English for Cabin Crew Trainer's Guide - Heinle

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UNIT LEAD IN Speaking 9 Preparing for landing Ask, What do you have to do in the last ten minutes before landing? Why is it a critical period? Is this a stressful time or is it routine? How do you feel? Getting through the final ten minutes EXERCISE 1 Speaking Ask students to discuss the questions in pairs or small groups. Get feedback in open class at the end. Answers For cabin crew: fi nal checks on passengers; secure everything For passengers: ten minutes to landing; seatbelts fastened Next: cabin crew wait for the fi nal warning to take their seats Pre-teaching vocabulary Check locked and sealed (closed with a key and connected tightly so that no air can escape). EXERCISE 2 Listening Give students time to read the situation and the questions. Then play the recording. Students listen and note answers. Let them check their answers in pairs before getting feedback in open class. Answers 1 yes 2 check Jutta’s side 3 She hasn’t fi nished the bar paperwork. 4 He still has some clearing in to do and a bassinet to put away. And there is a passenger in the toilet. 5 get him to his seat 6 yes EXERCISE 3 Vocabulary Ask students to fi ll the gap with the correct preposition, then check in pairs. Get feedback in open class at the end. Answers 1 for 2 in 3 with 4 for 5 on 6 to LINKING WORDS 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 tense is being used in these phrases? (present perfect simple). 40 Language notes Here, we use the present perfect simple to express the present result of a recent past action. We are not interested in when it took place, only in the result. The form of the present perfect simple is have + past participle. In short answers, just the auxiliary verb have is used: Yes, I have; No, she hasn’t. EXERCISE 4 Pronunciation Play the recording. Ask students to listen and repeat. In feedback, ask whether they heard rising or falling intonation. Pronunciation notes Intonation rises in yes/no questions. ➚ Have you secured the trolley? Intonation falls in short answers: ➘ No, I haven’t. Note also the pronunciation of haven’t /h&v@nt/ and hasn’t /h&z@nt/ in short answers. EXERCISE 5 Pronunciation Give students time to read through the sentences. Check any unknown words. Then ask students to discuss the questions in pairs. Get feedback in open class at the end. You could extend this by asking students in pairs to decide where the strong stresses are in each sentence and whether the intonation goes up or down. Then let them practise saying the sentences. Answers Last 20 minutes: 1, 4, 5, 7, 10, 11 Last 10 minutes: 2, 3, 6, 8, 9, 12 EXERCISE 6 Speaking Give students preparation time by telling them to think of at least ten things they could ask Have you ...? questions about during the last ten or twenty minutes of the fl ight. Then ask them to work in pairs to practise asking and answering about fi nal checks. Monitor, prompt, and listen for good language use and errors involving the use of the present perfect and intonation. ROUND UP Ask students to describe their actual routine during the last ten minutes of fl ights they regularly work on.
UNIT 9 Case study LEAD IN Speaking Write on the board: Toilet troubles for Cathay. Ask students if they can guess what the text will be about. Ask, Have you ever experienced problems with toilets? What happened? What did you do about it? EXERCISE 1 Reading Give students time to read the questions. Then ask them to read the text and make notes. Let students discuss the answers in pairs before getting feedback in open class. Answers 1 All of the ten toilets on board became blocked soon after take-off. 2 The plane had to make an unscheduled landing in Mumbai. Vocabulary in context Write the following words on the board and ask students to match them to synonyms in the text: can’t be moved (blocked); clear (obvious); uncontrolled (chaos); stopped to an extent (restricted). 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 key words: engage with passengers (talk to them); gauge passengers (work out what sort of person they are); get to know passengers (meet and become friends with them); appease passengers (say things to calm them down when they are angry). EXERCISE 3 and 4 Listening Give students time to read the situation and questions in exercise 3. Play the recording. Students listen, take notes and then discuss their answers in pairs. Get feedback in open class at the end. Follow the same procedure for exercise 4. Answers 1 to be collected: meal trays, drinks, headsets, blankets (rubbish also has to be collected, or ‘cleared in’); to be checked: landing cards, seatbelts; to be handed out: immigration forms (then also to be checked); to be secured: the cabin, the galley; to be stowed: trolleys 2 She hadn’t been given a landing card and there was only ten minutes before landing. Shon’s crew had not advised her of this; there was a breakdown in communication. The woman should have been given the forms well in advance of landing. 3 pilot/co-pilot and passengers: minimal communication, usually about the time of arrival, the weather, any delays, thanking passengers for travelling with the airline passengers and cabin crew: a lot of communication about preparing the passengers for landing (having headsets ready for collection, fi lling out landing cards and immigration forms, arrival procedures, returning to seats and fastening seatbelts, etc.) fl ight crew and cabin crew: very minimal communication apart from advising that passengers and galley are ready for landing and the cabin is secure CD2 Track 9.8 1 Is preparing for landing easier than preparing for take-off? S: Preparing for landing is more stressful actually than preparing for take-off because with take-off you’ve got just the welcoming of passengers, the safety checks and the preparation, but coming in for landing you’ve got the human factor. You’ve got people sitting on board, you’ve got drinks and debris that you’ve provided – well you haven’t provided the passengers with debris but the meal trays, the drinks – all of that is still possibly out in the cabin, you’ve got headsets that need to be collected, blankets that need to be collected, landing cards that have to be checked, immigration forms that have to be handed out and checked to make sure that passengers have completed them correctly. On top of that you’ve got your checking of seatbelts and the securing of the cabin and the galley, so coming in for landing is actually quite stressful because there’s a lot going on during those fi nal sort of ten, fi fteen minutes. You’re stowing trolleys, you’re securing the galley, you’re going into the cabin, clearing in any rubbish. Also answering questions because people are near their arrival so they want to now check with you that their fl ight is on time or their connection is going to be there. They might want to ask you questions about where do they pick their baggage up, and you’re doing all of this while you are completing all the other pre-landing duties, so yes, landing duties tend to be a lot more stressful than those for take-off. 2 Do you remember any special problems with passengers in the fi nal ten minutes? S: I don’t remember any particular problems with passengers during that fi nal ten minutes of landing, but occasionally, if I can recall one, I remember this foreign lady. She had not completed any of the forms and the crew hadn’t alerted me to this fact and as I was going through the cabin, checking seatbelts and checking tables were stowed, etcetera, the neighbour sitting next to this passenger actually just said to me, you know, this lady hasn’t got a landing card and it was a bit of a panic because as the senior in charge of the fl ight it’s my job to coordinate the landing so that all my crew are doing what they should be doing and the cabin is secure, and suddenly I’d got this lady that nobody had told me about, who didn’t speak a word of English, and we were arriving in ten minutes and I had no history about her, so that was a bit of a panic. 3 Can you briefl y outline communications in the fi nal phases of descent? S: The fi nal phases of descent when the aircraft is preparing to land. Sometimes there’s minimal communication between the pilot and the passenger. It largely depends on what’s going on. I mean they may come on to the inter-phone and just thank the passengers for travelling with them. They may tell them of weather conditions that they’re expecting and of course they will tell the passengers of the local time. Also in that last ten minutes of fl ight the captain or co-pilot may just advise passengers of any holding. You know, if the fl ight is being delayed for any reason, but generally it’s, fairly, it’s kept to the minimum in terms of communication. The captain will have made his announcement a good twenty minutes prior to landing. That’s on long-haul fl ights. Obviously short-haul fl ights it’s slightly different and the cockpit do tend to communicate with the passengers a little closer to landing so they may hear something. Between the passengers and the cabin crew there’s usually a lot of communication going on, particularly on long-haul fl ights where various crew members may be informing the passengers of the need to have headsets ready for collection. There’ll be another announcement usually made about landing cards and immigration forms and then there’s often communication from the senior crew member who will be advising the passengers of arrival procedures and there’s yet other announcements preparing the passengers for landing such as please return to your seats and you need to fasten your seatbelts now, so there’s quite a lot of communication going on between passengers and cabin crew. Not so much between fl ight crew and passengers and very minimal communication really between fl ight crew and cabin crew other than the need for the cabin crew to inform the fl ight crew that passengers and galleys are all ready for landing, and it’s usually kept to the minimum, usually just simple sentences such as captain, cabin now secure, or aircraft now secure. 41
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 and 38: UNIT 8 Case study I said I’m sorr
Page 39: 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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