English for Cabin Crew Trainer's Guide - Heinle

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UNIT 6 Is there a doctor on board? LEAD IN Speaking Ask, What is the procedure for reporting a medical incident on a fl ight? Who has to report the incident and who to? Have you ever had to report an incident? If so, what was the incident and what did you say or write? Reporting a medical incident EXERCISE 1 Speaking Lead in by asking students what they remember about the incident in the previous lesson or by asking students to look back at the lesson to remind themselves. Ask students to work in pairs to do the role play. Tell students to take turns to play the two roles. Monitor and note how well students manipulate past forms. TALKING ABOUT THE PAST 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, How do we form regular past forms (add –ed to the infi nitive); How do we form questions? (see below). Language notes We form the regular simple past by adding –ed to the infi nitive. You could point out the following slight exceptions: collapse + d (because it ends with e); stop + p + ed (double the consonant when the verb ends consonant, vowel, consonant); carry – y + i + ed (change y to i). Object questions use the auxiliary verb did: question word (object) + did + subject + infi nitive + ? (What did you do?) Subject questions: question word (subject) + past form + ? (What happened?) You could provide practice of these phrases by asking students to do the role play again, but this time the person asking about the incident must ask as many questions as they can. EXERCISE 2 Pronunciation Ask students to work in pairs to decide which words go in which column. Do one or two as a class fi rst to get students started. Play the recording. Ask students to listen and check their answers. Play the recording again. Ask students to listen and repeat. Answers /t/: checked, stopped, asked, switched /d/: happened, resumed, informed, arrived, closed, remained, administered, suffered /Id/: reported, fainted, needed, decided, assisted, recommended Pronunciation notes -ed is pronounced /d/ after voiced consonant sounds and vowel sounds (which are always voiced). -ed is pronounced /t/ after unvoiced consonant sounds. -ed is only pronounced /Id/ after /t/ and /d/ (for example, chatted /tS&tId/). Beware of and correct students who overuse /Id/. Voiced means that the voicebox vibrates slightly as the sound is made, so /b/ and /p/, for example, are identical plosive sounds except that /b/ is voiced (hence robbed /rQbd/) and /p/ is unvoiced (hence stopped /stQpt/). 26 EXERCISE 3 Vocabulary Ask students to work in pairs to make sentences. Monitor and correct poor pronunciations of –ed. LINKING WORDS 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, Which order do we usually use these phrases? Language notes At fi rst (= early on), Soon after (= later on) and In the end (= at the end of this period of time) place a story in the context of when events took place. First, Then and Finally are sequencers used to order events. Eventually is similar in meaning to In the end but also suggests the end of a process in which many things have happened. EXERCISE 4 Speaking Ask students to work in pairs to look back at the Listening on page 44 and order the key events. Then tell them to take turns telling the story. Monitor, prompt, and listen for good language use and errors involving past forms and linkers. EXERCISE 5 Reading Ask students to read the text without looking at the list of missing words and try to remember or guess which words are missing. Then ask students to work in pairs to complete the text with the words in the box. Get feedback in open class at the end. Answers 1 happened 2 cardiac 3 condition 4 comfortable 5 pulse 6 defi brillator 7 fi rst 8 administer 9 recommended 10 aware 11 services 12 until 13 transferred 14 resumed Vocabulary in context Write the following defi nitions on the board and ask students to match them to synonyms in the text: moved from one place to another (transferred); give medically (administer); heart attack (cardiac arrest); quick (prompt); asked for (requested); not changing (stable). ROUND UP Activity 1 Write the following in a list on the board: At fi rst, ...; Soon after ...; Then ...; After that ...; Eventually, ...; Finally, ... Ask students to think of an accident or medical incident that they have experienced on a fl ight. Tell them it could be major or very minor. Ask them to think of how to describe the experience using fi ve of the linkers. When students are prepared to speak, replace the linkers on the board with the following: Really?; Oh no ...; Then what happened?; Did you? I don’t believe it?; How nerve-wracking! Pair students with someone new, and tell them to take it in turns to talk about their incident. The listener must use the words on the board to ask about and encourage the story-telling. Monitor and note good language use and errors. Activity 2 Ask students to write a report of an incident they have experienced using past forms and linkers. This could be for homework.
UNIT LEAD IN Speaking 6 Case study Ask students if they have ever had to ask if there was a doctor on board. If so, ask, What was the problem and what happened? What was the attitude of the doctor? EXERCISE 1 Reading Give students time to read the questions, and check any unknown words. Then ask students to read the text and make notes. Let students discuss the answers in pairs before discussing in open class. Answers 1 A doctor responded to the call from the cabin crew and ended up treating several patients. 2 three – none of them serious medical emergencies 3 fetching equipment the doctor needed; administering oxygen Vocabulary in context Write the following defi nitions on the board and ask students to match them to synonyms in the text: natural, unthinking feeling about what to do (instinct); group of people watching something (audience); go down (sink); feeling very anxious (panicky). 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 words: second to none (nothing is better); sweating profusely (sweating – losing water from the body through the skin – a lot); revive (bring back to consciousness); claustrophobic (feeling afraid because you are in a small or crowded space). EXERCISE 3 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. EXERCISE 4 Listening Play the recording again. Students listen and complete the text. Let them check in pairs before open class feedback. Answers 4 1 fractures 2 hyperventilation 3 heart attacks 4 strokes 5 giving birth 6 nose bleed Ask students to work in pairs to retell the story. Remind them to use linking words and past forms. At the end, ask a few pairs to tell parts of the story in open class. Discuss the follow-up question 3 in open class. Answers 3 Two main reasons: fi rst, fl ight attendants’ medical training is excellent and they are taught how to deal with a wide range of situations that can occur on board; second, there is always someone on board (doctor/nurse or experienced crew member) who will know how to deal with medical problems. CD2 Track 6.10 1 Were you trained to be a good nurse? S: One of the good things about the fl ight attendant training is the fi rst aid training that people receive. It’s absolutely second to none and it’s so specifi c and intensive training, so you’re looking at, at least fi ve days of fi rst aid training and we cover all sorts of things from fractures to hyperventilation, to heart attacks and strokes and we are taught how to deal with such a wide range of situations that can occur on board, you know, from giving birth on board to, you know, a nose bleed so there are many different aspects of nursing training that fl ight attendants receive and again at the pre-fl ight briefi ng that skills and knowledge that people have prior to their fl ight attendant role, if they’ve been a nurse in a previous job, then that all comes together at the pre-briefi ng so as well as having, you know, excellent fi rst aid training, should a situation arise on board, you’ve usually got one or two people who can actually use previous experience in addition to that. 2 Do you have a special medical crisis that you remember in particular? S: Once I was working down in the back galley on a jumbo jet, and this gentleman came and sat on one of the crew seats, and at fi rst I looked at him and he looked a little bit grey, and I was a little bit worried because he, he asked for a glass of water and I noticed he was sweating profusely on his head, and I gave him the glass of water and carried on getting the food trolleys ready for the cabin crew, and as I manoeuvred a trolley around him he just fell on the fl oor in front of me, and I recognized immediately that he was going into heart attack, partly because of his grey colour, I mean he was so grey and the sweating, you know, it should have really alerted me to this a minute or two earlier but I was busy just getting the food trolleys and I just thought he needed a glass of water. However, when he collapsed I managed to get him into the recovery position and immediately went on to the interphone to call one of the stewardesses who had been a nurse in her previous job, and she came down within seconds and we managed to get the passenger onto the fl oor with an oxygen bottle and she revived him. She was incredible – she was very calm and, you know, with the oxygen and just monitoring him, he – the colour returning to his face was quite spectacular. He went from grey to rosy red within fi ve minutes and we moved him into Business class after that so that we could monitor him more carefully and just checked that he wasn’t getting, you know, sort of claustrophobic. We don’t know what brought his heart attack on, but we were pleased that it was only a minor heart attack and he did make a full recovery. 3 What’s your advice about medical incidents on board to fl ight attendants in their fi nal phase of training? S: I would say to fl ight attendants in training, not to worry too much about in-fl ight incidents that may occur because the training that they receive as fl ight attendants is very, very good and on top of that the ability and the skill within the fl ight attendant team is usually pretty high, so there will usually always be somebody on board working with you who has been in a nursing profession prior to the role, so advice to you as a fl ight attendant just starting out your career is to be calm, remember your training and always remember to utilize the skills and ability of your fellow crew around you. 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 the industry under the following headings: Types of accident / Items in a medical kit / Diagnosis and treatment 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. 27
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 25: UNIT 6 Is there a doctor on board?
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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