English for Cabin Crew Trainer's Guide - Heinle

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UNIT 9 Preparing for landing LEAD IN Speaking Lead in by playing a mime game to see if students can already produce instructions in preparation for landing. Tell students that you are a passenger and that the plane is about to land. Mime the following: listening to music on headphones; typing on a laptop keyboard; closing the window blind; taking your seatbelt off; opening a bag; pushing your seat back; standing up. After each mime, elicit what a fl ight attendant would say to the passenger. Making final announcements and checks EXERCISE 1 and 2 Speaking Give students time to read through the questions. Then ask students to discuss the questions in pairs. Get feedback in open class. Pre-teaching vocabulary Check the following key words: secured (placed or fastened in a safe position); assist (help). EXERCISE 3 Listening Give students time to read the situation and question. Ask if they can predict what the three things are. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 3 switch off in-seat power, switch off in-fl ight entertainment system, collect headphones EXERCISE 4 Listening Ask students to work in pairs to look through the extract and remember or guess the missing words. Play the recording. Students listen then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 shortly 2 switched 3 ensure 4 under 5 away 6 down 7 position 8 power 9 must 10 assist 11 ready EXERCISE 5 Pronunciation Ask students to listen and repeat the purser’s announcement. Encourage them to copy the purser’s stress, pausing and intonation. You could get students to listen and mark up the extracts as shown in the notes below before saying them. Pronunciation notes Note the stress and pausing of the fi rst part of the announcement: Please return to your seat // and ensure your hand-baggage // is safely secured // in the overhead lockers // EXERCISE 6 Speaking Ask students to work in pairs to practise reading out the announcement. See if any students can memorize the announcements well enough to say them to the class without reading. One way of helping students memorize extracts like this is to tell them to choose four key words from each announcement and write them in a list, then use these words as prompts when trying to say the announcements from memory. 38 Pre-teaching vocabulary Check disembarkation (getting off the plane) and Sorry to bother you (excuse me for interrupting). EXERCISE 7 Listening Give students time to read through the sentences and guess the missing words. Play the recording. Students listen, complete the sentences and then check with a partner. Get feedback in open class. You could ask students to work in pairs to practise saying the sentences. Answers 1 blind 2 arrival 3 one 4 front 5 exit; everything 6 bother 7 takes 8 minibus 9 Everyone 10 coat; locker WORD ORDER IN MULTI-WORD VERBS 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 Multi-word verbs like put away and turn off are separable. This means that the particle can go before or after the object. So, Put away the case and Put the case away are both correct. However, if the object is a pronoun the particle always separates. So, Put it away but not Put away it. EXERCISE 8 Speaking Lead in by asking the class to say what the passengers in the photograph are doing wrong. Then ask students to work in pairs to practise telling the passengers what to do. In feedback, ask different pairs to tell you what they would say. You could ask pairs to write mini-dialogues of two or three lines between fl ight attendant and passenger for three of the situations. Then ask pairs to act out their dialogues in open class. ROUND UP Write a few sentence starters on the board: Please put ... Make sure you ... Please ensure that ... Please return ... May we remind you that ... Ask students to work in pairs to think of two ways of completing each sentence. Get feedback in open class.
UNIT 9 Preparing for landing LEAD IN Speaking Ask students, How often do you experience delayed landings on fl ights that you work on? How do passengers react? What do you do in this situation? What problems does it cause for you? Giving information about delayed landings EXERCISE 1 Speaking Ask students in pairs or small groups to read the situation and discuss the questions. Then get feedback in open class and build up a list of reasons for delayed landings on the board. Pre-teaching vocabulary Check the following key words: climbing (going up); in transit (connecting from one fl ight to another); fi ngers crossed (hoping to be lucky). EXERCISE 2 Listening Give students time to read the situation and questions. Ask, What do you think the passenger might have noticed? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 the plane is climbing, not descending 2 missing a connection to Nice 3 The airport might be busy. 4 getting the passenger off the plane fi rst EXERCISE 3 Listening Give students time to read the situation and the questions. Play the recording. Students listen, note answers and then check in pairs. Get feedback in open class at the end and discuss the follow-up question. Answers 1 about 30 minutes 2 a problem on the ground 3 nine o’clock 4 10.15 5 clear immigration 6 wait for luggage or check in for his fl ight to Nice TALKING ABOUT TIME 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 Note the use of take to talk about a duration of time: It takes fi ve minutes to get there. You could get students practising these questions in a simple personalized activity by asking students to ask each other When, What time and How long questions, and to answer by imagining they are at the start of the last fl ight they went on. EXERCISE 4 Reading Give students time to read the questions, then ask them to read the announcements and fi nd answers. Let students check their answers in pairs before getting feedback in open class. Answers A runway is closed. They divert to Bordeaux. Vocabulary in context Write the following defi nitions on the board and ask students to match them to synonyms in the text: working properly (in operation); talk to you again (get back to you); minor problems (inconvenience); willingness to help (cooperation). EXERCISE 5 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. Remind students to use language in the Language focus box. 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. ROUND UP Provide further practice in asking about times by getting students to interview each other about a working day. First, ask students to work in pairs to prepare When, What time and How long questions. Then mix pairs and get students to interview each other. You could get students started by suggesting some questions. For example: What time do you start work? How long does it take to get from your house to the airport? How long does it take to check in? etc. Monitor and correct the use of question forms. 39
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 and 34: UNIT LEAD IN Speaking 8 Complaints
Page 35 and 36: UNIT 8 Complaints and disruptive pa
Page 37: UNIT 8 Case study I said I’m sorr
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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