English for Cabin Crew Trainer's Guide - Heinle

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UNIT 4 Food and drinks LEAD IN Speaking Ask students to work in pairs to think of as many duty-free items as they can in one minute. Find out which pair thought up the most. In feedback, check students' knowledge of prices on their fl ights by asking, How much is a bottle of whisky/a bottle of perfume/a box of chocolates/etc? Duty-free sales EXERCISE 1 Listening Give students time to quickly read through the text and see if they can guess the missing words. Then play the recording. Students listen and fi ll in the gaps. Let them check their answers in pairs before getting feedback in open class. Answers 1 begin 2 list 3 pocket 4 using 5 accept 6 win 7 excellent EXERCISE 2 Vocabulary Ask students to work in pairs to match the words. In feedback, point out aspects of grammar (for example, shortly often comes at the end of a sentence) and pronunciation (purchases = /"p3;tS@sIz/) involving these words. You could also explain the difference between money (general word), currency (used to describe money from different countries) and cash (notes and coins). Answers 1 shortly 2 purchases 3 prepare 4 frequent fl yers 5 bargains 6 designed EXERCISE 3 Vocabulary Put students into pairs to categorize the words. Monitor and help. In feedback, check any words the students are unsure of, and point out any diffi cult pronunciations (USB /ju: es bi:/; mascara /m&"ska;r@/; bracelet /"breIsl@t/). Ask students what other words they thought of. Answers Perfumes and jewellery: a brooch, perfume spray, earrings, eau de toilette, a crystal pendant, a bracelet Electric and electronic items: a USB key, a travel plug adaptor, a travel razor, headphones Alcohol and tobacco: whisky, cognac, cigars, vodka, champagne, cigarettes Cosmetics: face cream, aftershave, lipstick, mascara Gifts: a soft toy, chocolates, a watch, a model aircraft, a scarf, a pen Pre-teaching vocabulary Check the following words: a bargain (at a good value price); a classic (used to describe a book that has been successful for a long time); recommend (say which is the best choice). EXERCISE 4 Listening Give students time to read the situation and questions. Play the 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 this situation? In what way was it different? Answers 1 perfume 2 $41 3 a scarf 4 by credit card 5 because he wants his frequent fl yer points 6 a receipt 18 MONEY EXPRESSIONS Language focus Give students time to read through the ways of talking about money in the box. You could check understanding by writing a couple of sums on the board and asking students to say them (for example, 31 + 18 = 49; 16 x 3 = 48). Language notes Note that plus and and and makes, comes to and equals have the same meaning. EXERCISE 5 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 Note the pronunciation of the following: equals /"i;kw@ls/; minus /"maIn@s/; receipt /rI"si;t/. EXERCISE 6 Speaking Do the fi rst of the sums in open class to get students started, then put them in pairs to write the other totals. Ask students to practise saying the sums. Language notes Note the different ways we can express sums of money: $19.50 = nineteen (dollars) fi fty; nineteen dollars and fi fty cents £12.80 = twelve (pounds) eighty; twelve pounds and eighty pence Answers 1 $46.50 2 $8.25 3 €56.75 4 €13.50 5 £22.90 6 $40.59 EXERCISE 7 and 8 Speaking Discuss these tasks in open class. Find out how much students know. Answers Spain: euro China: renminbi Australia: Australian dollar Brazil: real Singapore: Singapore dollar Saudi Arabia: Saudi riyal Russia: rouble UAE: dirham Nigeria: naira Pakistan: rupee EXERCISE 9 Speaking Ask students to work in pairs to act out the mini-dialogues. Monitor, prompt, and correct involving the pronunciation of sums of money. Feedback on good examples of language use and errors at the end. EXERCISE 10 Speaking Ask students to talk about their personal knowledge and experiences in small groups. ROUND UP Play a competitive game to practise saying sums of money. Write fi ve or six items from the list in exercise 3 on the board and ask students to give you realistic prices for each. Write the prices next to each item. Then ask students to work in pairs and tell them you are going to order some duty-free and the fi rst pair to shout out the correct price gets a point. Say, for example, I’d like two scarves and a bottle of whisky. Award a point to the fi rst pair with an answer, then move on to a second order. Make fi ve or six orders before praising the pair with most points.
UNIT 4 Case study LEAD IN Speaking Write, I think airline food is ... on the board. Ask students to work in pairs and give them time to complete the sentence with their own thoughts. Then get feedback and discuss in open class. You could brainstorm positive and negative words used to describe food: + delicious; tasty; fresh; tender; succulent – disgusting; tasteless; bland; dreadful EXERCISE 1 Reading Give students time to read the questions. Then ask them to read the text and make notes. Let students discuss the answers in pairs before discussing in open class. Answers 1 Passengers = 1, 2, 3, 8, 9, 10 Crew = 4,5,6 Either = 7 2 positive: 1, 3 and 10; negative: 2, 3, 7, 8 and 9 (3 contains both negative and positive comments); no opinion: 4, 5 and 6 3 positive: fi ne, well prepared, look great, taste even better negative: the worst, bland, not very hot, badly presented, tasteless, dreadful, not fi t for human consumption 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: engage with passengers (talk to them); gauge passengers (work out what sort of person they are); get to know passengers (meet and become friends with them); appease passengers (say things to calm them down when they are angry). EXERCISE 3 and 4 Listening Give students time to read the situation and questions in exercise 3. Play the recording. Students listen, take notes and then discuss their answers in pairs. Get feedback in open class at the end. Follow the same procedure for exercise 4. Answers 1 because she had the chance to engage with the passengers and get to know them 2 during the pre-fl ight briefi ng; the number of meals and the nature of any special meals needed 3 The woman’s children were given food from First and Business class. CD1 Track 4.9 1 Did you enjoy this part of the fl ight? S: I enjoyed all parts of the in-fl ight service but the nicest part was probably doing the meals and the drinks because that was the chance you had to engage with the passengers for the fi rst time after take-off and you’d come through the cabin and you could really hold some good conversations with passengers and fi nd out, you know, how they were feeling, and you know, how excited, or, or if they wanted to be left alone and you could really gauge that quite well during that fi rst part of the meals or drinks service, and you could get to know people a little as well. You know, you’d get to know that little old lady who was very nervous about fl ying to Australia for the fi rst time and you’d also get to, you know, speak to a wide range of people for, you know, a duration, which was, which was good. During the food and drinks service quite often, particularly on international fl ights you’d have a lot of people on board who wouldn’t be able to speak the language, but there was never any problem with the food and drink. People all over the world seem to know what a coke is or whether they are having beef or chicken, so food and drink was never an issue with foreign language, which was always useful. 2 How much do cabin crew know about the meals in advance? S: During the pre-fl ight briefi ng that all airlines carry out, the crew get to know about the meals in advance. We would know how many passengers we have on board – we would know any special meal requirements that are needed and any dietary problems and we would know of any special requests that a passenger may have given prior to their fl ight, so we have all that information and by the time we get on board we check the catering to make sure those passenger requirements are actually on board. 3 Do you remember one special incident during the meals service? S: During the meals service it can be horrifi c because although I’ve said that it’s a really great time to engage with customers, it’s also quite a frenetic time because passengers are also worried to know whether the meal they've requested is on board. One particular occasion I remember was a lady travelling from London to Hong Kong and she had three children and had requested three special children’s meals. Unfortunately, my stewardess had actually given the three children meals to the row in front of her, who just happened to have three children in the row in front, so of course the fi rst I heard of it was when the call bell rang and this very irate lady was so cross – I mean she was shouting and screaming at the stewardess at how stupid the stewardess had been and why should these other people get her children’s meals that she had requested. It was a diffi cult situation but I managed to calm her down by listening to her and sorting out the children with food from Business class and First class which was very fortunate because this particular fl ight we had a lot of children and a lot of children’s meals and there weren’t any spare, so the only way I was able to appease this lady was to go and make up a dinner from the First class menu and fortunately managed to do that. But yes, it was an occasion I remember well. EXERCISE 5 Speaking Ask students to discuss the questions in pairs or small groups. 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 food and drinks under the following headings: Breakfast / Drinks / Fruit and vegetables / Food adjectives / Duty-free goods 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. 19
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 17: 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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