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Describe a Technical Problem in Aviation English

Learn to describe a technical problem in aviation English with sentence building, pictures and spoken reports.

BRIEFING

Report the symptom before suggesting a cause

To describe a technical problem in aviation English, first identify the part and the symptom: “The cargo door is partly open.” Add where and when you noticed it, then separate what you know from what you suspect. A clear description is useful even when you do not know the precise technical term.

Next say who needs the information and what assistance is required. If the issue affects an ATC instruction, explain the limitation and make a specific request. Follow applicable operating and maintenance procedures; these language exercises do not diagnose faults or replace an engineering assessment.

  1. Build each sentence using the picture or stated situation.
  2. Record a description of each problem and your next communication.
  3. Compare the models for language choices; a short model alone cannot establish an ICAO rating.
PRACTICE

Work through the exercise

0 done

PRACTICE 01

Build an accurate sentence

Type a complete sentence. These checks accept the listed wordings; compare the model if your wording is different.

A pilot in a flight deck looks at a long diagonal crack across the forward windscreen.

Show model answer and explanation

Model answer: The windscreen has a crack.

Use “has” to describe a visible condition without guessing its cause.

A patch of red fluid is visible on the apron near an aircraft’s main landing gear.

Show model answer and explanation

Model answer: There is fluid near the main landing gear.

“There is” locates the fluid; its source is not established by the picture.

An aircraft technician examines an engine with its cowling open at a stand.

Show model answer and explanation

Model answer: The engine cowling is open.

“Cowling” names the engine’s outer cover; the picture does not show the cause of the vibration.

Two pilots look at the instrument panel where one display is black while the others show instruments.

Show model answer and explanation

Model answer: One flight deck display is blank.

“Is blank” describes the current indication without diagnosing an electrical failure.

A cut is visible in the sidewall of a main landing-gear tyre.

Show model answer and explanation

Model answer: The tyre has a cut in the sidewall.

Name the damage and its location; a picture does not establish how deep the cut is.

A ground handler looks at an aircraft cargo door that is only partly open.

Show model answer and explanation

Model answer: The cargo door is partly open.

“Is partly open” describes the present position without assuming why it has not closed.

Show model answer and explanation

Model answer: The indication has been present since taxi began.

“Has been present since” links a starting point in the past to a condition that continues now.

Show model answer and explanation

Model answer: We can see fluid, but its source is unknown.

Distinguish the observed fluid from its unknown source; do not invent a diagnosis.

PRACTICE 02

A crack in the windscreen

A pilot in a flight deck looks at a long diagonal crack across the forward windscreen.

The examiner asks

Before departure, you notice the damage shown. Describe it and explain what you would tell an engineer.

Your taskDescribe the observation, explain what is uncertain and say who needs the information.

Model answers

There is a crack in the windscreen in front of the flight deck. I noticed it before departure. I cannot tell how deep the crack is or what caused it. I would tell the engineer where it is and when I saw it. We will stay on the stand while the engineer checks it. I will give the crew the information too.

Notes for Level 4

Structure
Short present and past sentences separate the observation from when it was noticed.
Vocabulary
“Crack” and “windscreen” name the damage and part, though “the information” is a little vague.
Pronunciation
Listen to the recording for intelligible stress in “windscreen” and “engineer”.

Before departure I noticed a crack in the flight deck windscreen. I would point out its exact location to the engineer and explain when I first saw it, without guessing which layer is affected. The aircraft is still on stand, so I would contact maintenance and follow the applicable procedure before any further movement. I would also tell the other pilot what I had observed and ask whether the defect had already been recorded.

Notes for Level 5

Vocabulary
“Affected layer” and “recorded” add precision without asserting a diagnosis.
Structure
A time clause and an infinitive of purpose connect the report to the next action.
Comprehension
The answer covers the location, uncertainty and contact with an engineer.

The visible problem is a crack in the windscreen, but the picture tells us nothing reliable about its depth, the affected layer or its cause. I would identify its position for maintenance, say when it was first noticed and check whether there is an existing report. Meanwhile, I would keep the other pilot informed and follow the applicable ground procedure. Rather than deciding from appearance whether the aircraft can continue, I would ask the engineer to assess it and communicate the outcome to the crew.

Notes for Level 6

Vocabulary
The response distinguishes location, depth, layer and cause.
Fluency
It moves from observation to uncertainty, coordination and assessment.
Interactions
A direct request for an engineering assessment closes the information loop.
Which model answer was closest to yours?

PRACTICE 03

Fluid near the landing gear

A patch of red fluid is visible on the apron near an aircraft’s main landing gear.

The examiner asks

You see the liquid shown near the main landing gear. Describe it and explain how you would report it.

Your taskDescribe the observation, explain what is uncertain and say who needs the information.

Model answers

There is some red fluid on the ground near the main landing gear. I do not know where it comes from. I would tell the ground team and the other pilot what I can see. The aircraft is on the stand, so I would ask maintenance to check the area. I would not say it is a hydraulic leak before it is checked.

Notes for Level 4

Vocabulary
The basic words “red fluid”, “ground” and “landing gear” identify the scene.
Structure
Simple sentences contrast what is seen with what is unknown.
Pronunciation
Listen for the separate words in “main landing gear”.

There is red fluid on the apron close to the main landing gear, but its source is not clear from the picture. I would report the position, colour and approximate extent to the ground team and maintenance, then explain when it was noticed. I would avoid identifying the system until it has been checked. The crew should coordinate with the ground team and follow the applicable procedure before further movement.

Notes for Level 5

Vocabulary
“Source”, “extent” and “system” make the report more precise.
Structure
“Until it has been checked” separates observation from diagnosis.
Comprehension
The response supplies both a description and a reporting plan.

I can see a patch of red fluid beneath the aircraft near the main gear. Its position and colour are useful observations, but neither proves which system, if any, is leaking. I would alert the ground team and maintenance, describe where and when it appeared, and tell them if the patch seemed to be growing, provided I had actually seen that. I would keep the flight crew informed and agree the next steps under the applicable procedure before the aircraft moves.

Notes for Level 6

Vocabulary
The answer distinguishes a fluid patch from a confirmed system leak.
Fluency
It develops evidence, qualification and next steps in order.
Interactions
The ground team, maintenance and crew receive relevant information.
Which model answer was closest to yours?

PRACTICE 04

An unusual vibration

An aircraft technician examines an engine with its cowling open at a stand.

The examiner asks

The crew felt an unusual vibration during taxi. Look at the engine inspection and explain how you would brief the technician.

Your taskDescribe the observation, explain what is uncertain and say who needs the information.

Model answers

We felt an unusual vibration while we were taxiing. Now the aircraft is on the stand and the engine cover is open. I would tell the technician when we first felt the vibration and which side we think it came from. I am not sure about the cause. I would ask the technician to inspect it and tell us the result.

Notes for Level 4

Structure
Past tense describes the taxi event and present tense describes the inspection.
Vocabulary
“Vibration” and “engine cover” communicate the basic facts.
Pronunciation
Listen for the stress in “vibration” and “technician”.

During taxi the crew noticed an unusual vibration, and the aircraft is now on stand with an engine cowling open for inspection. I would tell the technician when the vibration began, whether it changed and which indications were available, if we know those details. I would distinguish a suspected source from a confirmed one. The crew can then provide the defect report and follow the applicable maintenance and operating procedures.

Notes for Level 5

Vocabulary
“Cowling”, “indications” and “defect report” offer operational detail.
Structure
Conditional wording limits the report to information the crew knows.
Comprehension
The answer describes both the earlier vibration and the current scene.

The crew has reported a vibration during taxi, and the open cowling shows that an engine is being examined; it does not establish that the engine caused the vibration. I would give the technician a timeline, say what the crew felt and pass on any relevant indications we actually observed. If the source or side is uncertain, I would make that clear. I would ask what further information is useful, record the defect and coordinate the next decision with maintenance and the crew under the applicable procedures.

Notes for Level 6

Vocabulary
The response separates the inspection target from a confirmed cause.
Fluency
A clear timeline links the observation, uncertainty and handover.
Interactions
The speaker asks the technician what further information is useful.
Which model answer was closest to yours?

PRACTICE 05

A display goes blank

Two pilots look at the instrument panel where one display is black while the others show instruments.

The examiner asks

Look at the two displays. Describe what you see and explain what you would communicate if a display failed.

Your taskDescribe the observation, explain what is uncertain and say who needs the information.

Model answers

One display in the flight deck is blank, but the display next to it is still lit. I would tell the other pilot what I can see. We need to check when the problem started and use the aircraft procedure. If our ability to follow a clearance is affected, I would explain the problem to the controller and say what we need.

Notes for Level 4

Vocabulary
“Blank” and “lit” distinguish the two displays.
Structure
Simple present sentences state the current condition before the conditional request.
Pronunciation
Listen for clear final sounds in “blank” and “lit”.

One flight deck display has gone blank while the adjacent display remains lit. I would tell the other pilot which display is affected and when it happened, then follow the relevant aircraft procedure. The picture does not tell us why it went blank or what information may be available elsewhere. If the problem affects our ability to comply with a clearance, I would inform ATC and make a specific request.

Notes for Level 5

Vocabulary
“Adjacent”, “affected” and “clearance” make the limitation and its context precise.
Structure
A conditional links the problem to a specific communication need.
Comprehension
The response covers the visual difference and the intended communication.

The immediate observation is that one display is dark while the neighbouring display is lit. That is not enough to diagnose a power or display-system fault, nor to assume that the missing information is available elsewhere. I would tell the other pilot which display changed and when, then work through the applicable procedure. If our ability to comply with an instruction were affected, I would explain the limitation to ATC, state what assistance we need and confirm any amended clearance.

Notes for Level 6

Vocabulary
The answer separates the visible symptom from a possible system cause.
Fluency
It moves from the observation to limitations and coordinated action.
Interactions
A specific request and confirmation of an amended clearance support shared understanding.
Which model answer was closest to yours?

PRACTICE 06

A cut in a tyre

A cut is visible in the sidewall of a main landing-gear tyre.

The examiner asks

You notice the damage shown during a ground inspection. Describe the tyre and explain what happens next.

Your taskDescribe the observation, explain what is uncertain and say who needs the information.

Model answers

There is a cut in the sidewall of the tyre. The aircraft is parked on the stand. I cannot see how deep the cut is. I would tell the other pilot and ask an engineer to look at the tyre. I would explain where I found the damage. We will follow the procedure and wait for the result before moving the aircraft.

Notes for Level 4

Vocabulary
“Cut”, “sidewall” and “tyre” identify the damage and location.
Structure
Simple sentences separate the visible cut from its unknown depth.
Pronunciation
Listen for the consonants in “cut” and “tyre”.

The main landing-gear tyre has a visible cut in its sidewall. I would show maintenance its exact location and explain when it was found, but I would not estimate the depth from this view. The aircraft is parked, so the crew and ground team can coordinate an inspection before any further movement. I would also ensure the observation is recorded and passed to the other pilot.

Notes for Level 5

Vocabulary
“Main landing gear”, “sidewall” and “inspection” add useful precision.
Structure
A contrast and a purpose clause connect the observation to the inspection.
Comprehension
The response identifies the tyre and explains who receives the report.

There appears to be a cut in the sidewall of a main-gear tyre. The location is clear, but the image does not establish the depth or whether the tyre meets the applicable limits. I would notify the crew and maintenance, identify the affected wheel and record when the damage was found. Before any movement, I would coordinate with the ground team and follow the applicable procedure. I would ask the engineer to assess the damage and explain the result to the crew.

Notes for Level 6

Vocabulary
“Affected wheel” and “applicable limits” describe the handover without a diagnosis.
Fluency
The answer orders observation, uncertainty, coordination and assessment.
Interactions
The request asks maintenance to report the assessment back to the crew.
Which model answer was closest to yours?

PRACTICE 07

A cargo door remains open

A ground handler looks at an aircraft cargo door that is only partly open.

The examiner asks

After an attempt to close it, the cargo door remains in the position shown. Describe the problem and the next communication.

Your taskDescribe the observation, explain what is uncertain and say who needs the information.

Model answers

The cargo door is still partly open after the ground team tried to close it. I do not know why it is not closing. I would tell the other pilot and ask the ground team to stop and inform maintenance. We need to explain which door is affected. The aircraft is parked, and we will follow the procedure before continuing.

Notes for Level 4

Vocabulary
“Cargo door” and “partly open” state the location and condition.
Structure
The response uses simple sentences and a clear sequence.
Pronunciation
Listen for the stress in “cargo” and “maintenance”.

The cargo door remains partly open after an attempt to close it. I would tell the crew and ground team which door is affected and explain what happened, without assuming that the latch has failed. I would ask maintenance to inspect it and follow the applicable procedure while the aircraft remains on stand. If there is a delay, I would pass an accurate update to the relevant people.

Notes for Level 5

Vocabulary
“Affected” and “latch” distinguish the symptom from an unconfirmed cause.
Structure
The clause “without assuming” limits the claim.
Comprehension
The answer covers the unsuccessful attempt and the next communication.

The visible symptom is that the cargo door has not fully closed after the attempt. That does not establish whether the problem is the door, its mechanism or something obstructing it. I would identify the door, describe what the ground team observed and request a maintenance assessment. Meanwhile, I would keep the crew and ground team informed and follow the applicable procedure before further movement. If the departure plan changes, I would communicate a realistic update once the position is known.

Notes for Level 6

Vocabulary
The response distinguishes the door position from possible causes.
Fluency
It links observation, assessment and a conditional update.
Interactions
The speaker identifies the information each team needs.
Which model answer was closest to yours?

Check your answers and compare your speaking with the model, then see your practice debrief.

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FAQ

Common questions

How do I describe a technical problem in aviation English?

Name the part, describe the symptom and say where or when you noticed it. Then explain what is uncertain and tell the appropriate person what assistance you need.

What can I say if I do not know the name of a component?

Describe its location, shape or function: “the cover around the engine”, for example. Ask the other person to confirm the term rather than guessing.

How do I report a suspected leak without guessing the cause?

Describe what you can see and where: “There is red fluid near the main landing gear.” Say that the source is unknown until it has been checked.

How can I explain when a fault started?

Use past tense for a completed observation: “The display went blank during taxi.” Use “has been” with “since” for a condition that began in the past and continues now.

How should I use the Level 4, 5 and 6 model answers?

Listen for differences in detail, structure and how the speaker handles uncertainty. The models illustrate language choices; a formal assessment considers performance across the six ICAO skills.