English for Cabin Crew Trainer's Guide - Heinle

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UNIT LEAD IN Speaking 5 Minor passenger problems Write the following adjectives on the board: cold; hungry; thirsty; noisy; nervous; worried; rude; troublesome; sick; angry. Tell students that all these adjectives can describe passengers during a fl ight. Ask if they can think of any other adjectives to describe passengers. Then ask, What problems do each of these passenger types have? What do they say? How do you respond? Note that these adjectives come up in exercise 4, so you could do this activity as a lead in to the listening later in the lesson. Identifying passenger problems EXERCISE 1 Speaking Ask students to work in pairs or small groups to make a list of problems. Get brief class feedback and build up a list on the board. Ask, Which are the most common problems? How do you deal with them? Pre-teaching vocabulary Check the following key words: plugged in (connected to the electricity supply); volume button (controls how loud a machine is). EXERCISE 2 Listening Give students time to read through the questions fi rst. Ask if they can guess the problems from the questions. Play the recording. Let students check their answers in pairs before getting feedback in open class. Answers 1 get the sound to work on his headphones 2 no 3 Yes. He alters the volume. 4 A fi lm (movie) – The English Patient. 5 Yes. He selects the fi lm for her. FINDING OUT THE PROBLEM 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. Brainstorm any other similar expressions from students. (For example, Do you need any help? Do you have a problem? Do you need a hand?) Language notes Note that What is ...? abbreviates to What’s in spoken English. Matter means problem. EXERCISE 3 Pronunciation Play the recording. Ask students to listen and repeat. You can help show the intonation pattern with a hand movement: hold your right hand in front of you, horizontally, palm down, then move it up to show rising intonation, or down to show falling intonation. A visual gesture is a surprisingly useful aid to students attempting to learn intonation patterns. 20 Pronunciation notes Note that the intonation pattern in questions is only a tendency – some varieties of English tend to go up on both yes/no questions and open questions. A rising intonation suggests hesitance and uncertainty as to what the answer will be. Pre-teaching vocabulary Check the following key words: transit (going from one fl ight to another); snack (light, cold food); high temperature (hot because you are ill); paracetamol (medicine for pain such as headache). EXERCISE 4 Listening Give students time to read through the situations fi rst. (You could do the lead in idea above if you didn’t do it at the start of the lesson.) Play the recording. Let students check their answers in pairs before getting feedback in open class. Answers 1 i 2 e 3 d 4 a EXERCISE 5 Speaking Check students understand all the words. Ask students to discuss the questions in pairs or small groups. You could get students to order the roles in order of importance. Get feedback in open class. Answers 1 information offi cer 2 waiter(ress) 3 nanny 4 nurse EXERCISE 6 Speaking Ask students to discuss the questions in pairs or small groups. Get feedback in open class. Ask, Which roles best describe your job? Which are the most diffi cult roles? What was the most unusual role you ever had to play? ROUND UP Ask students to remember useful expressions that they have learnt from the course so far and match them to the roles discussed in exercise 5. For example, under waiter (What would you like, sir?), under information offi cer (You can move around the cabin now), under friend (Don’t worry. It’ll be all right).
UNIT 5 Minor passenger problems LEAD IN Speaking Revise the previous lesson by asking students to tell you what minor problems were discussed. Revise useful vocabulary for exercise 1 by asking students to look at the four photographs on page 38 and work with a partner to label as many objects as they can and to think of useful verbs (eg, seatbelt; buckle; fasten; blanket; get; pass; stow; handset; press; card; fi ll in; menu; order). Dealing with problems EXERCISE 1 Speaking Ask students to work in pairs or small groups to come up with ideas about what the fl ight attendants are saying. Then get feedback in open class. Pre-teaching vocabulary Check the following key words: upright (not leaning back); fasten (connect the two parts of a seatbelt). EXERCISE 2 Listening Give students time to read the questions. Ask, What do you think the fl ight attendant will say in each situation? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 He offers to check on their arrival time. 2 a sandwich 3 a blanket 4 no 5 She offers to try to fi nd a doctor or nurse. EXERCISE 3 Listening Give students time to read the sentences and write in any words they think they know. Ask, What part of speech are the missing words? (infi nitives of verbs). Play the recording. Students listen, fi ll in the gaps and then check in pairs. Get feedback in open class at the end. Answers 1 get back 2 get 3 meantime 4 see 5 ask OFFERING TO HELP (1) 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. Language notes I’ll uses the abbreviated form of the modal verb will and is followed by the base infi nitive. It is used to make offers, promises and even threats. Although called the future simple form, it is effectively used to make offers both now and/or in the future. Many learners revert to the present simple to make offers (I get you a blanket). Make sure your students are aware that they should use and pronounce ’ll. Note the use of get, a word which has many meanings in English and here is used to mean bring or fi nd. It’s used informally in spoken English. EXERCISE 4 Pronunciation Play the recording. Students listen and repeat. Pronunciation notes I’ll /aIl/ is diffi cult to pronounce. Students should start the sound with lips apart in a circle on ‘a’, close the lips a little through ‘i’, then fi nish the sound by touching the top palate just behind the teeth with their tongue to make ‘l’. EXERCISE 5 Speaking Read through the problems with the class and check students understand all the words. Then have a conversation in open class to get students started and show them how the prompts work: You say a problem, then you elicit a query from the class, then you explain, etc. Ask students to work in pairs. Tell each pair to decide who is the passenger, and who is the fl ight attendant, and to prepare what they are going to say before acting out their fi rst role play. Then ask them to change roles and act out a different situation. Monitor, prompt students to use I’ll correctly, and feedback on good examples of language use and errors you heard. You could ask a couple of pairs to act out a dialogue in open class at the end. ROUND UP Ask students to work in pairs to choose one of the photographs on page 38 and prepare a dialogue to go with the photo. When they are ready, ask a few pairs to act out their dialogue in open class. The rest of the class must guess which photograph they are basing their dialogue on. 21
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 and 18: UNIT 4 Food and drinks LEAD IN Spea
Page 19: UNIT 4 Case study LEAD IN Speaking
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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