English for Cabin Crew Trainer's Guide - Heinle

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UNIT 7 In-fl ight emergencies LEAD IN Speaking Ask students to work in pairs to brainstorm a list of in-fl ight emergencies. Give students time, then elicit and write up a list on the board as a class. Students could compare their list to the list in exercise 2. Ask, What should you say and do in these emergencies? Have you ever experienced any of these emergencies? What did you say and do? Taking charge in an emergency EXERCISE 1 Speaking Ask students to work in pairs or small groups to discuss the roles. In feedback, ask, Which roles are most important? EXERCISE 2 and 3 Speaking Give students time to read through the serious on-board events, and check any unknown words. Then ask students to work in pairs to compare the events, and to discuss the questions at the end of the activity. Get extended feedback in open class. Discuss any disagreements about the seriousness of the emergencies. Then either discuss the questions in exercise 3 in open class or let students talk in pairs fi rst before a class discussion. Pre-teaching vocabulary Check the following words: grab (take quickly and urgently); adjusting (moving it until it’s in the right position); fi tted (fi xed in position). EXERCISE 4 Listening Give students time to read the announcement and guess the missing words. Play the recording. Ask students to listen and fi ll in the gaps. Let them check their answers in pairs. Get feedback in open class at the end. Answers 1 emergency 2 emergency 3 Stay 4 fastened 5 calm 6 follow 7 down 8 down 9 over 10 mouth 11 normally 12 over 13 mouth 14 pull 15 band 16 before 28 GIVING INSTRUCTIONS 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 part of speech do we use to make emergency instructions? (the imperative). Language notes Note that we use the imperative to give instructions in an emergency because it is short, sharp and decisive. In English, the imperative form is identical to the bare infi nitive form. EXERCISE 5 Pronunciation Play the recording. Ask students to listen and repeat. Pronunciation notes Note the strong stress on the verb in the imperative form: Stay in your seats. Remain calm. EXERCISE 6 Speaking Give students time to read through the situations and phrases, and check any diffi cult words. Ask students to work in pairs to match the phrases to the situations. Monitor and help. In feedback, ask if students can think of any other phrases to use in each situation. ROUND UP You could extend exercise 6 into a role play activity. Ask students to work in pairs and choose one of the situations in exercise 6. Then ask them to prepare a dialogue based on the situation and to practise it. You could ask a few pairs to act out their dialogue in open class at the end.
UNIT 7 In-fl ight emergencies LEAD IN Speaking Write the following prompts on the board: Make sure ...; Check ...; Help ...; Tell .... Ask students, In an emergency situation, what is your role? What do you have to do? (Tell students to use the prompts to answer this question.) Ask, What personal qualities are important in an emergency situation? You could elicit some of the following: calm; clear; decisive; organized; supportive. Preparing for an emergency evacuation EXERCISE 1 Reading Give students time to read the text. Ask, What has happened? How do the passengers feel? Check shut down (switch off) and severe (really bad or strong). Ask students to discuss the questions in pairs. Get feedback in open class. EXERCISE 2 Listening Give students time to read the text and guess the missing words. Check evacuate (empty of passengers). Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 speaking 2 technical 3 20 (twenty) 4 normal 5 slides 6 prepare 7 carefully EXERCISE 3 Speaking Give students time to read the suggestions and check any unknown words. Ask students to discuss the suggestions in pairs. Get feedback in open class at the end. EXERCISE 4 Listening Lead in by asking students what procedures they would expect to hear announced before an emergency landing. Give students time to read through the text and guess the missing words. Play the recording. Students listen and fi ll in the gaps. Let students check their answers in pairs before getting feedback in open class. Answers 1 leaving 2 evacuation 3 exactly 4 keep 5 going 6 shows 7 bracing 8 sides 9 marked 10 pointed 11 locate 12 additional 13 belongings 14 behind 15 remove Vocabulary in context Write the following defi nitions on the board and ask students to match them to words in the text: keep thinking about (bear in mind); to go carefully (make your way to); tear (pull apart paper or cloth). Note: bear /be@/ and tear /te@/ INSTRUCTIONS NOT TO DO SOMETHING 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 We form negative instructions by placing Do not or Don’t before the imperative form of the verb. Using Do not rather than Don’t emphasizes the fact that this is an instruction not to do something. It makes the instruction stronger and more of a warning. EXERCISE 5 Speaking Ask students to work in groups of three to practise reading out the announcement. You could support the students in doing this task by getting them to analyze their section of the announcement fi rst, marking it up for strong stresses, pausing and intonation (see pronunciation notes below). Remind students that their voice should be calm, reassuring but decisive when they speak. Pronunciation notes Note the stresses, pausing and intonation in this opening section of the announcement. ➚ ➘ ➚ Ladies and gentlemen, // as the captain has just told you, ➘ // we shall be landing in twenty minutes. // ➚ Can you wait a moment? ROUND UP Write the following verbs on the board: give; remain; collect; fasten; point out; evacuate; return; follow; adopt. Ask students to work in pairs to fi nd words and phrases in the texts in the lesson that collocate with the verbs. Get feedback in open class at the end. This activity revises the lesson and does some work with collocations. 29
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 and 26: UNIT 6 Is there a doctor on board?
Page 27: UNIT LEAD IN Speaking 6 Case study
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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