English for Cabin Crew Trainer's Guide - Heinle

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UNIT 7 Case study you just go into automatic so the doors were opened and the slides infl ated, but funny things happen when people are scared and panicking, and the passengers – I had been watching them as we were trying to open the doors and, you know, make an exit for them, just seeing those knuckles – I’ll never forget those people sitting poised, waiting to dart out of their seat, and one man, as we began shouting instructions – unfasten your seatbelt, leave your seat, come this way – this man, he ran to the door and the slide hadn’t fully infl ated – it was just unfolding and he jumped out before anyone could stop him. Fortunately, he didn’t hurt himself because by the time he was going down the slide, the bottom of the slide had actually infl ated and he was able to evacuate. I think he just had a few damaged, scratched knees. Also, some people become really, really selfi sh. There was a lady, she had two children, and she actually went down the slide leaving her children at the top, and I was stunned at that – you know, to think that she would go down before her children. So people behave very, very strangely in, in a scary situation like that. They just see an opening – they see the smoke coming round the fuselage of the aircraft and they just want to get out and yes, it surprised all of us. When we evacuated the aircraft, people again – some people don’t realize the enormity or the emergency of the situation and as people were leaving the cabin, particularly from Economy, one gentleman, I hear, was trying to take his briefcase from the overhead lockers and this was impeding other people’s access or stopping other people from getting forward to the doors that were open for them to evacuate. So that caused a big problem and the crew were trying to shout instructions to the passenger who took absolutely no notice. He was determined, he was having his briefcase and that was it. Also the captain had instructed that the over wing doors must not be opened because the fuel tanks were there, but two passengers took it into their own authority to push past the stewardesses and actually physically open those doors. Obviously, during the debrief, with the report, this was a serious situation. Fortunately the fuel tanks didn’t explode, but those few passengers that evacuated over the wing were, very, very, you know, in danger of, you know, losing their life, I think, and they had totally ignored the stewardesses and again unfortunately the stewardesses at the over wing were very inexperienced and didn’t have the authority to stop those passengers and I think possibly a bit of that plus their inexperience and their own personal need to get out maybe have forced them to allow the passengers to open the doors. Fortunately this story was a happy ending because the evacuation went well. We evacuated all the passengers within eighteen seconds and we had a hundred and ninety passengers on board so that was pretty good, and there was no danger to anyone and the aircraft although very sick, didn’t cause any problems to any of us, and there were no injuries for passengers either. 3 What special qualities as a fl ight attendant do you need in emergencies? S: I think all fl ight attendants have to be able to cope with pressure and stress. They have to be able to demonstrate a calmness, and they have to also be competent and feel confi dent about what they’re doing and what their role is and what their responsibility as a safety offi cer on board is, and if you can be calm, if you can absorb your training and know your drills as to what to do in any given situation, particularly emergency, then the training will automatically take over and your calm approach plus your training will help you deal with the situation in the best way possible. 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 down as many phrases as they can under the following heading: Instructions in an emergency situation 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. 32
UNIT LEAD IN Speaking 8 Complaints and disruptive passengers Ask, What sort of things do passengers complain about? Elicit a list to the board (you could compare it to the list in exercise 1). Ask, What’s the most unusual complaint you have ever had? Who was the most disruptive passenger you ever met? Responding to passenger complaints EXERCISE 1 and 2 Speaking Ask students to work in pairs or small groups to discuss the list of things to complain about. In feedback, elicit ideas of what people might say when complaining about each situation. Pre-teaching vocabulary Check the following word: patient (prepared to wait calmly). EXERCISE 3 and 4 Listening Ask students to work in pairs to discuss what they would say in each situation. Get feedback in open class and elicit ideas. Play the recording. Ask students to listen and see if the fl ight attendants used the same expressions as they chose. Then ask students to fi ll in the gaps. Let students check in pairs and play the recording again if necessary. Get feedback in open class at the end. Answers 1 apologize; busy; get 2 good; really; away 3 dear; patient; special EXERCISE 5 Speaking Study the analysis of what the fl ight attendant says as a class, then ask students to work in pairs to analyze the other expressions in the same way. Get feedback in open class and discuss the follow-up questions. Answers 2 Sympathize: Oh dear, that’s not good. Apologize: I’m really sorry. Find a solution: Let me take it away for you and see if I can get you a hot cooked meal immediately. 3 Sympathize: Oh dear. Apologize: I’m sorry about this. Find a solution: Let me just check the special meals list. OFFERING TO HELP (2) 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 is the form of the sentence? (See below) Language notes Here, Let me ... means allow or permit me to do something. It is a polite and friendly way of making an offer because it is effectively offering to do something for someone with that person’s permission. Note the form: Let me + infi nitive without to 33 EXERCISE 6 Pronunciation Play the recording. Ask students to listen and repeat. Pronunciation notes Note the strong stress on Let and the stronger stress on the main verb: Let me help you. Pre-teaching vocabulary Check the following words: disgusting, awful (really bad); frustrating (a feeling of anger because you have to wait or are stopped from doing or having something). EXERCISE 7, 8 and 9 Listening Play the recording. Ask students to listen and write down the complaints. Let students check their answers in pairs and discuss possible responses. Get feedback in open class. Answers 1 dirty toilets 2 cold cabin 3 long delay and no information 4 wrong seats with crying babies nearby 5 no snacks, dirty plane, awful service Play the recording. Students listen and see if the fl ight attendant’s response matched their ideas. In feedback, ask students whether they thought the response was an appropriate one in each case. Ask students to work in pairs to fi ll in the gaps. Play the recording again if necessary. You could ask students to practise saying the sentences. Answers 1 letting; apologize 2 frustrating 3 about 4 sorry; enjoyed 5 so; only ROUND UP You could give students practice in responding to complaints by doing a role play. Ask students to work in groups of three, with a student A, B and C in each group. A and B are passengers. C is a fl ight attendant. Ask students to look at the list of situations in exercise 1. Give A and B a minute to think of complaints to make about each situation. Ask C to revise phrases from the page that a fl ight attendant might use. Ask Cs to stand up. Announce a situation. Say, the food. The passengers must start complaining about the food and the fl ight attendant must sympathize, apologize and make offers. After half a minute, change the situation by saying, the lack of information. Students must change their complaints and responses. Play out four or fi ve situations.
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 and 30: UNIT 7 In-fl ight emergencies LEAD
Page 31: UNIT 7 Case study LEAD IN Speaking
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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