English for Cabin Crew Trainer's Guide - Heinle

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UNIT 7 In-fl ight emergencies LEAD IN Speaking Write the following words on the board: incredible; miracle; survivors; escape; heroes; rescue. Ask students what the words mean and what connects the words. Ask if they know of any real-life stories involving an aircraft that could be told using these words. If any students do know a story, ask him/her to tell the class. Reporting an evacuation EXERCISE 1 and 2 Reading Read the introduction, then discuss the picture and the headline in open class. Find out how much students already know about the story. Answer an aircraft fl oating on water; people standing or sitting on the wings and on the evacuation slides EXERCISE 3 Speaking Ask students to discuss the questions in small groups. Get feedback and discuss in open class. EXERCISE 4 Reading Give students time to read through the questions. Then ask them to read the text and fi nd the answers. Let them check their answers in pairs before getting feedback in open class. Answers 1 a bird-strike 2 on water in the River Hudson 3 none 4 the captain 5 good training EXERCISE 5 Vocabulary Ask students to work in pairs to search the text and match words to defi nitions. Get feedback in open class at the end. Answers 1 massive 2 a strike 3 to survive 4 to ditch 5 fl oating 6 slightly 7 submerged 8 injuries 9 fi rst-class 10 superbly 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, What form do we use to report instructions? (see notes below). Language notes The form used here is: tell someone (not) to do something Note the changes from imperative to reported instruction: Prepare to ... He told them to prepare to ... Don’t worry. He told them not to worry. You could provide practice of forming reported instructions by asking students to change the sentences in the Language focus boxes in the two previous lessons into reported instructions. 30 EXERCISE 6 Pronunciation Play the recording. Ask students to listen and note the weak pronunciation of to. Play the recording again. Ask students to listen and repeat. Pronunciation notes English is a stress-timed language. We give key words that carry meaning a lot of emphasis and reduce unimportant words to a sound so reduced that it’s hard to hear. Not the following – stresses are in bold: The purser told the passengers not to worry. EXERCISE 7 Speaking A nice way to manage this activity is to divide the class into pairs of reporters and pairs of passengers. The reporter pairs must work together to prepare questions. The passenger pairs must look back at the text and think about how to report the instructions. When students are ready, mix pairs so that a reporter is with a passenger. Ask students to act out the role play. When they have fi nished, repeat the process, asking students to take on the other role in both preparation and role play. Monitor, prompt, and listen for good language use and errors involving question forming and reported instructions. ROUND UP Ask students to work in small groups to make up a story about another miraculous escape. Write the following questions on the board to guide the students in their preparation: What happened? Where and when did it happen? What fl ight was it and who was on board? What did the captain do? What did the fl ight attendants do? What happened in the end? When students are ready, divide them into new groups of four. Tell the students to take turns to ask about and tell their stories.
UNIT 7 Case study LEAD IN Speaking Write the headline to the article in mixed-up form on the board. For example: criticized to Crew’s incident response take-off Ask students to work in pairs to put the words in the correct order to make a headline (Crew's incident response to take-off criticized). Then ask, What do you think the article will be about? EXERCISE 1 Reading Give students time to read through the events and the question. Then ask them to read the text and put the events in order. Let students check their answers in pairs before getting feedback in open class. Answers 1 a 3 b 1 c 7 d 5 e 8 f 6 g 2 h 4 2 The cabin crew moved passengers to other seats and even tried to release oxygen masks with their ID cards. Vocabulary in context Check the following words from the text, all of which are connected with one thing coming into physical contact with another: hit, strike, bang, bump. Use mime to show meaning. 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 phrases: aborting the take-off (suddenly stopping it); swerving from side to side (moving uncontrollably); white knuckles (when the joints in the middle of your fi ngers go white because of fear); jerking from side to side (moving uncontrollably and in a bumpy, violent way); dart out of a seat (jump and run quickly from a seat); impeding passengers (blocking them and slowing them down). EXERCISE 3 Listening Give students time to read the situation and the questions. Play the recording. Students listen, take notes, then discuss their answers in pairs. Get feedback in open class at the end. EXERCISE 4 Listening Give students time to read through the tasks. Then play the recording. Ask students to make notes in preparation for speaking and fi ll in the missing words in the third task. Let students check their answers in pairs before getting feedback in open class. Answers 1 V1: There was instrument failure just before V1, which is the point at which an aircraft is committed to leaving the ground. braking: This caused the aircraft to swerve violently. senior crew member: He was so scared that she could see the veins in his neck. people in the Business class section: She could see the fear in their faces and the knuckles on their hands were white as they held on tightly to their arm-rests. communication from the fl ight deck: There wasn’t any (presumably the crew were too busy trying to control the aircraft). 2 announcements from the captain: The captain’s communication skills were excellent. the tyres on the aircraft: All the tyres except three had burst. the fuel tanks: They were in the wings, so the captain didn’t want the exit doors over the wings to be opened, although two passengers did open them; fortunately they did not explode. passengers behaving selfi shly: One woman with two children jumped out before them, leaving them at the top of the evacuation slide; one man was determined to take his briefcase, blocking the escape of other passengers; two passengers opened the wing doors, despite instructions not to. 3 1 cope 2 stress 3 competent 4 calm 5 drills 6 approach CD2 Track 7.6 1 What was the most serious emergency you experienced? S: One of the most horrible situations I experienced was a fl ight leaving Lusaka, Africa, and we’d as a crew had a wonderful ten days in Africa doing safari and all excited about going home, you know, to show our friends all the wonderful photos, and on take-off at V1 just before V1 which is the point the aircraft must leave the ground, there was an instrument failure and the pilot was fl ying the aircraft and needed to have a speed of 140 knots but at V1 at this point where the aircraft must take off, the captain’s speed went down to 80 knots so they took an unprecedented decision in aborting the take-off at V1 and this was unplanned, no crew knew about what was happening. All we knew that the aircraft suddenly came into brake form and the aircraft started swerving violently from left to right and I can remember as a junior stewardess at the time looking at my senior crew member and he had veins popping out of his neck. He was obviously, you know, really, really scared. My crew were looking quite terrifi ed. As I looked down the cabin I could see into the Business class section and I saw fear on people’s faces and their knuckles were white and stretched as they were grabbing their arm-rests and all this time the aircraft was shaking violently from left to right; had completely lost control of, you know, going straight. At the time I felt the nose had lifted up because I was sitting at the doors one left which is at the front of the aircraft and I remember feeling the sensation of going up and then feeling the bang as the nose wheels came back down, but I’ve since been told that that couldn’t possibly happen so I would imagine that it was just braking at that crucial point, which was quite severe braking and that in itself created lots of secondary problems for us as fl ight crew. We had no communication from the fl ight deck during that initial, sort of, 20/30 seconds. It was a very frightening experience particularly because as an experienced fl ight crew you gauge when you are going to be taking off and I knew we’d been going along that runway for at least 25/30 seconds and gaining speed all the time, so I knew take-off was imminent and the fact that we were suddenly swerving and literally going violently from left to right with the wing tips, you know, virtually touching the ground, was very, very scary and no communication from the fl ight crew. So that Lusaka experience was one of the most serious emergency situations I’ve encountered through my fl ying career. 2 Did you ever have to evacuate passengers? S: That emergency called for an immediate evacuation. The captain did come on to the announcement at that point and apologized to the passengers that we had had such an aborted take-off and he quickly explained that his instruments had failed and he had decided to abort the take-off, but there was no worries, no problems. We would sit and we were going to taxi back to the airport. But in fact what had happened through that violent braking, all the tyres on the aircraft had burst, bar three, so this meant that the captain had no steering facility which was why the aircraft was jerking so severely from left to right. So he brought the aircraft to a stop and made another announcement. He was excellent in communicating with the passengers and the crew immediately. I mean, you know, I commend his communication skills on that occasion, but the evacuation had to take place because we couldn’t move the aircraft and basically the heat from that braking was getting to a danger point near the fuel tanks, so evacuation via the slides had to take place. Evacuating the passengers – it was the fi rst time I’d ever had to do this in my fl ying career and your brain goes into automatic. All the training that you’ve taken in and absorbed through every year you are fl ying suddenly comes into play and once the aircraft had stopped and the captain had told us we were to evacuate, as I said, your training comes into the front and 31
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 and 28: UNIT LEAD IN Speaking 6 Case study
Page 29: 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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