English for Cabin Crew Trainer's Guide - Heinle

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UNIT 4 Food and drinks LEAD IN Speaking Ask students, What was on the menu on the last fl ight you made? What snacks and beverages do you mostly serve or sell? What type of food do you normally serve on short-haul/long-haul fl ights? How does the food and drink differ in economy class from business class? Ask students to work in pairs to write a list of all the food that is currently on their airline’s menu card. Write the class list of food and drinks on the board. Giving a choice EXERCISE 1 Reading Give students time to read through the questions. Check any unknown words. Then ask students to work in pairs to search the menu and fi nd the answers. They don’t need to read every word and should be able to do this task in less than a minute. Get feedback in open class. Answers 1 breakfast and lunch 2 three 3 three 4 probably in the morning, as breakfast is served fi rst EXERCISE 2 Reading Ask students to work in pairs to fi nd food words and put them in the correct category. Get feedback in open class. Answers Fruit: orange, strawberries Meat/Fish: seafood, chicken, beef tenderloin Vegetables/Herbs: seasonal salad, tomatoes, caulifl ower, onions, beans, peas, chives, potatoes, red pepper, green salad Dairy food: yoghurt, butter, Parmesan (cheese), cheese sauce, cream Vocabulary in context Check the following more diffi cult words: assorted (various); crunchy (hard to bite into – like carrots); topped (placed on top); shredded (broken into tiny pieces); accompanied (with); tender (soft to bite into); marinated (left in oil and herbs to get fl avour); garnished (placed there to look attractive rather than be eaten); chopped (cut into small pieces with a sharp knife); roasted (cooked in an oven). Chives are long, thin, green herbs which taste a bit like onion. A mousse is a soft pudding. EXERCISE 3 Vocabulary Ask students to label the objects, then check with a partner. In the feedback, ask students to repeat the words after your model to practise their pronunciation. Answers 1 dessert 2 fi rst course/salad 3 cup 4 fork 5 knife 6 roll 7 main course 8 spoon 9 butter 10 napkin/serviette Pre-teaching vocabulary Check the following words: option (choice); spicy (hot, strong fl avour); mild (not strong); prior (before); spare (extra). EXERCISE 4 Listening Give students time to read the situation and the questions. Check spicy (has a strong hot fl avour). Play the recording. Ask students to listen and write T or F. Then ask them to check their answers in pairs. Get feedback in open class. 16 Answers 1 T 2 F – he chooses red wine. 3 F – it is South African. 4 True, but this is not on the menu. 5 T – she asks ‘Is the chicken very spicy?’ and she says ‘Good.’ when told it is ‘just mildly spiced’. 6 F – she asks for a special children’s meal. 7 T – she hasn’t pre-ordered a children’s menu. 8 F – she chooses still water for herself and 7up for her children. 9 T OFFERING A CHOICE 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 phrase is more informal? Language notes Note that would like is followed by the infi nitive with to. What can I get you? is more informal. What will you have? is also possible here. EXERCISE 5 Pronunciation Play the recording. Ask students to listen and notice the intonation pattern. Then play the recording again so that students can listen and repeat. Pronunciation notes The intonation rises on both choices. ➚ ➚ Coffee or tea? The intonation rises because the speaker is being tentative (he/she doesn’t know what the answer will be) and polite (it’s a formal situation). EXERCISE 6 Speaking Ask students to work in pairs to take turns asking and ordering. Alternatively, ask pairs to prepare and write a dialogue and then practise it together. Monitor, prompt students to use intonation correctly, and feedback on good examples of language use and errors you heard at the end. ROUND UP Here are two ways of organizing and extending exercise 6. 1 Write the following adjectives on the board: quiet; confi dent; rude; nervous; confused; troublesome; angry. When students are ready to act out the asking and ordering task, tell the ‘passenger’ to choose one of the ‘personalities’ on the board and play their part as that character. Students could act out different dialogues as different characters. 2 Ask students to work in pairs to design their own menu card. Mix pairs and ask them to act out dialogues using the new home-made menu cards.
UNIT 4 Food and drinks LEAD IN Speaking Write the letters of the alphabet in a list down the left side of the board: A, B, C, D, etc. Ask students to give you the names of drinks beginning with the letters: apple juice/ale; bourbon/ brandy; cointreau/coke; etc. You could divide the class into two teams. Team A must think of a drink beginning with the letter a, team B think of one with b. Team A then have to think of one with c, etc. Each team gets a point if they know a drink. At the end, see which team has most points. Serving drinks EXERCISE 1 Listening Give students time to look through the list. Then play the recording. Students listen and repeat. Pronunciation notes Note the strong stress in the English pronunciation of the following words: chocolate; cappuccino; lemonade; champagne; tomato; espresso. EXERCISE 2 Vocabulary Ask students to work in pairs to put the words in the correct columns. Ask fast fi nishers to add extra words, and make a list of extra words in feedback. Answers Wines and beers Spirits Soft drinks Hot drinks Sauvignon Blanc Merlot Bloody Mary Martini Kronenberg port Carlsberg Bordeaux champagne Johnny Walker cognac vodka Bacardi rum bourbon soda Perrier apple juice diet Coke lemonade bottled still water tomato juice tonic water ginger ale fruit tea hot chocolate cappuccino Earl Grey tea English Breakfast tea espresso Pre-teaching vocabulary Check the following word: local (from the city or country the plane has left or is fl ying to). EXERCISE 3 Listening Give students time to read the situation and types of drinks. Play the recording. Students listen and put the drinks in order. Let them check their answers in pairs. Get feedback in open class. Answers a 7 b 4 c 3 d 1 e 6 f 2 g 9 h 5 i 8 Pronunciation notes You may wish to point out the common weak /@/ sound in some of these phrases: /@/ /@/ a cup of tea /@/ /@/ a gin and tonic EXERCISE 4 Listening Give students time to read the questions. Play the recording. Let students check their answers in pairs. Get feedback in open class at the end. Answers 1 No, she doesn’t. 2 four 3 He wants tea, but will have to wait because only cold drinks are being served. 4 two 5 ‘Here we are. Enjoy.’ 6 Yes, he says the meal is great. 7 because the bar is shut 8 a soft drink EXERCISE 5 Pronunciation Give students time to read through the situation and the lists. Play the recording. Students listen and repeat. Pronunciation notes Note the intonation pattern in lists, particularly the falling intonation on the last word. ➚ ➚ ➚ ➘ Apple, orange, pineapple or tomato. EXERCISE 6 Speaking Ask students to work in pairs to practise making orders. One student lists a choice of wines and beers. The other student responds by saying, for example, a glass of sauvignon blanc, please. They then change roles and categories. Monitor, prompt students to use intonation correctly, and feedback on good examples of language use and errors you heard at the end. You could ask a couple of pairs to act out a dialogue in open class at the end. EXERCISE 7 Speaking Give students time to add to the list. Then ask them to discuss the problems in pairs or small groups and decide which ones are the worst. In feedback, ask, How do you deal with each of these problems? ROUND UP Ask students, What drinks are most commonly served on your airline? Which are the most popular? Which drinks do you like? 17
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 and 14: UNIT 3 After take-off and into the
Page 15: UNIT 3 Case study LEAD IN Speaking
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

English for Cabin Crew Trainer's Guide - Heinle

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