ROUTINE · LISTEN
Routine taxi instruction
Transcript
- ATC
Coastal two one, taxi to holding point runway two four via Bravo.
FREE · 15 PRACTICE ITEMS · AUDIO + ANSWERS
RELTA Test Practice: Listening and Speaking Exercises
Use this RELTA test practice to listen to aviation messages, report a problem and develop clear voice-only and interview responses.
BRIEFING
Move from a routine message to a clear explanation
RELTA test practice trains a useful sequence: identify the instruction or report, notice what has changed, and explain the consequences in plain English. Listen for the speaker’s present situation and request before you decide what to say next.
The provider describes listening to routine radiotelephony, non-routine situations and a longer aviation conversation, alongside speaking tasks involving radiotelephony, voice-only interaction and an interview. The following material is original independent practice, not real test items; Speak, Fly, Pass is not affiliated with RMIT. Formats change; check with your test provider.
- Listen for the main point, then replay for relevant details.
- Use the picture checks to separate observation from assumption.
- Record your speaking responses and compare them with the models.
PRACTICE
Work through the exercise
0 done
ROUTINE · LISTEN
A changed level
Transcript
- ATC
Skyline fife two, climb flight level one two zero.
ROUTINE · LISTEN
A temporary hold
Transcript
- ATC
Lakeair six one, hold position. Another aircraft is crossing ahead.
NON-ROUTINE · LISTEN
An unusual cabin report
Transcript
- Pilot
Approach, Nordair tree four. Cabin crew report an unusual smell at the rear. We request an early landing and fire services on arrival.
NON-ROUTINE · LISTEN
An instrument concern
Transcript
- Pilot
Control, Fastair two tree. One navigation display is showing a different position. We are comparing our information and request a heading.
DEBRIEF · LISTEN
Discussing an earlier event
Transcript
- Pilot
Ground, Coastal two one. During taxi we saw a loose object near the edge of the taxiway, so we stopped and reported it.
- ATC
Coastal two one, did you see where it came from?
- Pilot
Negative. The inspection team removed it, and we continued only after receiving a further taxi instruction.
OBSERVATION · CHECK
Report what the picture shows
Use the visible scene, not a guessed cause.
RADIOTELEPHONY · ROLE-PLAY
Respond to a descent request
Radio scenario
Transcript
- ATC
Coastal two one, are you ready for descent?
The examiner asks
You are the pilot. A cabin trolley is being secured. Tell the controller what you need.
Your taskState your present limitation and what update you will give.
Your turn · speak for up to 75 seconds
1:15
Optional. Your recording stays in this browser — nothing is uploaded.
Model answers
We are not ready for descent now, not ready yet. There is a trolley in the cabin, and the cabin crew are securing it. I would tell the controller that we need a little more time. I would report when the cabin is ready. If the controller has a question, I would answer it clearly and not say we are ready too early.
Notes for Level 4
- Structure
- Short present-tense sentences state the limitation and the next update.
- Vocabulary
- Trolley, cabin crew and descent describe the situation simply.
- Interactions
- The response makes the request and promises an update.
- Fluency
- A brief repetition is a small hesitation; the message remains intelligible.
- Pronunciation
- Keep “not ready” clear: the negative changes the message.
Coastal two one, unable descent at present. The cabin crew are securing a loose trolley, and we need a little more time. We will report when the cabin is ready. I would make sure the controller understands that we cannot accept descent yet, rather than simply saying “stand by”. Once the cabin crew confirm the trolley is secure, we can update the controller and discuss the next instruction.
Notes for Level 5
- Vocabulary
- Unable descent, securing and present limitation are specific.
- Structure
- A time clause links the crew’s confirmation to the update.
- Interactions
- The speaker gives a clear reason and avoids implying readiness.
Coastal two one, unable descent at present: the cabin crew are securing a loose trolley. We will advise as soon as the cabin is ready. That gives the controller a usable limitation without suggesting a time we cannot support. I would then coordinate with the cabin crew, update the controller promptly when the situation changes and check any revised instruction before acting on it.
Notes for Level 6
- Vocabulary
- Usable limitation and revised instruction express the communication task precisely.
- Structure
- The response separates the radio call from a concise explanation of subsequent action.
- Interactions
- The pilot avoids an unsupported time estimate and commits to an update.
VOICE ONLY · PLAIN ENGLISH
Explain a cabin report
The examiner asks
Cabin crew report a hot electrical smell at the rear. Explain the situation and say what assistance you would request.
Your taskSay what is known, what remains uncertain and what you need from the controller.
Your turn · speak for up to 75 seconds
1:15
Optional. Your recording stays in this browser — nothing is uploaded.
Model answers
The cabin crew can smell something hot at the back of the cabin. We do not know the cause yet, not yet. I would tell the controller about the smell and ask for an early landing. I would also ask for fire services to meet the aircraft. I would keep the controller informed if the situation changes or if we need more help.
Notes for Level 4
- Comprehension
- The speaker preserves the reported smell without inventing a cause.
- Structure
- Simple sentences give the problem, request and update.
- Interactions
- The requests and intention to update are explicit.
- Fluency
- A brief repetition is a small hesitation; the message remains intelligible.
The cabin crew have reported a hot electrical smell at the rear, but the source has not yet been identified. I would inform the controller, request an early landing and ask for fire services to meet the aircraft. I would explain that the crew are assessing the situation and give an update if smoke appears or our requirements change. The urgency of the call would reflect the actual conditions and the crew’s assessment.
Notes for Level 5
- Vocabulary
- Source, assessing and urgency express the situation accurately.
- Structure
- A contrast and conditional updates distinguish known information from later changes.
- Interactions
- The answer states the assistance needed and leaves room for updates.
I would report the cabin crew’s observation as an electrical smell at the rear, making it clear that its source is still unknown. My request would be for an early landing and fire services, with the urgency of the transmission reflecting the situation as assessed by the crew. I would avoid describing smoke or a fire unless confirmed. As the picture develops, I would update the controller about any change in conditions or assistance required.
Notes for Level 6
- Vocabulary
- Observation, source and assessed conditions allow careful qualification.
- Structure
- The speaker uses subordinate clauses without obscuring the main request.
- Comprehension
- The account keeps the reported smell distinct from an unconfirmed fire.
INTERVIEW · SPEAK
Discuss a change of plan
The examiner asks
Describe a time, real or imagined, when an aviation plan had to change. How was it communicated?
Your taskExplain the original plan, the change and the communication that followed.
Your turn · speak for up to 75 seconds
1:15
Optional. Your recording stays in this browser — nothing is uploaded.
Model answers
In a training situation, we planned to use one runway. Then the wind changed and the controller gave us another runway. We needed more time, more time to check our information. We told the controller we were not ready and asked to wait. After we completed the checks, we reported ready. The controller then told us what to do next.
Notes for Level 4
- Structure
- Past-tense sentences place the plan and change in order.
- Vocabulary
- Runway, wind and checks are sufficient for the account.
- Fluency
- The sequence remains clear, though the sentences are mostly short.
- Fluency
- A brief repetition is a small hesitation; the message remains intelligible.
During a simulated departure, we had planned for one runway, but the controller advised a change after a wind shift. Rather than accept an immediate departure, we explained that we needed time to review the new runway information. Once our checks were complete, we reported ready and listened for the next instruction. The important point was to state the limitation early, so the controller could adjust the sequence.
Notes for Level 5
- Vocabulary
- Wind shift, limitation and sequence make the account precise.
- Structure
- A contrast and a time clause connect the change with the response.
- Interactions
- The crew tells the controller what is needed before reporting ready.
One example from a simulated departure involved a late runway change following a shift in the wind. The original briefing was no longer sufficient, so we told the controller we needed time to reassess and remained where instructed while we did so. That short explanation mattered: it gave the controller a reason to resequence us instead of expecting an immediate departure. We reported ready only when the review was complete and then checked the next clearance carefully.
Notes for Level 6
- Vocabulary
- Reassess, resequence and clearance give the account operational precision.
- Structure
- The response handles cause, timing and consequence naturally.
- Fluency
- The example moves from change to communication and effect without a list-like delivery.
Check your answers and compare your speaking with the model, then see your practice debrief.
DEBRIEF
Your practice debrief
KEEP PRACTISING
More free ICAO English exercises
FAQ
Common questions
What is in this RELTA test practice?
It contains 15 original listening, observation and speaking items, with answer explanations and recorded models. It is independent practice.
What does RELTA stand for?
RELTA is the RMIT English Language Test for Aviation. Speak, Fly, Pass is not affiliated with RMIT.
What listening and speaking tasks does RELTA describe?
The provider describes routine and non-routine listening, a longer aviation conversation, role-played radiotelephony, voice-only interaction and an interview. Formats change; check with your test provider.
How do I practise voice-only aviation English?
Explain the situation without relying on a picture: state the problem, what is known and what you need. Ask for clarification when a message is incomplete.
Are these real RELTA exam questions?
No. These are original exercises created for independent study, not real test items.
