English for Cabin Crew Trainer's Guide - Heinle

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UNIT 6 Is there a doctor on board? LEAD IN Speaking Ask students, What procedures do you follow to avoid accidents on planes? Use mime to elicit the vocabulary of accidents. It is easy to mime the following: trip up; bang your head; cut yourself; fall down/over; spill hot coffee; twist your ankle/knee. Dealing with an on-board accident EXERCISE 1 Speaking Give students time to read through the questions. Check any unknown words. Then ask students to discuss the questions in pairs. Get feedback in open class. Pre-teaching vocabulary Check the following key words: suspended (stopped for a short time); unconscious (when you are in a condition like sleep after hitting your head); injury (physical damage); nasty (not nice). EXERCISE 2 Listening Ask students to look at the picture, and ask, What do you think the accident in the listening might be? 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. Answers 1 a female passenger in row 20 2 a head wound 3 During the turbulence a laptop fell out of the overhead locker onto her head. 4 to take his seat and strap in securely 5 to get the fi rst aid kit immediately EXERCISE 3 Listening Give students time to read through the questions. Ask if they can predict the next part of the listening. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 No one. She is alone. 2 a bit dizzy 3 a glass of water 4 a small cut 5 clean up the wound and put a dressing over it 6 hold a compress against her forehead; get into her seat and strap in EXERCISE 4 Vocabulary Ask students to work in pairs to complete the sentences. Check answers in feedback by reading out the sentences with the missing words in. You could ask students to listen and repeat. Check the meaning of the missing words. Answers 1 hurt; bleeding 2 fell 3 feeling 4 bang 5 dressing 6 dizzy 7 hold 24 Pronunciation notes Point out the pronunciation of the following vocabulary items: hurt /h3;t/; bleeding /"bli;di•/; dizzy /"dIzi:/ CHECK ➞ CALL ➞ CARE 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 Note that, in an emergency, the imperative form (Get ...) is used to tell people what to do and Can you ...? is used to ask people to do things. We use going to + infi nitive to talk about intentions and plans which the speaker has already decided to do. EXERCISE 5 Pronunciation Ask students to look at the questions in pairs and decide which are open questions with falling intonation and which are yes/no questions with rising intonation. Play the recording. Ask students to listen and repeat. EXERCISE 6 Vocabulary Ask students to work in pairs to label the diagram. In feedback, point out the stress and pronunciation of these words and ask students to repeat them after your model. Answers 1 automatic external defi brillator (AED) 2 cardiopulmonary resuscitation (CPR) mask 3 aspirin 4 antiseptic wipes 5 gloves 6 bandages? 7 syringes 8 oxygen 9 stethoscope 10 dressings Pronunciation notes Note the stress in these words: stethoscope; syringes; bandages; oxygen; antiseptic. Note: CPR /%si; pi; "a;(r)/; AED /eI i; di;/ Follow up by asking students for which medical emergencies they would use each piece of equipment in the picture. ROUND UP You could extend exercise 5 into a speaking activity. Ask pairs to choose a medical emergency (for example, a fall in the cabin; somebody faints), then write a dialogue using the phrases in the language focus and/or exercise 5. Ask some pairs to act out their dialogue in open class.
UNIT 6 Is there a doctor on board? LEAD IN Speaking Write the following words on the board: faint; collapse; throw up; have a heart attack; feel dizzy; feel airsick; have an anxiety attack. Check the meaning of the words and then ask students which of these medical incidents they have experienced. Dealing with a serious medical incident EXERCISE 1 Speaking Check the difference between a medical incident (something that happens – an asthma attack, for example) and an accident (a happening that involves receiving injuries – a fall or a crash, for example). Ask students to work in pairs or small groups to discuss the questions. Get feedback in open class and encourage students to share their personal experiences. Pre-teaching vocabulary Check the following key words: medical kit (pack with emergency medical supplies in); weak (not strong); shallow (not deep). EXERCISE 2 Listening Give students time to read the situation and the questions. Ask, What can you guess about the situation from the questions? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 T 2 F – he is travelling with his wife. 3 F – she wants to put him on the fl oor. 4 F 5 T 6 F – they need a doctor. 7 T – he is a diabetic and has injections. 8 F – he is 63. He’s been tired recently. 9 T 10 F Cultural note Delhi is a city in northern India. Colombo is a city in Sri Lanka. EXERCISE 3 Vocabulary 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? Play the recording again if students are unclear about any answers. Students listen, complete the remaining gaps and then check in pairs. Get feedback in open class at the end. You could ask students to practise saying the phrases in pairs. Answers 1 hear 2 heart 3 breathing 4 get 5 mask 6 care 7 administered 8 pulse EXERCISE 4 Speaking Ask students to discuss the questions in pairs or small groups. Get feedback in open class at the end. Pronunciation notes Note the pronunciation of heart /ha:t/ and pulse /pVls/. GIVING INSTRUCTIONS TO CREW 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 Note the use of the imperative here (Get ..., Tell ..., Make ...). Note the structure Get (someone) to do (something) which means tell or persuade someone to do something. Grab means take quickly with urgency. EXERCISE 5 Pronunciation Play the recording. Students listen and repeat. Pronunciation notes The imperative form is strongly stressed in each sentence. Pre-teaching vocabulary Check the following key word: diagnosis (doctor’s decision about what is wrong with a patient). EXERCISE 6 Listening Give students time to read the situation and the questions. Ask, What do you think will happen in this situation? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 that the man is going into cardiac arrest 2 yes 3 that they divert the plane to the nearest hospital without delay 4 The captain will contact ATC and arrange to land at the nearest airport. Pre-teaching vocabulary Check the following key words: diversion (change of route and destination); cooperation (helpfulness). EXERCISE 7 Listening Give students time to read the announcement and guess the missing words. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 important 2 divert 3 nearest 4 prepare 5 anticipate 6 remain 7 inconvenience 8 updated EXERCISE 8 Pronunciation Play the recording. Students listen and repeat. Then ask students to work in pairs to practise reading the announcement. Pronunciation notes Before asking students to practise reading the announcement, you could get them to analyze it for pausing and stress. They should mark up the text as shown below: Ladies and gentlemen, // if there is a doctor on board, // please make yourself known // to a member of the crew immediately // by pressing your call bell. // Thank you. EXERCISE 9 Speaking Ask students to work in groups of four. Each group must decide who will play the ill passenger and his/her friend, who will play the fl ight attendant and who the purser. Give students preparation time. The passengers must chat and decide what the medical problem is going to be and what they could say. The fl ight attendants should, meanwhile, look back at language in the unit and think about what they should say in a medical emergency. When each group is ready, ask them to act out their role play. Then ask them to change roles and act out a different situation. Monitor, prompt students to use the imperative correctly, and feedback on good examples of language use and errors you heard. You could choose a good group to act out one of their role plays for the class at the end. ROUND UP Give students further practice of making emergency announcements by asking pairs to analyze the text in exercise 7 for stress, pausing and intonation. Once they have marked up the text (as shown in the notes above for exercise 8), ask pairs to take turns reading it out. 25
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 21 and 22: UNIT 5 Minor passenger problems LEA
Page 23: UNIT 5 Case study LEAD IN Speaking
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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