CenForAvEn | 2025 1 INTRODUCTION TO MAINTENANCE ENGLISH CONTENTS UNIT VOCABULARY GRAMMAR 1 The Aircraft Maintainer p.2 Job descriptions Aircraft general arrangement Aircraft materials Simple present tense Frequency adverbs 2 Tools and Equipment p.14 Common maintenance tools Maintenance equipment Present progressive Purpose statements 3 The Hangar and the Airport p.26 Runway markings Parts of a hangar Numbers Countable and uncountable nouns There is/ there are Linking words Future: Be going to 4 Ground Safety and Hazards p.39 Verbs Hazardous substances Incidents Imperative Prepositions Simple past tense 5 Avionics p.53 Avionics terms Parts and functions of a multimeter Possible avionics issues Relevant parts of the aircraft Modal verbs Passive: Simple present Passive: Simple past 6 Rotary Wing Maintenance p.59 Helicopter maintenance terms Parts of a helicopter The forces of flight Comparatives and superlatives Passive: modal verbs

CenForAvEn | 2025 2 UNIT 1 THE AIRCRAFT MAINTAINER Photo credit: Staff Sgt. David Miller USAF Look at the picture above. Work with your partner and answer the following questions: 1. Who and what can you see in the photo? 2. What do you know about this job?

CenForAvEn | 2025 3 GRAMMAR SIMPLE PRESENT Look at the sentences below: ● The maintainer often repairs damage to the engine. ● The mechanics perform maintenance tests in the morning. The present simple is used to describe everyday routine actions, facts and states. It is also used to talk about future schedules. Study the examples below: Affirmative form: I / You/ We/ They + repair: I repair rotors. He / She / It + repairs He repairs rotors. Negative form: I / You / We / They + do not (don’t) + repair: We don’t repair computers. He / She / It + does not (doesn’t) + repair: He doesn’t repair computers Question form: Do + I / You / We / They + repair? Do you repair rotors? Does + He / She / It + repair? Does she repair rotors? With question words: What do you repair? Where does she repair the aircraft? SPEAKING What do you know about your partner’s specialisation? Work in pairs. Write 3 questions in order to find out about each other’s specialisation. For example: Where does a mechanics maintainer work? Practise asking/answering the questions. GRAMMAR FREQUENCY ADVERBS Frequency adverbs describe how often we do something: 100% always We always do our maintenance work on time. 80 - 90% often/frequently I often use special tools to do my work. 60 - 80% usually I usually do a visual inspection of the air frame. 40 - 50% sometimes/occasionally Aircraft sometimes have hydraulic problems. I occasionally find FOD on the runway. 10% hardly ever/rarely/seldom I hardly ever find water in the fuel tank. 0% never I never smoke in the hangar.

CenForAvEn | 2025 4 Position of Frequency Adverbs Affirmative: 1. Before a main verb: I usually drive to work. 2. After the verb ‘be’: I’m hardly ever late for work. Negative: 1. After the auxiliary verb don’t/ doesn’t: I don’t usually have a break in the morning. 2. After ‘not’ with the verb ‘be’: He isn’t often on time for tasks. Interrogative: 1. After the subject: Do you always start work at 8am? Are you always tidy in the workshop? Short Answers: Yes, I do. / No, I don’t. Yes, I am./ No, I’m not. Return to the questions you wrote before and add adverbs of frequency. Ask and answer the questions Ex.1.1 READING A DAY IN THE LIFE OF AN F-35 MAINTAINER Check the meaning of the words below with your partner. Then read the text and complete the sentences using the correct form of the simple present tense. close / work / use / attend / share / need / allow / launch / load / connect JSF Citadel Access: Hangar / Flight Line The base commander only a) …………………… F-35 maintainers to access the 13th squadron facilities. A maintainer usually b) ………………. on the flight line in tech rooms, tool rooms or back workshops, i.e. the low observability workshop, the engine workshop, the weapons workshop, the avionics workshop, etc. A Daily Production Meeting in the Briefing Room ITAF technical officers, maintenance chiefs, and Lockheed Martin representatives always c) ………………… these daily meetings. This is the communication method that we often d) ………………………. for maintenance activities. Pre-flight Operation Servicing A crew chief goes to the tool room on the flight line, taking whatever he/she e) ……………………. to launch the jet: (tool boxes, consumables, and the Portable Maintenance Aid, or PMA). The laptop is linked to the jet through the Maintenance Vehicle Interface (MVI).

CenForAvEn | 2025 5 Launching Pilots f) ………………….. with the assistance of crew chiefs. When the pilot takes his/her seat, a crew chief g) …………….. the PMA to perform flight checks. Then they h) …………………… the canopy, and the crew chief also closes both the Maintenance Interface Panel and the boarding ladder. Return, Post flight and Debriefing. After landing, the PMA i) ………………………. flight and system data: the pilot then discusses the flight during the maintenance debrief while the PMA downloads data. Health Report Codes (HRC) are in fact downloaded into the Autonomic Logistics Information System (ALIS) through the Portable Memory Device (PMD). Return to Service. Health Report Codes are managed in ALIS alongside work orders. Every single step of the work order is always recorded in ALIS with all the proper information (time of compliance, signatures, support equipment etc). Daily statistics are always collected throughout the entire world’s F35 fleet. Low Observability Restoration. Low Observability technicians restore stealth capability. These technicians have a specialist role for the ITAF. The technicians j) ………………………….. any damage reports into ALIS. Ex. 1.2 Find these acronyms in the text above. Write the full definitions and check their meaning. A. ALIS: _________________________ B. LO: _________________________ C. PMA: _________________________ D. MVI: _________________________ Listen, repeat and practise pronouncing the acronyms. Ex. 1.3 Identify all the adverbs of frequency in the text and underline them. Then reorder the sentences below with the adverbs of frequency to make correct sentences. A) shift work / do / on / We / occasionally / the / flight / line. _______________________________________________________________________________ B) I / morning / the / miss / team maintenance / never / briefing. _______________________________________________________________________________

CenForAvEn | 2025 6 C) check / gear / We / landing / after / a / always / flight. _______________________________________________________________________________ D) pre-flight / crew chief / The / completes / usually / the / checks. _______________________________________________________________________________ E) The / fails / data-link / rarely. _______________________________________________________________________________ SPEAKING Now talk to your partner about what you do every day, using the simple present tense and frequency adverbs. UNIT 1 VIDEO 1 A U.S. AIR FORCE MAINTAINER Ex. 1.4 Before you watch, work with a partner: match the words and definitions then practise the correct pronunciation. Number 1 is an example. 1 to repair E A a small hole resulting in an escape of air 2 strength B to permit someone or something to do something 3 a crack C the quality of being physically strong 4 puncture D a line on the surface of a hard material indicating an opening or damage 5 maintenance E to restore parts to a good condition 6 to allow F the process of keeping something in good condition Ex. 1.5 Now watch the video and answer the following questions: 1. What is Richard’s job? ___________________________________ 2. Does he like his job? ____________________________ 3. What is his favourite part of the job? ______________________________

CenForAvEn | 2025 7 Ex.1.6 Watch the video again and answer the questions below about what Richard says: 1. What do repairs allow aircraft to do? A. To fly and be on time for missions. B. To look good. C. To encourage people to be in the military. D. To wait for maintenance and cause delays. 2. Richard’s older brother is in which branch of the military? A. The Marines. B. The Air Force. C. The Army. D. The Navy. 3. What does ‘making scarf repairs’ mean? A. Building door panels. B. Puncturing damaged parts. C. Adding carbon fibre to make a damaged part strong again. D. Taking X-rays of cracks. 4. Who removes a rib or a metal part from the aircraft to check for cracks or damage? A. The maintainer. B. The Crew Chief. C. The NDI chief. D. The CNC chief. Ex.1.7 VOCABULARY Read the text below and check any new vocabulary. Circle the best verb option. Then check your answers with your partner. Aircraft maintainers a) use/ make/ perform inspections and repairs on aircraft engines and airframes. They also b) service/ build/ do electrical and hydraulic parts, such as starters, fuel pumps and generators. Some aircraft maintenance technicians c) teach/ learn/ play on the job, many d) train/ practise/ drive at an FAA-approved school. They e) work/ use/ adjust aircraft engines and pneumatic systems, g) remove and install/ perform/ destroy aircraft parts and h) prescribe/ perform/ diagnose problems. They also i) check/ control/ treat electrical systems, j) repair/ fly/ drive pitot static systems and perform regular preventive inspections. Technicians k) examine/ diagnose/ insert the aircraft fuselage and landing gear for cracks or leakage. Then they l) train/ test/ study completed work to ensure that it meets quality standards. Ex. 1.8 SPEAKING Talk to your partner about why you are studying to become a maintainer. • What do you like about military life? • Are there members of your family in the military? If so, who? In which branch of the military do they work? • What specific aspects of the job are you interested in?

CenForAvEn | 2025 8 Ex. 1.9 WRITING Now write a paragraph about what you discussed. Ex.1.10 READING AIRCRAFT MAINTAINER JOB DESCRIPTIONS Read the text below and check the meaning of the words in bold italics. Then think about your specialisation and what you wish to do. The maintenance work that aircraft technicians perform on aircraft is essential to keep aircraft airworthy and safe for flight. Specialist training covers areas such as air frames, engines, hydraulics, avionics, power systems, ground support operations, armament and electrical systems on aircraft. Aircraft maintenance is categorised by EASA Part-66 regulations, with licenses for different levels of maintenance personnel. These categories are named: A, B1, B2 and C. Each category requires specific knowledge and skills related to different aircraft systems, as follows: 1. Category A: Line Maintenance Mechanic: • This category focuses on basic maintenance tasks performed on aircraft during line maintenance, such as scheduled checks and minor repairs. These mechanics are responsible for ensuring the aircraft is airworthy before departure. 2. Category B1: Mechanical Technician: • B1 technicians have a broad scope of work compared to Category A mechanics, including more in-depth maintenance and repair of aircraft mechanical and powerplant systems. They are authorised to perform maintenance tasks on both airframes and engines. NB Categories A and B1 are divided into subcategories relative to combinations of aeroplanes, helicopters, turbine and piston engines: A1 and B1.1 Aeroplanes Turbine A2 and B1.2 Aeroplanes Piston A3 and B1.3 Helicopters Turbine A4 and B1.4 Helicopters Piston 3. Category B2: Avionics Technician: • B2 technicians specialise in the maintenance and repair of aircraft avionics systems, including navigation, communication, and flight control systems. They are crucial for ensuring the proper functioning of the aircraft's electrical and electronic systems.

CenForAvEn | 2025 9 4. Category C: Base Maintenance Certifying Engineer: • Category C engineers are responsible for overseeing base maintenance operations, which involve major overhauls and repairs of aircraft. They hold the highest level of responsibility and are authorised to issue certificates of release to service. SPEAKING Work with a partner. Talk about your specialisation and what you wish to do. What kind of aircraft technician do you want to be? Why? Ex.1.11 MAINTENANCE LEVELS There are three levels of maintenance: • ‘O’ level (Organisational/ Line) • ‘I’ level (Intermediate/ Base) • ‘D’ level (Depot /Workshop) Match these definitions to the above levels of maintenance: - Calibration, repair or replacement of damaged or unserviceable parts, components or assemblies. - Inspecting, servicing, lubricating and adjusting as well as replacing parts, minor assemblies, and subassemblies. Maintainers working at this level perform in the field or on the flightline. - Major repair, overhaul or complete rebuilding of aircraft. UNIT 1 LISTENING 1 Ex.1.12 a) Check the meaning of any new words in the box below. Listen to the correct pronunciation and practise saying the words. fabric stabilisers blades tail wood fuselage wings engine troubleshoot flightline common sense propeller power plant composite airframes landing gear b) Listen to the audio track of a man talking about the parts of an aircraft. Tick the words you hear. You hear some words more than once. There are two words/ phrases that are not mentioned.

CenForAvEn | 2025 10 c) Now listen again and answer the following questions: • In which part of the aircraft do the pilots sit? • Which part of the aircraft has horizontal and vertical surfaces? • Name some of the different blade features that some aircraft have. Ex. 1.13 VOCABULARY AIRCRAFT GENERAL ARRANGEMENT Look at the following diagram of the aircraft general arrangement. Can you name any parts? Work with a partner. Check any new vocabulary in the box below then look at the diagram on the previous page and complete the descriptions of the aircraft working areas with the correct words. The first is an example. pylons, canopy, landing gear, forward, above, tail stabilisers, aft, engine, wing, RH, missile, under (x2) 000 : Aircraft General Arrangement 100 : Fuselage FORWARD Section UNDER cabin floor 200 : Fuselage …………………… section ……………… cabin floor

CenForAvEn | 2025 11 300 : Fin, …………………… and fuselage ………………… Section 400 : …………………… and jet pipe 500 : LH …………………… 600 : …………………… wing 700 : …………………… and bay door 800 : …………………… 900 : …………………… and …………………… launchers Ex. 1.14 READING IDENTIFICATION OF AIRCRAFT ACCESS POINTS Read the text. Check any new vocabulary with a partner, then answer the questions that follow. The identifier is created using the three-digit number of the location of the access point, followed by two letters. The first of the two letters is the primary identifier and is in a logical sequence, i.e. inboard to outboard, or forward to aft, beginning with “A” in each zone. The second suffix letter is the locator which specifies the zone in the aircraft as follows: T=Top / B=Bottom / L=Left Hand / R =Right Hand / Z=Internal. Access points located symmetrically on the opposite side of the aircraft must have the same letters, even when the zone numbers may be different (for example: 520AT for the left wing, 620AT for the right wing). 1. Is the zone identified by numbers or by letters or both? 2. How many numbers and letters are there in each identifier? 3. What does the first suffix letter identify? 4. What does the second suffix letter identify? 5. What are the three-digit numbers that indicate access points to the left and right wings? Ex.1.15 a) VOCABULARY MATERIALS Aircraft maintainers work with many different types of materials which make up the aircraft structure. It is important to know the materials you work with. Check the meaning of the words below, then add them to the appropriate column: iron copper bronze nickel brass lead steel wood timber plywood woven fabric fibreglass adhesives sealants glue bonding agents

CenForAvEn | 2025 12 Ferrous Non-Ferrous Composite and Non-metallic steel aluminium sealants Ex. 1.14 b) The following diagram shows some examples of where certain materials are used on an aircraft. Check any new vocabulary and try to memorise the different materials and where they are on the structure. Test your partner. For example: A: “What is the landing gear made of?” B: “The landing gear is made of steel.” Aluminium alloys Nickel/chrome alloys Steel Tungsten Bronze Magnesium alloysTitanium

CenForAvEn | 2025 13 READING THE EUROFIGHTER Photo credit: Antony Stanley READING Read this short text about the materials used in the structure of the Eurofighter. Primary Structural Materials • Carbon Fibre Composites (CFC): about 70% of the Eurofighter's surface is made from CFCs, used for the fuselage, wings, and fin. • Glass-Reinforced Plastic (GRP): Approximately 12% of the structure is made from GRP, used for components such as the nose radome and parts of the wing and fin. Metals The remaining structural elements consist of about 15% metal for example: strong titanium alloys. SPEAKING Describe the picture of the Eurofighter using the vocabulary you remember from this unit.

CenForAvEn | 2025 14 UNIT 2 TOOLS AND EQUIPMENT Look at the picture above. Work with a partner and talk about: 1) what/ who you can see and the position of objects and people in the photo. 2) the people you can see: what are they doing? 3) the tools you can see: do you know their names?

CenForAvEn | 2025 15 GRAMMAR PRESENT PROGRESSIVE Look at the picture. Then read the sentences below. Photo credit: USAF ● The maintainer is performing an inspection on the starter control valve. ● He is using a flashlight. ● He is not wearing any gloves. Other maintainers are not working with him. ● Is he holding a screwdriver? The above is an example of the present progressive. We use the present progressive to describe what is happening at the moment of speaking. Affirmative form: I / + am + wearing: I am wearing ear protection. He / she / It + is + using: He is using a flashlight. We / You / They + are + working: They are working under the wing. Negative form: I / + am not (I’m not) + wearing: I’m not wearing a helmet. He / she / It + is not (isn’t) + using: He isn’t using a wrench. We / You / They + are not (aren’t) + working: You aren’t working.

CenForAvEn | 2025 16 Question form: Am + I + wearing? Am I wearing the right uniform? Is + he / she / it + wearing? Is he wearing the right uniform? Are + we / you / they + wearing? Are you wearing the right uniform? Short answer responses: Aff: Yes, I am. / Yes, you are. /Yes, he is. / Yes, they are. Neg: No, I’m not. / No, you aren’t. / No, he isn’t. / No, they aren’t. With question words: What are you doing right now? Where is she going? Ex. 2.1 Complete the sentences with the present progressive of the verbs in brackets. 1. Lt. Miller …………………………….. (check) the fuel pumps to see if they ……………………….. (work) properly. 2. A: “……………………………………. (you / wear) earplugs right now?” B: “No, I ……………………………………. (not wear) them right now. They’re in my pocket!” 3. Sgt. Jackson ………………… (not work) today because he ………………… (travel) with his family to Spain. 4. The instructors ……………………………………. (explain) the training activity, but the new students ……………………………………. (not listen) to them. 5. The maintainer ……………………………………. (use) a screwdriver to loosen the screws. 6. A: Where ……………………………………. (the captain / go) right now? B: She ……………………………………. (not go) out now. She …………………….. (work) in the hangar.

CenForAvEn | 2025 17 SPEAKING: Now look at the following photos. What is happening in each one? Choose a photo and describe it to your partner. Picture 1 Picture 2 Photo credits:USAF

CenForAvEn | 2025 18 VOCABULARY Do you know the names of any tools? Ex.2.2 Listen and repeat the names of the tools 1 - 8 below, then match them with their uses. 1 wrench/ spanner A to lift an engine 2 Mainstester screwdriver B to make a hole 3 ball-peen hammer C to strike a punch 4 drill D to drive bolts into an object 5 allen or hex key D E to centre an object 6 vice grips F to hold something in place 7 punch G to loosen a bolt 8 hoist H to test for voltage Work with a partner. Listen and repeat these additional tool names: • files • pliers • crimper • chisel heads • Vernier calliper • gauge • reamer

CenForAvEn | 2025 19 Ex. 2.3 Now match the tool names from the last two exercises to the correct photo: a) ……………….. b) ………………….. c) ………………… d)……………………… e)…………………….. f) ……………………. g) ……………………… h) ………………… i) ……………….. j)……………………. k) ……………………. l) ………………………. m) …………………………. n) ……………………. o) …………………….. SPEAKING TOOL CONTROL Talk with your partner: Where do you keep the tools you use at work or at home? Why is it important to keep things organised? VOCABULARY Before you read, look at the words in bold. What do they mean? Discuss with your partner. It’s a fact that tool control affects safety. Leaving a tool in an aircraft or engine is not just an inconvenience, it is a safety risk. Most aircraft maintenance organisations enforce tool control procedures. Tool control is a method to quickly determine that all tools are accounted for at the end of a maintenance task. This can only be done if each tool has a specific place where it is stored that allows quick identification if the tool is missing.

CenForAvEn | 2025 20 Tool inventory Maintainers should do a tool inventory regularly, after each task or at least once a day. In this way, any missing tools are found before they affect the safety of an aircraft. Many teams choose to do the tool inventory at the beginning and end of each shift. Tool inspection An important part of tool control is tool inspection. Tools are inspected before and after each use to ensure they are in proper working order and no parts are missing. If not, it can be easy for a tool part to be left behind in a work area. David Smith, director of U.S. Jet Aviation maintenance quality assurance, discusses his company’s tool inspection requirement: “We require mechanics to inspect all tools and equipment before and after each use. This is written in our standard operating procedures manual. This policy helps ensure that no pieces from a broken tool remain in an aircraft or engine after maintenance is performed.” Missing tool reporting An important part of any tool control programme is a process for reporting missing tools. In order to ensure that all tools are in the correct place at all times, all technicians must report any missing tool. All members of the maintenance team must know the procedures: when tools must be inventoried, how technicians should report a missing tool, and what to do when a missing tool is reported. Ex. 2.4 Read the text and answer the questions below. 1. What is tool control and why is it important? 2. Why is it important to do a tool inventory regularly? 3. What does David Smith say about tool inspection? Ex. 2.5 Look at the list of tools below. Check their meaning with a partner. Then work together and put all the tools in the correct category. bolt, micrometer, multimeter, locking nut, jack, body harness, rag, gloves CATEGORY A. Metal Working Tools: B. Fasteners: C. Lifting Equipment: D. Measuring Tools E. Cutting Tools:

CenForAvEn | 2025 21 F. Power Tools: G. Safety Equipment: H. Welding Equipment: I. Electrical Safety Equipment: J. Cleaning Equipment: Check your list then add the names of other tools and equipment you know into the correct category. READING PERSONAL PROTECTIVE EQUIPMENT (PPE) Check that you know the meaning of the PPE words and the part of the body where they are worn. Make a note of the body parts. Read and listen to the text. Check the meaning of the underlined words in bold. Make sure you understand the words and can pronounce them correctly. Personal protective equipment (PPE) Personal safety starts with wearing appropriate clothing for your task, combined with the correct use of eye and ear protection when necessary. Personal protective equipment is necessary by law, but you also have to wear it correctly. PPE includes:

CenForAvEn | 2025 22 • hard hats and bump caps; • safety glasses and goggles; • full-face masks; • earplugs; • ear defenders; • dust masks; • respirators (filter type and air fed); • overalls (including special fuel tank entry ones); • a safety harness; • a high visibility tabard; • safety shoes and boots; • bad weather clothing (hats, coats and leggings); and • gloves (many types). PPE is necessary for many locations and when required, is obligatory. Safety shoes and overalls are vital at all times; tabards are essential at all times in ramp areas. Different levels of protection are required in different areas. Earplugs provide adequate protection in a typical workshop, but ear defenders are necessary in a loud or sustained noise environment such as machining operations or aircraft engine run. Find out what safety equipment is appropriate for your task. For example, are the gloves the correct ones for handling a hazardous substance? Do you need safety glasses or goggles for a particular job? Is an aspirated face mask or simple dust mask necessary? SPEAKING Here are 3 different maintenance tasks. Talk to your partner about the essential PPE to wear for each task and why. 1. Fixing hydraulic leaks – in landing gear or flight control systems. 2. Fixing damaged rotor blades on a helicopter. 3. Engine troubleshooting and repair – Including compressor blade damage, oil leaks, or abnormal noises.

CenForAvEn | 2025 23 UNIT 2 VIDEO 1 AIRCRAFT MAINTENANCE Watch the video and tick the tools/ equipment you see: goggles hammer mobile platform body harness hoist blue latex gloves chocks helmet ear protection safety net flight safety tag mask power drill sling Now write PPE (Personal Protective Equipment)/ SE (Safety Equipment) / T (Tool) / LE (Lifting Equipment) for the equipment listed. Watch the video again. Write five sentences about what they are doing in the video, using the present progressive. Then talk to your partner and compare your sentences. GRAMMAR PURPOSE STATEMENTS Look at the sentence below. What is the grammar rule? 1. The toggle stripper is used to remove the coaxial cable. The grammar form ‘used + complete infinitive’ of the principal verb can be used to express purpose. ● A spanner or wrench can be used to tighten a nut. Ex. 2.6 Work with a partner. Circle the correct verb to complete the sentences. A. A wrench is used to loosen/ cut/ drill a bolt. B. A C- clamp is used to loosen/ tighten/ hold an object in place. C. A locking nut is used to loosen/ fasten/ strike a bolt in place. D. A jack is used to lift/ strike/ cut and hold heavy objects. E. A rag is used to lift/ strike/ clean dirty surfaces. F. A safety helmet is used to lift/ protect/ fasten your head. G. A heat gun is used to heat/ measure/ strike surfaces. The ‘for’ + -ing form can also be used to express a purpose. ● A spanner or wrench can be used for loosening a nut.

CenForAvEn | 2025 24 Ex. 2.7 Work with a partner. Choose the complete infinitive or the -ing form of the verbs in the box below to fill in the gaps. Note there is one extra word. check hold strike distribute measure A. A tape ruler is used _____________ lengths. B. A ball peen hammer is used ______ punches. C. A washer is used ____________the load of a threaded fastener. D. A bench vice is used ____________an object stable. E. A mainstester screwdriver is used ____________ the presence of electricity. READING TORQUE Before you read, answer the following questions with your partner: 1. What is the mechanics technician doing in picture 1? What is the tool in the pictures? 2. What do you know about this tool? Picture 1 Picture 2 Now read and listen to the text, then check your understanding of the words in bold: TORQUE AND TORQUE LOADING Definition of torque Torque is the turning effect or turning force calculated by multiplying the force by the distance from the force to the centre of the nut. It is measured in lbs, ft, kg, cm or N.m. The purpose of torque loading is to ensure the correct and efficient clamping together of mating surfaces. This prevents overstressing, distortion, and shearing of bolts, studs and nuts. Most bolts, nuts and unions on aircraft are subject to a standard torque loading. Torque load values are usually determined by friction, type of thread, material, lubrication and finish.

CenForAvEn | 2025 25 Standard torque loading values are those generally applied to steel fasteners used in tension applications on aircraft. Lower values are generally for shear nuts or nuts in shear applications. Lower torque values are also necessary for pipe union nuts. A torque wrench is usually used to torque load a fastener. PLI (pre-load indicating) washers may be specified in some critical bolted joints. Recommended technique Wherever possible, apply the torque to the nut, not the bolt head, as this is a direct measurement of the torque applied to the threads and not a measurement of hole tightness. Initial assembly To remove the roughness from threads and mating surfaces when assembling new components which require high torque loadings: • Clean, and where specified, lubricate the threads and mating surfaces of nut, bolt and washer. • Tighten the nut to half the specified torque value. • Slacken the nut, then finally retighten to the specified torque value. • When the torque-loaded fastener is secured using a split pin or lock wire, tighten first to the low side of the torque range. • If necessary, tighten the fastener so that the next slot aligns with the hole, ensuring that the maximum torque is not exceeded. If the maximum torque is reached and the slot in the nut does not line up with the hole in the bolt, you must change the nut and washer. Ex. 2.8 Choose the correct answer to these questions about the text. 1. When are torque wrenches used? A. During a visual inspection. B. When fasteners need torque load. C. Only with adapters and attachments. D. Once a month. 2. Lower torque values are necessary for A. shear nuts and pipe union nuts. B. steel fasteners. C. washers. D. threads. 3. Apply the torque to the A. bolt head. B. nut. C. hole. D. thread. 4. Change the nut and the washer if

CenForAvEn | 2025 26 A. the slot aligns with the hole in the bolt. B. the slot doesn’t align with the hole in the bolt with maximum torque. C. the maximum torque is exceeded. D. you tighten the fastener. UNIT 2 VIDEO 2 MICROMETER Watch the first part of the video. Label the parts of the micrometer that you hear in the audio track: RATCHET SPINDLE THIMBLE ANVIL Listen to the video again and check any new vocabulary. Ex. 2.9 Complete the spaces in the sentences below with the correct words: calibrated clicking scales gaps A. The distance between the ________________________ is the distanced measured. B. The barrel and thimble scales have numeric ________________________ C. The ratchet makes a ________________________ sound that tells you to stop turning. D. If the micrometer is damaged, it isn’t ________________________ SPEAKING Talk about these questions with a partner: How is technology changing the way we use tools? Are digital tools more accurate?

CenForAvEn | 2025 27 UNIT 3 THE HANGAR & THE AIRPORT Photo credit: Zachary Hada Look at the photo above. Work with a partner. Answer the questions below: 1) Who can you see? 2) What are they holding? 3) What are they looking for?

CenForAvEn | 2025 28 What do you see in this picture? Describe the photo to your partner. GRAMMAR COUNTABLE & UNCOUNTABLE NOUNS A screw is a countable noun. Debris is an uncountable noun. Anything that you can count: a screw, a bolt, a technician, is a countable noun, and has a plural form: ‘s’ or ‘es’ added to the end of the word make the most common plural forms, but some have an irregular plural, for example: 1 person, 5 people. Anything that you cannot count: liquid, gas, fuel, work, time, money, information, equipment etc., is uncountable. COUNTABLE NOUNS We use a singular verb with singular countable nouns when there is only one object. Singular quantifiers (a /an /one) are used with singular countable nouns. We use a plural verb with plural countable nouns. Countable noun/s Verb A bottle is on the runway. Cans are near the threshold.

CenForAvEn | 2025 29 Ex. 3.1 Now think of 1 plural and 2 singular countable nouns. Write them in the table below and complete the sentences. UNCOUNTABLE NOUNS We use a singular verb with uncountable nouns. Uncountable Nouns Verb Debris is near the departing aircraft. Liquid is on the blast pad. Ex. 3.2 Now think of 3 uncountable nouns. Write them in the table below and complete the sentences. UNIT 3 VIDEO 1 FOD WALKS Before you watch the video, check the following vocabulary and note which items are countable or uncountable: • a piece of wood • a piece of paper • a plastic bag • a can • plastic • tape • a cardboard box lid • stones • nuts and bolts • a label • a rubber glove • branches and leaves • a plastic bottle • a glass bottle • a rag

CenForAvEn | 2025 30 Now watch the video. Tick the objects you see. You see some objects more than once. Two objects on the list are not visible in the video. Compare your list with your partner’s. Ex. 3.3 Watch the video again and answer the questions: 1) What is a FOD walk? 2) Why is it important to do FOD walks? 3) When you see rubbish outside or in the hangar, what do you do? SPEAKING Talk to your partner about the FOD in the video. Then write 5 sentences about it. GRAMMAR QUANTIFIERS: SOME AND ANY Read the examples. In which types of sentences do we use ‘some’ and ‘any’? • There is some dust on the wing. • There are some wrenches in the toolbox. • The maintainer hasn’t got any rags. • Is there any fuel in the helicopter? We use ………. in affirmative sentences, offers and requests. We use ………. in questions and negative sentences. Ex. 3.4 Complete the dialogues with ‘some’ or ‘any’. 1. A: There aren’t …………. rags in the cabinet, so I don’t know what to do. Have you seen ………….? B. Yes, there are …………. over here. What do you need them for? A: There’s …………. grease on the floor that I want to clean up. 2. A: I looked through the tool box and there aren’t …………. screwdrivers. I know we have ………….. . Have you seen ………….? B: No, I haven’t. There might be …………. in the shop, with the other tools. A: Ok thanks, I’ll take a look.

CenForAvEn | 2025 31 Now look at the 5 sentences that you wrote in the previous exercise about FOD. Add ‘some’ to your affirmative sentences with countable plurals. Make 2 sentences negative and add ‘any’ to those sentences. QUANTIFIERS: A LOT OF / MUCH AND MANY / LITTLE AND FEW Read the examples and complete the rules with much/ many/ a few/ a little. Which words can we replace with ‘a lot of’? • Are there any rags? We need a few to clean up the hangar. • We haven’t got many screws, so we need to order some. • There isn’t much air traffic today due to the bad weather. • I’ve got a little time, so I am going to make a phone call. Use ………… and ………… before plural countable nouns. Use ………… and ………… before uncountable nouns. Use “much” for questions and negatives. Use “a lot of” before uncountable or plural countable nouns. Read the examples and notice the words in bold. Which words mean enough? Which mean not enough? • There are a few safety goggles left. You can have a pair. But there are very few gloves. • The C-130 has little fuel left, but we still have a little time to refuel it. Ex. 3.5 Read and circle the correct words. Number 1 is an example. 1. There weren’t much/ many maintainers in the hangar yesterday. 2. He’s still got a few/ a little time to finish the maintenance tests. 3. Have you got some/ any screws left? I can’t find some / any in the tool box. 4. She doesn’t know many/ much people who work as maintainers. 5. Today he has a lot of/ many work to do because yesterday he was on leave. 6. There are a few/ a little earplugs on the shelf. 7. How much/ many work have you done today? It looks like you aren’t doing anything! 8. There are a few/ few line replaceable units left, so we must order more. 9. Add a little/ little oil, because there is not enough at the moment. 10. Are there any/ some fasteners available for the panel above the wing?

CenForAvEn | 2025 32 GRAMMAR THERE IS / THERE ARE Ex. 3.6 Look back at the picture on page 5. Tick the sentences that are true. ……. There is a plane in the hangar. ……. There isn’t any FOD on the ground. ……. There are some towers in the distance. ……. There aren’t any maintainers in the area. We use there is when the noun is singular or uncountable. Affirmative : There is a wrench in the toolbox. (singular) There is new flight equipment on the aircraft. (uncountable) Negative: There isn’t a helicopter in the hangar. There isn’t any money in the bank. Question form: Is there any information about the aircraft? We use there are with plural countable nouns. Affirmative: There are some screws on the shelf. Negative: There aren’t many people in the office. Question form: Are there any books about the subject? SPEAKING PICTURE DESCRIPTION • Work with a partner. Using there is/ there are and quantifiers, identify and talk about what you see in the picture above. Example: There are some tools on the floor.

CenForAvEn | 2025 33 UNIT 3 LISTENING 1 RUNWAY MARKINGS Ex. 3.7 Listen and put the items mentioned in the order you hear them. 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ 4. __________________________________________________________________________ 5. __________________________________________________________________________ Ex. 3.8 Listen again. What is each area used for? Work with your partner and write a short description below. A. __________________________________________________________________________ B. __________________________________________________________________________ C. __________________________________________________________________________ D. __________________________________________________________________________ E. __________________________________________________________________________

CenForAvEn | 2025 34 VOCABULARY Ex. 3.9 Look at the pictures below. Match the pictures and words. ..... Transformer ...... Ventilation shaft ...... Cooling system ..... Folding Doors Look at the picture. Name everything and everyone you can see in the hangar, say what they are wearing and the positions of the people and objects. Speak to your partner about what the items are used for.

CenForAvEn | 2025 35 LISTENING NUMBERS Ex. 3.10 Listen to your teacher reading the following numbers and repeat. Then work with your partner. Write the numeric form of the numbers listed. Practise saying the numbers. A. Three thousand feet: _______________________________ B. Fifty-five miles: _______________________________ C. Six million: _______________________________ D. Five hundred and twenty litres: _______________________________ E. Eighty thousand kilometres: _______________________________ F. Negative (or minus) five degrees Celsius: _______________________________ G. Zero decimal (point) seven: _______________________________ Now write 5 different numbers. Read them to your partner. Compare your answers. UNIT 3 LISTENING 2 Ex. 3.11 Listen to the audio track. Write the corresponding numbers that you hear next to the correct text. A hangars B metre-long single span roofs C party clients can be accommodated D hangar dimensions E acres of floor space F soccer fields

CenForAvEn | 2025 36 UNIT 3 LISTENING 3 Ex. 3.12 Work with your partner. Match each workshop with its description below. Then listen to the audio track and check. SHOP DESCRIPTION 1 Avionics A conducts maintenance and inspection including modular changes. 2 Safety B carries out complete disassembly, inspection and maintenance of landing gear. 3 Cabin Interior C conducts fully integrated in-house testing. 4 Wheel Brake D tests and maintains on-board safety equipment, e.g. seatbelts & oxygen masks. 5 Engine E contains 125,000 line parts. 6 Engine Test F conducts all repairs on composite and metal panels including overhaul & design. 7 Structures G maintains passenger and cockpit seats, galleys and toilets, trim and panelling. 8 Store H tests and calibrates electronic and computer components, e.g. cockpit recorders and radar.

CenForAvEn | 2025 37 GRAMMAR: LINKING WORDS Linking words and phrases are used to show relationships between ideas. They are used to add ideas together, contrast them, or demonstrate the reason for something. Can you think of some linking words that relate to time? How can you express WHEN something happens? Check your understanding of the words in the box below: firstly / first of all / secondly / next / then / finally / after that / eventually / meanwhile / currently / immediately / in the past/ in the end / later / simultaneously / before / after / when / during / while Ex. 3.13 Using the words in the box, complete the sentences with an appropriate linking word. There is more than one option. A. ____________, the maintainer arrives at work early in the morning. B. _____________ a briefing with his team, the maintainer goes to the hangar. C. _____________, he meets with the pilot to help with a pre-flight check. D. _____________they finish the pre-flight check, the maintainer starts his daily tasks. E. _____________, when he has finished for the day, he goes home. GRAMMAR ‘BE’ GOING TO SPEAKING Speak with your partner about the hazards you see in this picture. What kind of prediction can you make?

CenForAvEn | 2025 38 We use GOING TO to talk about something that is about to happen, usually based on evidence. • There are a lot of dark clouds in the sky. It’s going to rain. Affirmative Subject + ‘be’ going to + base form. I + am going to + be late. I’m going to be late. He / She / It + is going to + rain. It’s going to snow. We / You / They + are going to + miss their flight. They’re going to miss their flight. Negative Subject + ‘be’ + not going to + base form. I + am not going to + be late. I’m not going to be late. He / She / It + is not going to + rain. It’s not going to snow. We / You / They + are not going to + miss their flight. They’re not going to miss their flight. Question form ‘be’ + subject + going to + base form. Am + I + going to + help you today? Am I going to help you today? Is + she + going to + work early? Is she going to work early? Now repeat the example sentences. Ex. 3.15 Write three more ‘GOING TO’ sentences for the picture on the previous page.

CenForAvEn | 2025 39 SPEAKING Describe the following photos. Say what is going to happen and why. Then talk to your partner about what you remember from this unit.

CenForAvEn | 2025 40 UNIT 4 GROUND SAFETY & MAINTENANCE Read this sign and answer the questions with a partner. 1. Where do you see this sign? 2. What is this sign for? 3. Points 1 and 4 are in red, points 2 and 3 in green. Why?

CenForAvEn | 2025 41 GRAMMAR IMPERATIVES ● Raise the alarm. Leave the building. ● Do not stop to collect personal belongings. ● Do not take risks. ● Never use the lift in case of fire. ● Always follow instructions. The imperative is used for rules and regulations. It is also used in various buildings and external areas, on signs and notices as well as to give a direct order. It is also used for WARNINGS, CAUTIONS, AND NOTES in maintenance manuals. WARNING ● Do not lift the aircraft if the wind speed is more than 8 m/s (30Km/h → 15KTS) CAUTION ● When moving the sling, be careful not to cause damage to the aircraft's external surface. ● Ensure that all panels and doors, and the canopy are closed. ‘Don’t’ is used informally. ‘Do not’ is used formally. The adverbs always / never are used before the verb to reinforce the meaning, when necessary. Affirmative: Wear goggles / Always keep right Negative: Don’t touch hot surfaces / Never wear loose clothes Ex. 4.1 Work with a partner. Write never or always before each regulation. 1. ________ reverse a vehicle toward an aircraft without a marshal present and a clear view. 2. ________ carry co-workers on vehicles. 3. ________ operate any equipment that is unserviceable. 4. ________ report all injuries, and/or equipment damage. 5. ________ walk close to or between propellers. 6. ________ be aware of your surroundings. 7. ________ wear personal protective equipment (PPE). 8. ________ be very careful near moving aircraft; they have the right of way.

CenForAvEn | 2025 42 GRAMMAR GIVING WARNINGS Ex. 4.2 Use the words in the box below to form imperatives. Do not, Wear, Stay, Keep, Never, Always, Stay, Do not 1. _______________________________________ remove chocks during maintenance. 2. _______________________________________ away from radiation area. 3. _______________________________________ clear of the engines. 4. _______________________________________ smoke! 5. _______________________________________ use the appropriate fuel. 6. _______________________________________ off wings. 7. _______________________________________ ear protection. 8. _______________________________________ leave tools in the cockpit. Can you think of any more warnings? Write 3 more. 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ GRAMMAR MODAL VERB: MUST / MUST NOT Look at this sign. Which PPE is obligatory?

CenForAvEn | 2025 43 ● Must is used for strong obligation. It is usually associated with rules. ● Must not / mustn’t is used to prohibit something. For example: (aff.) You must remove flight tags before flight. For example: (neg.) You must not enter the hangar without authorisation Ex. 4.3 Re-write some of the WARNING sentences (Ex. 4.2) using must or must not. Then check with your partner. 1. Example: You must stay clear of the engines. 2. __________________________________________________________________________ 3. __________________________________________________________________________ 4. __________________________________________________________________________ 5. __________________________________________________________________________ 6. __________________________________________________________________________ Study the hazard signs below. Memorise the images, their meaning and think of example substances for each group. Work with a partner.

CenForAvEn | 2025 44 READING Read the following text about dangerous substances and underline examples of must / must not. Then choose the correct answer to the questions. Hazardous substances An assessment of the risks to health from hazardous substances is required to comply with the control of substances hazardous to health (COSHH) legislation. The purpose of the risk assessment is to reach an informed and correct decision about the risks and implement the necessary measures to prevent or adequately control exposure. Hazardous substances are: ·substances classified as very toxic, toxic, harmful, corrosive, irritant, sensitising, under Chemical (Hazard Information & Packaging for Supply) Regulations 2002 (CHIP); ·substances assigned an occupational exposure limit (OEL); ·biological agents (bacteria, viruses, fungi); ·any dust when present in substantial concentrations; ·carcinogens. Materials specification data sheets (MSDS) and COSHH assessments are published for all materials classed as hazardous and you must consult them before use. You must mark the containers and packaging of hazardous materials (including wastes) with a description of the material, the hazards it poses. You must include safety information concerning its handling. A set of internationally recognised symbols is used to provide quick identification. Ex. 4.4 QUESTIONS 1) A risk assessment of hazardous materials is necessary in order to ● be informed about risks and keep people safe. ● make a decision about which dangers to ignore. 2) Hazardous substances include: ● substances that do not cause cancer. ● substances with a limit to how long a person can be near them. 3) Before contact with hazardous substances, you must read: ● material specification data sheets and assessments ● container labels 4) You must mark the container with how many pieces of important information? ● one ● three

CenForAvEn | 2025 45 VOCABULARY AIRCRAFT DANGER AREAS Look at the diagram below and check any new vocabulary. SPEAKING Describe the safe and dangerous areas to your partner. Say why the dangerous areas are hazardous. Do you know if the dangerous and safe areas are similar around a helicopter? VOCABULARY Check the meaning of the prepositions below with your partner. under / near / in front of / next to / on / in / behind / above / opposite / between / around Describe the picture of the helicopter. Where are the maintainers?

CenForAvEn | 2025 46 Ex. 4.5 Use prepositions to complete the exercise. 1. One dangerous area is …………… the tail rotor. 2. It’s important not to walk …………. the main rotor when it is on. 3. It is best not to walk …………… the helicopter or near the nose when it is ready for take-off. 4. When working …… the aircraft, do not leave any tools inside. 5. When the helicopter is hovering …… you, watch out for downwash. UNIT 4 LISTENING 1 Ex. 4.6 Look at the text below. Check any new words your partner. Then listen to the audio and fill in the missing words. When driving about on any airport area, don't assume that a pilot can (1) _________ you. Remember that the field of vision from the cockpit is limited and it is extremely difficult if not impossible for pilots to see you if you are (2)______ the wings or under the (3) _________of the aircraft. Remember that aircraft always have the right-of-way. Whether you are driving on the AOA in the daytime, night time or in poor weather, your vehicle should be properly equipped for (4) _________ this means your vehicle should have appropriate beacons and (5)_________ markings. If you are authorised to operate on runways and taxiways, the vehicle may be required to have proper lighting and a working radio. At the beginning of your workday, be sure to conduct a walk-around inspection of your vehicle to (6) _________ it is in safe operating condition. UNIT 4 VIDEO SAFETY Look at the instructions before you watch. Ex. 4.7 Work with a partner and complete the sentences 1-8 with words from A-H. Then watch the video and check your answers. 1 Always ____the circle of safety. A Pay 2 _____the bad habit of jerking luggage. B Do not drive 3 _____more than 5 miles per hour. C Respect 4 _____(the rubber bumper) a few inches away from the aircraft. D Hold up 5 _____the cart within 3 ft of the belt. E Keep 6 ____or lower the belt end to provide a level platform. F Avoid 7 _____close attention to unusual or unique items. G Raise 8 ____the nose gear pin and streamer for the captain to see. H Keep

CenForAvEn | 2025 47 Ex. 4.8 Read the questions below. Check the meaning with your partner. Then listen and write the answers. 1. What is the circle of safety? 2. What is the maximum speed in the circle of safety? 3. What are main deck loaders used for? GRAMMAR SIMPLE PAST ● The maintainers performed a FOD walk and picked up dangerous FOD. ● They put the FOD in a plastic bag. The verbs performed, picked up, and put are in the simple past tense. The simple past is used to describe completed past actions. The simple past of the verb ‘BE’: Affirmative form: I / he / she / it + was + a helicopter maintainer. I was a helicopter maintainer. You / we / they + were + helicopter maintainers. We were helicopter maintainers. Negative form: I / he / she / it + was not (wasn’t) + a helicopter maintainer. You / we / they + were not (weren’t) + helicopter maintainers. Question form: Were + subject ? Were you in the hangar? Short answer responses: Yes, I was/ No, I wasn’t. Yes, you were. / No you weren’t. With question words: Where were you last night? When was the maintenance training course? ALL OTHER VERBS Affirmative form: Subject + simple past form (-ed or irregular): I performed maintenance tests.

CenForAvEn | 2025 48 Negative form: I / You / He / She / It / We / You / They + did not (didn’t) + repair: He didn’t repair the wing. Question form: Did + subject + base form? Did you speak to the commander? Short answer responses: Yes, I did. / No, I didn’t. With question words: When did you refuel the aircraft? Where did the maintainer go? Spelling of regular verbs in the simple past tense Verbs that end with e: add + d. Consonant + y: change y to -ied. Stressed vowel before consonant: double the consonant and add -ed phone - phoned tie - tied dry - dried live - lived apply - applied flip - flipped tag - tagged carry - carried stop - stopped Check the meaning of the verbs below. Add -ed to each one and listen to the correct pronunciation. change detect maintain check fasten remove coat inspect strip collide land tag crash launch target

CenForAvEn | 2025 49 PRONUNCIATION /d/ /t/ /id/ Ex. 4.9 Write the verbs from above in the correct column below according to how they are pronounced in the simple past. Use correct spelling. Check with the class then practise saying the verbs. /d/ /t/ /id/ IRREGULAR PAST TENSE Many verbs have an irregular simple past, for example: fall/fell, take /took, wear/wore, have/had, etc. Some irregular verbs have two spellings – learn/learnt(learned), burn/burnt (burned).

CenForAvEn | 2025 50 SPEAKING Work with a partner and use the verbs in the simple past tense to describe what happened in the pictures below: Photo credit: Dave Hunt/AAP/The Associated Press Now write sentences about what happened in each picture. Work with a partner. READING Read the following extract from an aircraft maintenance manual about specific maintenance tasks linked to cleaning and preventing corrosion. This essential task helps to keep the aircraft flying safely. Check the meaning of the words in bold. Powerplant Cleaning Cleaning the powerplant is an important job to do thoroughly. Grease and dirt accumulations on an air-cooled engine produce insulation against the cooling effect of air flowing over it. This type of accumulation can also cover up cracks or other defects. ● When cleaning an engine, open or remove the cowling as much as possible. ● Beginning with the top, wash down the engine and accessories with a fine spray of kerosene or solvent.

CenForAvEn | 2025 51 ● Use a bristle brush to clean some of the surfaces. Use fresh water, soap, and approved cleaning solvents for cleaning propeller and rotor blades. ● Water spray, rain, and other airborne abrasive material strike a moving propeller blade with such force that small pits can form in the blade’s leading edge. Steel blades, if rubbed down with oil after each flight, retain a smooth surface for a long time. ● Examine the propellers regularly, because cracks in steel or aluminium alloy blades can become filled with oil that tends to oxidize. This can readily be seen when the blade is inspected. ● Keep the surface wiped with oil to help make cracks more obvious. Ex. 4.10 Now underline all the verbs in these tasks and put them into the simple past. Complete the log book page with your notes on completing this task.

CenForAvEn | 2025 52 VOCABULARY Ex. 4.11 Match the following words with their meanings. Then find the words in the text. 1. dent (n) ___ a. Ground Power Unit 2. to charge (v) ___ b. a depression made by a blow or pressure. 3. to crash (v) ___ c. a tear or mark on the surface of something. 4. GPU (n) ___ d. to collide and make an impact with another object or vehicle. 5. winch strap (n) ___ e. using a direct current, to fill as in a battery. 6. scratch (n) ___ f. the rope and hook you attach to a trailer for towing. Ex. 4.12 Read the following paragraphs and match each one with its correct title. 1. _____ Ground Power Unit Overload 2. _____ Bent Tow Bar 3. _____ Only One Wing Walker 4. _____ Faulty Tractor Gears READING INCIDENTS What is an incident? How does it differ from an accident? Discuss this with your partner. Read the following paragraphs. Underline all the past simple verbs. Text A Two ground crew employees moved a Falcon 50 into a hangar when the left wing tip struck a golf cart. One employee operated the tug and the other employee was the wing walker. The aircraft went nose-first into the hangar. A golf cart was charging on the left side of the hangar and a car was parked on the right side of the hangar. As the right wing cleared the car, the wing walker started to move back to the left wing when the left wing tip struck the golf cart. Text B A Lear-60 requested a GPU start assist. On completion of engine starts and proper shut down procedures of the GPU, the line service technician noticed that the GPU cable plug head felt very hot during the disconnect from the aircraft GPU receptacle. The crew was informed, the engines shut down, and a maintenance inspection of the GPU receptacle and related components requested. The aircraft maintainer discovered a loose wire on the internal bracket of the GPU receptacle in the fuselage.

CenForAvEn | 2025 53 Text C Two line service employees with two aircraft crew members pulled an aircraft from a hangar. The tractor operator could not manage a gear change, and upon release of the clutch pedal, the tractor jumped forward several inches. This caused the aircraft to crash into another aircraft parked directly behind. The intended tow aircraft had a dent to the right outboard flap, and the other aircraft had a scratch to the nose cone. Text D An apprentice operator inspected a towbar for a Mitsubishi MU-2. He noticed that the tow bar was not equipped with manufacturer identification tags and it was bent. He informed his immediate superior. The line crew notified the supervisor of their findings, and the supervisor instructed the crew not to use the tow bar. Ex. 4.13 Read texts A - D again and answer the questions. Circle the correct answer. Text A Why did the accident happen? Insufficient staff / wrong equipment / faulty operating procedure Text B Who was responsible for resolving this accident? The line service technician / the crew / the airline maintainer Text C Which vehicle did not suffer damage as a result of this incident? The tow aircraft / the parked aircraft / the tow tractor Text D What did the apprentice operator do when he saw that the tow bar was bent? He told the supervisor / informed his superior / notified the manufacturer. SPEAKING Work in pairs. Read Text A to your partner, and ask him or her draw a diagram of the situation. Your partner will then read Text C, and you draw a diagram. Check to see if the diagrams are correct and if your partner understood the situation. Then check with the class. Asking for clarification Sometimes we don’t hear something clearly and need to check for clarification. Read and listen to these useful phrases. Practise saying them. “I’m sorry, I didn’t hear you. Can you repeat that, please?” “Can you say that again, please?” “What did you say?”

CenForAvEn | 2025 54 “What does that mean?” “What does _____________ mean?” To respond: “Let me explain…” “I’d like to clarify…” Think of an incident that you witnessed or know about from the news, to tell your partner about. Write some notes before you begin. Date and time: ________________________________________________________ Location: ________________________________________________________ Problem: ________________________________________________________ Outcome: ________________________________________________________ Other details: ________________________________________________________ Work in pairs. Tell your partner about this incident. Make sure the verbs you use are in the simple past. When listening, ask your partner for clarification at certain points, using some of the phrases above.

CenForAvEn | 2025 55 UNIT 5 AVIONICS Look at the picture above. Work with your partner and answer the following questions: 1. What is the woman doing? 2. What is her role in the Air Force? 3. What kinds of tasks are necessary in her role? 4. What are the rules for the environment where she works?

CenForAvEn | 2025 56 GRAMMAR MODALS: CAN, SHOULD, HAVE/HAS TO ● The canopy severance system can kill you. ● You should consult the schematic drawings to identify the correct circuit breakers. ● You have to be extremely careful when working with electrical systems. Which modal verb is used to indicate possibility? …………………… Which modal verbs are for obligation? ………………….. Which modal verb is for prohibition? …………………. Which modal verb is used for advice? …………………. Can, should, must, must not and have to / don’t or doesn’t have to are examples of modal verbs. Affirmative form: I / you / he / she / it / we / they + can + base form: He can remove the wires. I / you / he / she / it / we / they + should + base form: They should be on time. I/ you / we / they + have + infinitive: You have to wear eye protection. He / she / it + has + infinitive: He has to wear eye protection. Negative form: I / he / she / it / we / they + can’t (cannot) + base form: They can’t fix the problem. I / he / she / it / we / they + shouldn’t (should not) + base form: You shouldn’t eat here. NB The negative form of ‘have to’ means that something is not necessary: I do not have to refuel the plane = It isn’t necessary for me to refuel the plane / it is not my responsibility to refuel the plane. Question form: Modal verb + subject + base form: Can you pass me the pliers? Do/ does + subject + have + infinitive: Do you have to wear eye protection? Short answers: Yes, you do. / No, you don’t.

CenForAvEn | 2025 57 Ex. 5.1 Fill in the gaps with: can / should / have to / don’t or doesn’t have to Possibility: Hydraulic fluid …………. spray into your face. Recommendation: You………… consult the pilot. Obligation: We………… be there before 8 A.M. You …………… wear protective eye goggles at all times. Prohibition: You ………… use the electrical power system for other purposes. NB: We use both ‘must’ and ‘have to’ to express obligation. The differences are: ● The structure of the sentence: ‘must’ uses the base form of the principal verb and ‘have / has to’ use the complete form. ● ‘must’ refers to the actual rules. ‘Have /has to’ is often used when we talk about those rules, for example: “The rule says “you must always wear a helmet when working under the aircraft”, so we have to wear a helmet”. Modal verbs are used extensively in training and safety videos to GIVE ADVICE and MAKE RECOMMENDATIONS Examples: ● Technicians working with electrical systems should wear boots with rubber soles. ● Technicians working with aircraft electrical systems the airframe must always be grounded. The following information is from the Maintenance Data Module: AIRCRAFT SAFETY - GENERAL WARNINGS AND CAUTIONS AND RELATED SAFETY DATA. Ex. 5.2 Read the warnings and choose the correct modal verb. 1. Warning! Before you do any task, you can/ must make sure that you know the safety precautions and the first aid instructions for dangerous consumables. 2. Personnel must/ must not operate the hydraulic power system or the electrical system for other tasks. 3. Accidental operation of the ejection seat and the canopy severance system should/ can kill you and other people.

CenForAvEn | 2025 58 4. Make sure that the work area has a good airflow. A dangerous quantity of fuel fumes must not/ can cause a fire or explosion. 5. Be careful when you disconnect the hydraulic lines from the aircraft. Hydraulic fluid can/ must spill out when you remove the lines. 6. Oxygen can/ should react with organic materials such as oil, paint, sealant, grease and inorganic materials such as metal particles. 7. During PLDERU-B pneumatic loading, personnel must/ must not wear eye protection (protective glasses). 8. Fire extinguisher equipment should/ can be immediately available in the work area. 9. Explosive devices must/ can cause death or injury to personnel and damage to equipment. 10. Be very careful when you handle the EED, cartridges or weapons. Electrostatic discharge can/ should cause accidental explosion. 11. You must/ must not wear clothes that can cause electrostatic charge buildup. Use an antistatic bracelet connected to a grounding point. 12. All sealants give off dangerous fumes. When you prepare sealants you can/ must wear the applicable clothing. SPEAKING: Talk to your partner about obligations and recommendations during your training. Discuss what you must, have to, should, and can do. Unit 5 LISTENING 1 US AVIONICS Before you listen, please check the meaning of these words. The first one is an example: survivability electronics flight integrated team functional run wiring equipment autopilots safe Ex.5.3 Read the audio transcript and complete the gaps with the words above. My name is Staff Sergeant Michael Heck. I'm with the 127th Aircraft Maintenance Squadron. I'm an electrical __integrated__ systems mechanic, responsible for the computer systems on this aircraft: for making sure the _________ and the ________ controls are functional, and everything involving ___________ of the aircraft and the pilot are all absolutely __________. You can think of avionics as aviation ___________. We have to make sure all connections between the computers on this aircraft are perfectly functional. The computers have to be working __________. We ensure that the aircraft and the _______ are 100% safe at all times. We ______ all kinds of tests and various checks on our aircraft to make sure that all the __________ is working. We check the _________ on the aircraft. We run tests on the wiring itself. We put the aircraft back together and send it back up in the air in perfect condition.

CenForAvEn | 2025 59 I’m able to succeed here because I believe in the mission and I'm willing to do what I have to do to make that mission a success. I'm working with a group of people who are absolute professionals. That's a very hard thing to find in any job anywhere. I feel like when I come in and I put this uniform on, I'm part of a real _________. It’s a great job! Compare your answers with those of your partner. Then listen to the audio track. Check that your answers are correct. SPEAKING Now talk to your partner about what Michael has to do. VOCABULARY Ex.5.4 Match the words with their definitions. 1. Circuit (n) a. to analyse and solve serious problems. 2. To troubleshoot (v) b. failure to function normally. 3. Malfunction (n) c. when something is fastened or closed completely. 4. Sealed (adj) d. the effective actions of a group. 5. Teamwork (n) e. a complete path that allows electricity to flow. VOCABULARY: THE MULTIMETER This tool is important in avionics. Do you know any of its functions? Ex. 5.5 Label the parts of the multimeter: lead / jack / probe / dial / digital reading / jaws

CenForAvEn | 2025 60 Ex. 5.6 Match the terms with the units. 1. Voltage a. AMPS/MILLIA 2. Current b. OHMS 3. Resistance c. (LED / audio beep) 4. Continuity d. VOLTS Ex. 5.7 What do the expressions in column A mean? Before you listen, try to match them with their meanings in column B: A B 1. _____ go for it a. out of date 2. _____ old school b. compare prices 3. _____ screw around with c. blow a fuse 4. _____ shop around d. more difficult 5. _____ pay close attention to f. reverse the order of 6. _____ short out g. focus on 7. _____ trickier h. do it 8. _____ get it backwards i. waste time with UNIT 5 LISTENING 2 THE MULTIMETER Ex. 5.8 Listen to the tutorial and put the topics in the order in which you hear them. ____ Minimum requirements ____ Where to buy one ____ Extra features like resistance or capacitance ____ Type to buy ____ Digital display ____ Accuracy ____ Auto ranging

CenForAvEn | 2025 61 UNIT 5 LISTENING 3 Listen to the instructions that the speaker gives on 'How to use a multimeter.' In some cases, the information given below is false. Ex. 5.9 Label (a-e) (T) TRUE OR (F) FALSE. For those that are incorrect, write the correct answer. a. ____ Measuring DC voltage: The black lead always goes to COM. b. ____ Red lead: If you plug the red lead into the wrong jack, nothing will happen. c. ____ Measuring AC voltage: You should touch the red probe to the positive terminal. d. ____ When measuring resistance in a circuit: You should put the red lead in the OHMS port. e. ____ When measuring continuity: you should test by touching one probe to a terminal and then listen for an acoustic beep. SPEAKING With a partner, describe how the multimeter is used. READING UAVs (Unmanned Aerial Vehicles) ● What are unmanned aerial vehicles? What do you know about them? Photo credit: UK RAF Test your UAV knowledge! Is the drone in the picture the Reaper, Predator or Protector?

CenForAvEn | 2025 62 Ex. 5.10 Decide if each statement refers to the Predator (Pre) or Reaper (R) or the (Pro). ____ a. It was first flown in 1994. ____ b. It came into service in 2007. ____ c. It can fly for 20 hours. ____ d. It can fly for up to 40 hours. ____ e. It can reach an altitude of 25,000 feet. ____ f. It can reach an altitude of 50,000 feet. ____ g. It can fly anywhere in the world. ____ h. It can carry a heavier load of ordnance. ____ i. It was first developed for surveillance. ____ j. It is called MQ1. ____ k. It is called MQ9. You are going to read an article about Protector, the latest UAV in the UK’s Royal Air Force fleet. First, with a partner, underline and discuss any new words in the text. Then, read the article and answer the questions that follow. Protector RG Mk 1 (MQ-9B) is the successor to Reaper (MQ-9A) and is the next generation of remotely-piloted medium-altitude, long endurance aircraft. It was developed in 2023. Protector is to be used in wide-ranging armed Intelligence, Surveillance, Targeting and Reconnaissance (ISTAR) operations where its ability to fly consistently for up to 40 hours will offer the RAF a much improved armed ISTAR capability. CAPABILITY This cutting-edge UAV is capable of flying anywhere in the world, operated by personnel located at RAF Waddington, UK. Protector can fly in busy, unsegregated airspace thanks to its ground-breaking detect and avoid technology. The platform can also take off and land automatically, increasing its flexibility, so there will be a significantly reduced deployed footprint when compared to other remotely piloted platforms such as Reaper. The aircraft comprises a complex suite of sensors, including a High-Definition Electro-Optical, Infra- Red (IR) camera, which, combined with endurance, provides a sensational persistent reconnaissance capability across the electro-magnetic spectrum. Protector can respond rapidly and offer commanders flexibility, allowing the aircraft to perform a range of strategic tasks, from close air support to disaster relief. The aircraft uses enhanced data links and carries next-generation, low-collateral, precision strike weapons: the Brimstone missile (MBDA) and the Paveway IV Laser Guided Bomb.

CenForAvEn | 2025 63 Specifications ● Length: 37.5ft (11.43m) ● Wingspan: 79ft (24m) ● Maximum take-off weight: 12,500lbs ● Endurance: 30hrs + ● Armament: 500lb Paveway IV laser-guided bombs and Brimstone 3 missiles. A next-generation military asset requires next-generation software to manage maintenance during its life cycle. The Protector needs a robust maintenance programme to ensure its operational readiness and longevity. This includes both scheduled and unscheduled maintenance, including pre-flight, post- flight, and periodic inspections, as well as repairs and overhauls. The maintenance system for the Protector, like other large UAVs, will likely involve a combination of first-line (flight line), second- line, and depot-level maintenance, with specialised teams and expertise for different systems like airframe, engine, and avionics. Ex. 5.11 Questions: (T) true or (F) false? 1. Protector can fly for thirty hours continuously. 2. It can only fly in Europe. 3. It is armed but can also help during disasters. 4. A strong programme of maintenance makes it ready for operations but Protector does not have a long life. 5. The system of maintenance is similar to that of other large UAVs. SPEAKING What do you know about UAVs in the Italian Air Force? Talk to your partner about the advantages and disadvantages of UAVs, and what kind of maintenance they need. GRAMMAR PASSIVE When an object of a sentence becomes the subject of a sentence and we do not specify WHO does an action, we use the passive. Note the difference between these two sentences: Active: A pilot flies a drone over the base. (present simple) Passive: The drone is flown over the base. (by a pilot) (present simple passive) Note that the object of the active sentence becomes the subject of the passive sentence. Structure Affirmative Subject + verb ‘be’ (present simple form) + past participle of the principal verb: The drone is flown over the runway. Negative: Subject + verb ‘be’ (present simple form) + NOT + past participle of the principal verb: The drone is not (isn’t) flown over the control tower.

CenForAvEn | 2025 64 Interrogative: Verb ‘be’ (present simple form) + subject + past participle of the principal verb: Is the drone flown over the field? (Yes, it is. / No, it isn’t). Ex. 5.12 Read these sentences and underline the passive verbs. Then listen and repeat: A wrench is used to loosen a bolt. The torque is read on a dial. The crew chief is informed of completed maintenance. FOD objects are found on the runway. Ex. 5.13 Now transform the following sentences from active to passive: Active Passive - When the maintainer reaches the correct torque, there is a click. - Maintainers remove flight tags before flight. - Maintainers do not operate vehicles in the no-drive zone. - Drivers always obey speed limits. GRAMMAR SIMPLE PAST PASSIVE We can make the passive past, by simply changing the part of the verb ‘be’ and putting it into the simple past, to talk about past events and actions, for example: ● A wrench is used to loosen a bolt. (simple present passive) > a wrench was used to loosen a bolt. (simple past passive) ● The maintainers are always told to wear protective clothing. (present simple passive) > The maintainers were always told to wear protective clothing. (past simple passive)

CenForAvEn | 2025 65 Ex. 5.14 Now look again at the sentences from Ex. 5.13. Make them all past simple passive. VOCABULARY AVIONICS TECHNICIAN What are some issues that an Avionics technician has to manage? Tick the tasks you think are important. If the vocabulary is new, discuss it with your partner. ● Checking for glitches on the sniper pod. ● Fixing a broken knob on the console. ● Running built-in tests. ● Performing non-destructive evaluations. ● Detecting surface defects. ● Diagnosing problems. ● Debriefing the team. UNIT 5 LISTENING 4 AVIONICS TECHNICIAN Ex. 5.15 Listen once. Tick the items above if you hear them in the audio track. Ex. 5.16 Listen again. Answer the following questions (T) True or (F) False. 1. Terry Bullock and his team specialise in diagnostics and components. 2. The F-15 on the flight line is not tracking targets like it should. 3. When aviation issues are found, the first thing a specialist does is contact the manufacturer. 4. Aircraft avionics can be very costly to repair. 5. Pilots and weapons specialists sometimes fix the avionics issues themselves.

CenForAvEn | 2025 66 VOCABULARY Ex. 5.17 What do the words in the picture refer to? Talk about where these parts are on an aircraft. Match the aircraft parts in the image to the following words: a. _____ Armament b. _____ Cockpit c. _____ Fuel d. _____ Nose e. _____ Propulsion f. _____ Navigation E. EXTERNAL FUEL TANK A. TACAN B. HEAD UP DISPLAY D. AIR INTAKE C. DATA LINK F. AIR-TO-AIR MISSILES

CenForAvEn | 2025 67 READING 4TH AND 5TH GENERATION AIRCRAFT 1. Discuss the title of the article with the class. 2. Discuss the picture. What do you see? VOCABULARY Match the words with their definitions. 1. Legacy platform (n) a. to make available for use. 2. To free up (v) b. an aircraft that is no longer in production but still in use. 3. To fuse (v) c. designed to avoid detection. 4. Threat (n) d. a danger, a peril. 5. Stealthy (adj) e. to combine together. Read the text and then identify the paragraphs where McFalls defines a 5th generation aircraft. (Para. 1) Air Force Lt. Col. Gene McFalls talked about the difference between 4th generation fighters; legacy platforms such as the F-15 or F-16 and 5th generation fighters, such as the F- 22 and the F-35 Joint Strike Fighter. (Para. 2) “The F-35 will do all the mental calculations for the pilot,” McFalls said, “freeing them up to focus on the operation as it happens. Right now, pilots have to look at a number of different information streams, then mentally make decisions on how to react.”

CenForAvEn | 2025 68 (Para. 3) McFalls was asked: “What’s the big difference between 4th and 5th generation aircraft?” He responded: “Basically, fusion is going to happen in the pilot’s brain in a 4th generation aircraft. This is probably oversimplifying it, but ‘Fighter pilot see bad guy. Fighter pilot hit bad guy with stick.’ It’s Og the Caveman, right?” (Para 4) McFalls continued to explain 5th generation technology and what can happen during a clash with another fighter: “So, take all of those sensor inputs — your radar, your electric-optical, your distributed aperture system and your radar warning, and fuse them all together to give the pilot a more accurate picture of what’s happening for situational awareness and how he can engage. That’s the big advantage you get with including all these sensors, because the pilot can deploy the aircraft more effectively. (Para 5) With 5th generation aircraft, you start with the [electronic warfare database] data, going into the fusion engine, and then you can start eliminating things. So, we get the characteristics and performance. We know it’s flying, so it can’t be a ground based threat. We have airspeed, we have altitude, etc. and we add IR signatures. Ok, currently we have mission data that lets us know what the threat is: it’s a [radar cross section] of X and its size isY. (Para 6) But with the fifth generation aircraft, we take all that and we add the order of battle data and the [geospatial intelligence] data, and we know where we’re flying, what a country has in their inventory. We can eliminate it, reduce the ambiguities so the pilot gets a representation of what the sensor fusion actually thinks the threat is. It takes all the data, fuses it together into that unique platform identification. “Take away that data” McFalls said, “and what you have is a stealthy F-16.” 5.18 Now work with a partner and answer questions about the text. 1. Why does McFalls compare a 4th generation pilot to a caveman? a. To emphasize how straightforward and simple the technology is. b. To comment on the kinds of pilots who fly 4th generation aircraft. c. To focus on the absurdity of 5th generation abilities. 2. In a 5th generation aircraft, the pilot’s situational awareness… a. …improves by making things more accurate. b. …improves because the pilots are more skilled. c. …is no different than the 4th generation aircraft.

CenForAvEn | 2025 69 3. What does McFalls mean by “take away that data, and what you have is a stealthy F-16”? a. that F-16 aircraft are not usually very stealthy. b. that the data for a 5th generation aircraft is a crucial part of its abilities. c. that there is little difference between the 4th and 5th generations. SPEAKING: Talk about the differences between 4th and 5th generation aircraft. What do you think future aircraft will be like? How different are aircraft now compared to when you were a child? READING AUTOPILOT SYSTEMS What do you know about autopilot systems? Talk with a partner. The following text is an extract from an avionics training manual on autopilot systems. Read the text and check your understanding of the words in bold. Autoflight (ATA 22) An aircraft automatic pilot system controls the aircraft without the pilot directly manoeuvring the controls. An autopilot is often an integral component of a flight management system. It maintains the aircraft’s altitude and/or direction and returns the aircraft to that condition when it is displaced from it. Automatic pilot systems can keep aircraft stabilised laterally, vertically, and longitudinally. The primary purpose of an autopilot system is to reduce the work strain and fatigue of controlling the aircraft during long flights. Most autopilots have both manual and automatic modes of operation. In the manual mode, the pilot selects each manoeuvre and makes small inputs into an autopilot controller. The autopilot system moves the control surfaces of the aircraft to perform the manoeuvre. In automatic mode, the pilot selects the attitude and direction desired for a flight segment. The autopilot then moves the control surfaces to attain and maintain these parameters. Autopilots in modern complex aircraft are three-axis and generally divide a flight into taxi, take-off, climb, cruise (level flight), descent, approach, and landing phases. Autopilots exist that automate all the flight phases except taxi and take-off. Modern autopilots use computer software to control the aircraft. The software reads the aircraft’s current position and then controls a flight control system to guide the aircraft. In this type of system, many autopilots incorporate thrust control capabilities that can control throttles to optimise the airspeed.

CenForAvEn | 2025 70 Ex. 5.19 Now answer True (T) or False (F) to the following questions: 1) An aircraft autopilot takes the aircraft back to the correct altitude and direction if it moves away from the intended conditions. 2) The main objective of an autopilot is to assist the pilot on long flights. 3) Most autopilots have only an automatic function. 4) Autopilots can control taxi and take-off phases of flight. 5) Autopilots use computer software to assess the aircraft position. UNIT 5 VIDEO 1: BOEING 737 MAX In 2019, there were two major crashes involving the Boeing 737 Max. Are you familiar with what happened? Read the following extract. What was the problem?. Boeing created a new problem when they solved an old one. The new engines were too big to fit in their traditional place under the wings. To combat the problem, Boeing mounted them forward on the wings. Moving the engine position forward shifted the plane’s centre of gravity, which altered the aerodynamics of the aircraft and pushed the tail down during flight. Boeing installed new software (MCAS) to compensate for the new position of the engine. This is the new position of the 737 Max engine. Describe the elements of the engine and the airframe with your partner. What do you see? Ex. 5.20 Watch the video. Put the items in chronological order: a. ……… A 737 MAX crashed in Ethiopia. b. ……… Airbus made an announcement about their new engine. c. ……… Boeing added the new engine to their 737 MAX.

CenForAvEn | 2025 71 d. ……… Nearly all of the 737 MAX airplanes were grounded. e. ……… Complaints were made that the aircraft was having pitch problems. f. ……… Lion Air 610 crashed in Indonesia. g. ……… The new 737 MAX briefly trained pilots on the new MCAS. SPEAKING With a partner, discuss what happened. Was it a problem with the engine, the MCAS, or something else? What can be done in situations like these?

CenForAvEn | 2025 72 UNIT 6 ROTARY WING MAINTENANCE Look at the picture above. Work with your partner and answer the following questions: 1. What is the man doing? Describe the photo. 2. What are some differences between rotary and fixed-wing aircraft?

CenForAvEn | 2025 73 GRAMMAR COMPARATIVES & SUPERLATIVES Here you can see a Chinook Helicopter and a Black Hawk Helicopter. Describe the picture. Now read the sentences about these two helicopters: • The Black Hawk is smaller than the Chinook. • The Chinook is the largest helicopter in our fleet. Which of the examples above has an adjective in the comparative form, and which in the superlative form? Which word do we usually use after adjectives in the comparative form, and which word do we use before adjectives in the superlative form? Fill in the gaps with ‘comparative’ or ‘superlative’. We use ………………… to compare two nouns. We use ………………… to compare three or more nouns. Ex. 6.1 Complete the comparative and superlative table: Adjective: Comparative: Superlative: fast faster the fastest slow ______________ ______________ light ______________ ______________ big ______________ ______________ old ______________ ______________ small ______________ ______________

CenForAvEn | 2025 74 good ______________ ______________ bad ______________ ______________ far ______________ ______________ heavy heavier the heaviest noisy ______________ ______________ powerful more powerful ______________ versatile ______________ ______________ modern ______________ ______________ SPEAKING Look at the pictures. Are you familiar with these helicopters? Describe the pictures with your partner. Specifications AW-139 Introduced: Italian Air Force / 2003 Maximum speed: 310 km/h (165 knots) Endurance: 5 hours 56 minutes Weight: 3,622 kg (7,985 lb)

CenForAvEn | 2025 75 Specifications AW-129 (Mangusta) Introduced: Italian Army / 1990s Maximum speed: 352 km/h (150 knots) Endurance: 3 hours Weight: 2,530 kg (5,578 lb) Ex. 6.2 Look at the specifications for both helicopters. Complete the sentences with the correct comparative or superlative, using the specifications mentioned before. 1. Introduced in 1990, the Mangusta is ……………………………. than the AW-139. 2. At 352 km per hour, the Mangusta can travel …………………….. than the AW-139. 3. With an endurance of over 5 hours, the AW-139 can travel …………………………….. than the Mangusta. 4. At 3,622 kg, the AW-139 is …………………………… than the Mangusta. 5. The AW-139 is not as big as the King Stallion. The King Stallion is the ……………………….. military helicopter in the US fleet. 6. The ………………. manned helicopter in existence is the GEN-H4, a tiny personal helicopter that is sold in kit form. GRAMMAR THE WORLD’S LARGEST HELICOPTER What are some large helicopters that you know of? Ex. 6.3 Read the text and complete the sentences with the comparative or superlative of the following adjectives. large / fast (2x) / heavy (2x) / big / powerful / old / fast (2x) The CH-53K King Stallion is the ……………………………….. helicopter in the United States Military. It is a heavy lift helicopter and it can lift huge amounts at once, with weights equivalent to eight cars or 28 grand pianos, making it one of the ………………………… helicopters in the world. It is also the ………………………………………. helicopter, at over 15,000 kg. It was meant to

CenForAvEn | 2025 76 replace its predecessor, the Super Stallion. The King Stallion is ……………………. than the Super Stallion. Only one helicopter is ………………………………….. than the King Stallion, and that is the Russian Mil Mi-26, known as the Halo, at 28,000 kg. It is ………………………………. than the King Stallion as well, as its first flight was in 1983. Instead, the military’s ………………………………… helicopter is the Chinook, which can go at speeds of over 300 km per hour. The Osprey is even ………………….. than the Chinook (565 km/hour), but it’s not exactly a helicopter: it’s a tilt-rotor, the only manned tilt-rotor aircraft in the U.S. military. VOCABULARY HELICOPTER MAINTAINER What does a helicopter maintainer do? Ex. 6.4 Read the following list. Tick the items that are important. …… Work on structural components and hydraulics …… Work with Air and Ground units. …… Do tasks onboard during flight. ……Get the aircraft ready. …… Overhaul and rebuild aircraft. …… Supervision and leadership. …… Classes and personal development. …… On the job training. …… Be flexible.

CenForAvEn | 2025 77 VOCABULARY PARTS OF A HELICOPTER Ex. 6.5 Label the parts below on the diagram: cabin, main rotor, fuselage, horizontal stabiliser, tail boom, nose, vertical fin, aft fuselage 1. _________________________________ 2. _________________________________ 3. _________________________________ 4. _________________________________ 5. _________________________________ 6. _________________________________ 7. _________________________________ 8. _________________________________ UNIT 6 LISTENING 1 You are going to listen to an audio track about a UH helicopter maintainer. The speaker talks about his job. Ex. 6.6 Tick the parts listed that he mentions. …… tail boom …… hydraulic systems …… the main rotor head …… filters …… tail rotor drive shaft …… rotor blades …… gearboxes …… control rods …… turbine engine …… sponson

CenForAvEn | 2025 78 Ex. 6.7 True (T) or False (F). Listen and complete. 1. _____ The Black Hawk is the Army’s fastest and most maneuverable helicopter. 2. _____ The Black Hawk is used for medical evacuations and resupply missions. 3. _____ As a maintainer, the Army will teach you to keep precise and proper service records. 4. _____ Helicopter maintainers are expected to help support Army operations in the field. 5. _____ Helicopter maintainers will not need to keep log books. 6. _____ All maintainers are required to serve as crew members onboard the helicopter. VOCABULARY THE 4 FORCES OF FLIGHT Study the diagram: Ex. 6.8 Match the definitions with the words: Lift, Thrust, Drag, Weight 1. ………. is the force that propels a flying machine in the direction of motion. Engines produce it. 2. ……….. is the force of gravity. It acts in a downward direction, towards the centre of the Earth. 3. ………………….. is the force that acts opposite to the direction of motion. It is caused by friction and differences in air pressure. 4. ………………….. is the force that acts at a right angle to the direction of motion through the air. It is created by differences in air pressure.

CenForAvEn | 2025 79 GRAMMAR PASSIVE MODALS We use passive modals when we want to express the necessity / possibility of an action without specifying who must / should / can do the action. Note the difference between these two sentences: • The helicopter crew chief must check the rotor blades. (active) • The rotor blades must be checked. (passive) STRUCTURE Affirmative: Subject + modal verb + ‘be’ + past participle of the principal verb: The tail boom must be fixed as soon as possible. Negative: Subject + modal verb + not + ‘be’ + past participle of the principal verb. Tools mustn’t be left inside the aircraft after maintenance. Interrogative: Modal verb + subject + ‘be’ + past participle of the principal verb. Can the torque wrench be used for this type of fastener? (Short answers: Yes, it can. / No, it can’t). Read, study and repeat the following sentences: • Pressure must be applied to a nut or bolt as it is installed. • In such cases a torque wrench must be used. • The torque wrench should be visually inspected for damage. • Torque wrenches must be tested at periodic intervals. SPEAKING Transform the following active sentences into the passive form orally with a partner. Remember that the object of the active sentence becomes the subject of the passive sentence. • Maintenance crews can carry out the necessary action. • They must put suitable data filters in place. • They can monitor and record the level of fatigue imposed on an aircraft structure. • The team should develop mechanisms to evaluate micro-scale damage.

CenForAvEn | 2025 80 Ex. 6.9 Write the passive sentences in the table only after speaking. Active: Passive: • Maintenance crews can carry out the necessary action. • They must put suitable data filters in place. • They can monitor and record the level of fatigue imposed on an aircraft structure. • The team should develop mechanisms to evaluate micro-scale damage. With a partner, think of 5 rules that you must follow in your workplace. Then make them passive, first orally, then write them in the table. Use the substitution table to help you structure the sentence correctly. Here is an example: • We mustn’t use smartphones during work hours > Smartphones mustn’t be used during work hours. Ex. 6.10 subject modal ‘be’ past participle Smartphones mustn’t be used…

CenForAvEn | 2025 81 READING HELICOPTER MAINTENANCE Read the following extract from a helicopter maintenance training manual. Underline all the examples of passive modals in the text. Onboard Maintenance Systems: Structure Health Monitoring (SHM) Due to various stress conditions during flight, aircraft structures develop various defects which include stress corrosion, cracks, accidental damage, impact damage, delamination, debonding, water ingress and damage due to loads and strain. Structure monitoring comprises the instrumentation of a structure with a sensor system that monitors how the surroundings load the structure. An advanced software system receives the data, interprets it and reports the structure’s condition to the operator. Real-time feedback to the operator means that overloading can be avoided and any damage to the structure can be discovered quickly. Comprehensive knowledge of the objective condition of the structure allows condition-based maintenance, black-box recorder functionality and investigation of incidents. An ideal SHM system for aircraft covers the inspection and integrity of the entire aircraft, including various functional segments concerning airframe, structure and power plant and their corresponding subsystems. Such a fully-fledged SHM system is still far from full-scale deployment as many practical challenges remain unsolved. Some of the practical issues faced in implementing smart sensors in SHM systems are given below. A typical structural health monitoring system consists of: sensors (strain gauges and/or accelerometers), wireless communication, data processors and damage evaluation processes (ground support system). Sensors The sensor system, unlike the human nervous system, is hybrid and involves a variety of sensors due to the inspection requirements of the aircraft structures. Various sensor inputs must be analysed simultaneously to present a holistic state of health. Sensor optimisation might vary for the same area under inspection depending on the global health and local health considerations. Every sensing mechanism must be accurate, low cost, robust, maintainable, repairable, and must be certified regulatory organisations for the acceptable limits, to be qualified for onboard implementation. Further, sensors must be suitable for wireless transmission to the central station. Wireless communication Wireless communication brings in additional complexities related to the energy efficiency of communication protocols. Other challenges include data and time synchronisations, dealing with data losses and the need for extensive data management techniques.

CenForAvEn | 2025 82 Sensor integration Sensors and communication mechanisms must be suitable enough to either be bonded or integrated into the structure without causing unacceptable deviations in structural integrity. Hence, the manufacturing area is also being researched to develop the structures integrated with sensors. Ex. 6.11 Answer the following questions about the text: 1. How can overloading be avoided? 2. In order to present an all-round state of health, what must be analysed simultaneously? 3. Which two mechanisms must be appropriate for bonding or integrating into the aircraft structure? SPEAKING ARMY CHINOOK FLEET GROUNDED 1. Are you familiar with the Chinook helicopter? What do you know about it? 2. Describe the picture above. What is happening?

CenForAvEn | 2025 83 READING Ex. 6.12 Before reading, skim the text to find the following information: • Number of aircraft grounded: …………………… • Years in service: ………………………………… • Current model: …………………………………... • Total length of a Chinook:……………………….. In 2022, the Army grounded its entire fleet of CH-47 Chinook helicopters while it worked to fix fuel leaks that caused an unspecified number of engine fires. In a statement, the Army said it had grounded the fleet of about 400 aircraft "out of an abundance of caution," saying that no deaths or injuries resulted from the fires. "The Army has identified the root cause of fuel leaks that resulted in a small number of engine fires in a number of H-47 helicopters and has implemented corrective measures to resolve this issue," Army spokesperson Cynthia Smith said. "The safety of our soldiers is the Army's top priority. 1) …..” The Chinook has been an essential member of the Army fleet since its introduction 60 years ago, carrying troops and cargo on battlefields from Vietnam to Afghanistan and Iraq. The current model, the CH-47F, is the Army's "only heavy-lift cargo helicopter supporting combat and other critical operations," according to the service's website. 2) ….. . It has a bus-like shape and two large, counter- spinning top rotors. The body of the aircraft is just over 50 feet long and, when the rotors are spinning, the flying machine’s total length is about 100 feet. It can hold more than 30 passengers. The issue that led to the grounding originates from an engine part known as an O-ring. 3) ….. While investigating incidents involving the Chinooks, the manufacturer Honeywell and the Army discovered O-rings that were not meeting Honeywell design specifications, and were installed in the engines during routine maintenance, according to the contractor. "4) ….," Honeywell said. "Joint U.S. Army and Honeywell engineers identified the issue, and are now working with the Army to provide replacement O-rings on all affected Chinooks". Ex. 6.13 Some sentences are missing from the text. Complete the text above with the correct sentence below. A. O-rings are used to create a seal between engine parts to prevent leaks. B. The CH-47 doesn’t look like a typical helicopter. C. We will ensure our aircraft remain safe and airworthy. D. It is believed that the suspect O-rings have been identified and isolated.

CenForAvEn | 2025 84 Ex. 6.14 Answer these questions: 1. What is the article about? 2. What was the problem with the O-rings? SPEAKING Work with your partner. Using the facts and figures in the article, compare and contrast the Chinook with the helicopters mentioned previously (in the grammar section). Make comparative and superlative sentences. VOCABULARY ACRONYMS What are some important acronyms that you need to know as a maintainer? Ex. 6.15 Fill in the gaps with the missing words to complete these acronyms. 1. APU: Auxiliary ……………… Unit 2. GSU: Ground …………….. Unit 3. ECS: Environment Control ………… 4. IADG: ………… Accessory Drive Gearbox 5. FADEC: Full Authority ……………. Electronic Control 6. GSS: ………… Support System UNIT 6 VIDEO 1 EAST RIVER CRASH SPEAKING Describe the photo above. What do you see? What happened?

CenForAvEn | 2025 85 UNIT 6 VIDEO 1 Watch the video about a problem on board a helicopter flight in New York City. Ex. 6.16 Put the following events in chronological order. ....... The Eurocopter AS350 ditched into the East River near Roosevelt Island. ....... The pilot climbed out of the helicopter. ....... The helicopter was completely submerged. ....... An investigation into the crash began. ....... Three passengers were taken to the hospital. SPEAKING Why did this accident happen? Speak to your partner about it. UNIT 6 VIDEO 2 NATIONAL TRANSPORTATION SAFETY BOARD You are going to watch the National Transportation Safety Board video about the East River accident. VOCABULARY Ex. 6.17 Match the words from the audio track with their meaning. 1. To ditch (v) a. a handle that is pushed or pulled to control operation. 2. Floor-mounted (adj) b. a rope used to tie something to a fixed place. 3. Lever (n) c. the quality of being fixed to the floor. 4. Tether (n) d. an easily recognized building or place. 5. Landmark (n) e. to perform a water landing in an emergency. Ex. 6.18 Watch the video and tick what went wrong with the helicopter: _____ loss of engine power _____ bolt fatigue _____ cracks in the main rotor _____ fuel loss _____ floor lever in shut off position _____ engine fire _____ bird strike

CenForAvEn | 2025 86 Ex. 6.19 Watch the video again. Fill in the gaps with the missing words. 1) The pilot performed an auto-rotative ………………………….. when it ditched on the East River. 2) Before ………………………….. for the flight, each passenger was restrained by a full body, fall protection ………………………….., in addition to the helicopter’s installed FAA approved restraints. 3) The flight travelled toward the Statue of Liberty, at …………………………., between 300 and 500 feet above ground level. It then flew near the …………………………. and other landmarks before proceeding north up the East River. 4) Three floor-mounted engine control …………………………. were located between the two front seats. Two of these controls were the fuel flow control and the fuel shut off levers. 5) On board video indicated that each time the front passenger leaned back, the tail from the tether attached to the back of his harness hung down in the …………………………. of the helicopter’s floor mounted engine controls. 6) The pilot said he heard the low rotor RPM alert and saw the engine oil pressure and …………………………. pressure lights illuminate. 7) The pilot pushed the fuel shut off lever down to …………………………. fuel flow, but the helicopter was too low for the pilot to restart the engine. The pilot activated the emergency …………………………. system about 100 feet above the water. SPEAKING Talk about what went wrong on this flight in chronological order, using the vocabulary above. Use linking words (Unit 3) to help you. Talk about the possible repairs to the helicopter (if salvageable) and prevention of these kinds of accidents.

CenForAvEn | 2025 87 Ringraziamenti Desidero esprimere la mia più sincera gratitudine a T.Col. Umberto RANIERI, per la Sua collaborazione ed i preziosi suggerimenti che hanno arricchito il contenuto di queste pagine.