English for Cabin Crew Trainer's Guide - Heinle

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UNIT 2 Welcome on board LEAD IN Speaking Ask students, What safety instructions are given on a plane just before take-off? Elicit as many ideas as possible (for example, how and when to fasten seatbelts, the location of exits and life vests). A fun way to elicit this vocabulary is to get a confi dent student to the front of the class and ask him/her to mime the actions used by fl ight attendants during a safety demonstration. The other students have to give the instruction that goes with each mime. Demonstrating safety procedures and checking before take-off EXERCISE 1 Reading Read through the captain’s speech bubble. Ask, What do you usually do when you hear this announcement? Ask students to work in pairs. Tell them to read the paragraphs quickly individually, then to discuss the order carefully with their partner. Monitor and prompt as students do this. Get feedback in open class at the end. Reading notes Jumbled readings are diffi cult to do so give students plenty of time and help. As you monitor, point out clues such as ordering words (First, When, Finally) and repeated vocabulary from one paragraph to another (life vest; vest). Answers A 1 B 4 C 8 D 5 E 9 F 6 G 11 H 12 I 10 J 2 K 7 L 3 M 13 EXERCISE 2 Listening Play the recording. Students listen and check their answers. Vocabulary in context Write the following words on the board and ask students to fi nd synonyms in the listening script: regular (frequent); attached (fastened); fi nd (locate); blow up (infl ate); get to know (familiarize); empty (evacuate). You may also need to check some more specialized words: straps (thin pieces of material that you tie together); cord (thick string); brace (bend forward with your hands on your head); buckle (metal part of a belt). EXERCISE 3 Pronunciation Ask students to work in pairs to take turns practising reading out the text and performing the actions. Monitor and correct mispronunciations and poor intonation. 10 Pronunciation notes Reading out aloud well requires good preparation. So, if being able to do this task well is important for your students, it is worth getting them to prepare it carefully. Write up the following analysis on the board, showing strong stress and pausing: Ladies and gentlemen // even if you are a frequent traveller // it is important // that you listen carefully // to the following safety instructions Get students to analyze the rest (or part) of the text, marking stress and pausing, before reading it out. Pre-teaching vocabulary Check the following key words: exit row (line of seats next to the exit door); upright (not leaning back). EXERCISE 4 Listening Ask students to discuss the pictures in pairs for three or four minutes. Then elicit what the people might be saying in open class. EXERCISE 5 Listening Give students time to read the task. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end and discuss the follow-up question. Answers a 5 b 1 c 2 d 6 e 3 f 4 g 7 h 8 EXERCISE 6 Speaking Lead in by asking students to tell you what phrases they could use from exercise 5 to do this task. Ask students to work in pairs to take turns making fi nal requests. Monitor and prompt. In feedback, praise good language use and correct errors. ROUND UP Revise the lesson by miming safety instructions (for example, pointing to the exits, showing how to infl ate a life vest) and asking students to say what the instruction is. You could also mime passengers doing things wrong (for example, using a mobile phone, taking off a seatbelt) and asking students to say what the request should be.
UNIT LEAD IN Speaking 2 Case study Write, The fi ght for the overheads on the board. Ask students what they think this refers to. Ask, Do you think this is a problem? What do you do to help? EXERCISE 1 Reading Ask students to read the text quickly and fi nd answers to the questions. Let students discuss the answers in pairs before discussing in open class. Answers 1 the growing problems of storing hand-baggage in the overhead lockers as passengers board the aircraft 2 Yes. If there is no space for their bags in the overhead lockers or under the seat in front of them, their bags will be off-loaded and put in the hold. EXERCISE 2 Reading Give students time to read through the questions. Then ask them to read the second paragraph, fi nd answers and discuss them in pairs. Get feedback in open class at the end. Answers 1 people become angry; fl ight attendants are stressed because they can’t perform their proper duties 2 store small items under seats, leave space for others, free the aisles 3 safety duties: checking equipment and passengers’ behaviour/needs Vocabulary in context Write the following words on the board and ask students to match them to synonyms in the text: not relaxed (stressed); large and of an awkward shape (bulky); taken off the plane (off-loaded); place where cargo is carried (hold); putting away (stowing); moving on the runway (taxiing). EXERCISE 3 Speaking The aim here is to get students talking about their personal experiences. Give students time to read through the questions and think of responses. Ask them to discuss their responses in pairs or small groups. After a few minutes, get one student from each pair or group to briefl y summarize the main points of their discussion. Pre-teaching vocabulary Check the following key adjectives: cheerful (happy and friendly); life-threatening (may result in death); diverted (when the destination is changed during the fl ight); tip (piece of advice). EXERCISE 4 and 5 Listening Give students time to read the situation and questions in exercise 4. Play the recording. Students listen, take notes, then discuss their answers in pairs. Get feedback in open class at the end. Follow the same procedure for exercise 5. Answers 1 The business traveller who is serious, passengers going on holiday, maybe fl ying for the fi rst time, who are excited and nervous; passengers travelling to visit family and friends. All have different feelings. 2 He was an elderly man with an obviously serious medical condition. Shon had to decide whether to allow him to travel or not. He wanted to travel. He was taken off the plane by paramedics, and a possibly serious medical incident was avoided. 3 to do the job with the most professional and highest standard possible Her tips: drink plenty of water, carry a little pot of moisturizer for the lips. For women, take a new bottle of nail varnish; for men, moisturizer CD1 Track 2.9 1 Did you enjoy welcoming passengers? S: One of the most exciting parts of the day for me at the beginning of a fl ight was the welcoming of passengers because it was the opportunity you’d have to give a really cheerful welcome to all the different types of passengers that you’d be carrying on that fl ight and the preparation and the team work between the crew in preparation of greeting passengers was always very exciting and when people come on board there are all sorts of emotions coming with that. You’ve got the business traveller who has, you know, a frequency of travel and therefore tends to adopt a more serious approach. You’ve got the holiday maker who is very excited or a little nervous – you know, particularly with infrequent travellers – people who’ve never fl own before and then you’ve got those people who are travelling to visit family and friends and they’ve got different emotions again and I always saw the welcoming part as my opportunity to really welcome people on board in a positive and cheerful way showing them that, you know, they were in my safe hands really, or our safe hands as a team, collectively. 2 Did you ever experience any problems when welcoming passengers? S: There was one time I remember. We were leaving Toronto and an elderly gentleman boarded the aircraft and as he boarded I said, you know, welcome on board sir, and he barely could speak, he could barely walk, although he had no assistance and he wasn’t with anybody. I showed him to his seat, but it became very apparent very quickly, like within 30 seconds to a minute, that this gentleman wasn’t very well and I wasn’t happy to take him all the way to London. He looked as though he was seriously ill. I called the paramedics who boarded the aircraft and unfortunately they had to take this gentleman off which I know he didn’t thank me for because he just wanted to get home, but it turned out that he had a serious medical condition that would have been life-threatening and it would have meant the fl ight being diverted at great cost to the airline and at great time and expense to the rest of the passengers on board. As the senior crew member on board that day, which I was, it was between myself and the paramedics and I was guided really on that decision by the paramedics – I mean I had really laid out, you know, the point that I was unhappy to take the passenger if he was sick and it was when the paramedics looked at him without any investigation they recognized that he was seriously ill, so the decision was between the two of us, but ultimately the paramedics. 3 Do you have any tips for a new fl ight attendant? S: Anyone who is starting out their career as a fl ight attendant – I would say do your job with the most professional and high standard that you could possibly have. And a little tip, I think, for anyone fl ying in the air is to keep drinking plenty of water because obviously the aircraft can be fairly dehydrating and always, always carry a little pot of moisturizer for your lips because your lips tend to suffer quite a lot up in the air, so that would be my tip. Oh, and defi nitely for the ladies, a new bottle of nail varnish. For the male fl ight attendants, again moisturizer is key and drink lots of water because unless you have experience of continually working in a dehydrated cabin, you have no idea what it’s like to dehydrate which you really will do, so lots of water, drink lots of that and keep a little pack of moisturizer with you. EXERCISE 6 Speaking Ask students to work in pairs or small groups to discuss the solutions. Get feedback in open class and encourage students with interesting ideas to share with the class. ROUND UP Revise vocabulary from the unit by asking students to write words and phrases connected with the industry under the following headings: What's on a boarding pass / Objects in a cabin / Safety instructions Ask students to work in pairs to write all the words and phrases they know, or to search the unit to fi nd words and phrases to write. 11
Page 1 and 2: English for Cabin Crew Trainer’s
Page 3 and 4: Contents Introduction 4 Unit 1 The
Page 5 and 6: UNIT 1 The pre-fl ight briefi ng LE
Page 7 and 8: UNIT 1 Case study LEAD IN Speaking
Page 9: UNIT 2 Welcome on board LEAD IN Spe
Page 13 and 14: UNIT 3 After take-off and into the
Page 17 and 18: UNIT 4 Food and drinks LEAD IN Spea
Page 21 and 22: UNIT 5 Minor passenger problems LEA
Page 25 and 26: UNIT 6 Is there a doctor on board?
Page 27 and 28: UNIT LEAD IN Speaking 6 Case study
Page 29 and 30: UNIT 7 In-fl ight emergencies LEAD
Page 33 and 34: UNIT LEAD IN Speaking 8 Complaints
Page 35 and 36: UNIT 8 Complaints and disruptive pa
Page 37 and 38: UNIT 8 Case study I said I’m sorr
Page 39 and 40: UNIT 9 Preparing for landing LEAD I
Page 43 and 44: UNIT 10 Saying goodbye LEAD IN Spea
Page 45: UNIT 10 Case study LEAD IN Speaking

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