English for Cabin Crew Trainer's Guide - Heinle

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UNIT 10 Saying goodbye LEAD IN Speaking Write the following situations on the board: Preparing the cabin for take-off Serving food and drinks during the fl ight The last ten minutes before landing Ask, What should cabin crew do during each of these parts of a fl ight? Elicit answers and ideas. This activity tests students’ ability to use should appropriately. Taking part in the crew debriefing EXERCISE 1 Speaking Give students time to read the questions and choose answers. Then ask them to discuss their answers in pairs. Get feedback in open class and fi nd out if there are any differences of opinion. Answers 1 a (long-haul) / c (short-haul) 2 b 3 c 4 c Pre-teaching vocabulary Check the following key words: assumptions (thinking something will happen without checking that it will); urgency (a sense of the need to hurry and work quickly). EXERCISE 2 Listening Give students time to read the questions and check any unknown words. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 because they are all tired 2 from positive comments from the passengers 3 delay in shutting down the meals service and the coffee pots spillage 4 because they were delayed by a diffi cult passenger 5 shut down / end of service / everyone should be sitting down 6 communicated better with her team 7 It overturned and all the coffee pots fell on the fl oor. 8 a T b T c F d F e T SHOULD 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 is the form of these two structures? (see below); Which sentences express an obligation, a regret, a criticism? (see below) (should + infi nitive; should + have + past participle). Language notes Note the form and use: should + infi nitive to talk about mild obligations or give strong advice. We should talk about it. (an obligation) You should act more promptly. (advice) should + have + past participle to express regrets about the past and criticisms of past actions. I should’ve communicated better. (regret/criticism) You should have told them to stop. (criticism) EXERCISE 3 Pronunciation Play the recording. Students listen and repeat. Pronunciation notes Note the pronunciation of should /SUd/, shouldn’t /SUd@nt/, should’ve /SUdev/ and shouldn’t have /SUd@nt@v/. Should is strongly stressed in these sentences. EXERCISE 4 Speaking Ask students to work in pairs to come up with sentences using should have to express regrets. Monitor and check students are pronouncing the structure correctly. In feedback, elicit some interesting regrets from students. EXERCISE 5 Speaking Ask students to work in pairs to match the words. Get brief feedback in open class and check understanding. Then ask students to discuss what makes a good team in pairs or small groups. Monitor, prompt and encourage. Note examples of good language use and errors to comment on in feedback. Answers 1 c 2 e 3 a 4 f 5 b 6 d ROUND UP Write, A good cabin crew should ... on the board. Ask students to work in small groups to come up with a list of ten things that make a good cabin crew. Then ask each group to design a poster listing their top ten things. 44
UNIT 10 Case study LEAD IN Speaking Write, My heroes on the board. Ask students, Who are your personal heroes? Why do you admire them? What qualities do they have? Ask whether students know of any stories of heroism involving pilots or cabin crew. EXERCISE 1 Reading Give students time to read the task and the questions, and check any unknown words. Then ask students to read the text and make notes. Let students discuss their answers in pairs before getting feedback in open class. Answers 1 There was a terrorism incident. A man tried to explode a device during the fi nal minutes of normal descent. 2 The explosive device was a six-inch packet of high explosives called PETN, along with a syringe. It was hidden in the man’s underpants. 3 They reacted quickly. Once they understood what was happening, they jumped on the terrorist, used blankets and a fi re extinguisher to put out the fl ames, restrained the man and put him securely in the front of the plane. Vocabulary in context Write the following defi nitions on the board and ask students to match them to synonyms in the text: a noise which sounds like a sudden release of air (pop/popping); ‘pieces’ of fi re (fl ames); fi ght back or try to escape (resist). 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: impacted (had a big effect on); allocate (give to specifi cally). You could also check the expression the fi nal straw that broke the camel’s back, which means the last in a series of bad things to happen which fi nally made someone lose their temper, get upset or give up. EXERCISE 3 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. EXERCISE 4 Listening Play the recording again. Students listen and complete their answers. Let them check their answers in pairs before getting feedback. In feedback, check the meaning of the four adjectives Shon uses. Answers 1 the cabin, their safety areas, every toilet, every seat and under the seat, the galley areas 2 those passengers who may be disabled or may have special requirements or special needs 3 From: hard work, worthwhile, highly rewarding, fun, exciting CD2 Track 10.5 1 Has the threat of terrorism changed the fl ight attendant’s job? S: I think the fl ight attendant’s job has changed signifi cantly since the threat of terrorism and this has impacted on their preparation time prior to passenger 45 boarding of a fl ight. For example, most airlines would allocate fi fteen minutes for crew to prepare their fl ight and welcome passengers, but that time has been dramatically reduced because of the time that fl ight attendants are now expected, and indeed probably want to themselves, check the cabin and check their safety areas – would involve things such as checking every single toilet on board to make sure there were no messages written on mirrors or any packaging stowed. They have to check every single seat, and under the seat, and in their own interests and in the interests of the passengers they have to check the galley areas too. So, the threat of terrorism has defi nitely impacted on the role of fl ight attendant. 2 When the plane touches down is that the end of your duties? S: When the aircraft fi nally lands it’s not quite the end of the fl ight attendant’s duties. We have to ensure that all passengers are seated until the aircraft comes to a complete stop, and then, of course, when the doors are opened it’s the fl ight attendant’s job to help passengers disembark the aircraft and certainly those passengers who may be disabled or may have special requirements or special needs, we will look after those passengers until all passengers are disembarked from the aircraft. Once all the passengers are off the aircraft that effectively becomes the end of the fl ight attendant’s duties. 3 Is the fl ight attendant’s job the same today as it was in the past? S: I think the job of a fl ight attendant today is very different to that which used to be the case, say twenty or thirty years ago. It is very hard work these days and I think you have to be committed to looking after people. You have to be interested in people and you have to genuinely enjoy giving people a positive customer experience, so it is hard work. There are lots of situations that occur that, you know, you’ll never experience in any other job. But it’s a worthwhile job, it’s still a highly rewarding one. It’s fun, it’s exciting and if you like working with people and enjoy seeing people more than satisfi ed, then fl ying as a fl ight attendant is a great career. 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 Activity 1 Revise the course by asking students in pairs or small groups to brainstorm words and phrases they have learnt under the following headings: Welcoming passengers Food and drink Dealing with problems and complaints Emergency procedures Preparing for landing Give students fi ve minutes, then fi nd out how many useful words and expressions students can remember. Activity 2 End the course with a discussion. Ask, What do you do in a typical week? What are the best things and worst things about being a fl ight attendant? What advice would you give to someone starting out in your profession? How do you see the future of your profession?
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 43: UNIT 10 Saying goodbye LEAD IN Spea

English for Cabin Crew Trainer's Guide - Heinle

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