A descrição de fotos relacionadas a aviação é uma importante parte do Santos Dummont Assessment Test. Nesta fase da prova, que é a última, o examinador provavelmente estará avaliando o conhecimento lingüístico que o candidato possui para realizar, em inglês , as tarefas de descrever, comparar, organizar idéias, opinar, deduzir, levantar hipóteses , abstrair , entre outras.

Aqui estão algumas dicas para um bom desempenho nesta etapa da prova.

Você pode começar assim

This picture shows...
I can see....
This is a picture of …

Você pode acrescentar informações sobre

• Parte do dia ( morning , afternoon, evening)
• Condições climáticas (it is sunny, cloudy, rainy, foggy )
• Local (on the runway, on the taxiway, on the ramp / en route / next to the hangar )
• Pessoas (what are they doing, who are they , where are they )
• Veículos (what kind, used for , what are they doing )
• Se tem alguma coisa faltando , a qual deveria estar ali e não está ( a plane without the engine cowling / a plane without part of the rudder/ the xxx is missing )

Algumas frases úteis

•On the left hand side
•in the background, foreground, middle
•in the top left-hand corner
•in the bottom right hand corner

Expresse a sua opinião corretamente

• In my opinion
• To my mind
• I suppose/I believe
• It looks like ( a ground collision)
• It looks as if ( the plane collided with a catering truck)

Use sua imaginação e conhecimento técnico para elaborar hipóteses ou deduções

Para isso você precisa saber usar corretamente os verbos modais , tais quais:

• It might be / It might have been caused by
• It can´t be
• It can be /It could be
• It must have been
• It could have been

ou

• Maybe / Perhaps

Review of Verb Tenses

Review of Verb Tenses

Fill in the gaps with the correct form of the verbs in parentheses.

08 Jun 2004 - NASA Tests Aviation Turbulence Detection System

A NASA (1) ………………………..(develop) technology that can automatically alert pilots of potentially dangerous turbulence (2)…………………………(make) its first evaluation flights on a commercial airliner.
The idea behind NASA's Turbulence Prediction and Warning System (TPAWS) airborne radar (3)………………………..(to be) to give flight crews enough advance warning, so they can avoid turbulence or advise flight attendants and passengers to sit down and buckle up to avoid injury.
Researchers at NASA's Langley Research Center (LaRC), Hampton, Va., developed TPAWS to detect turbulence associated with thunderstorms as part of the NASA Aviation Safety and Security Program.
Delta (4)…………………...............install the TPAWS/Rockwell Collins radar unit on a Boeing 737-800 this summer. Delta flight crews (5)…………………………… (use) and (evaluate) the technology during regularly scheduled flights in the U.S. and South America. The prototype(6) …………………….( expect- passive voice ) to fly for six to nine months.
Researchers from NASA, the companies involved and the Federal Aviation Administration (FAA) will evaluate interim and final results of the turbulence prediction radar system. If the evaluation (7) ……………………(to be) successful, the technology may be adopted for new and existing aircraft.
"The TPAWS technology is an enhanced turbulence detection radar system that (8) …………………..(detect) atmospheric turbulence by measuring the motions of the moisture in the air," said NASA's TPAWS project manager Jim Watson. "It is a software signal processing upgrade to existing predictive Doppler wind shear systems that are already on airplanes," he added.
"Delta Air Lines is always interested in evaluating new technologies that (9)……………………(offer) the potential for improved ride quality and safety for our customers and flight crews," said Ira Pearl, Delta flight operations technical support director.
Researchers have already tested TPAWS on a NASA Boeing 757 research aircraft. The TPAWS equipped plane (10)……………………… (search) for turbulence activity around thunderstorms for eight weeks. The aircraft (11)…………………… (fly)within a safe distance of storms, so researchers could experience the turbulence and compare the radar prediction to how the plane responded to the encounters. After one severe patch of turbulence, a NASA research pilot (12)…………….(say) his confidence in the enhanced radar had "gone up dramatically," since the plane's weather radar (13)…………………… (show-neg) anything, while the same time the TPAWS display (14)………………(show) rough skies ahead.
Atmospheric turbulence encounters are the leading cause of injuries to passengers and flight crews in non-fatal airline accidents. FAA statistics show an average of 58 airline passengers are annually injured in U.S. turbulence incidents. Ninety eight percent of those injuries(15)………………..( happen, )because people don't have their seat belts fastened. Turbulence encounters are hazardous; they cost airlines money and time, in the form of re-routing flights, late arrivals, additional inspections and maintenance for aircraft.
The NASA Aviation Safety and Security Program is a partnership with the FAA, aircraft manufacturers, airlines and the Department of Homeland Security to reduce the fatal aircraft accident rate, protect air travelers and the public from security threats. Researchers at four NASA centers(16)…………………………… (work) to develop advanced, affordable technologies to make flying safer and more secure. NASA's LaRC; Ames Research Center, Moffett Field, Calif.; Dryden Flight Research Center, Edwards, Calif.; and Glenn Research Center, Cleveland are working on the program.

CHECK YOUR ANSWERS

http://www.nasa.gov/home/hqnews/2004/jun/HQ_04182_turbulence.html

FRASEOLOGIA X INGLÊS GERAL DA AVIAÇÃO

Vários estudos realizados na área das comunicações aeronáuticas, como os do grupo PRICE, Mell (1997), Printon & Britton (1993) e Delibo (1993), indicam que qualquer transgressão no uso da fraseologia pode causar riscos à segurança do vôo. Sendo assim, acredito que mesmo tratando-se de cursos para pilotos experientes, é importante a inclusão de atividades que promovam a prática e revisão da fraseologia, bem como a constante reflexão do seu propósito comunicativo, ou seja, entender e fazer-se entender pelo controle de tráfego aéreo usando uma linguagem comum e sintetizada. Por outro lado, estudos também questionam a eficácia da fraseologia para a solução de todos os problemas que possam advir de situações de emergência ou não comuns na rotina profissional dos pilotos.
Um evento que sustenta a afirmação de que a fraseologia pode ser insuficiente para o exercício do trabalho do piloto em situações mais complicadas, é aquele identificado por meio das notícias, conforme mostrarei a seguir:

Excerto de notícia:

"The flight crew received an indication that the nose landing gear did not retract; it was confirmed that it was down, but it was turned in a 90 degree position and the front nose wheels were turned sideways .They were advised to lower the aircraft's weight by burning fuel. The aircraft ended up circling the Los Angeles airport for two hours to burn off fuel. The pilot appeared to be favoring the rear landing gear as the aircraft touched down and smoke and flames were seen when the front wheels touched the ground. The front wheels were twisted to one side, MarketWatch reported. The Los Angeles airport was reportedly chosen because the runways are longer and it has more emergency equipment.” (disponível em http://www.lutftcsak.com/)

Esse texto refere-se a um incidente no qual o piloto recebeu um aviso, pelos instrumentos da aeronave, de que o trem de pouso não pôde ser retraído após a decolagem e que as rodas encontravam-se travadas em posição perpendicular ao trem de pouso. O piloto, então, entrou em contato com funcionários da manutenção da empresa aérea na qual trabalha para obter informações de como solucionar o problema. O mecânico confirmou que o trem estava estendido, mas garantiu que as rodas estavam na posição correta, ou seja, alinhadas ao corpo da aeronave. Para garantir a correta execução dos procedimentos necessários para o pouso, o piloto solicitou um vôo rasante perto da torre para que o controlador pudesse realizar uma checagem visual da posição do trem de pouso. O piloto foi informado a respeito da posição das rodas, que estavam travadas em uma posição incomum, perpendiculares ao corpo da aeronave, o que traria mais dificuldades e riscos na aterrissagem. Essa constatação fez com que o piloto decidisse pousar em um outro aeroporto, o de Los Angeles, o qual possui pistas mais longas e melhores equipamentos de emergência.
A gravação da conversa entre o piloto e o controlador, disponível na Internet[1], evidencia que essa interação exigiu do piloto um conhecimento lingüístico maior do que o da fraseologia para pousar a aeronave com segurança. Ele precisou descrever para o controlador as informações nos instrumentos da aeronave, como, por exemplo: “it tells me not to retract the gear” ou “it also tells me that there is a possibility that the nose gear is extended at 90 degrees”. Também foi preciso conhecimento de inglês para entender a descrição da posição das rodas pelo controlador, que usou as frases “turned sideways” e “twisted to one side”. Na fraseologia aeronáutica encontramos os elementos suficientes, como vimos nos exemplos à paginas 76 , retirados de material didático de fraseologia, para situações de emergência que demandem ações e decisões rápidas, mas não existem frases ou palavras prontas que possam suprir todas as necessidades de uso da língua em situações que exijam uma interação mais complexa entre pilotos e controladores, em termos de confirmações, explicações e descrições, como no evento que acabo de relatar.
Outros exemplos de interações entre pilotos e controladores em situações de emergência nas quais podemos evidenciar a necessidade de um conhecimento de inglês mais extenso do que o das frases da fraseologia encontram-se disponíveis no banco de dados do CVRD[2].
O exemplo a seguir, retirado do CVRD e apresentado por meio do quadro 3.3 a seguir, retrata uma outra situação de emergência também mencionada nos dados coletados, que é a necessidade de pouso de emergência por perda do motor em vôo. Nessa ocasião, algumas frases e orações que não fazem parte da fraseologia padronizada, grifadas, foram usadas pelo piloto e controlador (os turnos foram numerados à direita, para melhor identificação). O uso dessas frases comprova a necessidade de outras funções e formas lingüísticas para o piloto e o controlador chegarem à melhor solução frente ao iminente pouso de emergência.[3]



HZ:21:40.9 Uh okay, I am going to take you... Are you able to take a turn back to the south or do you want to stay closer to the airport? (1)
SWR1111:21:47.0 Uh, standby short, standby short. (2)
SWR1111:21:59.1Okay we are able for a left or right turn towards the south to dump.(3)
HZ1:22:04.2Swissair one-eleven uh roger, uh turn to the ah left heading of ah two zero zero degrees and ah advise me when you are ready to dump. It will be about ten miles before you are off the coast. You are still within about twenty five miles of the airport. (4)
SWR1111:22:20.3Roger, we are turning left and ah in that case we're descending at the time only to ten thousand feet to dump the fuel. (5)
HZ1:22:29.6Okay, maintain one zero thousand. I'll advise you when you are over the water. It will be very shortly. (6)
SWR1111:22:34.4Roger (7)
SWR1111:22:36.2(Du bisch i dr) emergency checklist (fr) air conditioning smoke? [Translation: (You are in the) emergency checklist for air conditioning smoke?](8)
HZ1:22:42.9Uh Swissair one eleven say again please. (9)
SWR1111:22:45.3Ah, sorry it was not for you Swissair one eleven was asking internally. It was my fault, sorry about.(10)

Podemos observar pelo exemplo do quadro 3.3 que tanto o piloto, representado pela sigla SW111, como o controlador, HZ, na tentativa de encontrarem a melhor solução para o problema, lançaram mão de conhecimentos lingüísticos que ultrapassaram as fronteiras das frases prontas disponíveis na fraseologia aeronáutica, como por exemplo, nas passagens que exponho a seguir.
No turno (1), o controlador usou o comparativo de superioridade closer para saber com precisão qual a posição mais apropriada para o piloto.
No turno (6), o controlador alertou o piloto a respeito da rápida aproximação da aeronave na posição sobre o oceano para o esvaziamento de combustível, construindo a frase com o advérbio shortly.
No turno (10), o piloto precisou desculpar-se e esclarecer ao controlador que o que ele havia acabado de dizer não era dirigido ao controlador e sim a outro membro da tripulação.
As interações transcritas no quadro 3.3 sinalizam que as frases que compõe as mensagens de emergência da fraseologia padronizada podem não bastar para que os pilotos e controladores expressem todas as funções comunicativas relacionadas às suas intenções, indicando que talvez seja essencial um conhecimento adicional ao da fraseologia, para garantir o pouso seguro da aeronave em situações de emergência.
É também importante notar que, mesmo que o piloto conheça e tenha à mão todas as palavras da fraseologia, ele precisará estar sempre apto a entender os enunciados do controlador, os quais, como acabamos de ver pelos turnos do quadro 3.3, podem não ser construídos com as frases contidas no manual de fraseologia padronizada.
Como podemos observar em outro exemplo a seguir, apresentado por meio do Quadro 3.4, o uso de frases que não constam da fraseologia, as quais encontram-se grifadas, denotaram a necessidade de uso de outros elementos lingüísticos para o perfeito entendimento, pelo controlador, do que estava ocorrendo. [4]

00.52:22 LIB8807 Ground from Liberté 8807 we have just hit another aircraft on taxi... on take-off. (1)
00.52:29 ATC Confirm that you have hit an aircraft Liberté 8807 (2)
00.52:32 LIB8807 Affirmative (3)
00.52:34 Captain An STOL (4)
00.52:34 ATC 8807, copy. Do you want the emergency services? (5)
00.52:37 Captain Yes... we're going to vacate at the next eh (6)
00.52:39 LIB8807 Yes... we're going to vacate (7)
00.52:42 ATC 8807 do you have any damage? (8)
00.52:44 Captain Ah yes eh eh (9)
00.52:44 LIB8807 Certainly on the wing sir yes (10)
00.52:46 ATC Can you still taxi? (11)
00.52:47 LIB8807- We're going to taxi sir... we're vacating ... we're alerting our cabin crew (12)
Quadro 3.4: transcrição de diálogo entre piloto e controlador 2. (Cockpit Voice Record Database: Liberte 8807 25/05/2000 (Disponível em http://www.tailstrike.com/280488.htm)
Legenda: LIB8807: radio transmission of Air Liberte; Captain: voice identified as Air Liberte Captain; ATC air traffic control.

O exemplo acima apresentado mostra as interações durante um acidente na pista entre duas aeronaves. Podemos notar que no turno número (1), o piloto, representado pela sigla LIB 8807, informou a torre sobre um evento recém ocorrido. Para desempenhar lingüisticamente essa função, ele usou Presente Perfeito em inglês com o advérbio just. O uso de frases que não constam da fraseologia como do you have any damage, emitida pelo controlador, ou certainly on the wings, emitida pelo piloto, foram usadas como complementos para que o controlador se certificasse do incidente e de suas conseqüências.
O próximo exemplo, apresentado por meio do Quadro 3.5, ilustra uma situação de emergência causada pela perda de ar pressurizado a bordo, devido a abertura de uma das portas da aeronave.

Co-pilot: Maui tower, Aloha two forty three, we’re inbound for landing. We’re just, ah, west of Makena, descending out of thirteen [13,000 feet], and we have rapid depr… - we are unpressurised. Declaring an emergency… (1)
Tower: Aloha two forty three, winds zero four zero at one five. Altimeter two niner niner niner. Just to verify again. You’re breaking up. Your call sign is two forty - four? Is that correct. Or two forty three? (2)
Co-pilot two forty three Aloha - forty three. (3)
Tower: Two forty - two the equipment is on the roll. Plan [to approach] straight thousand [11,000] feet. Request clearance into Maui for landing. Request the [emergency] equipment. (4)
Tower: Okay, the equipment is on the field…Is on the way. Squawk zero three four three, can you come up on [frequency] one niner one niner point five? (5)
Co- pilot Two forty three. Can you hear us on one nineteen five two, forty three? Maui Tower, two forty three. It looks like we’ve lost a door. We have a hole in this, ah, left side of the aircraft. (6)
Quadro 3.5. transcrição de diálogo entre piloto e controlador 3. (Cockpit Voice Record Database. 28/04/1988 Aloha 293. Disponível em http://www.tailstrike.com/280488.htm)

Podemos perceber, através do turno (6), que o co-piloto precisou descrever para o controlador a condição da aeronave naquele momento, a qual estava sem uma das portas, usando frases e palavras que não são parte da fraseologia aeronáutica, como as que encontram-se grifadas no turno 6 do quadro 3.5.
Os exemplos de transcrições apresentados nos quadros 3.3, 3.4 e 3.5 indicam que, embora a fraseologia disponibilize os elementos lingüísticos para o desempenho de pilotos em situações de emergência, pode existir a necessidade de um conhecimento lingüístico mais amplo do piloto que lhe forneça retaguarda para suprir as lacunas que a fraseologia não satisfaz.
Por outro lado, nem sempre a falta de recursos da fraseologia é a responsável pela utilização de outras formas de linguagem na comunicação entre piloto e torre. Em uma situação de emergência, em condições de stress, as pessoas podem lançar mão de todo e qualquer conhecimento de língua que possuam, e que já esteja automatizado, para se expressarem. Embora as interações entre pilotos e controladores aconteçam em um contexto relativamente restrito, situações inesperadas podem fazer com que pilotos e controladores, por terem ao seu dispor as múltiplas escolhas que a linguagem oferece para produzir significados, não usem as da fraseologia.
Isso implica que tanto pilotos como controladores precisarão estar aptos a pedir esclarecimentos, repetições, confirmações e negociarem significados sempre que as interações forem realizadas através de elementos lingüísticos que ultrapassem os que compõem a fraseologia.
Concluindo o exposto até aqui, a fraseologia padronizada é a linguagem que deve ser privilegiada na comunicação entre pilotos e controladores de tráfego aéreo. Para as situações de rotina de voar, parece-me que a fraseologia é a única forma de linguagem que assegura o entendimento mútuo entre pilotos e controladores e faz com que a aeronave seja conduzida com segurança de seu ponto de partida até o seu destino final. Para as situações de emergência, no entanto, não existe uma lista de palavras e frases que possa suprir todas as necessidades de comunicação de pilotos e controladores, tendo-se em vista a infinidade de situações e eventos que possam ocorrer no contexto de atuação profissional dos pilotos que demandam uma comunicação em inglês.
Os dados mostrados aqui sinalizam para a necessidade de um conhecimento da língua inglesa que vá além da fraseologia, que possa garantir que o piloto desempenhe suas funções profissionais satisfatoriamente. Professores envolvidos na elaboração de cursos que objetivem preparar o piloto para desempenhar satisfatoriamente suas funções em situações adversas devem considerar a inclusão de atividades que promovam a prática da fraseologia padronizada e o ensino da linguagem específica que permeia todos os contextos nos quais os pilotos precisarão fazer uso da linguagem para voar.

[1] http://flywithjoe.com/, episódio 8
[2] Cockpit Voice Record Database
[3] Os grifos são meus e representam as frases que não fazem parte da fraseologia aeronáutica.
[4] Os grifos são meus e representam frases que não compõem a fraseologia aeronáutica.

GEAR UP LANDING - LISTENING ACTIVITY

VIDEO ACTIVITY
Cybele Gallo
Transcripts: Lisa de Vries

1. Watch the video and explain to your teacher/peer what you understand.

2. Now listen to the speakers and tick (√) the phrases you hear.

( ) This is slightly familiar to him
( ) He might have done a simulator run
( ) He might have done a low pass
( ) See as he goes down
( ) The engine stops, very nice move
( ) right down the yellow line
( ) Those props stalled
( ) If they had been spinning it would have spun those PT -6 engines
( ) he has had some help there
( ) They had to take off quickly
( ) There are more people… here they come


3.Listen again and fill in with the missing words


Speaker 1: The pilot is doing something that is slightly unfamiliar to him, because he is used to coming down at this altitude at this speed (1) _________ the runway with that gear hanging out there slowing him down; so he’s, he’s doing something that he is not …uuhh you know, he might have done a simulator run on this every now and then again or he might have done a low pass like this; and let’s watch. See as he comes down.
Now watch as he (2) ______________ those props all right, the engine stops, very smart move. Okay, now hold it, hold it; hold it again as slow as you can, slow it down, slow it down nice and slow, right down the centerline. This is picture perfect, picture perfect!”
Female: “Wow, that is beautiful”
Speaker 1: “Beautiful, beautiful job”
Female: “Remarkable”.
Speaker 1: “Beautiful job!”
Female: “Wow, that’s incredible piloting”
Speaker 1: “That’s some hull (3) ______________. I bet those engines are not adversely impacted uuh because the props were… did you noticed how he feathered those props? Those props stopped”.
Female: Woohow!
Speaker 1: “If they had been spinning… it would have spun those PT-6 engines which are(4) ____________ engines right off their mounts and that would have been a big problem
Female: “Pheew. I’m tailing for them, I mean my heart was just pitter patter, as I know everybody else’s was too”.
Speaker 1: “I’ve got to tell you, that should go on the (5)_______________ tapes. And off he goes. Okay, one two, so he’s had some help there, and that‘s all they had on board. Two of them and uh welcome to Fulton County airport, gentlemen”
Female: “Either that or everybody else on board is just catching their breath.”
Speaker 1: “Oh I suspect their instructions would ere to(6)_____________quickly, they had to get off quickly, time to get off the airplane”.
Speaker 2: “Oh No. Here comes somebody else”
Speaker 1: “There are more people, here they come. I’m gonna’ guess that …. that there, with the (7) ______________, there’s your hero."
Female: "really ready to get away from this plane eh?"
Speaker 1: "See if you can zoom in on that WSB, give us a close up, yeah they’re (8)_________________ his hand uhh, attaboy”.
Female: “And on the cell phone already. We’re safe, we made it”

Activities

Part One

a.What is the difference in meaning between:

He is used to coming down and He used to come down? Give more examples.

b.In the sentence ‘He might have had a simulator run” – Is the narrator sure about the pilot training in a simulator or he is saying that it is possible that the pilot did it?

c.Paraphrase the expression: “every now and then”.

d.What is another way to say “… my heart was pitter patter”?

e.“I am tailing for them” means :

I am talking about them
I am following and watching them
I am rooting (cheering) for them

f.What does “feather the engine” mean?

Part Two : Put the parts of the report in the correct order.


Even though the Captain saved two propellers and two engines, he received a punishment or taking too many risks, considering he had landed with both engines feathered.

This flight arrived at it's destination which was a US Naval Base with very long runways. As soon as they entered the landing pattern, they noticed that the landing gear would not come down.

While he was on a long final, he feathered engine number one, and with the starter he placed the propeller with one of the three blades in the vertical position, knowing that when he landed, the other two blades would not touch the ground.


They landed with the normal damage to the belly of the plane, and after a crane was brought, the plane was lifted, the landing gear was extended, the gear pins were put in place , The engines were started and the DC3 taxied gallantly to the Hangar.


They tried all the emergency systems, but the gear remained retracted. The weather couldn't be better and no wind, the Captain decided he would burn the maximum amount of fuel off and then proceed to land on the belly.


When he was absolutely sure that he could reach the runway in a shallow glide, he feathered engine number two and did the same procedure with the propeller


ANSWERS :

Activity Part One

He is used to coming = He is accustomed to coming.
He used to come = He did it in the past as a habit or repetitive action
He might have had a simulator run = The narrator is talking about a possibility
Every now and then = Sometimes
My heart was pitter patter = it was beating fast
I am tailing for them = My heart goes out to them ( I am cheering for them)
Feather the engine = Turn the propeller blades of an inoperative engine into the relative wind to reduce the drag as much as possible.



Part Two













This flight arrived at it's destination which was a U,S.Naval Base with very long runways. As soon as they entered the landing pattern, they noticed that the landing gear would not come down.

They tried all the emergency systems, but the gear remained retracted. The weather couldn't be better and no wind, the Captain decided he would burn the maximum amount of fuel off and then proceed to land on the belly.

While he was on a long final, he feathered engine number one, and with the starter he placed the propeller with one of the three blades in the vertical position, knowing that, when he landed, the other two blades would not touch the ground.

When he was absolutely sure that he could reach the runway in a shallow glide, he feathered engine number two and did the same procedure with the propeller.

They landed with the normal damage to the belly of the plane, and after a crane was brought, the plane was lifted, the landing gear was extended, the gear pins were put in place , The engines were started and the DC3 taxied gallantly to the Hangar.

Even though the Captain saved two propellers and two engines, he received a punishment or taking too many risks, considering he had landed with both engines feathered. Conclusion: "Regulations are Regulations."

PILOT WORKSHOPS

BOB A : Another thing is...if you have given a position report that is 235 miles southwest of Bar Harbor, well it is nice that you have these sort of toys in the airplane, but we don't recognize that. We don't have that. If you work in the center, fine; they will be able to see you because they go out 500 miles in the sector. (TRACONs) only go out 30 to 40 miles. The other thing is we could say radar contact to somebody 5 miles southwest of such and such a place. "Well we're actually 5.2 miles." Don't start.

JOHN : Stuff like 20 questions. That 's the, you know...
"Approach, 1 2 Alpha."
"1 2 Alpha, go ahead."
"We've got a request."
"Say your request."
"We want a shortcut."
And you do this 20 questions back and forth. Or you'll hear it sometimes with the initial call:
"Approach, 1 2 Alpha."
"Go ahead."
"Request VFR advisories."
"Well where are you?"
"235 miles southwest of Bar Harbor."
"Can you give me a closer point?
And you know, it's: "What altitude are you at?"
And then they come back with that.
Then: "What's your type of aircraft?"
And you play 20 questions back and forth.

BOB A : You're tying the frequency up; it does us absolutely no good. It is going to do you any less, and some people's patience might be a little bit exasperated by then. So it is just best to just give "I'm 10 miles southwest to Lawrence." Or give me a shorter range fix.

JOHN:And everything - "10 southwest to Lawrence, 5500 to Nashua, in a 172." Just very, very concise. We don't need to know that you are a red and white Cessna 172 - just the basics.

BOB A :And the first thing that I have always preached at any seminars is, proper communications. With all communications, get our attention first. And we can either say, "Go ahead," because now we reserve time on the frequency. If you start with 20 questions, at least we got room for about 4 of them. But if you just start going off saying everything that you wanted to do, where you are, and everything else - or worse, "We would like practice approaches at…." And they start listing all the approaches that they want to do - I am not writing it down because, first of all I should have been prepared for this, and I do not have that a good memory.

SONG ACTIVITY - LEARNING TO FLY

LEARNING TO FLY - Tom Petty http://www.youtube.com/watch?v=s5BJXwNeKsQ
Cybele Gallo
1. Listen to the song and fill in with the missing words

Well I started out down a dirty road
Started out all …………………………
And the sun went down as I ……………………………..the hill
And the town lit up, the world got still
I'm learning to fly, but I ain't got …………………………
Coming down is the hardest thing
Well the good old days may not …………………………..
And the rocks might melt and the sea may burn
I'm learning to fly, but I ain't got …………………………….
Coming down is the hardest thing
Well some say life will beat you down
……………………….your heart, steal your crown
So I've started out, for God knows where
I guess I'll know when I get ……………………….
I'm learning to fly, around the ……………………………,
But what goes up must come down
I'm learning to fly, but I ain't got ……………………………..
Coming down is the hardest thing

2. Find in the song above :

a. One sentence that expresses an action that is happening now, at the moment:
………………………………………………………………………………………………
b. One sentence that expresses certainty
……………………………………………………………………………………………….
c. 03 prepositions
………………………………………………………………………………………………
d. Two sentences that express finished actions ( past)
……………………………………………………………………………………………….
e. One sentence that expresses a possibility
……………………………………………………………………………………………….
f. One sentence that expresses a future action
………………………………………………………………………………………………

3. What are the questions?
a. ___________________________________________ ?
I am learning to fly
b. ___________________________________________ ?
It is to come down.
c.____________________________________________?
They may not return.
d.____________________________________________?
They say that life will beat you down.

4. LINKING WORDS
And/But/ Or/So

Look at these two sentences:

The weather was good. The pilot took off.

We can join them together to from one sentence like this:

The weather was good SO the pilot took off.

SO is a conjunction and shows that the second idea is the result of the first one.
Conjunctions have different functions.


AND : Joins two related ideas together.

The Captain said to the controller we had an RA and we would like a heading to the runway.

BUT : Joins two contrasting ideas

I think I heard them talking to another aircraft but I cannot be sure.

OR : Joins two alternative ideas

The passenger had to stow his bag or his bag were going to be checked in.

SO : Shows that the second idea is the result of the first

The passenger continued to use his cell phone, so the Captain requested that the passenger’s services supervisor met the flight.

1) Complete the sentences with and , but, so, or

a. Vinicius was cold , …………………… he asked his friend to close the window.
b. To get to the airport you can take the bus …………….. the subway.
c. We were having some problems with the brake indicator lights ……………… we returned to the ramp for maintenance checks.
d. As I leveled off, the plane was hard to fly ………….. ATC vectored me to the ILS at Prescott.
e. The Captain instructed us immediately to take a seat, …………………. The instruction came simultaneously with the turbulence. ………………., in our case, it was too late.
f. I noticed that the passengers were standing, trying to get the flight attendant ‘s attention, ……………………. I went to investigate.
g. As we were on short final, my attention remained on the aircraft flight path …………….. airspeed .
h. The captain asked the flight attendant to call for a doctor on board, …………… there wasn’t any.
i. There was no room on the ramp to the loiter,…………….I requested taxi clearance to runway 24 before completing my ‘before taxi’ checks.

LISTENING ACTIVITY - CIRRUS AIRPLANE

CIRRUS

http://www.npr.org/templates/story/story.php?storyId=1840777



LISTENING ACTIVITY Cybele Gallo


WARM UP

Explain the difference between an accident and an incident in aviation.
Have you ever heard about Cirrus?
Where do you think the parachute is fitted in the airplane?
How do you think the system works?


A) As you listen to Mr. Alan Klapmeier describing how the parachute is activated, number the steps into the correct sequence:

( ) the rocket pulls the parachute out of the airplane.
( ) the pilot pulls a handle in the airplane
( ) the airplane is lowered to the ground
( ) the handle fires a rocket


B) Mr. Klapmeier is now describing two situations that happened recently involving Cirrus airplanes. As you listen to the interview, complete the sentences below.

On Thursday, an airplane was flying in ……………………………………. with ……………… people on board. It was crossing the mountains of British Columbia at night. The pilot ………………………………………………… and as he was trained, he could deploy the parachute quickly, and they could land on the side of a mountain at …………………… feet with the four people alive.

On Saturday morning, a pilot took off in ……………………………………….. ………………………….. conditions , that means , ……………………….. and ………………………….. , and he had some disorientation problems and decided to …………………………………………………….. . He was able to land in a …………………….. in Ft l Lauderdale, Florida .



C) Listen to the recording again and circle the correct answer:

1.The way the parachute is fitted to the airplane is in a canopy / canister in the back of the airplane the 15 / 50-pound parachute resides.

2.Cirrus is a six/ four-seat, general aviation what we would call a private/ personal aviation airplane.

3.It's actually equivalent to about a 10- or 11-foot drop in big/ free fall, but that works out to be about 15,000/ 1,500 feet per minute,

4.This technology was developed out of ultralights and hang gliders; has grown up into the size airplanes that we have, which is about 6,400/ 3,400 pounds and 100/200 miles an hour.


4. Mark True or False:

This technology was developed out of ultra-lights ( )
Boris Popov survived an ultra light accident. ( )
Boris Popov started BRS - ballistic recovery systems- ( )


5. Complete the following text with your own words:

The Cirrus Airframe Parachute System (CAPS), standard equipment on every Cirrus aircraft, is indicative of the visionary commitment to general aviation safety. The parachute system is (1) ……………………………….. to protect occupants in the event of an extreme (2) …………………….. by lowering the aircraft to the ground after deployment by the pilot. CAPS revolutionized general aviation safety by providing a final measure of safety to occupants similar in theory to the role of airbags in automobiles. No other certified general aviation aircraft manufacturer in the world provides this safety feature as standard equipment.
To (3) ……………………………… the parachute, a person must use approximately 35 pounds of force to set off a magnesium charge, which will ignite a solid-fuel rocket. The rocket will blow out a pop hatch that covers the compartment in which it is (4) ……………………………. As the rocket deploys to the rear, the aircraft will slow, and buried harness straps will unzip from both sides of the airframe.
Within seconds, the canopy will position itself over the aircraft and allow it to (5) …………………….. gradually. The final impact, an equivalent of jumping off a 10 foot ladder, is (6) ……………………………. by the specialized landing gear, a 3g roll cage and 26g seats, producing a survivable landing.

As important as sending clear and precise messages to the controllers, is the ability to make good announcements to the passengers. It is also your duty to keep passengers informed of the progress of the flight, weather conditions and any other events that might happen during a flight.
Good announcements can enhance your professionalism and assure passengers of a more comfortable and safe flight. Passengers can perceive if a pilot is competent, trustworthy, caring, responsible and well trained by the messages he sends during the flight.
Your messages must be well planned, though. You have to select the words carefully, to avoid ambiguities and misunderstandings. Planning also eliminates those gaps, such as ah…; uh; hum…. . The messages must be put across loud and clear, too. It is important that all passengers on board understand what you are saying.
You should also try to provide most information using the fewest number of words.
Avoid using slang, jargons or very technical vocabulary.
It is better to say “we have a technical problem related to our left main gear”, than “our left main gear “disagree light” illuminated and we have now a message in our EICAS, etc “
In case of a mechanical or weather difficulty, for example, try to tell the passengers exactly what is going on. They probably don’t know much about airplane systems, air traffic control or Metars, but they will appreciate an explanation if it is given in a simple way.
In this lesson, you will learn the standard structure of cabin announcements and tips on how to adapt it for your needs or special communications during your flights. Let’s then make your speeches more interesting and effective.
______________________________________________________________________________
CABIN ANNOUNCEMENTS

PATTERN ONE – ROUTINE
1. INITIAL GREETINGS
Good morning, afternoon, evening

2. INTRODUCING YOURSELF
This is Pedro Souza, the first officer

3. EN ROUTE INFORMATION/PLACES OF INTEREST
Welcome to flight 123, heading for …………..
Our flight will take an estimated 3 hours and 20 minutes…………..
We will be flying at …………… fee, with an average speed of xxxx miles per hour.
We are just passing by Manaus
We will be stopping briefly in …………. before arriving in ……………

4. WEATHER INFORMATION
The weather in route is good,
We are expecting some turbulence at…, but we will do our best to avoid it.
Miami is hot and sunny, and the temperature is xxx

5. INFORMATION ABOUT TIME
The time at our destination is 7: 35

6. APPROACH/LANDING INFORMATION
We are beginning our descend to… and expect to be at the gate at …. local time.
The current weather in……… is ……………

7. CLOSING
Thank you for choosing xxxx. It‘s been our pleasure to serve you.

PATTERN TWO – MINOR PROBLEMS, EMERGENCIES AND ABNORMAL SITUATIONS

1. ADDRESSING THE PASSENGERS
Ladies and Gentlemen

2. IDENTIFYING YOURSELF
This is Paulo Souza, The Captain

3. INFORMING ABOUT THE PROBLEM
We have just rejected our take off due to a failure in one of the computers.
We are returning to the ramp due to a mechanical problem.

4. GIVING ADDITIONAL DETAILS ABOUT THE PROBLEM
due to technical difficulties/ we have to hold cause there is an emergency in progress at the airport / the gate is occupied due to our early arrival/ checks will determine if the landing gear is in the right position

5. INFORMING ABOUT A COURSE OF ACTION AND INTENTIONS
We will be returning to the airport /we are returning to the ramp to reconfigure the aircraft for departure/
We will divert to the nearest airport / we will circle the airport for some minutes until…

6. GIVING INSTRUCTIONS
Keep your seat belts securely fastened until the aircraft has completely stopped.
Follow the flight attendants instructions carefully

8. APOLOGIZING
We apologize for this delay…

9. CLOSING
Thank you for your understanding