AIRCRAFT RESCUE AND FIRE

FIGHTING
CENTRO DE ESTUDIOS

ENGLISH
AREA
TABLE OF CONTENTS
UNIT 1
7

UNIT 2
24

UNIT 3
49

UNIT 4
66

UNIT 5
79

UNIT 6
84

UNIT 7
95

2
Purpose:
This Project, supported on the criteria of the Communicative Approach, is
intended to assist Aircraft Rescue and Fire Fighting officers in improving their
English language skills and proficiency, to help them manage an accurate
technical vocabulary and develop a communicative competence in a relaxed
atmosphere by practicing conversational English and interactions with respect
to their professional field.

Course objectives:
• To enhance students’ language proficiency, knowledge and ability to
communicate effectively in English.
• To introduce aviation vocabulary to the students.
• To teach students how to effectively communicate with foreign pilots and
airplane occupants in emergency situations.

Task focus:
All tasks are focused on developing both Speaking and Listening skills, so that
the target population have a space to express themselves orally and practice
the English Language in various contexts different from other regular English
Learning Programs. In addition, the participants will take an active role in
reading subject related texts, so they can practice their pronunciation,
intonation, and stress patterns while simultaneously being able to comprehend
in gist and detail the subject matter.

3
 INTRODUCTION
Background
When the alarm sounds and aircraft rescue fire fighters (ARFF) are called to
duty, they must use the skills they have learned through experience and training
to save lives and to protect property. Because the aviation industry is well
regulated, it is a relatively rare occurrence when ARFF equipment is called into
action on an actual aircraft accident involving a commercial airliner.
It is most likely that an airport firefighter will work an entire career without having
to respond to a large frame aircraft accident resulting in a hull loss or significant
loss of life, also known as a mass-casualty incident. It is just as likely that flight
crews operating a large frame commercial aircraft will not be involved in a
similar scenario. It is for this reason that airport fire fighters rely on initial and
recurrent training to prepare them for a wide spectrum of aircraft emergencies
should one occur.

Rescue and Fire Fighting Services (RFFS) is also commonly referred to as

Aircraft Rescue and Fire Fighting (ARFF) and occasionally as Crash Fire
Rescue (CFR). In all cases, these terms refer to the rescue and firefighting
services provided at an aerodrome, which are specifically dedicated to the
support of safety in aircraft operation. This special category of firefighting
involves incident response, hazard mitigation, evacuation and possible rescue
of passengers and crew of an aircraft involved in an aerodrome (or potentially
off aerodrome) ground emergency.

The International Civil Aviation Organization (ICAO) defines the requirements

for aerodrome Rescue and Fire Fighting Service (RFFS) in Annex 14, Volume 1
- Aerodrome Design and Operations. In accordance with this Annex, it is a
requirement for Member States to provide rescue and fire-fighting services and
equipment at airports under their jurisdiction. ICAO Document 9137-AN/898,
Airport Services Manual, Part 1, Rescue and Fire Fighting provide guidance in
the implementation of the Annex 14 requirements thereby helping to ensure
4
uniform application among the Member States.

Modern commercial aircraft can have the capacity to carry several hundred
passengers and crew. Therefore, due to the mass casualty potential of an
aviation emergency, it is critical that emergency response equipment and
personnel arrive at the scene within the minimum possible time. The maximum
response time from initial notification until the first vehicle is on scene and
spraying fire retardant is defined by State regulation and generally ranges from
three to four minutes under conditions of good visibility and uncontaminated
surfaces. At large aerodromes, this often means that more than one fire station
will be necessary. This timely arrival and the firefighters’ initial mission to protect
the aircraft against all hazards, most critically fire, increases the survivability of
the passengers and crew on board. Airport firefighters have advanced training
in the application of firefighting foams and other agents used to extinguish
burning aviation fuel in and around an aircraft. This helps to provide and
maintain a path for the evacuating passengers to exit the fire hazard area.
Should fire be present within the cabin or encroach upon the cabin from an
external fire, the responders must work to control and extinguish those fires as
well.

Although there is some disparity among the Member States in the designation
of the RFFS capacity of a given aerodrome, the basic premise for determining
the normally declared RFFS requirement is the size of the largest aircraft that it
is intended to accept. In most cases, the size determination is based on both
the length of the aircraft and the maximum fuselage diameter.
http://www.skybrary.aero/index.php/Aircraft_Towing

5
 Introductory Video FAA
1A Prelude 3MIN FAA_960kbps_16x9.mp4

6
 UNIT 1
AIRPORT
FAMILIARIZATION
7
 CONTENTS
1. SECTION ONE 10

1.1 Background 10

1.2 Warm-Up Activity 11

1.3 Vocabulary 13

2. SECTION TWO 20

2.1 Airport lighting, Marking and Signage Systems 20

2.2 Exercise 21

3. SECTION THREE 23

3.1 Airport vehicles 23

8
Unit Goals

 After completing this unit, students will be able to:

 Distinguish basic airport vocabulary

 Describe an airport layout
 Recognize airport signs and markings
 Describe airport facilities and ground equipment

9
 1. SECTION ONE

1.1 Background
An airport is an aerodrome with extended facilities, mostly for commercial air
transport. Airports are divided into landside and airside.
Landside includes areas such as check-in, parking lots, public transport railway
stations and access roads.
Airside includes all areas accessible to aircraft, including runways, taxiways
and apron/ramps. Passage between landside and airside is tightly controlled at
all airports. To access airside, one must go through Security, and if applicable,
Passport Control too. This applies to everyone, including staff.
Most major airports provide commercial outlets for products and services.
Airports may also contain premium and VIP services. In addition to people,
airports move cargo around the clock.

Introductory Video FAA

21 MIN FAA_960kbps_16x9.mp4.mp4

10
1.2 Warm-Up Activity
1. Describe the layout of the following aerodrome.

2. Look at the sketches and write down the number that corresponds to
each description.
11
 ____ Main Terminal ____ Holding Bay
____ Intersection ____ High-speed exit
____ Satellite Terminal ____ Runway
____ Tower ____ Holding Point
____ Air Bridge / Jetway ____ Passenger steps
____ Taxiway ____ Threshold

12
1.3 Vocabulary

Parts of an Aerodrome
These are the main airport airside parts.

TERM DEFINITION FIGURE

A defined area on land or water

(including any buildings,
installations, and equipment)
AERODROME
intended to be used either wholly
or in part for the arrival, departure
and surface movement of aircraft.
Dorado Aerodrome. (2009)

Aeronautical beacon is used to

AERODROME
indicate the location of an
ROTATING BEACON
aerodrome from the air.

Rotating Aerodrome Beacon.

(2003)

A defined area in an aerodrome,

intended to accommodate aircraft
for purposes of loading or
APRON
unloading passengers, mail or
cargo, fueling, parking or
maintenance. Apron. (2005)

13
 The beginning of that portion of the
DISPLACED runway usable for landing. A
THRESHOLD threshold not located at the
extremity of a runway.
Displaced Threshold. (2015)

The firefighters station is

responsible for fire protection,
emergency planning and fire
prevention. The field of operations
covers the entire airport grounds,
including all buildings and open
spaces.
FIREFIGHTERS
STATION
On the airfield side, the fire service
works according to the guidelines
of the INTERNATIONAL CIVIL
AVIATION ORGANIZATION
(ICAO). The ICAO determines the
requirements for all the fire
services at civil airports worldwide.

Heliport Design. (2015)

An aerodrome or a defined area on
a structure intended to be used
HELIPORT
wholly or in part for the arrival,
departure and surface movement
of helicopters.

14
 A defined area including the
runway and stop way, if provided,
intended:

RUNWAY STRIP a. To reduce the risk of damage to

aircraft running off a runway; and

b. To protect aircraft flying over it

during take-off or landing
operations.
A defined path on a land
aerodrome established for the
taxiing of aircraft and intended to
provide a link between one part of
the aerodrome and another,
including:

a) Aircraft stand taxi lane: A

portion of an apron designated
as a taxiway and intended to
provide access to aircraft
stands only.
TAXIWAY
b) Apron taxiway: A portion of a
taxiway system located on an
apron and intended to provide
a through taxi route across the
apron.
c) High-speed exit taxiway: A
taxiway connected to a runway
at an acute angle and
designed to allow landing
airplanes to turn off at higher
speeds, thereby minimizing
runway occupancy times.

A designated area on an apron

AIRCRAFT STAND intended to be used for parking an
aircraft.

15
 A defined rectangular area on
ground or water under the control
of the appropriate authority
CLEARWAY selected or prepared as a suitable
area over which an airplane may
make a portion of its initial climb to
Figure 0.1 Gambar Susunan Pada
a specified height. Landas Pacuh Clearway. (2014)

That part of a movement area

LANDING AREA intended for the landing or take-off
of an aircraft. Figure 0.2 U.S Navy. Landing Area.
(2003)

A defined rectangular area on a

RUNWAY land aerodrome prepared for the
landing and take-off of an aircraft. Figure 0.3 Runway. (2009)

A designated position intended to

protect a runway, an obstacle
limitation surface, or an ILS/ MLS
RUNWAY critical/sensitive area at which
HOLDING POSITION taxiing aircraft and vehicles shall
stop and hold, unless otherwise
authorized by the aerodrome
control tower.

16
 A defined area where an aircraft
can be held, or bypassed, to
HOLDING BAY
facilitate efficient surface
movement of aircraft.

That part of an aerodrome used for

MANEUVERING
the take-off, landing and taxiing of
AREA
aircraft, including aprons.
Figure 0.4 Maneuvering Area. Air
traffic services. (2007)

An object displayed above the

MARKER ground level in order to indicate an
obstacle or delineate a boundary. Figure 0.5 Lexisnexis. Obstacle
limitations and markings outside.
(1899)

A runway equipped with electronic

and visual navigation aids for
INSTRUMENT which a precision or non-precision
RUNWAY approach procedure having
straight-in landing minimums has Figure 0.6 Precision Instrument
been approved. Runway Markings. (2001)

17
 A defined rectangular area on the
ground at the end of the take-off
STOPWAY run available as a suitable area in
which an aircraft can be stopped in
the case of an aborted take-off. Figure 0.7 Stopway. (2014)

TAXIWAY
A junction of two or more taxiways
INTERSECTION

An area including a taxiway

intended to protect an aircraft
operating on the taxiway and to
TAXIWAY STRIP
reduce the risk of damage to an
Figure 0.8 Taxiway Strip. (2014)
aircraft accidentally running off the
taxiway.

The portion of a runway, beyond

the threshold, intended as an
TOUCHDOWN ZONE
aiming point for touchdown.
Figure 0.9 Runway Touchdown
Zone Lights. (2005)

18
These are the main airport landside parts.
PARTS DEFINITION FIGURE

The place in an airport where

BAGGAGE CLAIM people get their luggage after a
flight.

A room at an airport for business

class passengers, with
comfortable chairs and a coffee
BUSINESS LOUNGE
bar and sometimes also
computers, fax machines, and
secretaries.

CHECK-IN
A check-in desk.
COUNTER

A large room in an airport where

DEPARTURE
you sit and wait before going onto a
LOUNGE
plane.

The place at an airport where

GATE
people get on a plane.

19
 Is responsible for the set of
SANITATION activities of sanitary control,
OFFICE epidemiological surveillance in the
airport service in general.

It refers to the methods used in an

attempt to protect passengers,
SECURITY CHECK
staff and planes from
POINT
accidental/malicious harm, crime,
and other threats.

2. SECTION TWO
2.1 Airport lighting, Marking and Signage Systems

ARFF personnel should understand the lights, markings, and signage systems
used on an airport.
In addition to runway numbers and taxiway identification systems, colored
lights, markings, and signs are used to identify various areas, buildings, and
obstructions at airports. Ensure signs, marking and lighting, conform to ICAO
Annex 14.
Watch the videos that complements the information just seen in class.
AIRPORT MARKINGS AND SIGNS.MPG: https:
www.youtube.com/watch?v=mWMo5WiP4vs

https://www.youtube.com/watch?v=7wbLG4lnyMM

20
2.2 Exercise
a. Look at the signals and signs.
 Where do you find them?
 What are their meanings?

b. Look at the previous image and match the signs and signals with the
correct letter.
___ Wind sock ___ Move ahead
___ Threshold markings ___ Runway designator
___ Reserved for helicopter ___ Direction sign (similar to
Destination sign)
___ Taxiway A changing direction
___ Connect ground power
___ Center line marking
___ Slow down
___Taxiway location sign
___ Runway taxiway holding
position

21
22
 3. SECTION THREE
3.1 Airport vehicles

23
24
 UNIT 2
AIRCRAFT
FAMILIARIZATION

CONTENTS
1. SECTION ONE 27

1.1 Background 27

1.2 Warm up activity 28

2. SECTION TWO 30

2.1 Basic Parts of an Airplane 30

2.2 Airplane Parts and Functions 30

2.2.1 Vocabulary 30

2.3 Reading Exercise 36

2.3.1 Vocabulary, Grammar and Pronunciation: 36
2.3.3 Activity 38

3. SECTION THREE 38

3.1 Aircraft Identification Features 38

3.1.1 Size 38

25
 3.1.2 Engine location and number 39
3.1.3 Engine type 39
3.1.4 Wing Placement 40
3.1.5 Wing configuration 41
3.1.6 Tail configuration 42
3.1.7 Windows shape 43
3.1.8 Fuselage shape 44
3.1.9 Landing Gear 44
3.1.10 Landing Gear Configuration 45

4. SECTION FOUR 46

4.1 Aviation Vocabulary 46

Unit goals

After completing this unit, students will be able:

 To recall basic information about aircraft and how that information relates
to aircraft rescue and firefighting ARFF operations.
 To discuss various types of aircraft
 To describe major aircraft components.
 To aircraft structural material.
 To distinguish basic aircraft systems.

26
 1. SECTION ONE
1.1 Background

Safety of the occupants is the number one priority. Enhanced knowledge of

aircraft helps ensure that ARFF operations can be performed in the quickest,
safest manner. In-dept knowledge of egress systems allows rescue crews to
assist or perform the evacuation process and increase the chance of passenger
and crew survival.
To enhance personal safety, ARFF crewmembers must exercise extreme
caution when working in and around aircraft. One of the most important aspects
of ARFF operations is aircraft familiarization training.
Introductory Video FAA
20 MIN FAA_960kbps_16x9.mp4.mp4

27
1.2 Warm up activity

1. Talk about the aircraft parts you are familiar with and their functions.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________

2. Write the name of the aircraft parts in its corresponding blank space using
the words from the chart.

28
 Watch the video to comprehend how aircraft systems work.
https://www.youtube.com/watch?v=4n_-xPIiZ6c

29
 2. SECTION TWO
2.1 Basic Parts of an Airplane
This figure shows a typical airplane with its major components listed.

2.2 Airplane Parts and Functions

2.2.1 Vocabulary
TERM DEFINITION FIGURE

The fuselage holds the

structure together and
FUSELAGE accommodates
passengers and / or
cargo.

Fuselage (2008)

30
 The cockpit holds the
COCKPIT command and control
section of an airplane.

Cockpit (2014)

The undercarriage, also

known as landing gear,
LANDING GEAR
provides a platform for
the aircraft to stand as
(UNDERCARRIAGE)
well as it plays an
important obvious role
in landing and
take-off. Undercarriage (2013)

Wings generate lift and

control the airflow while
flying. Wing design is a
crucial factor in aviation:
WING
a wing is designed to
reduce drag at the
leading edge, generate
lift and manage airflow
using the trailing edge. Wing (2012)

Slats adjust the angle of

attack of the wings,
increasing lift. Slats are
fitted at the leading
edge of the wings and
deploying them
SLAT
increases the angle of
attack of the wings,
allowing the pilot to
increase the lift Slats (2012)
generated by the wing.

31
 Flaps adjust the
camber of the wings,
increasing lift.
Flaps are normally
fitted at the trailing
edge of the wings.
Extending the flaps
FLAP
increase the camber of
the wings airfoils, thus
increasing lift at lower
speeds, an important
feature for landing.
SLATS and Flap (2013)
SPOILERS.docx
Ailerons increase or
decrease lifts
asymmetrically, to
change roll and, thus,
turn the aircraft left or
right while flying.
Ailerons are hinged
sections fitted at the
AILERON rear of each wing.
Ailerons work
asymmetrically as a
pair: as the right aileron
goes up, the left one
comes down and vice
versa, thus making the Aileron (2015)
aircraft roll right or left,
respectively.

Elevators increase or
decrease lifts on the horizontal
stabilizer symmetrically in
order to control the pitch
ELEVATOR motion of an airplane.
Elevators are hinged surfaces
fitted at the rear of the
horizontal stabilizer. They work
symmetrically as a pair. Elevator (2015)

32
 The rudder controls the yaw
motion of an airplane. The
rudder is a hinged surface
fitted to the vertical stabilizer.
When the rudder is turned to
the left, the aircraft turns to the
left in the horizontal plane;
RUDDER when the rudder is turned to
the right, the aircraft turns to
the right. The rudder pedals
are also used to turn the
aircraft left or right on the
ground. In the air, however, Rudder (2015)
the rudder is primarily used to
coordinate left and right turns.
Spoilers adjust the camber of
sections of the wings,
decreasing lift. Spoilers are
fitted on top of the wings and
are used to reduce lift on a
section of the wing in a
SPOILER
controlled manner. Spoilers
are useful for decreasing lift
without increasing the
airspeed of the airplane or
without increasing drag Spoiler (2012)
significantly.

33
 The horizontal stabilizer helps
maintain an airplane's
equilibrium and stability in
flight. It does so by providing a
mini wing at a certain distance
HORIZONTAL from the main wings (typically
STABILIZER at the back, although it can
also be positioned at the front
of the aircraft). This smaller
wing produces enough lift to Stabilizers (2013)
control the pitch of the aircraft
and maintain its stability.

The vertical stabilizer prevents

lateral movements of the
airplane. Without a vertical
VERTICAL
stabilizer, most aircraft would
STABILIZER
lose lateral control, tend to
slip, increase drag and
become uncontrollable.

34
 Watch the video about the plane parts and discuss with your teacher.
Video - Plane Parts.wmv

35
2.3 Reading Exercise
2.3.1 Vocabulary, Grammar and Pronunciation:
Airplanes are transportation devices which are designed to move people and
cargo from one place to another. Airplanes come in many different shapes and
sizes depending on the mission of the aircraft. The airplanes shown on the
previous and following slides are turbine-powered airliners which have been
chosen as a representative aircraft.

For any airplane to fly, one must lift the weight of the airplane itself, the fuel,
the passengers, and the cargo. The wings generate most of the lift to hold the
plane in the air. To generate lift, the airplane must be pushed through the air.
The air resists the motion in the form of aerodynamic drag. Modern airliners use
winglets on the tips of the wings to reduce drag. The turbine engines, which
are located beneath the wings, provide the thrust to overcome drag and push
the airplane forward through the air. Smaller, low-speed airplanes use
propellers for the propulsion system instead of turbine engines.

To control and maneuver the aircraft, smaller wings are located at the tail of
the plane. The tail usually has a fixed horizontal piece, called the horizontal
stabilizer, and a fixed vertical piece, called the vertical stabilizer. The
stabilizers' job is to provide stability for the aircraft, to keep it flying straight. The
vertical stabilizer keeps the nose of the plane from swinging from side to side,
which is called yaw. The horizontal stabilizer prevents an up-and-down motion
of the nose, which is called pitch. (On the Wright brother’s first aircraft, the
horizontal stabilizer was placed in front of the wings, this is called a canard
configuration after the French word for "duck").

At the rear of the wings and stabilizers are small moving sections that are
attached to the fixed sections by hinges. In the figure, these moving sections

36
are colored dark. Changing the rear portion of a wing will change the amount of
force that the wing produces.

The ability to change forces gives us a means of controlling and maneuvering

the airplane. The hinged part of the vertical stabilizer is called the rudder; it is
used to deflect the tail to the left and right as viewed from the front of the
fuselage. The hinged part of the horizontal stabilizer is called the elevator; it is
used to deflect the tail up and down. The outboard hinged part of the wing is
called the aileron; it is used to roll the wings from side to side. Most airliners
can also be rolled from side to side by using the spoilers. Spoilers are small
plates that are used to disrupt the flow over the wing and to change the
amount of force by decreasing the lift when the spoiler is deployed.

The wings have additional hinged, rear sections near the body that are called
flaps. Flaps are deployed downward on takeoff and landing to increase the
amount of force produced by the wing. On some aircraft, the front part of the
wing will also deflect. Slats are used at takeoff and landing to produce
additional force.

The spoilers are also used during landing to slow the plane down and to
counteract the flaps when the aircraft is on the ground. The next time you fly
on an airplane, notice how the wing shape changes during takeoff and landing.
The fuselage or body of the airplane holds all the pieces together. The pilots sit
in the cockpit at the front of the fuselage. Passengers and cargo are carried in
the rear section of the fuselage. Some aircraft carry fuel in the fuselage; others
carry the fuel in the wings.

As mentioned above, the aircraft configuration in the figure was chosen only
as an example. Individual aircraft may be configured quite differently from this
airliner. The Wright Brothers 1903 Flyer had pusher propellers and the elevators
at the front of the aircraft. Fighter aircraft often have the jet engines buried

37
inside the fuselage instead of in pods hung beneath the wings. Many fighter
aircraft also combine the horizontal stabilizer and elevator into a single
stabilator surface. There are many possible aircraft configurations, but any
configuration must provide for the four forces needed for flight. (NASA, 2015)

2.3.3 Activity
Quiz 1..\CLASSIFIED\Quiz 1 - .doc

3. SECTION THREE
3.1 Aircraft Identification Features
3.1.1 Size

SIZE may distinguish the difference between two aircraft that appear similar.

38
3.1.2 Engine location and number

An aircraft’s engine location will vary

with size, design, and operational
requirements.
Engine locations can be found:
 On, under, or through the wings
 On or through the vertical
stabilizer
 On the fuselage

3.1.3 Engine type

 A reciprocating engine (piston-engine) is found mostly on single-engine

or light twin-engine aircraft and operates a propeller.
 A turboprop engine is essentially a small turbojet engine which operates
a propeller.
• Found on many Category II aircraft
• Small or large weight class

39
  Turbine-engine creates:
 Greater horsepower
 Faster speeds
 Better performance

3.1.4 Wing Placement

There are three basic wing placements:
 High-wing: Located on top of fuselage
 Mod-wing: Mounted in the center or middle of fuselage
 Low-wing: Located on the underside or beneath the fuselage

Majority of aircraft are either high-wing or low-wing.

Other types of wing placement:

 Bi-wing (bi-plane) which, in the past, was popular, but is not very
common today.

40
  Canard,found primarily on experimental aircraft, consists of an
additional wing-like lifting surface locates ahead of the cockpit near
the nose of the aircraft.

Wing placement is not limited to aircraft categories or weight classes.

3.1.5 Wing configuration

Each aircraft has a particular wing configuration (design) that is specifically
created for its operational needs.
There are three basic wing configurations:
 Straight-wing
 Swept-wing
 Delta-wing

Wing configuration is not limited to an aircraft category or a weight class.

Wing can be configured on aircraft as follows:

41
3.1.6 Tail configuration
Tail configuration is also known as the “empennage”, which is made up of two
main components:
 Vertical stabilizer
 Horizontal stabilizer

There are six basic tail configurations:

 Conventional tail
 Forward slant vertical stabilizer
 Horizontal stabilizer above fuselage
 “T” tail-swept or straight
 “V” tail
 “Twin Boom” tail

Tail configuration is not limited to an aircraft category or a weight class.

Tails can be configured on aircraft as follows:

42
3.1.7 Windows shape
In some cases, different aircraft can look very much alike.
The windows may be the distinguishing factor that set like aircraft apart.

Windows come in different shapes and sizes:

43
3.1.8 Fuselage shape
There are three factors that contribute to the shape of fuselages.
 Aircraft’s design function
The function for transporting passengers or cargo will require a larger
fuselage than that of,say, a fighter aircraft.
 Type of power plant or engine used
Turbopropand jet engines can achieve altitudes that require
pressurization. This will influence the fuselage shape.
 Material used
The characteristics of materials sich as wood/fiber, aluminium, or
composites will affect the fuselage shape.

3.1.9 Landing Gear

There are two basic types of landing gear:
Tricycle Gear
• Consists of main left and right landing gear located aft of the aircraft’s
center of gravity.
• One forward nose gear is located forward of the aircraft’s center of
gravity.
• This is the most common type of gear found on today’s aircraft.

Conventional:
• “Trail Draggers”
• The main left and right landing gear is located towad the front of
the aircraft, just forward of the center of gravity.
• One tail wheel is located toward far aft of the aircraft.

3.1.10 Landing Gear Configuration

Landing gear configuration may be either:
44
  Fixed : Fixed gears are the landing gears that hang permanently below
the aircraft and are not moveable.

 Retractable: Retractable gears are landing gears that retract into the
fuselage for storage during flight.

45
 4. SECTION FOUR
4.1 Aviation Vocabulary
Cabin and Safety Equipment

Passenger cabin
Cockpit

Jump seat
Aisle (alley)
Row of seats

46
47
48
 UNIT 3
FIRE AND RESCUE
COMMUNICATIONS
CONTENTS
49
1. SECTION ONE 52

1.1 Background 52

2. SECTION TWO 54

2.1 Radio Procedures 54

2.1.1 Warm-up activity 54

2.2 Radio Terminology 56

2.3 ICAO Phraseologies 56

3. SECTION THREE 57

3.1 Radiotelephony, Techniques and Procedures 57

3.1.1 Exercise: Transmitting Techniques 57

4. SECTION FOUR 58

4.1 Aeronautical Phraseology 58

4.2 ICAO Phonetic Alphabet 58

4.3 Alphabet and Pronunciation 59

4.3 Numbers 60

4.4 Standard Phrases and Words 60

4.4 Distinctive call sing 64

4.5 Radio Checks Classification 64

Unit goals
50
After completing this unit, students will be able:

 To understand why the objective of the airport emergency

communications system should be to provide a primary and, where
necessary, an alternate effective means of direct communication among
all aviation stakeholders.
 To recall basic information about fire and rescue communications
including systems, procedures, terminology, and signals used in aviation.
 To describe basic airport communication systems.
 To discuss pilot/ARFF command communications.
 To identify International Civil Aviation Organization (ICAO) phonetic
alphabet designations.

51
 1. SECTION ONE

1.1 Background
Firefighter Radio Communications

“The prompt and efficient response of a modern ARFF service depends on the
reliability of its communications and alarm systems”

Communication problems commonly encountered by firefighters (and others)

can be broadly divided into two categories. First are mechanical or technical
issues related to unsuitable equipment, system design, inadequate system
capacity (too much radio traffic), and building construction, among others.

The second category includes human factors such as radio discipline, training,
and tactical decision-making. These factors, while not technical issues
themselves, adversely affect firefighter radio communications, especially when
combined with technical and equipment issues
Equipment

In general, the most common communication problem encountered by

firefighters is the inability to effectively communicate while wearing self-
contained breathing apparatus (SCBA). In addition, it is difficult to operate most
portable radios while wearing full personal protective gear (PPE). Thick fire
suppression gloves make it difficult to turn knobs or push buttons, and low-light
and smoke conditions coupled with wearing an SCBA facepiece make it hard to
see the LCD display on a radio (if so equipped). Another common problem is
the equipment’s tolerance to hazardous environmental conditions, such as high
heat, prolonged exposure to water, and rough handling. While radios are water
resistant, not all models are waterproof. This is more of a problem with older
radios, however, as newer models are more water resistant if not completely
waterproof.

Human Factors
52
Even with the most technologically advanced radio communication system, the
success and failure of radio communications depend on the person who
transmits the radio message as well as the one to whom the message is
transmitted. For example, location of the microphone in relation to the mouth
and SCBA when transmitting can be important with some radio systems. The
clarity with which the transmitting person speaks, coupled with the volume of
the transmission, will drive the audibility of the message at the receiving end. It
is also incumbent on firefighters to know when to transmit over the radio and
when not to transmit a message.
https://www.skybrary.aero/index.php/Direct_Emergency_Communication

Introductory Video FAA

10 MIN FAA_960kbps_16x9.mp4.mp4

53
 2. SECTION TWO
2.1 Radio Procedures
2.1.1 Warm-up activity
Read the following information on most common hand signals and discuss with
your classmates how important they are for firefighter’s communication process.

Communications between ARFF primary responders and others

After receiving initial information about the emergency via the alarm system, the
ARFF responders will receive clearance onto the airport movement area to the
emergency location over the ATCT-published ground control and/or Tower
frequencies. Alternate procedures should be specified in the ARFF
Communications.

Standard emergency hand and arm signals

The following hand signals are established as the minimum required for
emergency communications between the ARFF IC/ARFF Firefighters and the
Cockpit and/or Cabin Crews of the emergency aircraft. ARFF emergency hand
signals to the Cockpit Crew should be given from the left front side of the
aircraft. Note: In order to communicate more effectively with the Cabin Crew,
ARFF Firefighters may give emergency hand signals from other positions.

54
55
2.2 Radio Terminology
TERM DEFINITION
International Distress Call (radio silence for others on
frequency in use). When repeated three times, it
MAYDAY
indicates imminent and grave danger and that
immediate assistance is requested.
(Pon-Pon) Urgency transmissions (do not block or
interfere on frequency). When repeated three times,
PAN-PAN
indicates uncertainty or alert followed by the nature of
the urgency.
I have received all your last transmission.
ROGER
I have received your message, understand it, and will
WILCO
comply with it.
NEGATIVE “No” or “permission not granted” or “that is not correct”.
AFFIRMATIVE “Yes”
ETA Estimated time of arrival – (runway-on time or at gate).
SOULS ON BOARD Total number people on aircraft (passengers and crew).
SAY AGAIN Used to request a repeat of last transmission.
Total quantity of fuel on board aircraft in pounds or
FUEL ON BOARD
kilograms.
www.airlinepilotsassociation.com

2.3 ICAO Phraseologies

ICAO phraseologies are contained in procedures found in Annex 10 -
Aeronautical Telecommunications, Volume II - Communication Procedures
including those with PANS status and in the Procedures for Air Navigation
Services -Air Traffic Management (PANS-ATM, Doc 4444).
While the procedures and phraseology specifically reflect the situation in an
environment where very high frequency (VHF) is in use, they are equally
applicable in those areas where high frequency (HF) is used. ICAO
phraseologies are developed to provide efficient, clear, concise, and
unambiguous communications, and constant attention should be given to the
correct use of ICAO phraseologies in all instances in which they are applicable.
Users may find it necessary to supplement phraseologies with the use of "plain"
language. When it is necessary to use plain language, it should be used
according to the same principles that govern the development of phraseologies
in that communications should be clear, concise, and unambiguous. Enough

56
proficiency in the language being used is also required. (ICAO language
proficiency requirements are found in ICAO Annex 10, Volume II and Annex 1 -
Personnel Licensing.)
In addition to correct use of phraseologies and adequate language proficiency,
it is also important to keep in mind that the language being used in
radiotelephony is often not the first language of the receiver or originator of a
transmission. An awareness of the special difficulties faced by second-language
speakers contributes to safer communications. Transmissions should be slow
and clear. Direct statements which avoid idiomatic expressions are easier to
understand than indirect statements or colloquialisms or slang.

3. SECTION THREE
3.1 Radiotelephony, Techniques and Procedures
3.1.1 Exercise: Transmitting Techniques
1. Read and Translate.
Las técnicas de transmisión que se describen a continuación contribuirán a que las
comunicaciones orales transmitidas se reciban con claridad y sean
satisfactorias:
a) Antes de iniciar la transmisión en la frecuencia que ha de utilizarse, haga
escucha para verificar que no habrá interferencias con la transmisión de otra
estación.
b) Familiarícese con las técnicas correctas de utilización del micrófono.
c) Emplee un tono normal de conversación, hable con claridad.
d) Mantenga una velocidad constante de dicción que no exceda de 100
palabras por minuto. Cuando sepa que el receptor del mensaje habrá de anotar
los elementos del mensaje, hable más lentamente.
e) Mantenga el volumen de dicción en un nivel constante.
f) Una ligera pausa antes y después de los números hará que sean más fáciles
de entender.
g) Evite emitir sonidos en momentos de duda tales como "humm", “este/o.…”

57
h) Antes de empezar a hablar oprima a fondo el interruptor de transmisión y no
lo suelte hasta terminar el mensaje. Con esto tendrá la seguridad de que se ha
transmitido la totalidad del mensaje.

2. Read and Translate.

Una situación irritante y potencialmente peligrosa en radiotelefonía es un
interruptor de micrófono "trabado". Los usuarios deberían asegurarse en todo
momento de que el interruptor ha quedado libre después de una transmisión y
de que el micrófono se ha puesto en un lugar apropiado en el cual el interruptor
no pueda quedar inadvertidamente conectado.

4. SECTION FOUR

4.1 Aeronautical Phraseology

Standard phrases and words
KEYWORDS.ppt

4.2 ICAO Phonetic Alphabet

ICAO phonetic alphabet or more formally the international radiotelephony
spelling alphabet, is the most commonly used spelling dictionary in the aviation
industry. This alphabet assigns code words to all the letters in the English
alphabet so that combinations of letters (and numbers) can be pronounced and
understood by those who transmit and receive voice messages by radio or
telephone regardless of their native language. The main reason it is used is so
that the message that is trying to be conveyed over the radio can be clearly
understood. This alphabet is very important to all pilots as it allows them to
transmit messages and radio calls to Air Traffic Controllers (ATC) and other
traffic in the area that they are flying.
http://aviationknowledge.wikidot.com/aviation:nato-phonetic-alphabet

58
4.3 Alphabet and Pronunciation
When transmitting individual letters, the following standard words should be
used. The syllables that should be stressed are printed in capital letters. So, in
the word "Alfa", the first syllable "AL" is emphasized so it is pronounced AL-fah.

59
4.3 Numbers

4.4 Standard Phrases and Words

In radiotelephone communications the following phrases and words shall be
used with the following meaning.
ENGLISH DEFINITION SPANISH DEFINTION
"Confirm that the “Confirmar si se ha
ACKNOWLEDGE message is ACUSE RECIBO comprendido el
understood" mensaje”
“Yes, it is” or “Si, así es” o
AFFIRM AFIRMO
“permission granted" “permiso concedido”
"Disregard this “Hacer caso omiso
DISREGARD ANULE
transmission" de esta transmisión”
"Approval for the “Autorización
APPROVED proposed measure" APROBADO concedida para la
medida propuesta”
"Permission to act “Permiso para
under certain actuar en
CLEARED AUTORIZADO
conditions" condiciones
determinadas”
"Through this word the “Por medio de esta
separation between palabra se indica la
the parts of the separación entre las
message is indicated". partes del mensaje”.
BREAK SEPARACIÓN
(It is used when there (Se utiliza cuando
is no clear distinction no hay distinción
between the parts of clara entre las
the message). partes del mensaje).
"Cancel the “Anular la
CANCEL authorization CANCELE autorización
previously transmitida

60
 transmitted". anteriormente”.
"Request repetition of “Solicitar repetición
the whole message, or del todo el mensaje,
a specific part of it, o una parte
READ BACK exactly as it was COLACIONE específica del
received." mismo,
exactamente como
fue recibido”.
HOW DO YOU "Verify the quality of “Verificar la calidad
COMO ME RECIBE
READ the transmission" de la transmisión”
Request verification of: “Solicitar
authorization, verificación de:
instruction, action or autorización,
information "(must be instrucción, acción o
accompanied by the información” (debe
respective ir acompañada de la
information). respectiva
CONFIRM CONFIRME información).
"Single word, it is used
to request repetition of “Sola, se utiliza para
the message, either by solicitar repetición
not listening or not del mensaje, ya sea
understanding" por no escuchar o
no entender”
WILCO "Message understood" “Mensaje
or "Take action comprendido” o
COMPRENDIDO
according to" “Tomar acción de
(will comply) acuerdo con”
"Examine a system or “Examinar un
procedure" (should not sistema o
be used in another procedimiento” (no
CHECK context, usually does COMPRUEBE debe utilizarse en
not require a otro contexto,
response). normalmente no
requiere respuesta).
"Change frequency or “Cambiar de
establish frecuencia o
CONTACT communication with ..." COMUNIQUE establecer
comunicación
con…”
"True" or "Accurate" or “Cierto” o “Exacto” o
CORRECT CORRECTO
"That's right" “Así es”
Error in the “Error en la
transmission or in the trasmisión o en el
CORRECTION indicated message" CORRECCION mensaje indicado”
"Indicate the correct “Indicar la versión
version" correcta”
SPELL OUT "Pronounce each letter DELETREE “Pronunciar cada

61
 of each word in the letra de cada
aeronautical alphabet" palabra en el
alfabeto
aeronáutico”
"When communication “Cuando la
is difficult" comunicación es
difícil”
As request: I beg to
transmit each word or Como solicitud:
phrase twice " ruego transmitir
cada palabra o
DOS VECES CADA
WORDS TWICE As information: each frase dos veces”
PALABRA
word or phrase of this
message will be Como información:
transmitted twice cada palabra o
frase de este
mensaje se
transmitirá dos
veces.
"Listen in... (frequency) “Escuchar en…
"or "tune frequency... (frecuencia)” o
and wait to be called." ESCUCHE “Sintonizar
MONITOR
MONITIREE frecuencia … y
espere a ser
llamado”
"Wait to be called” “Esperar llamado”
STANDBY
“Slow Your speech’ HABLE MAS “Disminuir la
SPEAK SLOWER
LENTO velocidad al hablar.
"It should only be used “Solo debe utilizarse
when, for safety cuando, por
reasons, immediate razones de
IMMEDIATELY action is required" INMEDIATAMENTE seguridad, se
requiera la adopción
de medidas
inmediatas”
"It is not possible to “No es posible
comply with a request, cumplir con una
instruction or solicitud, instrucción
UNABLE IMPOSIBLE
authorization” (the o autorización (se
reason must be debe explicar el
explained). motivo)
"Continue with the “Continuar con el
specified level" or nivel especificado” o
MAINTAIN MANTENGA
literally "Keep VFR" en sentido literal
“Mantenga VFR”
"No" or "Permission “No” o “Permiso no
NEGATIVE NEGATIVO
not granted" or "It is concedido” o “Es
62
 incorrect" or "You incorrecto” o “No se
cannot" puede”
"Transmit the following “Transmitir la
REPORT information" NOTIFIQUE siguiente
información”
"Latest information “La última
already issued or read información ya
back is invalidated expedida o
because the message colacionada se
has been totally or NUEVA invalida porque se
RECLEARED
partially modified, AUTORIZACIÓN ha modificado de
generating a new forma total o parcial
authorization" el mensaje
generando una
nueva autorización”
"Continue with your “Prosiga con su
message" or "I hear mensaje” o “Le
GO AHEAD you, proceed with your PROSIGA escucho, prosiga
transmission or con su transmisión
request" o solicitud”
"All the previous “Ha sido recibida
ROGER transmission has been RECIBIDO toda la transmisión
received" anterior”
"Repeat all, or certain “Repita todo, o
SAY AGAIN part of transmission" REPITA determinada parte
de la transmisión”
"Repeat the message “Repetir para
I SAY AGAIN to clarify or REPITO aclarar o subrayar”
emphasize"
"I would like to know..." “Desearía saber…”
REQUEST SOLICITO
or "I want to get" o “Deseo obtener”
"Check and confirm “Compruebe y
VERIFY with the sender" VERIFIQUE confirme con el
remitente”

4.4 Distinctive call sing

Aeronautical stations are identified by the name of the place followed by a
suffix. The suffix indicates the type of dependency or service provided, as
follows:

63
 DISTINCTIVE CALL SING SUFFIX
DEPENDENCY
ENGLISH SPANISH
Area Control Centre CONTROL CONTROL
Approach control APPROACH APROXIMACIÓN
Aerodrome control TOWER TORRE
Ground movement
GROUND SUPERFICIE
control
Radar (general) RADAR RADAR
Approach control
ARRIVALS LLEGADAS
radar arrivals
Flight information
INFORMATION INFORMACIÓN
service
Delivery of the
DELIVERY AUTORIZACIÓN
authorization

4.5 Radio Checks Classification

SPANISH ENGLISH DEFINITION
Le recibo 1 I read you 1 Transmission illegible
Le recibo 2 I read you 2 Intermittently legible
Le recibo 3 I read you 3 Legible with difficulty
Le recibo 4 I read you 4 Transmission legible
Le recibo 5 I read you 5 Perfectly legible

64
65
 UNIT 4
WEATHER REPORT
AND OPERATION
CONDITIONS
CONTENTS
66
1. SECTION ONE 69

2. SECTION TWO 70

2.1 Weather Codes and Symbols 70

2.2 Weather Phenomena 70

3. SECTION THREE 72

3.1 METARS 72
3.1.1 Example 72

4. SECTION FOUR 73

4.1 ATIS 73

4.2 Use of ATIS 75

4.3 Samples 75

5. SECTION FIVE 76

5.1 ATIS Oversight Incident 76

5.2 The Investigation 77

5.3 Safety Recommendations 78

67
Unit Goals

 After completing this unit, students will be able to:

 Listen and understand an ATIS recording
 Understand the airport operation conditions and weather reports

68
 1. SECTION ONE

Watch the videos that complements the information just seen in class.
Aviation Weather.mp4

METEOROLOGY
(Weather related accident on landing)
Fire flight.wmv

69
 2. SECTION TWO
2.1 Weather Codes and Symbols
QUALIFIERS
1. Intensity or proximity 2. Descriptor
VC In the Vicinity
MI Shallow
- Light PR Partial
Moderate (no symbol) BC Patches
+ Heavy DR Low Drifting
BL Blowing
SH Shower(s)
TS Thunderstorms
FZ Freezing

2.2 Weather Phenomena

WEATHER PHENOMENA
3. Precipitation 4. Obscuration 5. Other

DZ Drizzle BR Mist PO Well-Developed Dust /

RA Rain FG Fog Sand Whirls
SN Snow FU Smoke SQ Squalls
SG Snow Grains VA Volcanic Ash FC Funnel Cloud
IC Ice Crystals DU Wide spread Dust +FC Tornado
PL Ice Pellets SA Sand +FC Waterspout
GR Hail HZ Haze Tornadoes and waterspouts
GS Small Hail or Snow PY Spray shall be coded as +FC
Pellets SS Sandstorm
UP Unknown Precipitation DS Dust-storm

70
WEATHER CODES AND SYMBOLS.docx

71
 3. SECTION THREE
3.1 METARS
METAR reports typically come from airports or permanent weather observation
stations. Reports are typically generated once an hour; if conditions change
significantly, however, they can be replaced in special reports called SPECIs.
Some reports are encoded by automated airport weather stations located at
airports, military bases, and other sites (Cerrejon, Colombia automated
Reports). Some locations still use augmented observations, which are recorded
by digital sensors, encoded via software, and then reviewed by certified weather
observers or forecasters prior to being transmitted. Observations may also be
taken by trained observers or forecasters who manually observe and encode
their observations prior to transmission.

3.1.1 Example
METAR SKBO 041100Z 12008KT 010V180 8000 -RA BKN022CB OVC050
10/08 A2998 RMK CB/N
Abbreviation Meaning
s and
Symbols
METAR Indicates that the following is a standard hourly observation.

SKBO It is the ICAO airport code for El Dorado International Airport.

041100Z It is the day of the month (the 4th) followed by the time of the observation
(1100 Zulu time, which equals 06:00 am Local Time).

12008KT Indicates the wind direction is from 120° at a speed of 8 KNOTS.

010V180 Indicates the wind direction is varying from 010° to 180°.

8000 Indicates the prevailing visibility is 8,000 meters.

-RA Indicates light rain (If any precipitation begins with a minus or plus (-/+), it is
either light or heavy). If there is not sign, it means the intensity is Moderate.
BKN022 Indicates a broken (over half the sky) cloud layer at 2,200 ft. above ground
level (AGL). "BKN" or "OVC" specifies the ceiling.
OVC050 Indicates a solid cloud layer (overcast) at 5,000 ft above ground level.
10/08 Indicates the temperature is 10°C and the dew point is 08 °C. (An M in front
of the number indicates that the temperature/dew point is below zero (0)
72
 Celsius).
A2998 Indicates the current altimeter setting (QNH) 29.98 in Hg).

CAVOK (Abbreviation for Ceiling and Visibility Okay) indicating no cloud below
5,000 ft., no cumulonimbus at any level, and visibility of 10 km.
NOSIG At the end of the report means that no significant change is expected to
the reported conditions within the next 2 hours.
= Indicates the end of the METAR report.

4. SECTION FOUR

4.1 ATIS

Automatic Terminal Information Service (ATIS)

The automatic provision of current, routine information to arriving and departing
aircraft throughout 24 hrs or a specified portion thereof:

 Data link-automatic terminal information service (D-ATIS). The provision

of ATIS via data link.
 Voice-automatic terminal information service (Voice-ATIS). The provision
of ATIS by means of continued and repetitive voice broadcasts.
(ICAO Doc 4444: PANS-ATM)

73
Content of Voice-ATIS Broadcasts
Voice-ATIS broadcasts normally contain the following information in the order
listed:

 name of aerodrome;
 arrival and/or departure indicator;
 contract type, if communication is via D-ATIS;
 designator;
 time of observation, if appropriate;
 type of approach(es) to be expected;
 the runway(s) in use; status of arresting system constituting a potential
hazard, if any;
 significant runway surface conditions and, if appropriate, braking action;
 holding delay, if appropriate;
 transition level, if applicable;
 other essential operational information;
 surface wind direction (in degrees magnetic) and speed, including
significant variations and, if surface wind sensors related specifically to the
sections of runway(s) in use are available and the information is required
by operators, the indication of the runway and the section of the runway to
which the information refers;
 visibility and, when applicable, RVR;
 present weather;
 cloud below 1 500 m (5 000 ft) or below the highest minimum sector
altitude, whichever is greater; cumulonimbus; if the sky is obscured,
vertical visibility when available;
 air temperature;
 dew point temperature;
 altimeter setting(s);
 any available information on significant meteorological phenomena in the
approach and climb-out areas including wind shear, and information on
recent weather of operational significance;
 trend forecast, when available; and
 specific ATIS instructions.
Voice ATIS may be transmitted on a dedicated VHF communications frequency
or as the voice element of a navigational facility (e.g. VOR).

At busy airports, separate ATIS broadcasts may be made for arrivals and for
departures.

74
4.2 Use of ATIS
An important element of an ATIS broadcast is the identifying code (usually a
single alphabetical letter). The pilot listens to the ATIS just prior initial contact
and notes the code letter; on check-in, the pilot reports the code letter of the
ATIS copied. This enables the controller to confirm that the pilot has copied the
current ATIS. Normal practice is for the controller to up-date the pilot if the ATIS
or any element of it subsequently changes materially.

In some cases, Operator procedures predicated on R/T communications safety

require that both pilots in multi-crew aircraft remain on the principal ATC
frequency once the aircraft is below FL100/10,000ft. This means that ATC must
pass any significant changes to the reported ATIS. 1

4.3 Samples
Automatic_terminal_information_service

Digitized Voice
https://www.youtube.com/watch?v=vySLJmPLCXA

1
The following information was taken from:
https://www.skybrary.aero/index.php/Automatic_Terminal_Information_Service_(ATIS)
75
 5. SECTION FIVE
5.1 ATIS Oversight Incident

Emirates Flt. # 419

On 22 March 2007, an Emirates Boeing 777-300ER, started its take-off on

runway 05R at Auckland International Airport bound for Sydney. The pilots
misunderstood (did not copy) that the runway length had been reduced during
a period of runway works and started their take-off with less engine thrust and
flaps than were required. During the take-off, they saw work vehicles in the
distance on the runway and realizing something was amiss, immediately
applied full engine thrust and got airborne within the available runway length
and cleared the work vehicles by about 28 meters.

76
5.2 The Investigation
Findings from the Serious Incident investigations led by the New Zealand
Transport Accident Investigation Commission (TAIC) identify the following
safety issues:
“An information processing error by the pilots led them to believe the full
runway length was available for departure when it had been reduced, so they
began their take-off with less thrust than required for the available length of
runway.
The pilots’ error stemmed from a mindset they had developed from their
landing a few hours earlier, that the runway length restrictions had been
removed, and their insufficiently thorough pre-flight checking process.
The captain’s prompt application of full thrust after the pilots saw the obstruction
on the end of the runway ensured a safe outcome to the take-off.
The pilots’ error compromised their ability to reject the take-off or maintain
obstacle clearance safely in the event of a loss of engine thrust, and exposed
the flight and ground personnel to unnecessary risk.
The current ATIS broadcast did not properly fulfill its intended purpose of
conveying essential but routine information to the pilots because:
- It was about twice as long as that recommended by ICAO
- It contained permanent information
- Its words “normal operations” contradicted the reference later in the
ATIS that advised “reduced runway length”
Although the ATIS broadcast contained the correct information about the
runway length restrictions, its word choice helped reinforce the pilots’ mindset
that the runway length was normal when it was not, and its construction was
not robust enough to break that mindset.
The Auckland AIP arrival and departure information inadvertently restricted
ATS’s word choice for ATIS broadcasts so that it implied that operations were
normal when a non-normal runway restriction was in effect.
The format of the printed version of the ATIS broadcast made it confusing to
read, and some interpretation was required to determine the length and content
of each sentence. This format contributed to the pilots’ information-processing
error.
77
The Auckland AIP arrival and departure information inadvertently restricted
ATS’s word choice for ATIS broadcasts so that it implied that operations were
normal when a non-normal runway restriction was in effect.
The format of the printed version of the ATIS broadcast made it confusing to
read, and some interpretation was required to determine the length and content
of each sentence. This format contributed to the pilots’ information-processing
error.
ATIS broadcasts were the only normal means used to alert pilots to critical
runway information, such as when length restrictions were in effect.
Had another defensive layer been established that required controllers to use
standardized, unambiguous phraseology to warm pilots whenever runway
restrictions were in effect, the pilots’ mindset would likely have been broken”

5.3 Safety Recommendations

Six Safety Recommendations were made on 23 October 2007
and are listed below in order of development and not necessarily
in any order of priority.
To the Director of Civil Aviation in respect of the ANSP:
• Ensure that ATIS broadcasts at all applicable airports, regardless of the
means of format and transmission of ATIS, have clear word and
sentence structures, are unambiguous, never imply that things are
normal when they are not, contain no permanent information and
conform as closely as possible to ICAO-recommended standards.
• Enhance the Auckland International Airport AIP arrival and departure
information so the words “normal operations” are not selected for use in ATS
communications when any non-normal operations are in effect.
• Enhance ATS procedures so that controllers, in addition to what may be
contained in ATIS, always unambiguously warn pilots when runway
restrictions are in effect.
• Ensure controllers always confirm that pilots acknowledge receipt of the
current ATIS broadcast.
78
 UNIT 5
ANATOMY

79
 CONTENTS
1. SECTION ONE 82

1.2 Parts of The Human Body 82

1.3 Bone Structure 83

80
Unit goal 
Upon successful completion of this unit, the students will be able to: 
 Name parts of a human body
 Ask questions and give advice to an injured passenger or crew member
 State intentions

Cognitive objectives
 Vocabulary related to parts of a human body
 Asking questions and giving advice grammar structure

Methodology
- Audio/Visual presentations
- Class participation – role play - Communicative approach

Evaluation
The students should demonstrate knowledge attained from topics covered in
this lesson and their comprehension and speaking ability, resolving
understanding differences amongst participants during class discussions.

81
 1. SECTION ONE
1.2 Parts of The Human Body

https://www.youtube.com/watch?v=mc5Wq0offG0

82
1.3 Bone Structure

83
 UNIT 6
PROTECTIVE
EQUIPMENT
84
 AND TOOLS
CONTENTS
1. SECTION ONE 87

1.1 Background 87

2. SECTION TWO 88

2.1 Protective Clothing 88

2.2 Self-Contained Breathing Apparatus 89

2.3 Firefighter Equipment 89

2.4 Flash hood 90

2.5 Firefighter helmet 91

2.6 Hand protection 91

2.7 PPE 92

3. SECTION THREE 93

3.1 Rescue Tools and Equipment 93

85
Unit Goals

After completing this unit, students will be able:

 To describe Personal Protective Equipment.

 To discuss the use of ARFF rescue tools and equipment.
 To describe hand tools used in ARFF rescue operations.
 To recognize power tools used in ARFF rescue operations.

86
 1. SECTION ONE
1.1 Background
Modern commercial aircraft can have the capacity to carry several hundred
passengers and crew. Therefore, due to the mass casualty potential of an
aviation emergency, it is critical that emergency response equipment and
personnel arrive at the scene within the minimum possible time. The maximum
response time from initial notification until the first vehicle is on scene and
spraying fire retardant is defined by State regulation and generally ranges from
three to four minutes under conditions of good visibility and uncontaminated
surfaces. At large aerodromes, this often means that more than one fire station
will be necessary. This timely arrival and the firefighters’ initial mission to protect
the aircraft against all hazards, most critically fire, increases the survivability of
the passengers and crew on board. Airport firefighters have advanced training
in the application of firefighting foams and other agents used to extinguish
burning aviation fuel in and around an aircraft. This helps to provide and
maintain a path for the evacuating passengers to exit the fire hazard area.
Should fire be present within the cabin or encroach upon the cabin from an
external fire, the responders must work to control and extinguish those fires as
well.

All responding personnel, except for the Driver/Operator, shall, during all
emergency responses that may require immediate action upon arrival, wear full
protective clothing.

Personal Protective Equipment (PPE) will consist of protective clothing, self-

contained breathing apparatus, and other personal safety devices that are
designed to provide protection to firefighters when engaged with firefighting.

Burning fuels generate intense radiant heat. Firefighters wear a protective

ensemble referred to as a 'fire proximity suit' that is coated with a silvered
material designed to reflect heat away from their bodies. They must also wear
self-contained breathing apparatus to provide a source of breathable air
allowing them to work in an environment of smoke and other super-heated
gases. This is especially critical when making entry into the burning cabin of an
aircraft.

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 Introductory Video FAA
5 MIN FAA_960kbps_16x9.mp4.mp4
10 MIN FAA_960kbps_16x9.mp4.mp4
10 MIN FAA_960kbps_16x9.mp4.mp4
10 MIN FAA_960kbps_16x9.mp4.mp4
10 MIN FAA_960kbps_16x9.mp4.mp4
4 MIN FAA_960kbps_16x9.mp4.mp4

2. SECTION TWO
2.1 Protective Clothing
Commonly referred to as “turn-out” or “bunker” gear, protective clothing will
consist of pants, a jacket, a helmet, protective Nomex or PBI protective hood,
gloves, and boots that are approved for structural firefighting, however not
limited to such operations.

It is designed to be used with various types of incidents that fire department

may come in contact with. Bunker gear and / or PPE should not be expected to
offer complete and a high level of protection to the wearer, however is suitable
for lesser hazards that may be encountered while operating on emergency
incident scenes, grass/woods fires, and other minor hazardous materials
incidents.

2.2 Self-Contained Breathing Apparatus

Commonly referred to as SCBA or “air packs”, self-contained breathing
apparatus provides respiratory protection in dangerous atmospheres including
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oxygen deficiency, toxic gases, elevated temperatures, and smoke.

2.3 Firefighter Equipment

The first component of firefighting equipment is the uniform that a firefighter will
wear around the station. Its purpose is to provide comfortable clothing that they
wear around the station but will not become an obstruction when a firefighter is
required to put on his/her turnout gear. Naturally, turnout gear is to be worn over
the station garments during any call that a firefighter is called upon. Another
aspect of the station uniform is the station safety shoes, commonly referred to
as work boots. These shoes are required to be fitted with safety toes and
puncture-resistant soles in most countries in case the firefighter goes out on a
call that does not require his/her turnout gear.

Once the need arises for actual firefighting protective equipment to be worn,
also known as turnouts, a firefighter must properly wear protective equipment
required. Turnout trousers will be the first article of clothing that a firefighter will
usually wear. Suspenders worn with the turnout trousers should be the heavy-
duty type in order to stand up against such heavy weights and rigorous activities
they will face.

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A turnout coat is the type of jacket typically worn by firefighters. Oversized
pockets allow for carrying tools and equipment, and reflective safety stripes
ensure that firefighters remain visible to each other.

Firefighter turnout boots are usually sized as a regular shoe but are made of
rubber or leather with a Boron Steel toe insert. The boots are slipped inside the
legs of the trousers to maintain a barrier from the heat given off by the fire.

2.4 Flash hood

When helmets do not provide built-in protection for the ears, neck and part of
the face a protective firefighting hood is worn by firefighters. These are fitted
and designed to protect the firefighter’s ears, neck, and the parts of his/her face
which are not protected by the SCBA mask.

90
2.5 Firefighter helmet
It is designed to protect a firefighter from falling debris and injury to the head
while fighting a fire. The secondary job of the fire helmet is to protect from heat,
and hence burns to the head.

2.6 Hand protection

Many types of hand protection are available to firefighters today, the most
common being the work glove and the structural firefighting glove. Work gloves
are a must for all fire services. They are used when gloves are required, but
actual firefighting gloves are not. They allow better mobility to perform various
types of functions from relaying hose beds to vehicle maintenance. Work gloves
are usually made of leather or a leather-like material. Extrication gloves are
similar in design and appearance to auto mechanic's gloves but are made of a
heavier rip-proof and puncture-resistant material such as Kevlar while still
lightweight enough to allow the manual dexterity to operate rescue equipment
and sometimes enough to take a victim's pulse. These are used in urban search
and rescue, vehicle extrication and related applications, but are not rated for
firefighting.

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2.7 PPE
For maximum protection, airport firefighters should wear radiant heat produced
at an aircraft fire. This equipment has to meet some intensive reflective and
insulation standards. Many people have been under the false impression that
this PPE protects firefighter so well that they can walk right into the flames. This
cannot be further from the truth. As the name implies, it is only affective for
proximity work.

The aluminized coating material allows firefighters to get close to extreme

radiant-heat producing fires. Other uses for proximity PPE would be at a bulk
fuel facility or at a chemical plant.

Proximity PPE is generally a three-piece outfit consisting of a coat, pants and a

hood. The hood fits over the head and covers the shoulders with the aluminized
material. The hood comes with a face shield that is coated with an anodized
gold material that creates a mirror-like finish on the glass, which reflects heat
away.

Another specialty type of personal protection equipment is the lightweight

clothing used by wildland firefighters. This type of PPE (or brush gear, as it is
more commonly called) is designed of a fire-resistive material and actually has
some breathability to it. The brush gear is worn over an undergarment that
consists of a long-sleeved T-shirt, pants and socks. This undergarment should
be made of 100% cotton; synthetic materials should never be worn.
Footwear is another very important part of the wildland firefighters PPE.
Generally, high-quality leather boots between 8 to 10 inches in height are used,

92
giving support to the ankles and at the same time helping aid against snake
bites. If you have ever been in the military, you will understand how important
good-fitting pair of boots is.

One piece of equipment carried by wildland firefighters is their fire shelter tents.
Although not really considered to be a part of their PPE, it does provide
protection. Made of the same material as firefighting proximity PPE used by
ARFF firefighters, this equipment is a very essential part of the life-safety
equipment needed in the field.

3. SECTION THREE
3.1 Rescue Tools and Equipment
They include hand and power tools.
Hand tools are used in restricted access areas and mobility. The most common
tools that make up this group are:
Dzus fastener key - sledge hammers
Screwdrivers - metal cutting saws
Pike poles - harness-cutting knife
Rescue tool assembly - cable cutters
Axes

Power tools may be easier for rescue work and have a mechanical advantage.
They can be classified according to its power source in:

Gasoline powered
Electric
Hydraulic
Pneumatic: eg. Pneumatic lifting bags
93
and they cal also be clasified according to its use in :

Cutting: e.g. Air chisel

Prying
Pushing/ pulling
Striking

https://es.slideshare.net/Training1PFD/chapter-08-rescue-tools-and-equipment

94
 UNIT 7
GRAMMAR AND
PRONUNCIATION
CONTENTS
1. SECTION ONE 97

1.1 Subject and Verb Agreement 97

95
1.2 Nouns 97

1.3 Collective Nouns 98

1.4 Indefinite Pronouns 99

1.5 Words That Measure 100

1.6 Titles and Names 101

2. SECTION TWO 101

2.1 Verb Forms 101

2.2 Pronoun Agreement 104

2.3 Indefinite Pronouns 104

2.4 Comparative and Sentence-Completion Pronouns 106

3. SECTION THREE 106

3.1 Often Confused Words 106

3.2 Correct Use of Prepositions That Follow Certain Words 118

3.3 Exercise 119

1. SECTION ONE
1.1 Subject and Verb Agreement
A subject and verb must agree in number and person.

Singular Plural
First person: I walk we walk
Second person: you walk you walk
Third person: he walks
she walks they walk

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 it walks
Most writers have little problem with typical sentences that have either a clearly
singular or plural subject, such as the following sentences:
- The Brooklyn Bridge connects Brooklyn with Manhattan.
- Aviation Safety Inspectors investigate, assess and write accident reports.
- The airplanes are parked across the main terminal.

1.2 Nouns
Abstract noun names an idea, event, quality, or concept:
(freedom, love, courage.
Abstract and
Concrete noun
Concrete nouns name something recognizable through the sense:
(table, dog, house...)

It refers to a person, animal, or other creature:

(man, elephant, chicken...)
 Animate noun
An inanimate noun refers to a material object:
(stone, wood, table...)
It describes a group of things or people as a unit:
 Collective noun
(family, flock, audience...)
A common noun is the name of a things:
(table, book, window...) 
Common and
Proper noun Proper nouns; however, refer to the name of a person, place or
thing:
(John, Joseph, London...)
They have a singular and a plural form. In plural, these nouns can be
used with a number- they can be counted.
Countable (2 Friends, 3 chairs, 4 houses, 5 boys...)
(or count) nouns
Uncountable (or non-count) nouns, however, can only be used in
singular. They can't be counted. (They have Money, that store has
bread, I drink lots of water, etc.)

1.3 Collective Nouns

Make reference to a group of people or objects.
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They take singular form verbs when indicating a single group or unit. For
example:
Assembly Family
Association Firm
Audience Group
Board Information
Cabinet Jury
Class Majority
Commission Management
Committee Minority
Company Orchestra
Council·crowd Public
Department Staff
Faculty
EXAMPLE: The committee is meeting today.
NOTE: Plural collective nouns take plural verb forms. EXAMPLE: The
committees are meeting today.

The following collective nouns are singular although they appear plural in form:
 news
 apparatus
 series
 summons

Example: The World Series is always exciting.

On the other hand, these collective nouns are plural:
 assets
 earnings
 odds
 premises
 profits
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  savings
 wages
 winnings

1.4 Indefinite Pronouns

Indefinite pronouns do not refer to anyone or anything in particular and
require singular verbs.
Example: Everyone is waiting to meet you.
Here is a list of indefinite pronouns:
 anybody
 anyone
 any one
 anything
 each
 either
 every
 everyone
 everybody
 everything
 neither

When two singular words are joined by or, either...or, neither...nor, the verb
is singular:
Example: Either William or Mary is going to receive the award.
When two plural words are joined by or, either...or, neither...nor, the verb is
plural:
Example: Neither the students nor their parents are pleased with the news of a
tuition increase.
When a singular and plural words are joined by or, either...or, neither...nor,
the verb agrees with the word closer to it:

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Example: Either the manager or her assistants are going to edit the report.

1.5 Words That Measure

 Words that denote measurement often require a singular verb:

Example: Fifty dollars is the average price of dinner in the new restaurant.
 However, when the items being measured are viewed individually, use a
plural verb:

Example: Your fifty dollars are in the jar. (loose bills)

When fractions and expressions that denote measurement are followed by a
prepositional phrase beginning with of, the object of the phrase determines if
the verb is singular or plural:
Example: One-half of the report has been completed.
One-half of the reports have been completed.
The term the number is singular, but a number is plural:
Example: The number of cardinals I've seen this spring is surprising.
A number of birds are gathering on my lawn this morning.

1.6 Titles and Names

Individual titles of books, newspapers, magazines, journals, reports, manuals,
plays, courses, subjects, and names of companies and organizations are
always followed by a singular verb.
Example:
The New York Times is a famous newspaper.
Physics is a difficult subject for many people.
Romeo and Juliet is one of Shakespeare's most popular plays.

100
 2. SECTION TWO
2.1 Verb Forms
Group Applications Practice
Some verbs can be troublesome because they change their forms depending
on the tense. Some words are always the same, such as cut, bid, burst, read,
and set.
Remember that with few exceptions, the irregular verbs listed here change their
spelling to form the past tense:
Present Tense Past Tense Past Participle [*]
Arise Arose Arisen
Wake Awoke Awoken
Be(am, is , are) Was, were Been
Begin Began Begun
Bite Bit Bitten
Blow Blew Blown
Break Broke Broken
Buy Bought Bought
Catch Caught Caught
Choose Chose Chosen
Come Came Come
Creep Crept Crept
Dive Dove Dove
Do Did Done
Drag Dragged Dragged
Dream Dreamed- dreamt Dreamt
Draw Drew Drawn
Dwell Dwelt Dwelt
Drink Drank Drunk
Drive Drove Driven
Eat Ate Eaten
Fall Fell Fallen
Flee Fled Fled
Fling Flung Flung
Fly Flew Flown
Forget Forgot Forgotten
Freeze Froze Frozen
Get Got Gotten
Go Went Gone
101
 Grow Grew Grown
Hide Hid Hidden
Know Knew Known
Lay (to place) Laid Laid
Lie (to recline Lay Lain
Lie (to falsify) Lied Lied
Light Lit Lit
Lose Lost Lost
Mean Meant Meant
Meet Met Met
Pay Paid Paid
Prove Proved Proven
Ride Rode Ridden
Ring Rang Rung
Rise Rose Risen
Run Ran Run
Say Said Said
See Saw Seen
Seek Sought Sought
Shake Shook Shaken
Shine (to beam) Shone Shone
Shine (to polish) Shined Shined
Show Showed Shown
Sing Sang Sung
Sink Sank Sunk
Sit Sat Sat
Slide Slid Slid
Speak Spoke Spoken
Spring Sprang Sprung
Steal Stole Stolen
Sting Stung Stung
Strive Strove Striven
Swear Swore Sworn
Swim Swam Swum
Swing Swung Swung
Take Took Taken
Teach Taught Taught
Tear Tore Torn
Tell Told Told
Throw Threw Thrown
Wear Wore Worn
102
 Write Wrote Written
Past participle verbs denote:
(1) an action or activity that started in the past and is ongoing or
continuing or
(2) a more recent or immediate past action or activity.
These verb forms are always preceded by am, was, were, has, has
been, have, have been, had, or had been.

Examples:
(1) John has written manuals for our company for 20 years. (ongoing activity)
(2) The boy has broken the window. (recent action)

2.2 Pronoun Agreement

Personal pronouns in various forms are listed here:

Subject Object Possessive

First Person: I, we, me us my, us/our
Second Person: you you your
Third Person: he him his
She her her
It it its
They them their
Personal Pronouns
A personal pronoun, whether singular or plural, must always agree with its
antecedent (the word to which the pronoun refers).

103
For example:
Pamela is very happy with her new haircut.
The students were anxious to take their final exams.

2.3 Indefinite Pronouns

Indefinite pronouns do not refer to anyone or anything in particular. They
include the following:
 anyone
 each
 either
 every
 everyone
 neither
 no one
 some
 someone

When they are singular, both the verb and any personal pronouns that follow in
the same sentence will be singular.
For example:
Each of the ballplayers has signed a five-year contract.
Anyone who was there that evening will always remember the fun he or she
had.
Every manager is planning to attend the presentation skills workshop.

Note:
When using the phrase either...or and neither...nor use the noun closest to the
verb to determine if the verb form is singular or plural.
 For example:
104
 Either Jeremy or Francisco is going to win the prize.
Neither the managers nor their assistants are working late this week.
Neither the president nor his representatives have decided to attend the
conference.
Either his representatives or the president is planning to attend the
conference.

2.4 Comparative and Sentence-Completion Pronouns

Sentences that contain comparative references or incomplete clauses often use
a subject rather than object pronoun.
For example:
Tony has more experience than I. (than I have)
Alexis and Mark play tennis better than we. (than we play)
PRONOUNS FOLLOWING PREPOSITIONS
Use object pronouns following prepositions.
 For example:

Between you and me, this is a great investment.

Sam gave the assignment to Grace and me.

3. SECTION THREE

105
3.1 Often Confused Words
Here is a list of words confused in meaning and where one letter can make all
the difference.
All are certain to baffle your spell-checker:
 accept - to receive favorably
except - to leave out

 ad - an advertisement
add - to increase

 adapt - to adjust
adept - skilled
adopt - to take for one's own

 addition - something added

edition - the number or manner of a published work

 adverse - opposing, unfavorable

averse to - disinclined towards, reluctant

 advice - a recommendation
advise - to counsel

 agenda - a list of tasks or goals

addenda – additional

 affect - to influence
effect (noun) - a result
effect (verb) - to bring about, to accomplish

106
  aid - to help
aide - an assistant

 allusion - a reference
illusion - a visual deception
delusion - a false notion or idea

 aloud - audible
allowed - permitted
already - previously
all ready - in readiness

 alternate - a substitute
alternative - a choice between two

 altogether - entirely
all together - as one group, united
all right - standard English spelling

 ante - before
anti – against

 anyway - in any event

any way - in any way or manner

 appraise - to estimate the value of

apprize - to inform

 assent - to consent
ascent - a rise
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  assistance - help
assistants – helpers

 beside - next to
besides - moreover, in addition

 better - of higher quality

bettor - one who gambles

 blue - a color
blew - past tense of the verb "blow"

 bolder - fearless, daring

boulder - a large rock

 brake - to stop from moving

break - to fracture, interrupt

 born - brought into life

borne - carried, endured

 capital - chief, important

capitol - a building or site of official city or seat of government

 casual - informal
causal - the source or cause

 cite - to summon or quote

site - a location
sight – vision

108
  contemptible - deserving contempt
contemptuous - expressing contempt

 continuation - pertains to length or sequencecontinual - pertains to

time, interrupted occurrences
 continuous - occurs without interruption

 council - an assembly of individuals whose purpose is to advise, govern,

or legislate
counsel - an advisor, an attorney

 credible - believable
credulous - prone to belief
creditable - deserving esteem, praise-worthy

 dear - valued, loved

deer - an animal

 decent - respectable, proper

descent - a downward movement
dissent – disagreement

 decree - a decision or ruling

degree - a step or point in a series, acknowledgment of academic
accomplishment

 definite - clear
definitive - final, official

109
  deprecate - to express disapproval of
depreciate - to decrease in value
desecrate - to treat irreverently

 device - a contrivance, object

devise - to contrive, create, invent

 disburse - to pay out

 disperse - to scatter

 disinterested - impartial
uninterested - not interested

 disprove - to prove false

disapprove - to not approve

 exalt - to praise
exult - to rejoice

 eligible - qualified
legible - plain, easy to read

 envelop - to surround
envelope – stationery

 exceed - to surpass, go beyond

accede - to yield, surrender

 except - to leave out, exclude

accept - to receive with approval
110
  expand - to increase
expend - to spend

 extant - existing
extinct - non-existing
extent - the measure, length, degree

 facetious - causing laughter

fictitious – unreal

 fare - a price
fair – impartial

 farther - pertains to distance

further – additional

 feat - an accomplishment
feet - plural form of "foot“

 fewer - refers to countable things

less - refers to uncountable

 flair - natural style, ability, talent

flare - a glowing light used to indicate location or warning

 formerly - previously
formally - dignified, seriously
fortunate - lucky
fortuitous - happening by chance

111
  genius - inspired ability, talent, skill
genus - classification of a species

 homogenous - of common origin

homogeneous - composed of similar elements or parts

 human - pertaining to mankind

humane - compassionate, merciful

 hypercritical - overly critical

hypocritical – deceitful

 illegible - unable to be read

illegal – unlawful

 illicit - unlawful
elicit - to draw out

 imply - to suggest indirectly

infer - to deduce or conclude

 immoral - not moral

immortal - cannot die

 incredible - unbelievable
incredulous – unbelieving

 inept - awkward, foolish

inapt - unqualified, unsuited

112
  inequity - not equal, unfair
iniquity – evil

 insight - understanding of, knowledge of

incite - to arouse to action

 insure - to guarantee against financial loss

ensure - to make sure or certain

 intelligent - possessed of intelligence

intelligible - understandable, comprehensible

 its - possessive form of the pronoun "it"

it's - contraction form of "it is" or "it has"

 lay - to place, set down

lie - to recline

 lend - verb for temporary use

loan - noun for temporary use

 lesson - instruction
lessen - to reduce

 liable - responsible, likely to

libel - written, published, spoken defamation of character

 moral - pertaining to right conduct

morale - state of mind, feeling, or spirit

 pare - to trim, scale down

113
 pair - two of a kind
pear - a fruit

 perpetrate - to carry out, to be guilty of

perpetuate - to make lasting

 personal - individual, private

personnel - employees, workers, members of an organization

 precede - to go before or ahead

proceed - to advance

 precedence - priority
precedents - established rules or procedures

 preview - to view in advance

purview - range, scope, limits of

 principal - chief, main

principle – rule

 prophesy - to predict
prophecy – prediction

 quiet - absent of noise

quite - to an extent

 sea - body of water

see - present tense of "to see"
114
  soar - to fly or rise above
sore – painful

 sometime - at an indefinite time

some time - a period of time
sometimes - now and then, on occasion

 stationary - permanent, unmovable

stationery - writing paper and associated supplies

 tantamount - equivalent
paramount - the highest

 taught - instructed
taut - tense, tightly wound

 temerity – boldness
timidity - shyness, fearful

 than - comparison
then - time, following

 their - possessive pronoun

there - indicates location or reference
they're - contraction form of "they are"

 through - from beginning to end

115
 thorough - completely, fully

 threw - past tense of verb "to throw"

thru - nonstandard spelling of "through"

 to - a preposition
too - also, much
two - a number

 typical - conforming to type or expectation

atypical - nonconforming to type, irregular

 unabridged - entire, complete

abridged - shortened versión
expurgated - objectionable content removed

 unreal - not real

unreel - to unwind

 use - present tense verb

used - past tense verb

 vary - to change
very – much

 veracious - truthful
voracious - greedy, hungry

 vice - moral fault

vise – tool
116
 waver - to fluctuate
waiver - to suspend or relinquish

 weak - not strong

week - seven days

 whose - possessive pronoun

who's - contraction form of "who is" or "who has"

 your - possessive pronoun

you're - contraction form of "you are"
yore - of times past

3.2 Correct Use of Prepositions That Follow Certain Words

 accompanied
by a person
with a thing
 account
for an action
to a person
 agree
in to be like, similar
on to be in accord with
to to consent
with to concur
 angry
with a person
about a situation
 capacity

117
 for ability
of content or space

 compare
to to express similarities
with to express differences
 confer
about to discuss
upon to bestow or grant

 correspond
to agree with
with communicate through writing
 differ
from to be different
in disagreement regarding an issue
with disagree with a person

Different From
 disappointed
by, in someone
with something

3.3 Exercise:
Use familiar or simpler words to express the following ideas.
Accomplish the project
Complete the project
Effectuate improvement
Improve
Render assistance
Help, assist

118
Enclosed herewith please find
Enclosed
Pursuant to
Regarding, according to

Make reference to
Refer
Perform an examination
Examine
Close proximity
Near
Ameliorate
Improve
Anterior to
Before
Append to
Add
Approbation
Approval
Elucidate
Define, explain
Peruse
View
Thereupon
Then

119
 UNIT 8
CARGO
120
Describe the picture
1a. Describe what you can see in the picture. Use the words in the box.

Lined up Terminal Containers vehicles pallets

1b. Answer the questions.

1.Is the cargo incoming or outbound?
2.Where do you think the picture was taken?
3.What items do you think are contained in the shipments?
4.What is the JAL van in the middle of the picture doing?
5.How is the cargo loaded into/unloaded from the planes?

Plain English- listening

2a. Listen to the dialogue about cargo transportation. What two things should
you do to your cargo?

121
Plain English -Listening for detail
2b. Listen again and answer the questions
1.What are the benefits of containers?
2.What information should you include on your label?
3.Name five examples of unusual shipments.
Radiotelephony-Listening
3a. Listen to the dialogue. Complete the table with the correct information.
Warning Problem

Position Solution

Radiotelephony-Plain English

3b. Rearrange the words to make phrases from the dialogue

1.aircraft/ have /you / do / with / an / engineer? / contact/
_______________________________________________________________

2.not / we´re / it’s / if / closed / open / or / sure /

122
3.that / on / if / bottom / fuel / of / door / is / Sunair / the / panel / ask / the /
fuselage /
_____________________________________________________________________________

4.panel / reports / he / that / closed / has / the / the / engineer /

5.the / is / light / confirm / extinguished / warning /

_______________________________________________________________

Clarification
4a. Work with a partner. Student A is a pilot or YRYYG at stand 2 waiting to
start up. Student B is a dispatch officer. Read the dialogue outline and decide
what to say.
Pilot Dispatch officer

Call dispatch. Say Acknowledge. Ask

aircraft and position. about the problem
Ask for an engineer

Say you think an Acknowledge.

inspection panel is Ask where
open

Say on underside Confirm on the side

of fuselage of the fuselage

Acknowledge and say

Correct the
you will contact an
misunderstanding engineer

4b. Role play the dialogue, then change roles and do it again. Check against the
model dialogue in the Answer Key.

Vocabulary Check
5a. Match the words in the box with the definitions
123
piece (n) pallet (n) label (n) load (v) protect (v)wrap (v) band (n) panel (n)
1.A narrow strip of something
2 An individual object or part of something
3. A flat part of the skin of the aircraft that can be removed
4. Paper or other material used to Identify an object
5. A flat surface used for transporting goods
6. To keep from danger or damage
7. To put cargo into or onto something
8. To cover something
5b. Complete the insurance report with the words from 5a
The (1) _________________of machinery was (2) ________________ with a
padded material. However, the (3) _________________ of metal securing the
cargo came loose when it was (4) ______________into the (5) ___________.
When this was transported towards the hold the machinery came loose and
smashed into a fuel (6) _____________. This led to significant damage to both
aircraft and the cargo. The (7) ______________ on the package clearly stated
'Handle with care' and it appears that appropriate care was taken with the
handling but not the packaging. In future all such cargo needs to be (8)
____________ in containers.

Discussion
6. Discuss the questions with a partner.
1. Describe a cargo problem you know of.
2. What IS the difference between cargo and passenger flights?
3. What considerations are Important when transporting cargo?
4 How has the transport of cargo changed in the last 20 years?
5. What changes do you think Will happen to cargo transportation in the future?

124
 UNIT 9
ON-BOARD FIRE

125
Describe the picture
1a. Describe what you can see in the picture. Use the words in the box.
1training exercise mock-up engulfed flames fire fighters
spray

1.29Now listen to the sample answer.

1b. Answer the questions

1.Where is this activity laking place?
2. How many people do you think are involved?
3. How long do you think the activity will last?
4. How does this sort of activity affect operations?
5. How often do you think this training l'1appens?
Plain English - Listening for gist
1.30Listen to a chief fire officer give a tour of an airport fire station. Mark the
equipment (a-e) with the order that they are mentioned.

126
 Plain English - Listening for detail
2b. 1.30Listen again and match the equipment (a-e) in 2a to the questions
(1-5).
1.Which equipment has only been at the station for a short time?
2. Which can be used at a distance?
3. Which is a requirement for the biggest airports?
4. Which is used to manage operations?
5. Which responds to emergencies inSide airport tacihties?

Radiotelephony – Listening
3a. 1.31 Listen to the dialogue. Underline the correct information.
1.Fire crews are / will be mobilized.
2. There is a fire In the washroom / cabin.
3. The crew have / haven't used a fire extinguishe
4. The crew will / will not vacate the runway immediately on landing.
5. The cabin crew think the fire is still burning / has gone out.
6. The aircraft is Instructed to taxi to a parking gate / secure area.

Radiotelephony - Plain English

3b. Rearrange the words to make phrases from the dialogue.
1.that / confirm / is / in / middle lavatory? / your / the fire
______________________________________________________________

127
2.going / continue / are / mayday / the / we / to / call
______________________________________________________________
3.complete stop / the runway / on / a / we / make / will
_______________________________________________________________
4.have / everything's / we / the cabin / from / a signal /OK / that
_______________________________________________________________
5.arrival / call / ground / we'll! services / your / for
_______________________________________________________________

Clarification
4a. Work with a partner. Student A is the first officer of a passenger jet aircraft,
call sign Circle 122, descending FL240. Student B is an en-route ATCO at
Ramon centre. Read the dialogue outline and decide what to say.
First Officer ATCO
Call center and Acknowledge and
report suspected ask for exact
cabin fire location of fire

Say location. report

status status
Confirm of fire and
and Acknowledge and
request Immediate
state intentiol1 to give instructions for
descent
continueand landing
descent further descent

Readback, state Request confirmation

fire Is out and give of status
details

128
 4b.Role play the dialogue, then change roles and do it again. Check against the
model dialogue in the Answer Key.

Discussion
Discuss the questions with a partner.
1. What training do you have to deal with fire?
2. Describe the fire equipment / installations at an airport I building you know.

Vocabulary Check
5a. Match the words in the box with the definitions.

appliance (n) foam (n) mounted (adj) monitor (n) media (n)
deploy (v) halon (n) hose(n)
1.To use something
2. Fixed in position
3. A thick substance containing a lot of bubbles used for stopping fire
4. A controllable high-capacity water jet
FIRETROOPER 300 5. A machine or piece of
equipment
The Fire trooper 300 is the latest development in remote-
controlled firefighting. The (1) ____________________ 6. Substances that help
consists of a body that houses a powerful motor which drives suppress fire
the tracks and pump, and a roof (2) _____________ revolving
7. A very long tube used for
(3) _____________ which is equipped with three nozzles. In
carrying water to a fire
the case of any fire that should be fought from a distance, the
Fire trooper 300 can attack the fire directly, I greatly 8. A gaseous chemical
increasing the effectiveness of fire-fighting operations and compound often used in fire
reducing risk to personnel. suppression systems
Features 5b. Complete the
advertisement with the words
 (4)_______________ up to 5,000 lit res per minute from 5a.
 Drags up to 300 metres of (5)________________
 Compatible with varrous liqUid (6)_____________
3. What do you think are the
such as water and (7)_______________
main causes of aircraft fire?
 Compatible witll dry chemical and gas agents such
as (8)__________________
129
 Top speed of eight kilometres an hour

To place an order or find out more, visit www.firetrooper.net

or call 0180 102-FIRE
4.What fire equipment do
aircraft usually carry?
5. What are the effects of heat,
smoke and fire on humans?

130
 UNIT 10
Pilot incapacitation

Describe the picture

1a. Describe what you see in the picture. Use the words in the box.

patient ambulance stretcher suit mask nurse

131
 1.35 Now listen to the sample answer.

1b. Answer the questions.

1. What type of aircraft is it?

2. What type of flight do you think it is? Why?
3. What sort of airfield do they land at?
4. Why do you think this situation occurred?
5. What do you think will happen next?
Plain English - Listening for gist
2a. 1.36 Listen to an expert talking about pilot incapacitation. Tick the things they
mention.
a particular incident of incapacitation
causes of incapacitation
medical services
advice for pilots
incident statistics
who is affected

Plain English - listening for detail

2b. 1.33 Listen again and decide if the statements are true or false.
Write T or F.
1. Only gusting winds cause problems.
2. The biggest hazard is an aircraft hitting something.
3. Sometlmes a person gets hurt spinning a propeller.
4. Usually hangars and fuel trucks get hit the most.
5. There are a lot of collisions between aircraft departing and planes waiting to cross
runways.

132
Radiotelephony – listening
3a. 1.34 Listen to the dialogue. Write the missing words in the spaces to
complete the summary.
ATC told AL6R to follow the (1) _______________ to get to bay (2) ____________.
They stopped at bay (3) ______________ and were told they were at the wrong place.
They had to follow the green light. (4) ____________ to their correct bay. When they
got near the bay they saw the (5) __________. The bay was to their (6) _________.
The plane cut across the (7) ___________ and hit the (8) __________ ditch.

Radiotelephony - Plain English

3b. Rearrange the words to make phrases from the dialogue.

1. parking / stand / confirm / we / at / 're / 11 6

_____________________________________________________________________________

2. stand / long / before / a / is / that / way / your

_____________________________________________________________________________

3. set / lights / 'II / you / another / we I for / of / green

_____________________________________________________________________________

4. in / marshaller / now / 've / sight / we / the / got

_____________________________________________________________________________

5. drainage /cut / have / you / hit / the / the / across / and / grass / ditch

____________________________________________________________________________

Clarification
4a. Work with a partner. Student A is a tower ATCO. Student B is a pilot of TA
327. Read the dialogue outline and decide what to say.
First Officer Controller

Call centre and

report incapacitation
of captain Request confirmation

Give confirmation
Acknowledge and offer
133and futher details
assistance
 Request information
about available Suggest and
airfields describe two airfields
for diversion
Ask about
equipment at one of
Describe equipment
the airfields

Request assistance
to l and at one of
the airfields

4b. Role play the dialogue, then change roles and do it again. Check against
the model dialogue in the Answer Key.

Discussion
6. Discuss the questions with a partner.

1 Describe a pilot incapacitation event you know of.

2 What does the industry do to minimize the risk of pilot incapacitation?

Vocabulary Check
5a. Match the words in the box with the definitions
incapacitated (adj) cramp (n) vomit (v) tighten (v) short (adj)
poisoning (n) pass out (v) nauseous (adj)

1.If you do this, your food comes up from your stomach and out through your
mouth
2. Feeling as if you want to vomit
3. Severe pain in a muscle that becomes very tight
4. Unable to do ordinary things because you are ill
5. To suddenly become unconscious
6. Used for saying that you do not have enough of something

134
 7. If a muscle does this, it becomes hard and stiff
8. An occasion when someone is affected by poison
5b. Complete a 8727 captain 's report with the words from 5ª.

3.What do you think are the major causes of pilot incapacitation?

4. What are the procedures for dealing with pilot incapacitation?
5. Describe any first aid training you have had.

Clbing through approx. FL250, while beginning a crew

meal, I began to feel a (1) ________________ of the
chest. At first I loosened my tie. The discomfort was not
significant enough to mention to my FO. The next thing I
remember was asking what happened. The FO said that I
DANGEROUS
(2) ______________for about 40 seconds, and that we
were diverting to Miami. I had severe stomach (3) GOODS
___________ and felt (4) ____________, thought I didn´t
Describe the picture
actually (5) ___________. I was also 6) _____________of
1a. Describe what you can
breath. I acknowledged the FO was in charge of the
see in the picture. Use the
ACFT; Flammable explosive fireworks matches torch words
the FCOM said don’t allow the (7) canister
in the box.
_______________crew member to operate FLT CTLS’.
The FO did an overwt lndg in Miami and taxied to gate. I
walked off the ACFT. I thought it was food (8)
3.01 Now listen to the
___________, but the doctors determined that I probably sample answer
experienced mild anaphylaxis.
1b. Answer the questions.

135
1.Why are these items forbidden?
2. Where would you find a sign like this?
3 .Why does the sign use pictures?
4. What equipment and procedures are used to check passengers and crew?
5 What happens to passengers who try to carry these items on board?

Plain English - Listening for gist

2a. 3.02 Listen to a presentation on dangerous goods. Tick the items mentioned.
___pesticides ___matches
___aerosols ___poisons
___corrosives ___explosives
___dye cartridges ___infectious subtances
___solvents ___mercury
Plain English - Listening for detail
2b. 3.02 Listen again and choose the correct phrase.
1.Dangerous goods are substances which are capable of posing a significant risk to life
/ health.
2. You may feel comfortable storing dangerous items at home because you know how
they will behave / they are not as dangerous in the home.
3.Put dangerous goods under severe atmospheric pressure and you can / can't predict
what will happen.
4.Temperature variations / Vibration can cause book matches to ignite.
5. A mercury leak weakened / didn't weaken the skin of the aircraft.
Radiotelephony – Listening
3a. 3.03 listen to the dialogue. Decide if the sentences are true, false or if the
information is not mentioned. Write T, For NM
1.The steward discharged the H20 extinguisher.
2 The steward thinks the source of the heat is the cargo hold.
3. To begin with, there isn't any smoke.

136
4. Tile smoke is coming through the vents.
5. The pilot diverts to the nearest airfield.
6. The crew are preparing for an immediate evacuation.

Radiotelephony - Plain English

3b. Rearrange the words to make phrases from the dialogue.
1.cabin / the / we ‘ve / fumes / got / in
_____________________________________________________________________
2.to / it's / hurt / starting / my / eyes
_____________________________________________________________________
3.if / me / call / changes / important / anything
_____________________________________________________________________
4.back / you ‘ve / got / big / here / a / problem
_____________________________________________________________________
5.soon / we'll / ground / on I the / be
_____________________________________________________________________
Clarification
4a. Work with a partner. Student A Is the pilot. Student B is the flight attendant. Read
the dialogue outline and decide what to say.
Attendant Pilot

Tell the pilot there is a

strange smell
Ask if it's coming
through the air vents
You're not sure where
It's coming from Ask the FA to check the
overhead lockers

You already have.

Say where you think Ask why the steward
It's coming from thinks so

Explain the floor is

137 Ask where
hot
4b. Role play the dialogue, then change roles and do it again. Check against the model
dialogue in the Answer Key.
Vocabulary Check
5a. Match the words in the box with the definitions.

forbidden (adj) symbol (n) hold (n) floor (n) substance (n) precaution (n)
handler (n) stack (v)
1.Someone whose job is to move goods
2. The flat place you can walk on
3. To put one on top of the other
4. An area or compartment within an aircraft for carrying freight
5. A type of solid, liquid or gas
6.Not allowed
7. A picture or shape used to represent something
8. Something done to protect people or things from possible harm
5b. Complete the advice to airport staff using words from 5a.
6.Discuss the questions with a partner.
1.What type of goods are most dangerous?
2. Should passengers and dangerous goods be transported on the same flight?
3. Describe any incidents / accidents you know of that have been caused by dangerous
goods
4. How might the transportation of dangerous goods change in tile future?
5. Do you think it is better to transport dangerous goods by air or sea? Why?

138
GROUND SERVICES

Describe the picture

1a. Describe what you can see in the picture. Use the words in the box.

bent dent smashed debris twisted force

3.28 Now listen to the sample answer

1b. Answer the questions.

1.Why do you think this happened?
2. What equipment will be needed to clear the area?
3. How long will it take to clear the area?
4. What effect will the incident have on airport operations?
5. Who will be involved in an investigation?

Plain English - Listening for gist

2a. 3.29 Listen to a news report about a runway incursion. The questions below are
missing from the interview. Match each question (a-e) to the correct place (1-5) In the
139
recording.

a. What was he doing there In the first place?

b. What happened to the driver?

c. So did the vehicle actually enter the runway? ¿Aren ‘t there procedures to stop this
happening?

d. Who was the first Lo realize what was happening?

e How serious was this?

Plain English - Listening tor detail

2b. 3.29 Listen again and complete the sentences
1. An aircraft nearly hit a__________________________________________________
2. The incident happened shortly after the flight was____________________________
3.The driver failed to follow________________________________________________
4. The incident happened at the intersection of________________________________
5. An alarm
sounded____________________________________________________
6. The driver's radio was_________________________________________________

Radiotelephony – Listening
3a. Listen to the communication between pilots and an ATC. Correct the three
mistakes in the summary.
Korean 257 think they may have hit a vehicle near the taxiway. ATC ask the following
United 914 to look and see if they can see anything. Korean 257 have a good view but
do not see anything wrong. ATC ask a fire tender to check. They want Korean 257 to
cut his engines to idle. Korean 257 complies.

Radiotelephony - Plain English

3b. Rearrange the words to make phrases from the dialogue.
1.follow / to / you / get / Korean Air / Yankee / when
_____________________________________________________________________
2.Korean Air? / do / near I anything I see / you
_____________________________________________________________________
3.the / side / we're / at / looking / right
140
_____________________________________________________________________
4.his / maybe / engine / hit / it / outboard
_____________________________________________________________________
5.a / make / they'll / inspection / visual

Clarification
4a. Work with a partner. Student A is Gul 357. Student B is a ground ATCO. Read the dialogue
outline and decide what to say.

Gul 357 ATCO

Call ground. Say
position. Say accident
with baggage cart Acknowledge. Ask for
description of accident
Give description of
accident. Say bags on Ask exact position of
apron accident

Describe position of
accident Ask if pilot saw a
collision

Say negative, but

Ask Gul 357 to hold.
cart was moving
Say will call support
quite quickly services

4b. Role play the dialogue, then change role s and do it again. Check against the
model dialogue in the Answer Key.

Vocabulary Check
5a. Match the words in the box with the definitions.

swerve (v) axle (n) (Jigger (n) intersection (n)

construction (n) park (v) cut (v) idle (adj)

1.Machine for making large holes and moving earth.

141
2. Point at which two lines cross each other.
3. When an engine is on but not delivering power to move the vehicle or aircraft
4. To leave a vehicle or aircraft in a place where no one is using it
5. The act of putting together or building something
6. Suddenly change direction
7. To switch off
8. Shaft on which wheels are attached
5b. Complete the vehicle accident report with the words from 5a
A large (1) _____________________drove towards the apron to continue the (2)
_______________ work for the new gate. At the (3) ____________________ of
taxiway B and A it (4) ________________.to avoid an until vehicle (5)
________________ next to Stand 4. The vehicle damaged its front (6)
______________ and had to be placed on a transporter. All waiting aircraft were
instructed to (7) ______________________ their engines even if they were already at
(8) ___________________.

Discussion
6.Discuss the questions with a partner.
1. What type of vehicles are used in aviation?
2. Should all drivers be required to have ICAO Level 4?
3. Should all ground personnel be required to have ICAO Level 4?
4. What is the role of the dispatcher?
5. How do you think ground services will change in the future?

MEDICAL VOCABULARY

142
143
 Abdomen the anterior portion of the
body separated anatomically from
the chest by the diaphragm, the
powerful muscle spanning the body
cavity below the lungs.

Acute often also connotes an illness that

is of short duration, rapidly progressive,
and in need of urgent care.

Allergy a misguided reaction to foreign

substances by the immune system, the

144
body system of defense against foreign invaders, particularly pathogens (the agents of
infection).

Amnesia loss of memory sometimes

including the memory of personal
identity due to brain injury, shock,
fatigue, repression, or illness or
sometimes induced by anesthesia a
period of amnesia after the wreck.

Amputate removal of part or all a

body part that is enclosed by skin.

Anemia the condition of having less

than the normal number of red blood
cells or less than the normal quantity
of hemoglobin in the blood.

145
 Anesthesia artificially induced loss of
ability to feel pain, done to permit the
performance of surgery or other painful
procedures.

Artery a vessel that carries blood high in

oxygen content away from the heart to the
farthest reaches of the body.

Arthritis a term often used to

mean any disorder that affects
joints.

Asthma a common lung disorder in which inflammation causes the bronchi to swell and
narrow the airways, creating breathing
difficulties that may range from mild to life-
threatening.

146
 Benign refers to a condition, tumor, or growth
that is not cancerous.

Brace – an orthopedic appliance or

apparatus applied to the body,
particularly the trunk and lower
limbs, to support the weight of the
body, to correct or prevent
deformities, or to control involuntary
movements.

Bruise – a type of hematoma of tissue in which capillaries and sometimes trauma

damages venules, allowing blood to seep,
hemorrhage, or extravasate into the
surrounding interstitial tissues.

Chronic – diseases are in contrast to those

that are acute (abrupt, sharp, and brief) or
subacute (within the interval between acute
and chronic).

147
 Convulsive – pertaining to,
characterized by, or of the nature
of a convulsion.

Deficiency – a lack or shortage of a

functional entity, by less than normal or
necessary supply or function.

Dehydration – excessive loss of body

water.

Delivery – the act of giving birth.

148
 Dementia – a usually progressive
condition (as Alzheimer’s disease)
marked by the development of multiple
cognitive deficits (as memory
impairment, aphasia, and inability to plan
and initiate complex behavior)

Deterioration – the process or condition

of becoming worse.

Diagnosis – the process of determining

which disease or condition explains a
person’s symptoms and signs.

149
 Disability – impairment of function to below the
maximal level, either physically or mentally.

Disorder – a physical or mental condition that

is not normal or healthy.

Dull – mentally slow or stupid.

Emergency – an acute injury or illness that

poses an immediate risk to a person’s life or
long-term health.

Examination – is the process by which a

medical professional investigates the body of
a patient for signs of disease.

150
 Examination – is the process by which a
medical professional investigates the body
of a patient for signs of disease.

Fatal – causing or capable of causing death;

mortal; deadly.

Febrile – characterized by fever; called also

feverish, pyretic.

151
 Fluid – a non-solid substance (that is,
liquid or gas) that tends to flow or
conform to the shape of the container
in which it is kept.

Fracture – the breaking of a part,

especially a bone.

Genetic – pertaining to reproduction or to birth or

origin.

Germ – a cell or group of cells (called a

primordium) capable of developing into an
organ, a part, or an organism in its entirety.

Homeostasis – a property of cells, tissues,

and organisms that allows the maintenance
and regulation of the stability and constancy
needed to function properly.
152
Immune – being highly resistant to a disease because of the formation of humoral
antibodies or the development of immunologically competent cells, or both, or as a
result of some other mechanism, as interferon activities in viral infections.

Immunization – the creation of immunity usually against a disease especially.

153
 Incision – a cut through skin or other tissue
performed by a health care professional.

Infection – the invasion and multiplication of

microorganisms such as bacteria, viruses, and
parasites that are not normally present within
the body.

Influenza – usually referred to as the flu or

grippe, influenza is a highly infectious
respiratory disease

Injury – harm or hurt; usually applied to

damage inflicted on the body by an
external force.

154
 Laboratory test – a test that is done in the
laboratory where the appropriate equipment,
supplies, and certified expertise are available.

Ligament – a band of fibrous tissue

connecting bones or cartilages, serving to
support, and strengthen joints.

Memory – the mental faculty that enables one

to retain and recall previously experienced
sensations, impressions, information, and
ideas.

Muscle – a body tissue consisting of long

cells that contract when stimulated and
produce motion.

155
 Malignant – tending to become progressively worse
and to result in death.

Nausea – a stomach distress with distaste for food

and an urge to vomit.

Navel – a depression in the middle of the abdomen that marks the point of former
attachment of the umbilical cord to the embryo. — called also umbilicus.

Nervous – easily excited or agitated; suffering

from mental or emotional instability; tense or
anxious.

156
 Numb – insensible; lacking in feeling

Organism – any living individual, whether

plant or animal, considered as a whole.

Pancreas – a spongy, tube-shaped organ

that is about 6 inches long and is located in
the back of the abdomen, behind the
stomach.

Paralyze – loss of voluntary movement (motor

function).

157
 Patient – a person who requires medical
care; a person receiving medical or dental
care or treatment.

Pediatrician – a physician who specializes

in the development and care of infants and
children and in the treatment of their
diseases.

Physician – A doctor; a person who has been

educated, trained, and licensed to practice the art
and science of medicine.

Plasma – the liquid part of the blood

and lymphatic fluid, which makes up
about half of the volume of blood.

158
 Poison – a substance that, on ingestion,
inhalation, absorption, application, injection, or
development within the body, in relatively
small amounts, may cause structural or
functional disturbance. It is also known as
toxin and venom.

Prenatal – is the regular health care women

should receive from an obstetrician or midwife
during pregnancy.

Prescription – a physician’s order for the

preparation and administration of a drug or
device for a patient.

Prognosis – the forecast of the probable

outcome or course of a disease.

159
 Prone – lying face downward, or on
the ventral surface.

Rash – a visible lesion or group of lesions on the skin, caused by any of numerous
factors including infectious agents,
drugs, and allergies.

Respiratory – also known as the respiratory system, the organs that are involved in
breathing, including the nose, throat, larynx,
trachea, bronchi, and lungs.

Resuscitation – a life-saving emergency

procedure that involves breathing for the
victim and applying external chest
compression to make the heart pump.
Abbreviated CPR.

160
 Spasm – a brief, automatic jerking movement.

Transplant – an organ or tissue taken from the

body and grafted into another area of the
same individual or another individual.

Vein – a blood vessel that carries blood that

is low in oxygen content from the body back
to the heart.

sprain – a common musculoskeletal injury in

which the ligaments of the ankle partially or
completely tear due to sudden stretching.

161
162