper airspace is going to be
hot, sticky and humid conditions one moment, and then
very quiet over the next 12 hours as many
severe thunderstorms the next. This leads to quite long
flights are grounded.
delays as aircraft have to enter holding patterns and wait
АТС 1 I’m sorry sir. What was the first part of the
to be vectored in to land. Approaches to the airfield can
sentence?
be quite rough, particularly for smaller aircraft.
ASS To repeat - the upper airspace is going to be
Winter is quite mild this far south - the problems come quiet during the next 12 hours because many
for us in early summer. In the summer rainy season, the flights will be grounded. For eastbound aircraft,
monsoon results in heavy rain and high humidity at Kerala it’s not going to be easy flying into Bristol today,
aerodrome, with strong south-westerly winds. It can so we’ll have to work hard to get this traffic
therefore be difficult to predict the heavy rains, and flooding co-ordinated. Now, any more questions? No?
can happen at any time. It’s quite common for parts of the Then good luck everyone.
airfield to flood, and we have to close the airport for days
when the rain is heavy. As a consequence, pilots need to 11
be careful just before the monsoon. 1 I didn’t catch the word before ‘control positions’.
2 I couldn’t hear that last bit.
3 What did you say after ‘morning shift’?
09
4 What was the first part of the sentence?
1 As a result of the warm Atlantic winds, the temperature
remains quite high. H 12
2 Aircraft usually depart on the south-west heading due
E = ES23, C = controller, PF = pilot flying, PNF =
to prevailing south-westerly winds.
pilot non-flying
3 The airport operator has just resurfaced the runway, and
because of this sometimes there can be standing water. E Shenton tower. ES23. We’re ready for departure
4 This leads to quite long delays as aircraft have to enter but we can see lightning out to the right. Can
holding patterns. we ... er... wait here until the weather passes?
5 It can therefore be difficult to predict the heavy rains, ES23.
and flooding can happen at any time. C ES23. Affirm. Hold short of runway. Stand by.
6 As a consequence, pilots need to be careful just before E Holding short of runway. ES23.
the monsoon.

LISTENING SCRIPT
C Quickair 638. Tower and departing aircraft observe Uni t 9

increasing rain and lightning south-west of the field.
Amend your altitude ... maintain 2,000.
PNF Maintaining 2,000. Quickair 638 ** 17
PF That’s the edge of the storm to the left of the We were asked to pick up a VIP from a field by a large
airport. Can we get a report on the weather? house, and take him to a Royal Navy ship for the day.
PNF I’d appreciate a PIREP from the company traffic
There were clear blue skies when we left, and we
in front of us. Quickair 638.
landed by the house, shut down and got out, ready to
C Quickair 638. Roger. Stand by.
meet Prince Charles. After briefing him on the aircraft
Quickair 638, Company 737 just exited the
and safety, we strapped him in and started up. Once
runway, sir. He said ‘smooth ride’.
we were airborne, we called up the ship which was only
PF Say again. Quickair 638.
about five miles away. We went over the top of the cliffs
C Quickair 638, Company 737 said ‘smooth ride’.
ready to let down, and suddenly all we could see was
PF Roger, smooth landing conditions. Thank you.
thick white fog. The best way to get onto a ship when
Quickair 638.
the weather is not too good is to get the ships’ radar to
guide you in. So we went into the fog it was about 600 ft
I* 13
above sea level. Three-quarters of a mile from the ship,
C Quickair 638. Cleared to land runway 27R. Surface at around ... oh ... 275 ft, the ship suddenly radioed and
wind 270° at 19 kt. Visibility 700 ft and decreasing. said ‘We’ve lost you on radar. Continue visually’. Well
PNF Roger, cleared runway 27R. Wind 270° at 19 kt. It’s difficult to continue visually through fog so I decided
Visibility 700 ft and decreasing. Quickair 638. that... er... we would go around, the ship. While we
C Quickair 638. Wind now 250° at 21 kt. waited for them to clear us to come back round, I
PNF 250° at 21 kt. Quickair 638. spoke to the prince, who has flown in the navy, and I
C Quickair 638. That’s wind 250 at 23 kt. explained what the options were. One option was to let
PNF 250° at 23 kt. Quickair 638. down early to get down below the fog to about 100 ft,
which is low enough to be a bit risky. I felt a bit worried
14 because the situation was not routine, but anyhow
C Attention all aircraft. Runway 27 arrival. that’s the option we took. When we reached about
Microburst alert. Be on the alert for wind shear. 150 ft, I could just make out the outline of the ship
35 kt loss one mile final. Quickair 638. Threshold about half a mile away. So I let down a little bit more,
wind now 250° at 24 kt. Watch out for any came out from under the fog, and I landed safely. The
microburst activity. Be careful on short final. Prince got out, thanked me very much for some very
PF Roger, wind speed now 24 kt. Looking out for good flying and went off for his day on board the ship.
microburst activity. Thank you. Quickair 638.
PNF That’s -10 kt. Watch out! We’re losing speed!
€» 18
PF OK, we’re -20 kt. This wind shear is going to prevent
us from landing. Let’s take it around to the right. aircraft
PNF Wind shear recovery profile. Maximum power. asked
Nose up. Flaps and gear as they are. safety
PF Maximum power, nose up, positive climb. options
explained
H 15 thick white fog
the ship’s radar
short
some very good flying
visual
watch
H 19
roger
reverse thrust
H 16 available slots
thick smoke
approach
climb vertically
edge
dump fuel
measure
damaged struts
switch
threshold
emergency
usual
shear

И 20 space. Crash, fire and rescue services have been
activated.
Р = pilot, С = controller
P1 Runway 34R. I have the field in sight sir. S62.
Р PAN PAN, PAN PAN, PAN PAN. I’m having
problems with my landing gear. Macair 319. 24
C Macair 319. Roger distress call. What is the P2 Tower, this is Fastair 350 on 3-mile final. The apron
problem with your gear? is to the right of runway 34R. Do you mean 34L for
P I can’t see a green light for my nose gear. We felt the belly-landing for traffic behind me?
and heard it extend, but there’s no light. Request C Fastair 350. Affirm. Thank you. Break. S62. Use
low pass for visual inspection. Macair 319. 34L. I say again, runway 34L.
C Macair 319. Cleared low pass runway 09. Surface P1 Runway 34L. We've wound the gear back up so
wind 010 at 10 kt. Not below 500 ft. QFE 1006. we will have a smooth belly-landing. S62.
Report final. C S62. Roger. Smooth belly-landing.
P Cleared low pass runway 09. Surface wind 190 at
10 kt. Not below 500 ft. QFE 1006. Macair 319.
C Macair 319. The nose gear appears down but... Unit 10
H 21
H 25
P I’m sorry. The nose wheel is in position? Is that
correct? Macair 319. RP = radio presenter, BP = Bob Pearson, JH = John
C Macair 319. Negative, that's incorrect. The nose Haskins, HC = Helen Clitheroe
wheel appears down but it’s at a 90° angle. RP If a Boeing 767 runs out of fuel, what do you have? A
P I understand the nose gear is down but stuck at 132-ton glider. And that’s exactly what happened to Air
90° Macair 319. Canada Flight 143, which was en route from Ottawa to
C Macair 319. Affirm. That’s right. On runway Edmonton, cruising at 41,000 ft, when the first warning
heading, climb to altitude 2,000 ft. light came on. Captain Bob Pearson recalls ...
P FL 20, runway heading. Can we circle the BP We thought we had a failed fuel pump in the left
aerodrome? Macair 319. wing, and switched it off. Our FMC showed more
C Macair 319. Cleared to circle the aerodrome ... than enough fuel remaining for the duration of the
flight. We had no indication of a fuel shortage.
** 22 RP But when a second fuel-pressure warning light
P = pilot, C = controller came on, Pearson decided to divert to Winnipeg.
They began descending, but the fuel flow stopped
P A30. Airborne.
completely and they lost both engines due to fuel
С A30. It appears your main gear hasn’t retracted.
starvation. The $40 million Boeing 767 became
P Roger, my main gear has retracted. Thank you sir.
a glider, and the pilots were left with only a radio,
A30.
basic instruments and limited control. The crew
С A30. Negative. You haven’t understood. Your main
soon realized they couldn’t make it to Winnipeg.
gear is not retracted. It is still visible.
They chose a disused Air Force base at Gimli, not
P OK. Our main gear is stuck ... er... OK A30.
knowing that it was being used for a family car
С A30. Say intentions.
racing day. John Haskins was on the ground.
P Er... We’re trying to figure out the problem. Stand
JH It just came out of nowhere, almost silently. You
by sir. A30.
could just hear this ‘whoosh’ sound, and you looked
С A30. Standing by.
around and there it was. It was coming in at this
23 really strange angle, and we thought, 'it's going to
crash’. But then it landed. It was incredible.
C = controller, P1/2 = pilot 1/2
RP Helen Clitheroe was one of the event organizers.
C S62. You are seven miles out on long final. How is НС I only saw it when I heard the bang of the tyres
your landing gear? bursting and the nose smashing down on the
P1 We’ve tried winding down the gear manually but runway, and all those sparks. When it stopped,
it’s stuck about halfway out. S62. we just picked up some extinguishers and tried to
C S62. State intentions. fight the fire, and help all the passengers off.
P1 We don’t have much fuel. We’re going to land this RP The only injuries were to passengers using
time. S62. emergency slides. The question of how a
C S62. Use runway 34R. There is smooth ground passenger jet with a fuel capacity of over 90,000
on each side of the runway and you have a lot of litres runs out of fuel remains for investigators.

LISTENING SCRIPT
H 26 PF Fire bottles.
Tower, this is Polar 69. We’re down on the ice,
RP Initial reports indicate problems with the fuel
nobody’s hurt. We had a fuel flow problem and
system. It seems that the cockpit fuel gauges were
we lost power on the engines and couldn’t get to
inoperative. In this situation, after the fuel hoses
the runway. We’re on fire over here though ...
are removed, the fuel load is checked by hand,
like when you check the oil in your car. The fuel
28
measurement was then converted from volume
to weight. The problem was that the calculation 1 shot
was done in pounds, but the new Boeing 767 is 2 cot
a metric machine. And so the system thought the 3 seat
data was in kilograms, not in pounds. The aircraft 4 hit
had just half the required fuel for the journey, and 5 leave
the crew had no idea. 6 stat
7 chat
# 27 8 mark
PNF = pilot non-flying, C = control, PF = pilot flying,

FA = flight attendant
Unit 11
C Polar 69. Roger. Report turning final, runway 29.
Wind 320 at 10 kt.
H 29
PNF Report turning final, runway 29. Wind 320 at
10 kt. Polar 69. T1 = trainer, Т2/Т37Г4 = trainees
PF Number one doesn't sound good. We’re not T1 OK everyone, let’s begin the workshop by looking
running short of fuel, are we? We should have at the causes of decompression. Now, have any
plenty of fuel. of you here ever had any decompression-related
PNF We’ve got fuel ... but fuel flow should be much incidents?
higher. Torque pressure is meant to be at 100, T2 ... er... well last year a flight of ours was delayed
not 40. by four hours due to a cracked windshield. It was
PF That’s engine number one gone. Feather the a tiny crack, very difficult to see, but the captain
engine. refused to fly until maintenance replaced the
PNF It’s feathered. windshield.
PF Tell them we've got one engine shut down. T1 OK, it sounds like you guys did the right thing.
PNF PAN PAN, PAN PAN, PAN PAN. Bodo Tower, Now, let’s think about other possible causes of
Polar 69. We’ve lost one engine ... er... we’re decompression. Any ideas?
turning final at this time. T2 Bird strike.
PF I smell smoke! We’re losing the other one. T1 Yes.
Contact tower and tell them to get the fire trucks T3 Failing to lock a door.
out. T1 OK.
PNF Tower, Polar 69 request fire, crash, rescue T4 Metal fatigue.
services. T1 Good. Here I’ve got photographs of some real
C Polar 69. Roger. I'll activate fire, crash, rescue. incidents. Can you pass the photographs around,
Say your fuel and persons on board. please? First, here’s a DC 10 in June 1972,
PNF Polar 69. Roger. We’ve got two crew and 120 whose rear cargo door blew out due to a faulty
passengers. I don’t know about fuel. We’ve got a lock. Rapid depressurization occurred when the
fuel problem. door tore away a spoiler and smashed into the
PF Can we get the other engine going? tailplane. OK, this one shows a famous incident of
We're not going to make it... we’ll have to land explosive decompression, this time with a Boeing
on the river. 737 in April 1988. The aircraft had corrosion, and
PNF Tower, we’ve lost both engines. We’re on final also serious metal fatigue. Almost 35 m2 of metal
here to the river. Polar 69. tore away from the upper part of the fuselage,
You want the gear up? cutting off the electrics, all communication lines
PF Yeah put it up. We don’t want it to catch on the and oxygen supply. You can see here that the
ice. lower part of the airframe buckled and the nose
We’ve got smoke. Shut down number two. dropped down by one metre. Unfortunately, one
PNF Pull both extinguishers? life was lost when a member of the cabin crew
was sucked from the aircraft on decompression.
Luckily, the nose gear locked down on landing.

И 30 P FL 100. Kite 63.
Centre this is Kite 63 level at 10,000. Request
In the picture you see here, a bird strike caused serious
immediate landing.
damage to a Boeing 767 in 2001 at flight level one-two
C Kite 63. I can’t hear you sir. Loud background
zero. A flock of birds dented the aircraft nose, fuselage
noise.
and wing leading edges, and punctured the aircraft
P Centre this is Kite 63 level at 10,000. Request
skin eleven times. One of the birds broke through into
immediate landing.
the cockpit and smashed the captain’s instrument
C Kite 63. Read you 5. Squawk 7700.
panel. Incidents like these can be fatal, but here the
P 7700.
captain wasn’t injured, and the crew managed to land
C Kite 63. I understand you have lost cabin
safely.
pressure. You are 40 miles from the field at your
Fortunately, explosive decompressions like these 11 o’clock, turn left heading 070° altimeter 1002.
examples are very rare, but cabin crew and flight Say intentions.
crew must be aware of the dangers. These incidents P The captain is unconscious. Request immediate
show that rapid decompression is very different to the landing and medical services. Kite 63.
controlled environment of a cabin simulator. C Kite 63. Roger, straight in approach and landing
runway 07. Wind 160 at 11 kt.
P Straight in approach and landing runway 07. Wind
31
160 at 11.
now
C Kite 63. Do you have any aircraft damage?
take
P Stand by.
scenarios
C Kite 63. Standing by.
real
P You OK?
series
FA Yes. It’s difficult to hear you.
photographs
P Have we got any damage back there?
here
FA I can’t see unless I get out of my seat.
rear
Er... yes, the leading edges are badly dented,
cargo
and the engine inlet cowls. I couldn’t see any
out
further back. Are we going to be OK?
flight
P Yes, we’ll be fine. Is anyone injured?
zero
FA Yes, two were injured when they fell from their
away
seats in the turbulence. What happened?
tailplane
P Hailstorm.
depressurization
FA How long is it going to take to land?
aircraft
P It'll take about 15 minutes.
safely
FA 50 minutes might be too long.
only
P Not 50 minutes - 15 minutes.
minor
FA Ah, OK. One passenger is bleeding badly. We’ve
got to get help soon, otherwise he might not make
H 32
it.
P = pilot, C = controller, FA = flight attendant
P Sorry? Say again.
P MAYDAY, MAYDAY, MAYDAY. Centre. Kite 63. FA If we don’t get to a doctor soon, he may not
Making an emergency descent. survive.
C Calling station. Say again. Say again. P We’ll get him to a doctor as soon as we can. We’ll
P This is Kite 63. I say again, Kite 63 making an have an ambulance waiting for us.
emergency descent. FA OK, thanks.
C Kite 63. Cleared to FL 100. P Centre, Kite 63. We had a hailstorm that lasted
P Centre... 63. about... er... ten seconds. The left side of the
C Kite 63. You’re breaking up. Say again. windshield has smashed, the right side is cracked,
P We had a rapid decompression. We are just west we have damage to our wings and maybe the tail,
of the PAYAM VOR, passing FL 240. Kite 63. but the aircraft feels OK. We’ve got at least two
C Kite 63. Understand you are depressurized. You serious injuries. Kite 63.
are cleared to FL 100. I say again. Descend to
FL 100. Report reaching.

LISTENING SCRIPT
I* 33 P And how do you use these techniques?

KK We have a team of officers monitoring the airport
1 He’s talking about outbound flights, not inbound.
terminal area. If they detect behaviour that
2 Good? It was excellent!
indicates a person may be a threat to security
3 You said the flight would leave at half-past seven,
or the safety of a flight, they attempt to engage
not half-past nine.
in casual conversation with that person. They
4 No, my first flight this week is Tuesday evening, not
try to make friendly eye-contact and ask simple
Tuesday afternoon.
questions to see if they react normally.
5 Fly faster. Not slower.
P Surely friendly conversations can’t be enough to
34 indicate if a passenger is a criminal?

KK Of course these questions can’t determine if a
1 I can’t see unless I get out of my seat.
passenger has criminal intentions, but they might
2 We’ve got to get help soon, otherwise he might not
indicate suspicious behaviour. The important thing
make it.
is that if an officer feels unhappy they can send
3 If we don’t get to a doctor soon, he may not survive.
the passenger to secondary screening, including
a body search, a physical inspection of carry-on
baggage, or even police questioning.
Unit 12 P Do these techniques work?
KK Using behaviour detection we have arrested
35 people on charges of drug possession and
P =Presenter, KK = security expert immigration violations and we’ve also seen a
reduction in alcohol-related incidents in airport
P On the subject of airport security, security expert
terminals and at the gates. The good thing is
Kalle Kaub is here to talk us through recent
that training is simple, the technique requires no
developments in airport security techniques. Kalle.
additional specialized equipment, and it presents
Why a new technique?
yet one more layer in the security system.
KK The strategy for airport security has been almost
completely technological. We have technologies H 36
such as baggage-screening equipment and
detection
explosive detection systems, but technology
possession
alone is not enough. We need to look for malicious
suspicion
intentions, and these have to be identified using
other techniques.
H 37
P What are these techniques?
aviation
KK We are using ‘behavioural profiling’ or ‘screening’,
reaction
which basically means that we look at passenger
conversation
behaviour. When someone is about to commit
immigration
a crime or a terrorist act, the stress affects their
inspection
behaviour. And this stress behaviour is extremely
intentions
difficult to hide or control.
reduction
P So what behaviour are you looking for?
violations
KK We’re looking for any physical signs that could
show that someone is nervous or angry - signs
# 38
that they might be planning a criminal act.
These include avoiding eye contact and small PNF = pilot non-flying, PF = pilot flying, T = Tokyo
movements of the lips, eyebrows and nose. Area Control Centre, I = Inchon Area Control Centre
Common body signs that indicate aggressive PNF What’s going on?
behaviour include the head moving forward, PF It sounds like someone trying to get in. Can you
stepping forward on the left leg, and a hand look on the video?
position with the palms down. Rises in the PNF OK ... I can see him. The flight attendants are
volume and pitch of the voice may also show that struggling to restrain a passenger. Oh ... he’s hit
someone is agitated. If people show just one sign one of the attendants.
of stress, they are probably not a threat. But if you PF OK, notify Centre.
observe multiple signs, then you can assume that PNF Centre. We might have a problem here. Stand by.
they must have something to hide. Interflight 547.
26 LISTENING SCRIPT
T Interflight 547. Standing by. T Interflight 547. Understand you have an unlawful
PNF It looks like they’ve forced him to the ground and interference. Please say fuel and persons on board.
got the cuffs on him. PNF Er... 178 persons and four hours of fuel
FA We’ve a problem back here with a violent remaining. Can we descend to the nearest
passenger. We've restrained him, but he’s still available aerodrome? We’ll need medical and
struggling. security services ready. Interflight 547.
PNF Is he drunk? T Interflight 547. You are approaching Korean
FA I don’t think so, but he’s very agitated and airspace. Contact Inchon Control on 123.6. I’ll
abusive. He said we were in danger and he advise them of your situation and pass on your
had to fly the plane. It must be a mental health request.
problem. Hello, this is Tokyo Area Control Centre here.
PNF Is anyone hurt? We have a problem В 757-200, Interflight 547,
FA No, we’re OK. What do you want us to do with G585 westbound towards SAPRA at FL 340,
him? squawking 1243. We expect it in your airspace at
PNF Secure him, away from the other passengers if approximately 47.
you can. Get someone to stay with him until we I OK, a 757 squawking 1243. What’s the problem?
land. T We had a report from the flight crew. They
PF Right, contact АТС and tell them that we’ve said a passenger had attempted to enter the
got an unruly passenger. Request a diversion flight deck. The first officer said that crew had
to nearest suitable airfield. Have medical and restrained him, but believed he was still a threat.
security there to meet us. I Roger, are there any injured persons?
T The crew told me there were injuries, but they
H 39 didn’t give details.
PNF Centre. Interflight 547. A passenger has I Did they state intentions?
attempted to enter the flight deck. He’s also T They asked if they could descend to the nearest
attacked the cabin crew. There are injuries. We aerodrome, and they said they’d need medical
have restrained him but we need to get him off and security services ready.
the plane as soon as possible. I Thank you. Leave it with us.

Macmillan Education
Between Towns Road, Oxford 0X4 3PP
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-0-230-02755-8
Text © Henry Emery and Andy Roberts 2008

Design and illustration © Macmillan Publishers Limited 2008
First published 2008
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior written permission of the publishers.
Design by Designers Collective

Illustrated by Alisdair Bright, Richard Duckett, Peter Harper, Ben Hasler, Graham White
Cover design by Keith Shaw, Threefold Design Ltd
Cover photographs provided by Alamy and Aviation Images
Authors’ acknowledgements
There are many pilots, controllers, aviation specialists and language teachers around
the world who have contributed directly and indirectly to the making of Aviation English
to whom we owe thanks. However, we would like to give special thanks to the following
people, without whom we quite simply wouldn't have a book: Roger Mayer, 727 Captain
and Instructor; Gheorghe Sinpetrean-Comsa, Air Traffic Control Officer, Bucharest Area
Control Centre; Orapim Chammek, Senior Air Traffic Controller, Bangkok Area Control Centre;
Bernd Hechenegger, First Officer on A320-Series and Flight Instructor; Pieke Satijn, Training
specialist, Air Traffic Control The Netherlands (LVNL). We are extremely grateful to them
for their professional expertise, hard work, generous support, willingness to answer simple
questions and commitment to the Aviation English project. We are forever in your debt!
Needless to say, any errors that occur in Aviation English are ours, not theirs.
The authors would also like to thank the following people for their help and advice: Federico
Crespo Airline Captain, Stalbek Ahmedov Tower Controller, David Roberts Firefighter, Dr
Adrian Renouf, Caraman Mihai Air traffic Controller, Tony Turpin helicopter pilot.
Henry would like to thank: Sian, my partner in mischief, for dealing so graciously with a
grumpy and self-centred husband for 18 months. As with everything, I wouldn't be where I am
without her. As always, I'd also like to thank my mother, Bridie, and my sister, Suzie, and my
friends who remain nameless - you know who you are.
Andy would like to thank: Megan, Rhiannon and Nadia. No princess this time but we do have
a prince. My mother Eileen for the constant encouragement, and my wife Ada Yu Wang for
her eternal support and patience.
They would both like to acknowledge the hard work of all at Macmillan to put in the time and
effort to truly understand what the world of Aviation English is all about. And finally, special
thanks to our editor James Greenan, who showed us how to make the impossible possible.
The authors and publishers would like to thank the following for permission
to reproduce their photographic material:
Alamy/Roger Bamber p12t, Kari Niemelainen p26cr, JMS p33bcl, David Soulsby p33c, Steve
Allen рЗЗсг, vario images GmbH & Co.KG pp34tr, 91, Sebastien Baussais p34bl, Ian Shaw
p34bc, Bernd Mellmann p38, Lucidio Studio, Inc. p44. Bobo p48tl, Jupiter Images/Ablestock
p48ctr, artpartner-images.com p48cb, Look Die Bildagentur der Fotografen GmbH p54,
Medical-on-Line p55l, Martin Harvey p66ct, Bill Howe p66cb, John Elk III p69, Andrew Fox
p71r, Jim West p101b: Austin J.Brown (ww.aviationpictures.com)/pp26tr, 33br, 42, 43r,
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36, 45, 51,72tl, 72cl, 72tr, 73tl, 73tcl, 73tr, 76tl, 76tc, 76tr, 79, 82t, 83, 105tl, 105Ы. 105tr,
109t, 109ct, 109b; Bananastock/p48ctl; Brand X/p48br; Cody Images/pp76br, 105br;
Construction Photography/Michael Reinhard p11: Corbis/James Leynse p9, Nik Wheeler
p32, Russell Munson p37, Ruud Taal/epa p49, Despotovic Dusko p57, Kai Forsterling/epa
p59, George Hall p63, Jim Reed рббсг, Firefly Productions p711, Armando Arorizo/epa
p73tcr, G. Baden/zefa p86, Helen King p90b, Anna Peisl/zefa p98, Reuters p1011, Armando
Arorizo/epa p109cb; David Wallace/p34br; DigitalVision/рббЫ; Getty Images/pp58t, 84,
100, Jerome Tisne p15, AFPp34tl, Billy Hustace p39, Harrison Shull p41, Colin Gray p48b,
James Day p53, Richard Kaylin p56, Steve Bloom p65, Jean-Pierre Pieuchot p66tl, Time
& Life Pictures pp74t, 95, Joe Raedle p75, Ghislain & Marie David de Lossy pp89, 94, Jeff
Harbers p90t, Stewart Cohen p96, Rex Ziak p97, pulp photography p99; Image Source/icon;
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Pictures/Laszlo Balogh p43l, Larry Chan p72cr; Science Photo Library/Mark Thomas p48tr,
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Press/The Canadian Press(Wayne Glowacki)/p82b; www.gen-corp.jp/p40
Printed and bound in Spain by Edelvives

Aviation
ENGLISH
For ICAO compliance
Henry Emery and Andy

with Ruth Goodman and Louis
Aviation English is a language course for aviation professionals,

particularly pilots and air-traffic controllers. It has been specifically
Henry Emery is a teacher, designed to help students achieve and maintain ICAO Level 4.
teacher-trainer and examiner
of plain English for aeronautical
communication. He is co-director If you are an independent student, this pack is all you need.
of a language consultancy (www. The accompanying CD-ROMs provide interactive practice in
emery-roberts.co.uk).
authentic aviation situations and intensive pronunciation work.
They also contain downloadable Class audio and an Answer key.
If you are a teacher, the accompanying Teacher’s Book is a useful

source of ideas and support information when using the course,
particularly if you don’t have a background in aviation.
Visit www.macmillanenglish.com/aviation for more teaching

resources and information about ICAO language requirements and
testing.
Andy Roberts is an experienced
English test designer and examiner.
As a partner in emery-roberts he
delivers aviation English teacher
training all over the world.
MACMILLAN
www.macmillanenglish.com
Use your Macmillan English Dictionary
with this book.

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Aviation

Henry Emery & Andy Roberts

We hope that you enjoy using Aviation English.

Topic Skills Pronunciation Functions Vocabulary

UNIT 1 1 Avoiding Reading and vocabulary Asking for information Communication

3 Lost Listening and speaking Confirming and Topographical

UNIT 3 1 Datalink Reading and vocabulary Expressing purpose Communications

3 Bird strike Listening and speaking Sentence Saying intentions

UNIT 5 1 Ultralight Reading and vocabulary Explaining how Manoeuvring an

3 Hydraulic loss Listening and speaking Tonic stress Expressing difficulty

3 Medical emergency Listening and speaking Intonation Giving and asking

Pairwork, pages 104-112 Recordings, pages 113-128

Topic Skills Pronunciation Functions Vocabulary

UNIT 8 1 Microburst Reading and vocabulary Changing the strength

3 Stormy approach Listening and speaking /JA /зА A JA /ds/ Warnings

3 Undercarriage Listening and speaking Resolving

Page 80 2 Gimli glider Listening and speaking Information Fuel collocations

Page 88 2 Damage Listening and speaking Diphthongs Summarizing Types of damage

3 Emergency descent Listening and speaking Contrastive Expressing

3 Unlawful interference Listening and speaking Information Reporting

Pairwork, pages 104-112 Recordings, pages 113-128

Pronunciation, stress, rhythm, Vocabulary range and accuracy

Basic grammatical structures and Vocabulary range and accuracy are

Basic grammatical structures Vocabulary range and accuracy are

Vocabulary range and accuracy are

Pronunciation, stress, rhythm, and

Fluency Comprehension Interactions

Able to speak at length with a natural,

Comprehension is accurate on common,

Comprehension is mostly accurate

Responses are sometimes

Can produce very short, isolated,

Ho/d/ng short of the runway, the ^''^rnr^as-We message ‘"e

7 c a call sign 10 What level of English you have for

2 Work in pairs. Interview each other using the questionnaire.

Speaking - English in aviation

1 A French АТС speaking to a French pilot at a French

Section two - Airport layout

4 Describe an airport you know, including the taxi

Pronunciation - The ICAO alphabet

2 * 04 Listen again and repeat.

3 Work in pairs. Add the missing letters of the ICAO

4 Spell the following items for your partner to write down.

to at ahead on towards into onto across from via along

Speaking - Sketching out an airport

• Where АТС issue runway-in-use information and taxi clearances

Work in pairs. Discuss the questions.

2 05 Listen to a dialogue between a tower controller

In marginal/good weather conditions, an inbound Pronunciation - Numbers

stand move around approach turn push back

no movement slow fast

I’m facing Kilo.

1 There’s a 767-300 touching down on runway 27R.

2 Work in pairs. Discuss the questions.

1 What factors increase the possibility of hotspots?

Section four - Language development

Functional English - Question forms

1 you I aviation / start / career / your / when / did / in?