English for Cabin Crew Trainer's Guide - Heinle

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UNIT LEAD IN Speaking 8 Complaints and disruptive passengers Write the following words on the board: a drunk; a moaner; a fl irt; an attention seeker; a bully; a hooligan. Check that students know what the words mean. Then ask them if they have experienced any of these types of people on a fl ight. Ask students to share their experiences with the class. Ask, Which types of passengers annoy you the most? Which cause most disruption to other passengers? Dealing with complaints about other passengers EXERCISE 1 Speaking Lead in by asking students to look at the picture and describe what they can see. Ask, How common is this type of behaviour? Ask students to discuss the questions in pairs or small groups. Get feedback in open class. Pre-teaching vocabulary Check the following key words: disturbing me (interrupting me); arms folded (one arm on top of another); struggling (having problems); keep your voices down (be quiet). EXERCISE 2 Listening 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 and discuss the follow-up question. Answers 1 A group of people near him are making too much noise. 2 He wants to move. 3 He suggests speaking to the group fi rst and, if that does not work, fi nding another seat for the passenger. 4 yes, for the moment EXERCISE 3 Listening Give students time to read the sentences and write in any words they think they know. Play the recording. Students listen, fi ll in the gaps, then check in pairs. Get feedback in open class at the end. Answers 1 disturbing 2 refuse 3 understand 4 care 5 word 6 How EXERCISE 4 Listening Give students time to read the questions. Then play the recording. Let students check their answers in pairs before open class feedback. Answers 1 No, the plane is full. 2 talk to the noisy passengers 3 just watch the situation and come and help him if necessary EXERCISE 5 and 6 Listening Give students time to read the situation and the dialogue and write in any words they think they know. Play the recording. Students listen, fi ll in the gaps, and then check in pairs. Get feedback in open class at the end and discuss the follow-up questions. Answers 1 enjoying 2 Great 3 favour 4 down 5 trying 6 noise 7 hear 8 another 9 understanding IF ... 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 The fi rst conditional is used to express a condition that is seen as possible and its result. Here, functionally, it is used to make a promise or a deal where the fl ight attendant offers to do something on condition that something else happens fi rst. Note the form: CONDITION RESULT If + present will + infi nitive If there is still a problem, I won’t leave you on your own. There is a comma between the two clauses when the sentence begins with If, but not when if goes in the middle of the sentence. EXERCISE 7 Pronunciation Play the recording. Students listen and repeat. Pronunciation notes Note the rising intonation on the fi rst If clause, and falling intonation on the result clause that follows. I’ll /aIl/ and won’t /w@Unt / often prove tricky for learners to pronounce properly. EXERCISE 8 Pronunciation Play the recording. Students listen and repeat. Pronunciation and language notes To be polite, the intonation pattern of these phrases involves starting with high intonation and having rising intonation at the end. ➚ ➘ ➚ Could I ask you a special favour? Note the form: Would you mind + ing EXERCISE 9 Speaking Ask students to work in pairs. Tell each pair to decide who is A and B, and to prepare what they are going to say before acting out the role play. Monitor, prompt students to use rising intonation correctly, and feedback on good examples of language use and errors you heard. You could ask a couple of pairs to act out a dialogue in open class at the end. ROUND UP Write, How to deal with disruptive passengers on the board. Ask students to work in small groups to come up with a list of fi ve top tips for dealing with disruption. Elicit ideas on the board and come up with an agreed class list of fi ve good ideas. 34
UNIT 8 Complaints and disruptive passengers LEAD IN Speaking Write the following phrases on the board: threw a punch; had a food fi ght; lit a cigarette; screamed abuse; grabbed my uniform; vandalized the seat; tampered with emergency equipment. Ask students what the words mean and whether they have experienced any of these situations. Elicit stories of disruptive behaviour and other phrases that could be used to describe them. Managing disruptive passengers EXERCISE 1 Speaking Give students time to read the situation and questions. Ask them to discuss the questions in pairs. Get feedback in open class. Pre-teaching vocabulary Check knock over (push to the ground) and restrain (hold back). EXERCISE 2 Listening Give students time to read the situation and the questions. Ask students to have a guess as to what the situation might be. Play the recording. Students listen, note answers and then check in pairs. Get feedback in open class. Answers 1 He’s drunk and shouting. 2 another drink/vodka 3 very aggressive, verbally and physically 4 get his own drink 5 They restrain him by strapping his wrist to the arm-rest. 6 speak to the captain 7 to have the police meet the aircraft 8 reassure them that the situation is under control EXERCISE 3 Reading Ask students to read the report and try to work out what words are missing. Let them discuss their answers in pairs. Read out the report with the missing words included so that students can hear and check their answers. Answers 1 landing 2 aggressive 3 alcohol 4 shout 5 several 6 control 7 strapped 8 purser 9 calm 10 police Vocabulary in context Write the following defi nitions on the board and ask students to match them to words in the text: shout in a high pitched voice (scream); told about the situation (informed); formally taken by the police (arrested). 35 EXPRESSING OBLIGATION 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, What form of the verb do we use after must, have to and need to? (infi nitive). Language notes Essentially, these verbs expressing obligation are interchangeable and can be taught in this context as having the same meaning. However, in fact, they do have small variations in meaning. Compare the following: In the UK, you have to drive on the left. (expresses an obligation imposed from outside – a law or regulation, for example) I must phone my mum. She’ll be worried. (expresses a personal obligation imposed upon you by yourself) I need to water the plants or they’ll die. (expresses a necessity) So, if the fl ight attendant says I have to speak to the captain, she means that she has no choice as it is the procedure or regulation. But, if she says I must speak to the captain, she’s implying that the obligation to do this is imposed by herself alone. Have to and need to behave like regular verbs (Do you have to ...? Do you need to ...?). Must is a modal verb. I’ve got to ... is a more informal way of saying I have to. EXERCISE 4 Pronunciation Play the recording. Ask students to listen and note the pronunciation of have to. Play the recording again. Ask students to listen and repeat. Pronunciation notes Have to is pronounced /'h&vt@/ in continuous speech. EXERCISE 5 Pronunciation Play the recording. Ask students to listen and repeat the phrases. You could ask students to work in pairs to practise saying the phrases in a reassuring tone of voice. ROUND UP If your students enjoy acting, you could ask them to work in groups of three to prepare a role play involving a fl ight attendant, a disruptive passenger and an upset passenger. Give them fi ve minutes to prepare what they are going to say, then ask a few groups to act out their role play in open class. Alternatively, ask students to prepare to talk about a real situation they experienced. Write the following prompts on the board and give students time to prepare before telling their story to the class or their group: What happened? What did you do? What did you say? What happened in the end?
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 33: UNIT LEAD IN Speaking 8 Complaints
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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