English for Cabin Crew Trainer's Guide - Heinle

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UNIT LEAD IN Speaking 3 After take-off and into the fl ight Ask students, Have you ever had to deal with a diffi cult passenger? Who was the most diffi cult passenger you have had and why? How do you deal with diffi cult passengers? Helping to settle passengers EXERCISE 1 Speaking Ask students to discuss the questions in pairs or small groups. Get feedback in open class at the end and elicit other adjectives students could use to describe diffi cult passengers. Speaking notes A good way of managing an extended discussion like this is to make one student in each group of four the ‘chairperson’ – it is their job to ask the questions, nominate people to speak in their group, and to summarize what was said in the feedback. Pre-teaching vocabulary Check the following key words: my pleasure (you’re welcome); poor (not good); blanket (thick woollen cover). EXERCISE 2 and 3 Listening Play the recording. Students listen and note the problems. Let them check answers in pairs before discussing in open class. Answers 2 Passenger 1: She can’t get her bag down from the overhead locker. Passenger 2: He needs a blanket. Passenger 3: He wants his meal. Passenger 4: She wants to change seats. Play the recording so that students can write the questions in exercise 3. Check in pairs. In feedback, write up the questions on the board so students can check they have formed them correctly. Answers 3 Passenger 1: Are you feeling better now? Passenger 2: Can I help you, sir? Passenger 3: Did you call, sir? Passenger 4: Is everything all right? EXERCISE 4 Pronunciation Play the recording. Ask students, Which words did they stress? and How did they sound caring? Then ask students to listen to each phrase again and to repeat it. Ask students to work in pairs to take turns practising reading out the sentences in a caring way. Pronunciation notes Note the strong stress (in bold) and the intonation pattern: ➚ Are you feeling better now? ➚ Did you call, sir? ➚ I do apologize. Pre-teaching vocabulary Check the following key words: starving (very hungry); shortly (very soon); remind (help me remember). EXERCISE 5 Listening Give students time to read the situation and questions. Ask if they can predict the topic of any of the conversations from the questions. Play the 14 recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end and ask, Have you ever been in any of these situations? What did you do? Answers Conversation 1 1 how long the fl ight will be 2 11 hours Conversation 2 3 at 10.45/in 45 minutes’ time 4 They are hungry. Conversation 3 5 headphones for her girls/children 6 channel 2 Conversation 4 7 a blanket 8 to remind herself about the blanket ‘COMFORT’ EXPRESSIONS Language focus Give students time to read through the phrases in the box. Alternatively, read out the phrases and ask students to read and follow. Ask students, Which words make these phrases ‘comforting’? Language notes Can I ... and Let me + infi nitive sound ‘comforting’ because they ask permission to take responsibility and do something for someone. I’ll, similarly, offers or promises to do something for someone. EXERCISE 6 Pronunciation Play the recording. Ask students to listen and repeat each phrase. You could ask them to take turns reading out the phrases in pairs. Pronunciation notes It is important to use a wide intonation pattern in English when trying to be comforting and friendly. ➚ ➘ ➚ Can I get you anything else? Pre-teaching vocabulary Check elderly (old – over 75 years old) and special needs (having a physical or mental disability). EXERCISE 7 Speaking Discuss the fi rst of these situations in open class to get students started. Then ask them to work in pairs to discuss the rest of the situations. Monitor, prompt, and note good ideas which you could get students to share in open class in the feedback that follows. At the end, ask, Which of these situations are most common? Which are most diffi cult to deal with? EXERCISE 8 Speaking Ask students to improvise role plays based on the situations and using the words. Monitor, prompt, and note errors and good examples of language use which you can comment on in the feedback. ROUND UP Extra activity 1 You could extend exercise 8 by asking each pair to prepare a short written dialogue involving a fl ight attendant and one of the people in exercise 7. When ready, ask a few pairs to act out their dialogue in open class. Extra activity 2 Revise the vocabulary in exercise 1 by asking students to tell you opposites (shy/confi dent; nervous/relaxed; unpleasant/nice or friendly; noisy/quiet; arrogant/modest; demanding/easy-going) or give you words with similar meanings (reserved; anxious; unfriendly; loud; rude; diffi cult; horrible).
UNIT 3 Case study LEAD IN Speaking Write, Flying with children on the board. Ask students what they think this refers to. Ask, What are the good things and bad things about having kids on board? What do you do to deal with any problems? EXERCISE 1 Reading Give students time to read the questions and check harsh (too strict or severe). Then ask students to read the text and make notes. Let students discuss the answers in pairs before discussing in open class. Answers 1 children kicking the backs of seats; families talking loudly and passing things backwards and forwards; babies crying loudly 2 Some passengers want parents to control children more, some suggest ‘family-only’ zones on board. Cabin crew can ask parents to control children. Airlines sometimes provide cards / colouring books on the aircraft, and tables / chairs / toys at the departure gate. Vocabulary in context Write the following defi nitions on the board and ask students to match them to synonyms in the text: say they are at fault (blame); prepared to allow bad behaviour (permissive); small with little space to move (cramped); crazy (insane); out of control (unruly). EXERCISE 2 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 phrases: fl urry of activity (a lot of things happening at once); dealing with queries (answering questions); speed is of the essence (it is important to be quick); interact with passengers (meet and talk to passengers); nudging and poking (getting someone’s attention by putting your elbow or fi nger into their side); giggling (laughing like a small child). EXERCISE 3 and 4 Listening Give students time to read the situation and questions in exercise 3. 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 4. Answers 1 getting the drinks trolleys ready for the fi rst service; dealing with passengers’ queries 2 The biggest difference is the need for speed on short-haul fl ights. Shon preferred long-haul because of the exotic destinations and, above all, the chance to interact with passengers. 3 During take-off an elderly man held on to her foot without realizing it. (Students’ own ideas for what else she could have done) CD1 Track 3.9 1 After take-off what were your main duties? S: Once the aircraft is in the air and the seatbelt signs go off, fl ight attendants are usually very, very busy. We are jumping out of our seats and getting the drinks trolleys ready for that fi rst service and there’s quite a fl urry of activity there because obviously the galleys are quite small and trolleys are coming out and the preparation will take about 10 to 15 minutes. In between all of that you're dealing with passenger queries. You know, somebody will be ringing the bell because as soon as they're airborne and the seatbelt signs go off, they want their questions answered, or they might feel cold or they might have a connection problem that they want to know about, so just after that take-off it can be quite intense for the cabin crew, setting the trolleys up and dealing with general passenger queries. 2 Is there a big difference after take-off on short-haul and long-haul fl ights? S: The only difference between short-haul and long-haul fl ights in terms of the duties that fl ight attendants have is the speed I think because on a short-haul fl ight speed is of the essence so fl ight attendants have to work very, very fast to get those drinks trolleys or whichever service they are starting with, out, whereas on a long-haul fl ight there is not that time that you are racing against, so I think speed is probably the only thing that I can think of that is a real difference between short-haul and long-haul. I preferred the long-haul fl ights. It was always exciting anyway to know that you were going to Kuala Lumpur or Tokyo, but on top of that the long-haul fl ights for me were great because you had a chance to really interact with the passengers on board. You weren’t just having them for 30 minutes, which was the short-haul option and throughout a 12- or 14-hour fl ight you could really get to know some people well and do a really great job looking after them, so I particularly like the long-haul. 3 Did you have any strange experiences after take-off? S: I remember once when I fi rst started fl ying, I was only about 20 and I was on a charter fl ight out of Birmingham and as we rumbled down the runway a lovely old couple sat in front of me at the door exit and as we took off this man sitting opposite me suddenly grabbed my foot and he held onto it for at least fi ve minutes and I couldn’t move and I was nudging and poking my colleague and we were giggling quietly and only when the aircraft levelled out I was able to shake my foot at the passenger who was still holding it and he looked, he was so embarrassed, and he hadn’t realized how frightened he was and had grabbed my foot, and I couldn’t move, I couldn’t get up to help set up the drinks trolleys or do anything because he was holding onto my foot. So, that was quite funny and I’ve never forgotten it. EXERCISE 5 Speaking Ask students to work in pairs or groups of three/four to discuss the questions. Get feedback in open class and encourage students with interesting ideas to share with the class. ROUND UP Revise useful phrases from the unit by writing the following situations on the board and asking students to recall phrases that could be used in each situation: Tell passengers ... ... you’re busy. ... they can stand up. ... you’re coming with the food trolley. ... you’re there to help. ... there is nothing to worry about. 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. 15
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 and 10: UNIT 2 Welcome on board LEAD IN Spe
Page 11 and 12: UNIT LEAD IN Speaking 2 Case study
Page 13: 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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