English for Cabin Crew Trainer's Guide - Heinle

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UNIT 9 Case study EXERCISE 5 Speaking Divide the class into pairs or small groups to discuss the questions. 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 words and phrases under the following headings: Multi-word verbs / Things to check in the last ten minutes / Talking about time 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. 42
UNIT 10 Saying goodbye LEAD IN Speaking Ask students to tell you what they say and do once the plane comes to a stop at the gate. Ask, What is the biggest problem when trying to safely disembark passengers? Arriving at the gate and disembarking the passengers EXERCISE 1 Speaking Ask students to discuss the questions in pairs or small groups. Get feedback in open class. Pre-teaching vocabulary Check designated (specially selected). EXERCISE 2 Listening Give students time to read the situation and the questions. Then ask them to work in pairs to make predictions. Get feedback in open class and fi nd out what students think. Play the recording. Ask students to listen and compare answers. Let students check their answers in pairs before getting feedback in open class. EXERCISE 3 Listening Ask students to read the text and remember or guess as many missing words as they can. Then play the recording. Let students check their answers in pairs before getting feedback in open class. Answers 1 behalf 2 entire 3 items 4 stowed 5 ensure 6 personal 7 injury 8 designated 9 remind 10 ready 11 wish EXERCISE 4 Pronunciation Play the recording. Ask students to listen and repeat the phrases. Pronunciation notes Note the linking between words in some of these phrases: please ensure; designated area. EXERCISE 5 Speaking Ask students to work in pairs to practise reading out the announcement. Tell them to read it out fi rst, then to try to produce the announcement without looking at the text. A good way of supporting students here is to tell them to write ten words in a list which will help them remember the content of the announcement, and to use these prompts as they try to reproduce the text from memory. A suggested list of word prompts: welcome; time; seatbelt; luggage; lockers; smoking; mobile phones; weather; stay; future ... 43 MAKING A RECOMMENDATION 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 I suggest (that) + clause is a polite and formal way of making a recommendation. EXERCISE 6 Speaking Ask students to work in pairs to discuss the special needs of some passengers. Ask pairs to prepare and practise a brief role play using the phrases suggested. You could get some pairs to act out their role play for the class. EXERCISE 7 Speaking Give students time to read through the list. Then ask them to discuss it in pairs. Get feedback and discuss in open class. EXERCISE 8 Speaking Lead in by asking, What can you say when people leave the plane? What else should you do? (smile, wave, stand upright). To make this fun, you need to organize it carefully. Ask students to work in groups of fi ve. One student stands up and the others fi le past, then walk round in a circle to rejoin the queue to leave the plane. The fi fth student takes over as the new fl ight attendant and so on until each student has had a chance to say goodbye to passengers. ROUND UP Ask students in pairs or small groups to make a list of recommendations that they could give to new fl ight attendants on their fi rst day in the job. For example: I suggest that you keep a sense of humour. Elicit recommendations from pairs or groups and build up a list on the board.
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 and 40: UNIT 9 Preparing for landing LEAD I
Page 41: UNIT 9 Case study LEAD IN Speaking
Page 45: UNIT 10 Case study LEAD IN Speaking

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