English for Cabin Crew Trainer's Guide - Heinle

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Introduction English for Cabin Crew is for people working in the aviation industry who want to improve their communication skills, vocabulary, pronunciation and grammatical accuracy. The Student’s Book is designed so that your students can use it on their own. The Trainer’s Guide facilitates use of the Student’s Book in class. WHAT’S IN ENGLISH FOR CABIN CREW STUDENT’S BOOK? English for Cabin Crew is the perfect companion to the cabin crew training manual. It follows the real-time working routines of fl ight attendants, from pre-fl ight briefi ngs to disembarkation, from ‘gate to gate’. It follows the operational procedures of the cabin crew and their progress through the different stages of both long-haul and short-haul fl ights, facing the challenges of boarding, safety demonstrations, serving meals, diffi cult passengers, possible medical incidents and emergency situations, pre-landing stress, and eventually of reviewing a job well done. English for Cabin Crew is full of key expressions, of the right thing to say in English on the right occasion. More than this, it presents real job situations and typical passenger and cabin crew exchanges in which the language used is correct, authentic and actual. • The Listening section invites you to listen to a real dialogue, and answer questions on it to make sure you fully understand what is happening. • The Language Focus explores how to use key expressions in English. • The Speaking section provides practice to make you confi dent of using the key expressions correctly. • The Reading and Vocabulary sections help to consolidate and build on the language you learn. Each unit presents a different part of the routine on board. Throughout the book there are plenty of examples of real situations, plenty of vocabulary, plenty of opportunities for students to apply what they have learned to their own job – all the time speaking and listening to English. By the time students reach the end of the Student’s Book, they should be confi dent about using clear and uncomplicated English to … • perform all normal duties on board • address passengers’ problems • handle diffi cult situations. WHAT’S IN ENGLISH FOR CABIN CREW TRAINER’S GUIDE? The Trainer’s Guide contains information on how to use and exploit the Student’s Book content in class. The ideas for exploiting the exercises focus on making the classroom experience as interactive as possible. Additional activities and methodological notes focus on personalization, role play and whole-class activities, and dealing with common errors. Extra features • Lead in – suggestions for warm-up activities • Pre-teaching vocabulary – lists of key words with defi nitions • Vocabulary in context – additional vocabulary tasks using reading texts from the Student’s Book • Pronunciations notes – suggestions for teaching and dealing with stress and intonation diffi culties • Language notes – additional grammar references and teaching suggestions • Round up – additional pair and group work activities to review each lesson 4
UNIT 1 The pre-fl ight briefi ng LEAD IN Speaking Ask students, Which people attend a pre-fl ight briefi ng? Where does it usually take place? What information do you fi nd out? Tell students to imagine they are about to have a pre-fl ight briefi ng. Ask them to work in pairs to think of questions to ask to fi nd out information at the briefi ng. Elicit questions from the pairs and write them on the board. Decide as a class which are the most useful questions. Meeting colleagues Pre-teaching vocabulary Check the following key words: briefi ng (short meeting at which you get information); shuttle (train that goes from one terminal to another at an airport); roster (timetable that says when you are working); turbulent (when winds make the plane move up and down); off sick (not working because you are ill); long-haul (long distance). EXERCISE 1 Listening Give students time to read through the situation and questions and discuss them in pairs before playing the recording. You could ask students if they can guess what Paola, Tom and Jenny say in answer to questions 2, 3 and 4. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 Boston 2 ‘My name’s Paola, by the way.’ 3 ‘Hi, Paola. I’m Tom. It’s nice to meet you.’ 4 ‘Sorry, what’s your name?’ 5 They are not sure. Possibly. 6 in ten minutes’ time EXERCISE 2 Listening Give students time to read through the situation and questions. Ask students to discuss the questions in pairs before playing the recording. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 F – they greet each other by name. 2 F – ‘We’ve met before.’ 3 T 4 F – she wants to do some shopping there. 5 T 6 F – it was Jenny who spilled the drinks. 7 F – Katrin isn’t. EXERCISE 3 Listening Give students time to read through the situation and questions. Ask students to discuss the questions in pairs before playing the recording. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 Ted 2 in Business 3 in Economy 4 It’s her fi rst long-haul fl ight. 5 Leila and Hemal 6 at Door 4 Left INTRODUCTIONS 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 phrases are more formal? (Pleased to meet you, Could you tell me your name, please? and This is my colleague are more formal.) EXERCISE 4 Pronunciation Play the recording. Ask students to listen and repeat. Pronunciation notes It is important to use a wide intonation pattern in English when introducing yourself in order to sound friendly and polite. Make sure students attempt a wide intonation pattern. ➚➘ Pleased to meet you. ➚➘➚ ➚➘ ➚ Excuse me, could you tell me your name, please? ➘ ➚ Fine thanks. And you? EXERCISE 5 Speaking A good way of organizing this is to ask students to sit with a colleague they have never met or don’t know very well, and tell them to introduce themselves. Then ask each pair to join with a new pair. They must now introduce their colleague to the other pair. If the cabin crew in your group all know each other, tell them to pretend. As students are practising, walk round, listen, and prompt students to use good pronunciation. At the end, praise any good examples of language use and correct any errors you heard. EXERCISE 6 Speaking Check the vocabulary by asking students to label the items in the pictures. Ask students to work in small groups to discuss which items they take. Get feedback in open class. ROUND UP Write NAME, NATIONALITY, AIRLINE on the board. Then tell students to invent a false identity (for example, I’m William, I’m Scottish, and I work for BA). Tell the students to stand up, walk round, and introduce themselves to each other. Tell them they have to meet everybody and remember as many names as they can. At the end, ask two or three students to introduce fi ve people to the class, using the imaginary names and nationalities. This extends exercise 5 and provides further practice of the language of the unit. 5
Page 1 and 2: English for Cabin Crew Trainer’s
Page 3: Contents Introduction 4 Unit 1 The
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 and 44: UNIT 10 Saying goodbye LEAD IN Spea
Page 45: UNIT 10 Case study LEAD IN Speaking

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