Sample Unit Pilot English Teachers' Book Intra-Crew ... · Sample Unit Pilot English Teachers' Book...

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Sample Unit Pilot English Teachers' Book

Intra-Crew Communication

The aim of this unit is mainly to practice communicating as crew members in English about problems on board the aircraft. You will become aware of the different modes of communicating about existing and potential problems on board the aircraft and the most efficient way of passing information between crew members to solve problems and alert others to potential problems.

TEACHER: ask the students to look at the picture and in pairs discuss the following:1. Where the action is taking place. (In the flight deck of an airliner)2. What flight instruments they can identify. (Primary flight display, Navigation display, EICAS display, etc....)3. Possible in-flight situations as represented by the picture. (Turning left to intercept the localiser on approach, taking avoiding action, diverting around a weather cell, etc....)

Discuss the findings in open class.

TEACHER: the following text sets out the requirements for the use of the English language for air ground communications and intra crew communications in the JAR-FCL regulations. The aim is to introduce the idea of 'genre' in aeronautical texts and in particular the use of a formal register.Students should read the text and, in pairs complete the tasks which follow. Discuss the results in open class and resolve any problems or vocabulary lacks as required.

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Read the following extract from the JAR-FCL 1200 and, working in pairs, complete the task which follows.

Appendix 1 to JAR–FCL 1.200

USE OF ENGLISH LANGUAGE

1 An applicant for or the holder of the IR(A) shall have the ability to use the English language for the following purposes:(a) flight: radio telephony relevant to all phases of flight, including emergency situations.(b) ground: all information relevant to the accomplishment of a flight, e.g.

* be able to read and demonstrate an understanding of technical manuals written in English, e.g. an Operations Manual, an Aeroplane Flight Manual, etc.

* pre-flight planning, weather information collection, NOTAMs, ATC Flight Plan, etc.

* use of all aeronautical en-route, departure and approach charts and associated documents written in English.

(c) communication: be able to communicate with other crew members in English during all phases of flight, including flight preparation.

1. Decide what the letters IR(A) mean.

2. Which of the phrases below has a similar meaning to the phrase " .. the accomplishment of a flight.."?

a. planning a flight b. making a flight from start to finish c. completing a flight

3. Which of the phrases below has a similar meaning to the phrase " .. be able to read and demonstrate an understanding..."?

a. read and understand b. read and carry out the instructions c. pass a test based on the contents of a manual

4. Decide what the normal abbreviation (short form) of 'operations' is

a. opers b. ops c. options

Answers: 1 Instrument Rating (aeroplanes) 2. (b) 3. (c) 4. (b)

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The rest of this unit is intended to deal specifically with the question of intra-crew communications on the flight deck as detailed above in part C of the JAR FCL 1200 regulations. The level of English demonstrated will also satisfy and/or exceed the requirements for ICAO language proficiency level 4.

The following functions will be practised, viz.,

instructing, cross-checking, verifying, recommending, challenging and correcting

Work with a partner to find examples of spoken examples of the following speech types.

TEACHER: ask the students in pairs to think of a spoken example of each of the modes of communication, shown above. Write the example in full on the board.

Example: Instructing: "Reduce power to 70 per cent thrust"

Cross-checking: (I've got 1008 HPa on my altimeter. What have you got?*)

Verifying: (Confirm you have set flaps fifteen.*)

Recommending: (I suggest we contact LAX control for the latest weather.*)

Challenging: (I believe you may have entered the wrong co-ordinates for PICKLE.*)

Correcting: (The recommended spacing is now 25 miles not 60 as you stated.*)

TEACHER: review the suggestions in open class to ensure that the functions have been correctly understood.

TEACHER:Using the pictures below showing aviation activities ask students to invent possible references to the situations using the functions above.

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Look at the following pictures. Invent a possible spoken remark about the activity shown in the picture using examples of the communication functions above.

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You are a member of the flight crew of the second aircraft. ATC has just told you to line up and hold.

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You are a crew member in an aircraft. ATC has just told you to turn left at this intersection.

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The aircraft parked next to you appears to be getting ready to start engines (all ground vehicles have departed).

Real World 1

TEACHER: the text is intended to lead to a discussion about the role of communication on the flightdeck. Before asking students to read it, brainstorm some examples of good and bad communication techniques, e.g., speaking too fast, using incorrect vocabulary and the results of poor communication on critical activities.

Read the following extract from a Journal of Psychology (1)

Many emergency situations require teamwork and co-ordination among two or more players. Cockpit emergencies, for example, usually do not happen to a single individual but rather to a crew. The stress associated with the emergency is generated within each crew member, but its most important influence might be on the performance of the crew as a whole. Decisions and responses might be made by individuals but their effects ramify throughout the team. Thus it is imperative to try to understand not only the individual under stress but also how the team functions cognitively in these circumstances.

Now, working in pairs, decide what your answers would be to these questions:

1. How does teamwork and co-ordination usually take place on a flight deck?2. How does a crew member usually transmit a decision to other crew members?3. How do you think team, as opposed to individual, cognition takes place?

TEACHER: Suggested answers:1. By crew members working collectively to solve problems or share workload.2. Crew members normally voice to the other crew members in plain language what their interpretation of a situation is or point to a reference on an instrument or in a document.3. Different possible interpretations of a situation are voiced and compared before a joint consensus is reached.

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Real World 2

TEACHER: The aim of the unit will be to give trainees the opportunity to practice alerting and interacting with other flight deck members in acceptable English especially in circumstances where the QRH has to be used. As stated below, the QRH does not cover every possible emergency and it may be necessary, as quickly as possible, to eliminate it from the process if it is offering no help. The crew members alone must then troubleshoot the problem.Preparation: write QRH, FCOM, MEL and SOP on the board and ask students in pairs to decide the meaning.

In the narrative sections of some Aviation Safety Reporting System (ASRS) reports, pilots indicated that company guidelines did not exist for certain situations – for example, how to respond to medical emergencies. Other pilots described difficulty in actually locating the needed information within the many different documents available to them: the Quick Reference Handbook (QRH; typically used for the compilation of emergency and abnormal or nonnormal checklists), Flight Crew Operations Manual (FCOM), Minimum Equipment List (MEL), Standard Operating Procedures (SOPs), etc.

TEACHER: write the words 'medical emergency' on the board. Ask students to brainstorm possible airborne medical emergencies and discuss why certain emergencies might be more common on aircraft.

Vocabulary review

Make a quick comprehension check of 'hypoxia'. A condition caused by a lack of oxygen in the bloodstream which negatively affects brain function.

Also:

distressed: agitated by worry or confusionincoherent: very confused and unable to be understoodblood clot : a small solid congealed mass of blood which blocks a vein or arteryfluids: liquids water, fruit juice, etc.prescription drugs: drugs ordered [prescribed] by a physicianphysically restrained: a person has to be held firmly to prevent violent movement)offence: a crime or other breach of the law

Activity

Play the recording once. In pairs the students complete the tasks 1-6.

NOTE: More than one listening may be required and it may be preferable to review the prompts in open class before any listening takes place and brainstorm possible answers and resolve any difficulties over meanings or instructions.

In open class review the results of the pair work listening. Resolve any remaining vocabulary or structure problems and encourage further discussion.

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Medical Emergencies

Listen to the following short text about medical emergencies.

LISTEN

Now, working with a colleague, discuss the points below.

1. Describe the main difference between an airliner cabin at cruising altitude and one that is at or near sea level.

2. Isolate the single most important factor in high level cabin air which causes breathing problems for some people.

3. Comment on the causes of the three symptoms of hypoxia mentioned in the text.

4. The text states that deep vein thrombosis in a relatively recent problem and gives some reasons for this. Which are the main reasons described.

5. Describe two of the methods for lessening the risk of DVT on long flights.

6. What factors apart from lower oxygen levels in the cabin air are responsible for 'air rage'?

Medical Emergency * (full text in teacher's notes and student manual index only)

Due to the pressure difference between sea level and an airliner cabin at cruising height, passengers with breathing or heart problems can suffer the same ill effects that they would if they quickly went to the top of an 8,000 foot mountain. Passengers may feel distressed, have difficulty breathing and require supplementary oxygen. In extreme cases they may even begin to show signs of hypoxia becoming confused incoherent and unresponsive. Unfortunately, in a few cases, the condition leads to a heart attack and even death.

In recent years, as aircraft ranges have become greater and greater and air fares have become relatively cheap, more and more people are spending long hours in airliner cabins, which, in economy class, offer little opportunity for exercise or moving around. This has led to an epidemic of deep vein thrombosis (DVT) in which small blood clots form block blood vessels or, more seriously, arteries. The symptoms of DVT are subtle and are often not immediately recognisable for what they are - a life threatening condition. Medical authorities have advised passengers on long flights to take an aspirin before embarking and to try to keep active during the flight either by walking around the cabin or exercising arms and especially legs while in your seat. Drinking plenty of non-alcoholic fluids also helps to reduce the occurrence of DVT as does the wearing of special stockings which compress the lower legs.

A serious situation can arise when alcohol or prescription drugs, in association with the lower

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oxygen levels in an airliner cabin, alter a passenger's mood . This leads to a condition known as 'air rage' in which normally docile people become violent and have to be physically restrained. Typical acts of such passengers is a to physically attack cabin crew or try to open the cabin door. Many flights have had to divert and land at intermediate points en route to offload such passengers into the hands of the local police. In many cases the passengers involved have no previous record of violent behaviour and quickly return to normal once on the ground. However, they are usually charged with a serious offence and many of them end up serving a prison sentence.

Specimen Answers:

1. At cruising levels in modern jet aircraft air pressure is about 30 percent less than at sea level. The amount of oxygen available is equally reduced.

2. The lower oxygen content.

3. Confusion, incoherence and unresponsiveness are all symptoms of the effects of low oxygen on the human brain. Alcohol or drugs can cause similar symptoms or exaggerate the effects of a lower oxygen environment.

4. More people are spending longer times on aircraft during long distance travel.

5. More exercise, drinking plenty of fluids, avoiding alcohol, taking an aspirin before the flight and wearing special stockings can reduce the risk of DVT.

6. Excess alcohol or drugs including prescription drugs can increase the risk of air rage.

Conduct a final listening. This time the students follow the text in their books.

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Real World 3 An Emergency Checklist

TEACHER: ask students to brainstorm one of the following:a. the different types of checklists. (e.g pre-start checklist, pre-take-off checklist, etc...)b. a timeline (or flowchart) of when different checklists are used during a flight.Work through the example of the 'flight controls' checklist with the whole class. Resolve any vocabulary points.

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Emergency Checklists are not written in plain language and this can make them difficult for non-English speakers to read. In the above checklist we find the following, for example:

Flight Controls

PITCH TRIM INOP

Pitch trim main system OFFPitch Trim backup system OFFSpeed REDUCELand ASAP

Pilots must learn to interpret these condensed messages as having a meaning which is critical to flight safety.

If the PITCH TRIM INOP warning appears in red it means that the pitch trim system is inoperative. This is a dangerous situation, as it may mean that the pitch trim system is unstable and unreliable. The first thing to do is to turn it off completely. So, the message in full would be," (Switch the) pitch trim main system OFF".

The same message applies to the Pitch trim backup system.

Example

Speed (must be) reduce(d)

(You must) Land ASAP (as soon as possible)

The full warning in plain language would be as follows:

"If during flight you receive a pitch trim inoperative warning, you must switch the main pitch trim system off. Then you must switch the backup pitch trim system off. Finally, you must reduce speed and land as soon as possible".

Imagine similar plain language warnings for the other items shown in the emergency checklist above. Speak your plain language warning first, then write it down.

TEACHER: Divide the class into small groups and allot one of the remaining headings to each group. Ask groups to work through their checklist item converting it into plain English. When completed, review the results in open class. Resolve structure and vocabulary issues, as required.

Electrical

BATT OVTEMP

If, during flight, you receive a battery overtemp warning you must switch off the affected battery.*

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Fuel

FUEL LO LEVEL

If, during flight, you receive a fuel low level warning you should move the thrust levers to the 'long range cruise' position.If, during flight, you receive a fuel low level warning you must open the crossfeed valves as required.

Anti-ice

ICE COND AI INOP

If, during flight in icing conditions, you receive an anti ice inoperative warning you must turn the anti ice override knob to the 'all' position.If, during flight in icing conditions the anti ice inoperative warning comes on, you must leave the icing conditions as quickly as possible.

Engine Control

E1 (2) LOW N1

If the low N1 warning illuminates (comes on) before V1, you must abort the takeoff.If the N1 warning illuminates (comes on) after V1, you must:Reset the FADECSet the FADEC to ALTNIf the engine stops, you must land as soon as possible.

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Reacting to Emergencies-Emergency Checklists

Giving Instructions and Reporting Compliance

Giving Instructions

Give instructions to a fellow crew member to carry out the actions specified on the emergency list. Use the word indicated in brackets.

TEACHER: Review the example in class making clear how the QRH shorthand needs to be converted into a form of speech such as an imperative or an indicative statement. The verb 'switch off' is a phrasal verb which can be split as follows: 'Switch off the battery' or 'Switch the battery off'. It may be useful to give other examples in the same topic area of aviation such as 'turn on', 'turn off', 'start up', 'close down', etc. Students work in pairs to find clear ways of giving the instructions. When complete, review in open class (see sample answers below (marked *) and in the student book index)

1. Example:

ElectricalBATT OVTEMP

affected battery------------------------ off (to switch off)"Switch the (named) battery off!"

Now you do the rest:-

Fuel FUEL LO LEVEL

Thrust levers ---------------------- long range cruise (to move to)Move the thrust levers to the long range cruise position /setting.*Crossfeed --------------------------- as required (to activate)Activate the crossfeed (pumps) as required.*

Flight ControlsPITCH TRIM INOP

Pitch trim main system -------------- off (disengage) Disengage the pitch trim backup system.*Pitch trim backup system ---------- off (disconnect)Disconnect the pitch trim backup system.*Speed ----------------------------------- reduce (decrease)Decrease speed.*Land ------------------------------------ ASAP (at the nearest suitable airfield)Land at the nearest suitable airfield as soon as possible.*

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Anti-iceICE COND AI INOP

Ice detection override knob --------------- all (move to 'off' position)Move all the ice detection override knobs to the off position.*Ice condition -------------------------------- GET OUT ASAP ( fly out of)Fly out of the icing conditions as soon as possible.*

Reporting Compliance (Reporting that the recommended action has been carried out)

TEACHER: Employ the same strategy as above.Note that the present perfect form has been used to denote the fact that the item has been actioned. If students are unfamiliar with the present perfect form or its passive version some revision may be necessary. Ask students to practice switching between the two forms as they role-play the activity.Note also the use of the present continuous form in the last (anti-ice) example. The present continuous denotes that the action is initiated but not yet completed. An important detail in such conversations concerned with safe operation of complex systems.

1. Example

Ice detection override knob --------------------- all (move to the 'off' position)All ice detection override knobs have been moved to the 'off' position.

Now you report back that the actions recommended in the checklist have been complied with/have been carried out).

ElectricalBATT OVTEMP

affected battery------------------------ off (to switch off)The (named) battery has been switched off.*

Now you do the rest:-

Fuel FUEL LO LEVEL

Thrust levers ---------------------- long range cruise (to move to)The thrust levers have been moved to the long range cruise position (setting).*Crossfeed --------------------------- as required (to activate)The crossfeed (pumps) have been activated.*

Flight ControlsPITCH TRIM INOP

Pitch trim main system -------------- off (disengage)

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I have disengaged the pitch trim backup system.*Pitch trim backup system ---------- off (disconnect)I have disconnected the pitch trim backup system.*Speed ----------------------------------- reduce (decrease)Speed has been reduced to (------)Kts.*Land ------------------------------------ ASAP (at the nearest suitable airfield)We have landed at (name of airfield).*

Anti-iceICE COND AI INOP

Ice detection override knob --------------- all (move to 'off' position)I have moved the ice detection override knob to the off position.*Ice condition -------------------------------- GET OUT ASAP ( fly out of)(We are) flying out of (exiting) the icing conditions as fast as possible.*

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Alerting and Instructing

Real World 4

“There was no checklist in the aircraft or company publications that addressed a ‘landing gear cannot be retracted’ scenario. Had there been one, the problem may have been easily rectified.”

TEACHER: ask students to:1. find the opposite of retract (extend/lower)2. find the names of other things that can be retracted in a plane (flaps, slats, etc)

Simulation 1 Part 1

Listen to the spoken prompt and make a suitable response

TEACHER: This is a listening task. Divide students into pairs or small teams. The listening can either be controlled by the teams if there are sufficient listening devices available or controlled by the teacher, if not. Teams will listen to the prompts (ask students to conceal the text while listening) and, working as a team, they will try to devise suitable responses. With weaker students, a run through in open class may be advisable where the finer points of the situation and the speech expected from the students can be clarified. Restrict this run through to the first two prompts so that students have to go solo on at least two of them. Students then proceed to pair work the remaining prompts. Review the results in open class, solving any vocabulary, structure or other points as part of the review.

1. After raising the gear handle following a successful takeoff, the nose gear light remains red.

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Decide what you might say to the other crew member________________________________________

2. Your colleague informs you that there is a nose-gear-not-retracted warning.

Decide what you might say to (or ask) the other crew member__________________________________

3. You have re-cycled the landing gear but the light remains red.

Decide what information would you give the other crew member ________________________________

4. ATC ask for your intentions after declaring a pan call regarding the gear malfunction.

Decide what you might suggest to the non-handling pilot to say to ATC _______________________________________________________.

Simulation 1 Part 2

TEACHER: students listen and repeat. Teacher listens carefully for serious mispronunciations and problems of poor intonation. These are corrected by example. Students can then perform a role play in which student A speaks the situation prompt as described in the book and student B speaks the comment. They then change roles. The order of prompts should be mixed up so that they do not always occur in the same order as in the book. It would make sense if they all continued to do the role play until they could get it right first time, every time but in a class of eager aviators this is very unlikely. Nevertheless, this should be the goal and it may be well to advise them to try to reach this goal in their own study time.

More advanced students should be urged to look for alternative clearly communicated ways of answering the prompts.

Listen and Repeat

Listen to these responses to the same situation. Try to repeat them exactly as spoken. Do not read from the script.

1. After raising the gear handle following a successful takeoff, the nose gear light remains red.

It looks as if / like we have got an unsafe nose gear warning.

2. Your colleague informs you that there is a nose-gear-not-retracted warning

Try re-cycling the gear.

3. You have recycled the landing gear but the light remains red.

I've recycled the gear and the light remains red. We'd better inform ATC

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4. ATC ask for your intentions after declaring a pan call regarding the gear malfunction. Decide what you might suggest that the non-handling pilot say to ATC.

Tell ATC we'd like to enter the hold at ABC to work on the problem.

Simulation 1 Part 3

Confirming, verifying and team building in plain language

TEACHER: deal with the example in open class to make sure that the students are aware of the aim of the exercise. Do a second example, if required. Explain the importance of verifying other peoples' understanding of the problem even in situations where it may seem that it must surely be obvious to everyone because this will help to focus attention on the problem and define it clearly.

Students then work in pairs, as previously, to devise suitable responses. Review these in open class and make corrections and repair errors as required.

Example

1. Ask for confirmation or verification of the nose gear warning.

Do you agree that we have an unsafe nose gear warning?

Now you ask for confirmation or verification:

2. Ask for an opinion about the idea of recycling the nose gear

3. Ask for confirmation of the status of the warning light

4. Ask for feedback on the decision to enter the hold and work on the problem

Listen and Repeat

TEACHER: Students conceal the text and listen to and repeat faithfully the standard answers. Correction of pronunciation and other oral problems should be carried out here. Pay particular attention to rising intonation for signaling a query. In some sentences there will be two intonation rises for each corresponding item to be queried.

The samples of speech given are, of course, not definitive but they do represent clear, natural and non-idiomatic examples of what might commonly be said in the circumstances. Once familaierised with the responses, students should role-play the speech samples back and forth, changing the order away

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from the book order, and then swap roles. This can be done with the aid of the written examples forst and later without the help of the text.

1. Ask for confirmation or verification of the nose gear warning.

Do you agree that we have an unsafe nose gear warning?

2. Ask for an opinion about the idea of recycling the nose gear

Do you agree we should recycle the gear?*

3. Ask for confirmation of the status of the warning light

Can you confirm the light is still red and so we need to contact ATC?*

4. Ask for feedback on the decision to enter the hold and work on the problem

Do you agree (that) we should enter the hold and work on the problem?*

Simulation 1 Part 4

Real World 5

TEACHER: ask the students to read the text silently. Check their understanding of vocabulary. Discuss aspects of the hydraulic system in open brainstorm and ask students to focus on which area is affected in the text and has lead to the mishap.

For example, one pilot described trying to use a hydraulic failure checklist when hydraulics were lost during taxi-out. The procedure referenced, however, was only designed for use in-flight and the aircraft ran off the end of the taxi-way (Accession #437817).

This is a similar situation to the last but the cause is different. Respond in a similar way. Speak your instructions after the prompt.

TEACHER: students listen to the recorded prompts and, in pairs, decide which form of words is most appropriate as a spoken response. Use the first item as an example, if necessary. Students should then practice giving the prompt and response as a spoken pair exercise.

If there is a weak response, proceed to the next listening section (listen and repeat). Ask students to conceal the sample answers although less advanced students may need the support of the text initially. Then they should listen and respond without the book. They must practice responding without reference to the written form as soon as they are capable. Those who cannot produce a comprehensible, appropriate response should understand that they have failed the exercise. Furthermore they should be encouraged not to simply mimic the form of words from the annex. An

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obvious memorised response is also a fail. They should be encouraged to introduce some variations from the representative response in format, vocabulary or word order.Finally review the responses in open class and make adjustments to accuracy as necessary.

1. You notice that the hydraulic system failure warning has illuminated

Inform the other crew member ___________________________________________

2. Your crew member informs you that there has been a hydraulic failure warning light

Instruct your colleague to find the reference in the QRH. ____________________________________________________________

3. You notice that the brakes are no longer working.

Alert and question the other crew member._____________________________________________________________________________________

4. The aircraft (G-CN) runs off the end of the taxiway (E) before stopping.

Ask the non-handling pilot to inform ATC and request assistance.______________________________________________________________________________________

Listen and Repeat

TEACHER: the aim of this section is to practice pronunciation, sentence stress, rhythm, and intonation. The teacher should be prepared to coach those who have problems reproducing an acceptable level of intelligibility and appropriate tone.

1. You notice that the hydraulic system failure warning has illuminated

I'm getting a hydraulic system failure warning!

2. Your crew member informs you that there has been a hydraulic failure warning light

Can you look up a hydraulic system failure warning in the QRH?

3. You notice that the brakes are no longer working.

I've got no brakes. Have you changed the hydraulic pressure setting?

4. The aircraft runs off the end of the taxiway before stopping.

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Tower. G-CN. We have had a loss of hydraulics We have run onto the grass at the end of taxiway E. We require engineering assistance and a tug.

Simulation 1 Part 5

Giving feedback and acknowledging in plain language

TEACHER: Make sure that the students understand the aim of the exercise and particularly the meaning and intent of 'feedback' and 'acknowledge'. Explain why this is a critical to safety and keeping others 'in the loop'.

Do the first example in open class and then let the students work through the prompts and responses in pairs. Review the stock responses in open class and correct structure and vocabulary lacks. If the concept of feedback has not been well grasped, reiterate the importance of it on the flight deck.

The role-play sequence will require student A to make a transformation from the reported situation to a form of speech. Demonstrate this with the first two examples:

1. Your colleague has informed you that the hydraulic system failure warning (light) has illuminated (is lit). Transform as follows -

"The hydraulic system warning light has come on (illuminated)".

Acknowledge this information:

"I understand that the hydraulic system failure warning light is lit (has come on)".

2. Your colleague has instructed you to find the reference in the QRH. Transform as follows -

"Find the hydraulic system failure warning light (reference) in the QRH".

(I am) looking up (for) the reference to the hydraulic system failure warning light in the QRH.

................................................................................................................................

Example

1. Your colleague has informed you that the hydraulic system failure warning (light) has illuminated (is lit).

Acknowledge this information:

I understand that the hydraulic system failure warning light is lit

Now, you give similar feedback:

2. Your colleague has instructed you to find the reference in the QRH.

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(I am) looking up (for) the reference to the hydraulic system failure warning light in the QRH.*

3. Your colleague alerts you (to the fact) that his brakes are no longer working during taxi and asks you to check your brakes.

(I am) checking my brakes now and I confirm they are not working.*

The pilot handling has asked you to inform ATC of the brake problem and overrun.

(I am) contacting ATC to inform them of the overrun and brake problem.*

Note that in the above conversations words such as 'roger' and 'confirm' have not been used as phraseology as the aim is to practise plain language, flight deck crew speech

Simulation 2 Part 1

Cross-Checking and Verifying

Real World 6

TEACHER: read through the text in open class and check understanding of key vocabulary.forward - aft (front - back)boost pumps - (pumps to raise the pressure of the fuel flow to that required for engine operation) MEL - (minimum equipment list): a list of aircraft components which must be in working order for the aircraft to legally fly.concerned - a more formal word meaning 'worried'. consider - 'treat' the fuel tank as unusable for all practical purposes.

“I knew that there was a procedure in the QRH to use (the) center tank fuel with either the forward or aft center tank boost pump inoperative. Because the aircraft was released with the fuel state onboard, I assumed that this procedure was what we were expected to accomplish. When I looked at the MEL for the center tank pump I had to read it again to make sure I was understanding it correctly, I became concerned because it said that with an inoperative center tank pump, ‘consider center tank fuel unusable’.” (Accession #465836)

TEACHER: students work in pairs to devise suitable speech samples to match the prompt. Review the results in open class before proceeding to the listen and repeat phase.

1. You want to double check with the other crew member that the QRH contains a procedure in case of an inoperative boost pump.

Decide what you would say_____________________________________________________________

2. You want to double check that the aircraft was released with the fuel state on board .

Decide what you would say _____________________________________________________________

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3. You want to double check with the other crew member that the contents of the QRH fit your interpretation.

Decide what you would say____________________________________________________________

4. You are concerned that it says not to use the centre tank because this may affect your useable fuel load.

Decide what you would say______________________________________________________________

Simulation 2 Part 2

Here are some sample responses. Try to repeat exactly what you hear.

TEACHER: This exercise is primarily intended as were those which preceded it as a means of giving students an opportunity to master the pronunciation of a complex command or request. While the correct enunciation of key vocabulary is a major aim the use of standardised word and sentence intonation pattern is also important. In the case of aviation communication there is also the requirement to be fluent, and intelligible while speaking at a faster rate than average speech.

This exercise would be ideally practised in an audio-active-comparative language laboratory. There are fewer of these around that there used to be (the comparative part was, in any case, slightly suspect) but the listening part can be practised using modern MP3 players or a basic cassette tape recorder.

The teacher must be prepared to act as pronunciation coach by monitoring the repetitions and intervening to give hints on phoneme problems or suprasegmental problems of rhythm and intonation.

Particular problems may occur in the first example for Chinese speakers with the final consonants of the words: can, look, center, tank, boost and pump. French speakers may have problems with the word intonation in procedure and inoperative. Very similar spellings exist in French for words with similar meaning, but very different word intonation. Also remember that the 'polite' part of the commands, 'Can you..' can be dropped if things are rushed in a crisis. Students should practice saying the commands with and without the polite intro. They should also realise the purpose of the polite form among English speakers and be encouraged to use it whenever possible.

With more advanced students it should be possible once the initial repetition phase has been successfully completed to allow then to do pair work. Initially student A can read the prompt (changing the order from the book order) and student B gives the appropriate spoken response. Later they can change roles. It is also possible to get them to apply the same request patterns to other manual entries which, in pairs, they have decided are important.

1. You want to double check with the other crew member that the QRH contains a procedure in case of an inoperative centre tank boost pump.

Can you look in the QRH for the procedure in the case of an inoperative center tank boost pump?

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2. You want to double check that the aircraft was released with the fuel state on board .

Can you confirm that the aircraft was released with this fuel state on board?

3. You want to double check with the other crew member that the contents of the QRH fit your interpretation.

I think the QRH says we should not use the centre fuel tank. Can you confirm?

4. You are concerned that it says not to use the centre tank.

I'm worried that the centre tank may be unusable. We need to recheck the fuel figures before proceeding.

Simulation 2 Part 3

Giving Confirmations

TEACHER: Students work in pairs to find the best responses in each case. Do the example in open class so that students understand what they are supposed to do. Do the second as an example, if necessary, with less advanced students. Those responses marked here with an asterix are only available in the student book annex. Review the results in open class and resolve any difficulties. Students then work in pairs to give the prompts to each other and deliver the response. As a final stage more advanced students may be able to add extra prompts and responses of their own gleaned from their knowledge of the aircraft systems.

Example

1. Your colleague has asked you to check the QRH for the procedure related to the use of the centre fuel tank. Confirm that there is /is not a procedure.

I can confirm there is a procedure in the handbook.

Now, you give confirmations:

2. Your colleague asks you to confirm that the aircraft was released with the existing fuel state on board.

I can confirm that is the case. This aircraft was released with the existing fuel state on board.*

3. Your colleague asks you to confirm that the QRH recommends not using the centre tank with one boost pump inoperative.

I can confirm that the QRH states that the centre fuel tank should not be used with one boost pump inoperative.*

4. Your colleague expresses concern that the centre fuel tank is not useable and so fuel figure should be

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re-checked.

I agree with you. The total fuel figures need to be re-calculated as the remaining tanks may not contain enough fuel for the trip (trip fuel).*

Simulation 2 Part 4

Listen and React

Confirm or challenge. Give positive affirmation or a firm challenge to the statements of your colleague.

TEACHER: proceed as above for part 3

Example:

1. The QRH should contain a reference to the centre fuel tank. (negative)

The QRH contains NO reference to the centre fuel tank.

Now, you confirm or challenge as indicated in brackets:

2. The aircraft was released with the existing fuel state. (affirmative)

Correct. The aircraft WAS released with the present fuel state.*

3. The QRH says we can use the centre fuel tank (negative).

That is NOT so. The QRH says we should NOT, repeat, should NOT use the centre fuel tank.*

4. We need to recheck the fuel figures. (affirmative)

I agree. The fuel figures must be re-calculated.*

Simulation 2 Part 5

Real World 7

TEACHER: in reading this real-life report there are likely to be some words and expressions with which students are unfamiliar:

popcorn machine: a machine that cooks corn seeds until they open with a loud 'pop' or explosion.

the verb 'pop' itself: sound of a minor explosion

the verb 'lose': meaning 'suffer a break-down of...': lose an engine = suffer the breakdown of an engine

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led me to believe (formal): made me think that.....

in imminent danger of: the problem was going to happen very soon

directed as a verb: meaning 'ordered'

complete the landing: successfully land the aircraft

Allow students a silent reading of the text (more advanced students may be able to understand the text being read to them by the teacher without the text being visible). This can be followed by a short brainstorming session in which students discuss possible causes for the failure (not mentioned in the text), phase of flight etc., and relate any personal anecdotes of a similar nature.

“Within seconds I heard circuit breakers begin to pop. It sounded like a popcorn machine in that none popped simultaneously or in any particular sequence. The flight engineer advised that we were losing fuel boost pump electrical power….We lost the equipment cooling fan which led me to believe that a large number of flight instruments were in imminent danger of failure….I directed the flight engineer to check the hydraulic system and anti-skid to ensure that we had adequate hydraulics and braking system to successfully complete the landing.” (Accession #437830)

TEACHER: students work in pairs to devise appropriate response. Review the results in open class and resolve difficulties.

1. You want to double check with the other crew member that the sound you are hearing is made by circuit breakers tripping (popping).

Decide what you would say.

________________________________________________________________________________

2. You want to double check what the other crew member has announced about fuel pump power and ask him to consult the QRH.


________________________________________________________________________________

3. You want to double check with the other crew member that the loss of the cooling fan is a threat to the flight instruments.


________________________________________________________________________________

4. You want to double check that the other crew member has performed the checks on hydraulic and braking systems .


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_________________________________________________________________________________

TEACHER: students listen to and repeat the sample responses below.A supplementary exercise which can be practised here is the use of short answers, 'Yes it is', 'Yes I did', etc. However, it should be pointed out that this type of answer carries a certain risk in operational use, as it contains redundancy (What is 'it'? What did you do?).

"That was the sound of the circuit breakers popping, wasn't it?""You did say we were losing power to the pumps, didn't you?""You agree that the loss of the fan could damage the flight instruments. don't you?""You can confirm that we have enough hydraulic power for brakes and anti-skid, can't you?"

Once the pronunciation and intonation work is over the students can work through the prompts and responses as a role-play. They can include the use of question tags and or short answers, if appropriate. More advanced students may be able to add extra prompts and responses through cooperative effort.

Listen and Repeat

1. You want to double check with the other crew member that the sound you are hearing is made by circuit breakers tripping (popping).

That sounded like the noise of the circuit breakers popping. Do you agree?

2. You want to double check what the other crew member has announced about fuel pump power .

Did you say that we are losing power to the fuel pumps. What does the QRH advise?

3. You want to double check with the other crew member that the loss of the cooling fan is a threat to the flight instruments.

Do you agree that the loss of a cooling fan could disable (knock out) the flight instruments?

4. You want to double check that the other crew member has performed the checks on hydraulic and braking systems .

Do you confirm that we have enough hydraulics and brakes to perform a safe landing?

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Simulation 2 Part 6

What do you want me to do?

Pro-active suggesting

TEACHER: this function has been identified as one of the more difficult for less confident English as a second language speakers to master. Responding to prompts is one thing but making coherent and intelligible suggestions in a critical sequence of events is another thing. Apart from the language barrier there is also the fear of possibly interfering, exceeding your authority or making matters worse. There are critical thinking skills involved but these skills should exist in abundance in those who have been selected and trained for the job of flying and controlling aircraft. The same skills simply have to be ported over into English.

Students, working in pairs and based on the example, devise their own pro-active suggestions. Review these in open class and discuss any issues arising. Students then role play the set of prompts and suggestions. More advanced students may be able to invent more examples based on the incident or can make up similar examples based on an incident they are familiar with.

In the event of an emergency, it may reduce time and improve teamwork if a crew member can suggest appropriate actions.

Example

1. A sound similar to circuit breakers 'popping' is heard.

Pro-active suggestion:

Would you like me to check the circuit breakers?

Now you make pro-active suggestions in the same way.

2. There seems to be a loss of power to the fuel pumps

Shall I check the QRH for advice on loss of power to the fuel pumps?*

3. The cooling fans have stopped working. This is a potential hazard to the flight instruments.

We may need to switch off the CRT panels and move top standby instruments.*

4. The hydraulic and braking systems may be affected.

I'll check the brakes and hydraulics to confirm we have sufficient pressure for landing. I'll also check the QRH regarding backup suspected loss of hydraulic systems.*

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Simulation 3 Part 1

Listen to the full pre-flight briefing. Listen a second or third time if necessary. Decide which items, if any, need to be double checked questioned or verified. List the items in the box below.

TEACHER: the recorded text has been written specially to demonstrate a situation in which there are uncertainties. Any pilot should be able easily to identify the areas of aeronautical uncertainty but may not be able to voice concerns for lack of vocabulary or lack of suitable functions. Students work in pairs to listen and discuss the possible uncertainties in the situation. They then listen again and, together, they compose suitable question or pro-active suggestions to try to clarify the doubts.

In open class review and discuss the various suggestions. Finally, students listen to the recording a third time following the text and reading the suggested prompts. This can lead to an open discussion and anecdotes from the students' own experience.

LISTENING 1

Listen again and ask your questions or speak your comments in the pauses.

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LISTENING 2 (with pauses for you to speak you questions or comments)

On the next page is a written version of the briefing with examples of possible questions/comments. Listen carefully and repeat the question or comments as you hear them.

Full text in teacher's book and student annex only

Our flight today is to Santa Cruz. We have a slot time of 13.15 and we are expecting a westerly SID off runway 22L. The weather en-route is good until about 100 miles east of Santa Cruz where they are forecasting severe thunderstorms tracking west. We have, as alternates, San Carlos and Cap Bon. (?)

1. Do you think we will get to Santa Cruz before the thunderstorms?

2. Are the alternates going to be clear of bad weather?

We have asked for the usual 103 tonnes of fuel which should cover our needs adequately. The expectation is for a full aircraft and we will probably have a full cargo load as well. (?)

1. In view of the weather prospects and the load, should we not take on extra fuel just in case?

There are a couple of technical issues. The standby weather radar is inoperative and we also have a log entry for a PACK 2 OVERHEAT. The MEL says the message is NOT a NOGO item. However, the maximum flight level is 315 with one pack, if we have to shut it down on route. (?)

1. In view of the weather and the possibility of being restricted to FL315, is our projected fuel sufficient?

2. With the prospect of severe weather and turbulence, do you feel it is safe to depart without the standby weather radar?

Simulation 3 Part 2

Voicing Concerns and Doubts

TEACHER: use the same techniques as in similar format exercises above.

In the first part of this section you were asked to think of questions. In this section you are being asked to express your doubts or concerns directly as statements.

Example

1. You are worried about the progress of the thunderstorms at Santa Cruz.

It looks as if we may arrive at Santa Cruz just at the same time as the thunderstorms. Should we not ask for an earlier slot to give us a better chance or arriving before the thunderstorms?

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Now make similar direct statements expressing your concerns. Use your original questions as prompts. Sample answers are given at the end of the unit.

2.

If Santa Cruz is affected by thunderstorms, the alternatives may also be affected. We may need to consider returning to (our departure aerodrome).*

3.

I believe extra fuel is required on this trip considering the load factor and the uncertain weather.*

I do not think that 103 tonnes is adequate in the circumstances. The risk of an extended diversion is too high.*

4.

If there is a possibility of being restricted to FL 315, the fuel load is definitely inadequate given the weather / due to the forecast/ in the light of the forecast.*

5.

It is not safe to depart into possible thunderstorms with the standby weather radar inoperative .*

We could be in severe trouble, if we lose our main weather radar in the forecast conditions.*

Simulation 3 Part 3

Recommending

TEACHER: it is now an accepted fact that a good quality of teamwork within a flight deck is one of the main defences against accidents. The idea of cross checking and verifying items as they are actioned is good for avoiding slips and lapses (assuming that the procedure is not interrupted).

However there will be times when a novel situation arises of which no member of the crew has previous experience. Crews then rely on experience and, above all, teamwork to troubleshoot and resolve the problem. The real-life report below gives a perfect example of this and is very similar to an incident which took place on board a Polish Airliner which had just left London Heathrow in the summer of 2008.

There may be some problems with the non-technical vocabulary of the text:

the instruments froze: The picture stopped in the last position before the failure - typical of a computer crash.

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we were required to...: an example of a form known as a 'causative= 'The failure caused us to take control ..... Could also be replaced by, "We were forced to take control...".

activity level ........intensified: it got a lot busier

we attempted to determine: we tried to find (the cause of the failure).

to adhere to the issued clearance: to follow (stick to) the (official) clearance we had been given

questioned us as to our heading: asked us what our heading was

nor did we feel the need to do so: we did not feel it was necessary to (declare an emergency).

Real World 8

“We experienced a loss of both generators. Due to the immediate failure of the autopilot and primary flight instrumentation, which froze in the position they were in at the time of the electrical loss, we were required to take control of the aircraft manually and operate using the standby instruments. The activity level on the flight deck intensified as we attempted to determine what the failure was.…We were unable to adhere to the issued clearance to turn to the 280 degree heading….ATC questioned us as to our heading….We had not declared an emergency, nor did we feel the need to do so…” (Accession #438348)

Listen to the following prompts and decide what you would recommend.

TEACHER: the teacher can apply the same criteria here as to previous activities of the type. Ask students to work in pairs to devise ways of making the recommendation. These are reviewed in open class and adjusted as necessary. Students then transform the narrative prompts into actual speech as in the example below and role play the dialogue in pairs:

"Your crew member advises you that the aircraft has experienced a loss of both generators." becomes " We have lost both our generators." and the recommendation is given in response. With less advanced students this activity may be left until after the listening and repetition practice which follows.

1. Your crew member advises you that the aircraft has experienced a loss of both generators.

Recommend a course of action __________________________________________________________

2. The autopilot and primary flight instrumentation are frozen in the position they were in at the time of the electrical loss.

Recommend a course of action to the other crew member _________________________________

3. Due to a high workload you cannot adhere to the issued heading.

Make a recommendation to the other crew member _____________________________________

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4. ATC questioned you regarding your heading.

Recommend an action to the non-handling pilot _____________________________________

Listen and Repeat

Listen to the recommendations and repeat them:

TEACHER: as before, it is essential to insist that students obtain a good clear speech model in the listening and repetition section. Intensive coaching may be required at phoneme, word, phrase and sentence level. A well constructed phrase which is poorly enunciated will be useless if the listener can not make sense of it. Precise phrasing using significant pauses and stress on key words to separate essential content. A garbled phrase, though it may be quick, will lead to a repetition which negates the initial speediness. Good timing and clear modulation are essential to ensure first time perception.

There may be confusion due to the mixing of the gerund form - 'I recommend switching...' and the infinitive form - I would request to stay...'. This is an important stylistic device but is difficult to train in a communicative fashion. It is also not an area in which mistakes are serious as the meaning is generally not affected by using the incorrect form.

1. Your crew member advises you that the aircraft has experienced a loss of both generators. Recommend a course of action

1. I recommend going through the loss-of-all-generators check list .

2. The autopilot and primary flight instrumentation are frozen in the position they were in at the time of the electrical loss. Recommend a course of action to the other crew member?

2. I recommend switching to manual control and using the standby instruments.

3. Due to a high workload you cannot adhere to the issued heading. Make a recommendation to the other crew member.

3. I suggest we inform ATC that we cannot adhere to the turn instruction due to high workload.

4. ATC questioned you regarding your heading. Recommend an action to the non-handling pilot

4. I would request to stay on the present heading for the moment.

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Simulation 3 Part 4

Reporting Status: keeping others in the loop

TEACHER: students work in pairs to devise suitable spoken responses to the situation. Use the example in open class to ensure that the aim of the exercise is well understood. Review the results in open class and resolve any difficulties.

Example

1. You have experienced a loss of both generators. Update your crew member (s) and/or ATC, as appropriate.

"We have lost both /all our generators."

Now, you update your crew members as required:

2. You have completed the LOAG checklist without success.

I / we have completed the LOAG checklist but the problem still persists.*

3. You have lost functionality on the autopilot and the primary flight displays.

The autopilot and primary flight displays are locked. *

4. You are flying on standby instruments only.

We have switched to standby instruments.*We are flying on standby instruments only.*

5. Due to high workload on the flight deck you cannot adhere to turn instructions.

We are busy trying to fix the problem. We are unable to follow turn instructions at the moment.*

Simulation 3 Part 5

Acknowledging Reports

TEACHER: this this task uses a different format from the previous examples. Students will hear a spoken prompt (they must conceal the text in their books) and will working in pairs devise a suitable response. Use the first prompt as an example in open class and make sure that all students fully understand the aim of the task. Review the results in open class as before.

Listen to the following report and acknowledge the information

Example

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1. "We have experienced a loss of all generators fault."

"I understand you have lost all generators."

Now, you acknowledge the following reports:

PLAY 2. We have completed the QRH checklist but the fault still persists.*

I understand that you have not been able to solve the generator problem.*

PLAY 3. The autopilot and primary flight displays are locked.*

I understand that you have lost your autopilot and primary flight displays.*

PLAY 4. We are presently flying using standby instruments only.*

I understand that you are currently flying on standby instruments only.*

PLAY 5. We are experiencing a high workload. We will not be able to comply with turn instructions.*

(I) understand that you are busy and will not be able to accept turn instructions /vectors.*

PLAY 6. We are requesting to stay on our present heading for the moment.*

(I) understand that you wish to continue on your present heading until further notice.*

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Real World 9

TEACHER: the following report is written in a condensed style in which there is considerable elision in the sentence structure. It might be a good exercise to allow students in their pairs to expand the structure of the report to full sentences and possibly create paragraphs. This is a good example of the presence of redundancy in text. We can leave out many conventional elements without making the text incomprehensible. Asking pairs to replace the missing conventions may prove to be a useful language exercise for some (not all) students.

There are several examples of formal language use typical of reports:

encountered: metapprised: (actually misspelt - should be appraised) informeduneventful landing: (no problems)constitute exercise of my emergency authority: (be an example of use of emergency decision making)

“Encountered icing conditions. Switched on all anti-icing….Wing anti-ice faulted….Reset wing anti-icing and [it] faulted again….Approach was apprised of situation and diversion necessity….An uneventful landing followed at ORD….What I realized after landing and speaking with dispatch was that ORD was not an alternate. This action on my part may therefore constitute exercise of my emergency authority.” Accession # 434589

Simulation 4 Part 1

TEACHER: students work in pairs or teams to invent suitable recommendations. These are then reviewed in open class, discussed and issues resolved. Students then listen to the sample answers and repeat them. Discuss alternative ways of speaking the recommendations. Write these up in class and practice speaking them. Students then role-play using the original and the alternative recommendations.

Speak your recommendations to the other crew member:

1. You crew member says: "We are encountering icing conditions."

Speak your recommendation _____________________________________________________________

2. Your crew member informs you "The wing anti-icing has faulted."

Speak your recommendation _____________________________________________________________

3. Your crew member informs you that wing anti-icing has defaulted again.

Speak your recommendation ___________________________________________________________

4. Dispatch informs you that ORD was not a standard alternate.

Speak your recommendation ___________________________________________________________

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Listen and Repeat

Listen to the prompts and repeat the recommendations

TEACHER: students conceal the written responses while listening and repeating.

1. You crew member says: "We are encountering icing conditions."

1. I would switch on the anti-icing.

2. Your crew member informs you "The wing anti-icing has faulted."

2. Try resetting the anti-icing.

3. Your crew member informs you that wing anti-icing has defaulted again.

3. I would suggest contacting ORD approach informing them of the situation and asking for an immediate diversion.

4. Dispatch informs you that ORD was not a standard alternate.

4. I suggest you add it to the list of standard alternates for this route.

Simulation 4 Part 2

Challenging and Correcting

Teacher: the role of the challenge has become an important part of multi-crew discipline. Through analysis of countless accident reports it has become clear that at some stage or other even the most experienced crew member will make a mistake. The Tenerife accident, which is still the most costly aviation accident in terms of human lives, was caused by a mistake on the part of a highly experienced captain. The other crew members did try to challenge his decision but without much conviction and in the end their challenge was ineffective.

In the Tenerife case the crew all spoke the same mother tongue. Imagine then the difficulty of trying to carry out corrections in a multi-lingual crew and across a command hierarchy.

The following real-life report details a case during takeoff in which a basic item in the pre-takeoff checks was missed by both crew members until it was almost too late. It is a clear example of how interruptions can and do disturb the natural and well-rehearsed flow of routine actions. Once disturbed the sequence is often lost unless positive steps are made to restablish it. In the case below this did not happen.

Ask the students to read through the report in pairs. They should look for the key errors and try to

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identify how and why the error occurred (but see part 2 as there may be some duplication of tasks).

Potential vocabulary difficulties are as follows:

a reroute: a new enroute clearancethe remainder: the rest ofsubsequently: laterFMC: flight management computerthe correct fix: the correct identification of an exact geographical positionACARS: Aircraft Communication Addressing and Reporting Systemreadied for takeoff: warned to be ready for takeoff

This text contains a good mix of actives and passive forms which alternate through the report. It would be a good opportunity to reteach the difference between the two and point out the usefulness of the passive form. If students are given the task of reversing the active and passive form they will see that some of the passives are not so easy to reverse as the subject of the verb is not obvious as in the case of the second verb (interrupted) below:

"....... the takeoff card had to be changed and the taxi-check was interrupted......"

After reading resolve any difficulties of vocabulary or understanding using student knowledge as far as possible. Ask students for any similar anecdotes. If there is a good response and detailed descriptions emerge, this could lead to students (individually or in teams) writing a copycat report about their own experience.

Real World 10

"We pushed back behind schedule and, upon calling ground control for taxi clearance, were told to contact clearance for a reroute. Taxi was commenced with the first officer monitoring ground while I copied the reroute. The reroute was verified and read back to clearance delivery. I began to reprogram the FMC. I entered the first waypoint, followed by the remainder of the clearance, and subsequently received an 'insufficient fuel' FMC message.

The first waypoint had been misspelled. The FMC was reprogrammed with the correct fix. The first officer called for the taxi-check as I entered the takeoff performance into ACARS.

I already had a takeoff card displayed. However, ACARS now indicated full thrust was required, meaning that the takeoff card had to be changed and the taxi-check was interrupted. We thought

Flight Management System Interface

In addition to detecting events on the aircraft and sending messages automatically to the ground, initial systems were expanded to support new interfaces with other on-board avionics. During the late 1980s and early 1990s, a datalink interface between the ACARS MUs and Flight management systems (FMS) was introduced. This interface enabled flight plans and weather information to be sent from the ground to the ACARS MU, which

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we would be number 3 for takeoff, but tower told us to line up immediately. The taxi-check was completed, flight attendants were readied for takeoff, and the before-takeoff-check was completed.

During the initial takeoff run a warning was received. The flaps had not been extended. A low speed abort was conducted, the runway cleared, and an announcement made to our passengers."

would then be forwarded to the FMS. This feature gave the airline the capability to update FMSs while in flight, and allowed the flight crew to evaluate new weather conditions, or alternate flight plans. (Wikipedia)

TEACHER: students work in pairs as usual to create suitable challenges. Review these in open class and discuss problems before listening to the sample responses and practising pronunciation. The form of the prompts and responses allows in this case for a role play once the prompt narrative has been transformed into direct speech by the students working in pairs.

1. You have been delayed and missed the allotted slot time. Your crew member announces that he is going to call for taxi clearance. You suspect that the flight plan is no longer valid.

Challenge your crew member _________________________________________________

2. The flight management computer reports insufficient fuel after a programmed route has been entered by your crew member. You can see the error in the first waypoint.

Challenge your crew member _________________________________________________

3. You notice that the data on the takeoff card does not agree with the acars takeoff setting.

Challenge and urge your crew member to correct the situation

____________________________________________________________________________

4. Just as the before takeoff check is being completed you notice that the flaps have not been set.

Bring this to the attention of other crew member and make a suggestion

______________________________________________________________________________

Simulation 4 Part 3

Correcting misunderstandings

In the above account of an aborted takeoff there are several instances (examples) of misunderstandings or incorrect assumptions.

1. The crew assumed at pushback that the copied clearance was current.

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2. The pilot non-flying assumed that the first waypoint entered was correctly spelt.

3. The crew assumed that the take-off card was showing the correct takeoff thrust.

4. The crew assumed that they would be number three for takeoff.

5. The crew assumed that the flaps had been set for takeoff.

Invent questions or suggestions that might have helped this crew to realise their lapses, mistakes or misunderstandings.

TEACHER: do the example in open class to make sure that all students fully understand the aim of the exercise. If necessary work through several of the prompts as examples. Review the results in open class and discuss. Encourage students to think of other ways of making the statement while keeping it effective in helping to correst a misunderstanding.

Example:

1. The crew assumed at pushback that the copied clearance was current.

"Clearance this is (callsign). Can you confirm that our route clearance (readback) is still current?"

Now you try

2. The pilot non-flying assumed that the first waypoint entered was correctly spelt.

Can you recall / check the spelling of (the first waypoint)?*

3. The crew assumed that the take-off card was showing the correct takeoff thrust.

Operations, can you confirm that our take of thrust is still (value of thrust on the takeoff card)?*

4. The crew assumed that they would be number three for takeoff.

Tower, can you confirm that we are still number three for takeoff?*

5. The crew assumed that the flaps had been set for takeoff.

Can you confirm that the before takeoff checks are complete and that the flaps are set for takeoff?*

Thinking Out Loud

Discuss the following aspects of this incident with a colleague. Speak your conclusions then write then down in the style of a report.

1. The aircraft pushed back behind schedule. Discuss some of the reasons which could have led to a late

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pushback.

2. The original route clearance was changed during the delay for pushback. \discuss reasons what a route might be changed at short notice.

3. The PNF entered misspelled a waypoint as he entered it into the FMC. The FMC then generated an 'insufficient fuel' warning. Discuss the possible reasons for this.

4. Discuss why a higher take off thrust was required than on the original takeoff card. Assume that neither the passenger load nor the freight has changed.

5. Discuss the details of the aborted takeoff and whether you think they were right to abort.

Real World 11

The following is an extract from a QRH entry relating to a possible de-pressurisation or other major incident. Read it carefully and then complete the tasks below.

TEACHER: Only refer to the portion of the QRH page below the WARNING notice. This text makes the point once again that safety instructions are often written in 'telegraphic' style. This is intended to be a quick access method for mother tongue speakers to the essential content but may actually end up confusing second language speakers. It is therefore worth using the opportunity for students to try working in this compacted form of English. Ask students to work in pairs to expand the shorthand back into full sentences, e.g.,

6. Autopilot ....................AS REQUIRED (Engage the autopilot as required [if necessary])

Review the findings in open class and resolve any difficulties affecting structure or vocabulary.

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Simulation 4 Part 4

TEACHER: Ask students to role-play the sequence using full commands and giving a full acknowledgement. Students work in pairs to make a general enquiry which must be answered with reference to the QRH. In the case of less advanced students it may be useful to allow the students to work as a team to construct suitable responses and have the teacher review these before the role-play proceeds.

Student A. Based on the above QRH page ask yourself (or a colleague) the following questions. Student B. Decide what spoken response to make in each case.

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1. Student A: If an immediate descent is not required which step in the process should be consulted next?

Student B: consult the QRH. Think how you would respond

__________________________________________________________________________

2. Student A: In the present case, is it possible to use the speed brakes in cases where structural damage has occurred?


_____________________________________________________________________________________

3. Student A: Can the autopilot be used in the present case?


___________________________________________________________________________________

4. Student A: If ATC cannot be contacted which transponder code should be used?


_____________________________________________________________________________________

5. Student A: Assuming speedbrakes can be used, what setting is recommended by the QRH?


_____________________________________________________________________________________

6. Student A: Which power setting does the QRH recommend?


____________________________________________________________________________________

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Simulation 4 Part 5

Listen to the following short report about a serious depressurisation incident and discuss the questions which follow. Decide in pairs or small groups (if appropriate which is the best answer in each case).

TEACHER: Although this is proposed as a listening exercise, the length and complexity of the text may be too much for some students. In this case, it may be possible to break the listening into smaller segments and prepare the students thoroughly through brainstorming and warm-up exercises:While most technical vocabulary like "explosive decompression" should already be known, ironically, words like "floor" and "ceiling" may not be.

Weaker students may need to silently read the text first, listen to the recording with the text open and work through the vocabulary before trying a blind listening.

This is not a comprehension exercise as such and a full understanding is not required for the discussion to proceed. If circumstances favour it and students are agreeable the teacher may use the text as a conventional listening comprehension by writing a series of post listening questions on the board.

Be prepared to explain the following:

a large holea loud noise was heard. part of the cabin floorcollapsed exposing some of the cargo beneath part of the ceiling structure injuries3 metres in diameter just forward of the wing rootThe forward right wing fairingmissing a big bangwind and debrisswirling condensationdust pieces of wood cabin trim

video footage shot on board recently served meals tray tablesundetected explodingbadly secured hatchesaluminum alloys susceptible tointernal or external factorsspillageexposure tohumidsalty structural failure a fairing (an aerodynamic shaping device) a casual observer the area aft of the forward cargo doorjust aft of metal fatigue

LISTEN

Listen to the report and discuss with a colleague the points raised by the comments following:

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1. Do you know of other ways in which a fuselage can be weakened apart from by corrosion

2. The passengers talked about 'condensation' appearing in the cabin. Does this only occur in a depressurisation event? What causes the condensation?

3.

4.

5.

Full text available in teacher's book and student book annex only

Explosive Decompression

A Qantas Airways Boeing 747-400 carrying 345 passengers made an emergency landing at the Ninoy Aquino International Airport Manila, in the Philippines Friday July 25, 2008 with a large hole in its fuselage. The plane, with 350 passengers and 19 crew, was enroute to Australia from Hong Kong when a loud noise was heard. Part of the cabin floor collapsed exposing some of the cargo beneath and part of the ceiling structure also collapsed,.

There were no injuries among passengers or crew.

When flight crew and local engineers examined the aircraft after landing in Manila they found a hole 2.5 by 3 metres in diameter on the right side just forward of the wing root. The forward right wing fairing was also missing.

Flight QF 30, from London to Melbourne, had just made a stopover in Hong Kong. Passengers described hearing an explosion and then seeing the oxygen masks being released. They described how, about an hour after takeoff from Hong Kong, there was a big bang followed by wind and debris swirling round the cabin and some condensation. The aircraft began an immediate emergency descent. Passengers in economy saw dust, pieces of wood and cabin trim flying towards the first class section of the plane.

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Video footage shot on board at the time showed passengers seated with their oxygen masks on. Some with recently served meals still on their tray tables.

In the past such incidents have been caused by undetected corrosion, exploding oxygen bottles or badly secured hatches.

The structure of an aircraft is mainly composed of aluminum alloys which are very susceptible to corrosion by internal or external factors such as spillage from galley areas or toilets or exposure to a humid, salty atmosphere such as that found in tropical seaside environments. Routine inspections and checks should reveal areas of corrosion and maintenance action should be taken to repair them before a structural failure occurs. However, as the fuselage area in this case was actually covered by a fairing (an aerodynamic shaping device), the corrosion would not have been easily detected by a casual observer.

It is also a fact that, on the 747-400, the area aft of the forward cargo door is where the fixed crew and passenger oxygen bottles are stored. There could be up to 9 bottles each containing 72 cubic feet of oxygen in this area. Just aft of these bottles are the cargo fire suppression bottles which are also high pressure containers.

In normal circumstances these bottles would not explode unless a fire or other source of unusual heat were present. There seems to be no sign of this so the most likely cause is simple structural failure due to metal fatigue or corrosion.

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Communicating with Cabin Crew in an Emergency

Simulation 5 Part 1

TEACHER: the need to be able to establish an effective communication between flight crew and cabin crew has been highlighted in many accident reports not least the British Midland crash at Kegworth in the 1980's in which the crew shut down the good engine and continued to fly on the damaged one. The cabin crew had clearly seen smoke and flames issuing from the affected engine but had not passed on this information clearly to the flight crew.In today's aircraft in which the flightdeck door is firmly locked at all times, it is even more difficult for cabin crew to communicate directly with flight crew during a flight. Communication is by internal phone only.

Think about the types of emergency situation that might be communicated to a flight crew by the Cabin personnel. Decide how this information will be communicated and what difficulties there are in a modern flightdeck in communicating about potential problems.

Mention three problems in communicating:

Explain the case and speak the description of the problem out loud to a colleague, if possible.

1._______________________________________________________________________________.

2. _______________________________________________________________________________.

3. _______________________________________________________________________________.

Listen to the following recording. Mark below on the IATA training manual index the categories of incident being talked about.

TEACHER: as usual it is a good idea to prepare the students to some extent for the text that they are about to hear. It is rare in operational conditions for something to come totally out of context and the environmental clues generally help us to latch on quickly to the type of emergency or even routine event that is unfolding.

Cabin and flight crew are trained to react quickly and in standard ways to situations. It might therefore be useful here to begin a short brainstorm about the difference between younger and older passengers; the ways in which their behaviour is different and how their bodies react differently to air travel.

It may also be advisable to condition the listeners to some of the key vocabulary in the text.

behaviour: peoples' actions and reactions to a situation

acknowledging: responding to questions and stimuli

blinking: movement of the eye-lids (demonstrate)

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totally out of it (idiom): very confused and unaware of one's surroundings

agressive: showing signs of anger or violence

placid: showing no signs of anger or violence

keep me updated: send me new information if the situation changes

Listen

Full text available in teacher's book and student book annex only

"Captain, this is Ian, senior cabin crew. We have a passenger who is behaving a little strangely.

" Can you describe the behaviour in more detail?

" He seems to be awake but is not responding to questions or acknowledging the cabin crew.

" Is he moving his head for example?"

" Yes he is moving his head and blinking his eyes but just seems totally out of it"

"Does he show any signs of agressiveness?"

"No, he seems very placid."

"What age is he, is he travelling alone and has he been drinking?

"He is late 60's I would say, travelling with a lady about the same age and he has been drinking only fruit juice according to my colleague."

"Ask the lady if he has any known heart or breathing problems. It might be a good idea to have the emergency oxygen standing by, just in case. Keep me updated on his condition."

"Will do captain."*

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Simulation 5 Part 2

What is Wrong with the Passenger?

Mark the most likely category of incident in the index.

(Teacher's book only:Hypoxia)

Mark the category of incident in the index.

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Simulation 5 Part 3

Listening to an Emergency Call from the Cabin

TEACHER: in the case of the present listening text the scene is set by the image below. This gives the setting of the emergency and students should be able to describe what is happening in detail perhaps with some vocabulary lacks. Students work in pairs to discuss the situation and then one pair is selected to relate their findings in open class. Write significant vocabulary on the board and brainstorm synonyms and alternatives expressions.

The picture below shows an in-flight cabin emergency. You will hear a conversation between the senior cabin crew member and the Captain. Listen to the key words and expressions.

Does your company have standard operating procedures for instructions and questions in such an emergency? Can you reproduce these in English? (TEACHER: this reproduction can be prepared and delivered as a team effort.)

Fire Emergency

Sample call:

listen

Listening and Discussing.

TEACHER: students listen twice to the recording. First time with no props and with no task. Before the second listening the teacher may, in the case of less advanced students, ask them to look through the questions and, as they listen to take notes regarding the possible answer. Students then work in pairs to complete their answers as full sentences. The results are reviewed in open class.

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Vocabulary check

power down: switch off

persists: continues even after attempts to stop it

viewing screens: TV screens

mounting: the place where the screen is attached to the seat

Listen to the emergency call (with a colleague, if possible) and check the following facts:

1. What type of equipment is affected?

2. Is it an active fire (are there visible flames)?

3. Where is the fire located precisely (seat and row)?

4. Which of the aircraft systems is involved (which systems need to be shut down)?

5. Which type of extinguisher is required?

6. Is it safe to leave the passengers in nearby seats?

7. Are the crew planning to begin an immediate descent and diversion?

TEACHER: students can now listen again while reading the text. Later advanced students can role-play the situation referring only to the picture and without reference to the text. Less advanced students may need to rely on the text, initially. The teacher should monitor pronunciation and intonation carefully for embedded false beginner speech habits when reading. It may be necessary to have some listen and repeat training as the text is played back line by line.

The full text is available in the teacher's book and the student book annex only.

Captain. This is Jill the chief purser.

Yes Jill. Go ahead.

Captain, we appear to have a fire in one of the passenger viewing screens.

What do you mean a fire? Can you see flames?

No fire but there is a lot of white smoke coming from the screen behind seat 31B. What are your instructions?

First of all, switch off all the entertainment channels and power down the devices. Evacuate all passengers from the immediate area. Get an electrical fire extinguisher and standby. If the smoke persists, after the system is powered down, Let me know.

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If you see flames, start to attack the fire immediately. Pull the screen out of its mounting, if necessary. Meanwhile, get the passengers into empty seats. Use crew seats, if necessary. Once that is done, we will contact ATC and begin an emergency descent.

Keep me updated Jill.*

Simulation 5 Part 4

Problems in Turbulence

TEACHER: the most common cause for cabin crew or flight crew intervention in a routine flight is due to turbulence. Few flights proceed to a conclusion without, at some point, the seat belt signs being switched on due to actual or anticipated turbulence. However, from time to time severe turbulence is encountered and this can lead to physical damage to the aircraft and severe injuries to passengers and cabin crew. It is an emergency situation.

Brainstorm with students the causes or turbulence and its consequences for an aircraft. Students can recount personal anecdotes if available.

View the picture below and discuss the contents. Discuss what other events might be occurring on the aircraft. Ask students to discuss in pairs ways of avoiding the events shown in the picture and other related events on board an aircraft.

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TEACHER: students now work again in pairs or small teams to construct a dialogue between cabin crew and flight crew. Teacher provides vocabulary and structure examples, as required.

When completed review in open class, discuss suggested alternatives and rectify major errors. Students then role play the dialogue.

Decide what dialogue might take place between the cabin crew and the flight crew during this situation in the galley caused by severe turbulence.

What key words or expressions do you anticipate hearing from the cabin crew?

What key words and expressions do you think you will need to use in return.

What will you need to say to your fellow flight crew member and what actions will be required?

Anticipate the conversation with ATC

With a colleague, write a typical 5 line dialogue for training purposes to be used in the situation shown in the picture. Underline key words and phrases

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1 STRESS AND COGNITION: A COGNITIVE PSYCHOLOGICAL PERSPECTIVE National Aeronautics and Space Administration Grant Number NAG2-1561 Lyle E. Bourne, Jr. and Rita A. Yaroush February 1, 2003

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