A Pre-flight Briefing (PFBs) is a brief review of the planned flight undertaken just prior to climbing into the aircraft. The instructor takes the lead and guides the students through a summary of the chronologically sequence that is planned, confirming the student is ready through a relaxed conversation based on instructor questions and student answers.
The required materials that should be out on the desk used for the briefing is the Flight Instructor Guide Lesson Plan, and the students map.
The instructor will ask what weather can be expected for the flight, emphasizing visibility, cloud height, and wind, noting the information must originate from the appropriate weather forecast document. Are their any governing NOTAMs. What is the fuel and oil state of the aircraft, with emphasis on fuel time? When is the next aircraft inspection required, and are they any deferred defects on the aircraft. The instructor that systematically reviews the pre-flight responsibilities of the student for pre-flight activity—engine start-up (What safety precaution should be taken before turning the key?), radio communication (How do you acknowledge at ATC instruction or clearance?), taxing (What speed should you taxi at?), run-up (Should this be done quickly or carefully?). Runway for departure and special considerations (Should we request a back-track for Runway 01?). Student responsibilities for the takeoff (What should we do if the aircraft veers to the right of the runway centreline during the takeoff roll?) The navigation assignment, including altitude and tracking (How do you identify the #1 Highway from the air?) Destination landmark (Can you should me where the 264th Interchange is located on the map?) The review exercise sequence (What should we do before initiating a turn?) The new exercise sequence (What corrective actions are required when power is increased in straight and level flight? What is the sequence of action in recovering from a spiral? What action is critical with respect to the control column inputs as a stall is approached? What is the minimum altitude for entering a spin?) In a similar fashion, review the navigation assignment for returning to the airport, the student responsibility for the landing, etc. Work down the Guide’s lesson plan to lend structure to your review. At the end, give your student a decision-making question (What should we do if we had a communications failure on returning to the airport? What action should we take if the engine began to run rough? What would we do if ATC told us the airport was closed?)
PFBs should be lively and engaging for the student.