English for Cabin Crew Trainer's Guide - Heinle

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UNIT 2 Welcome on board LEAD IN Speaking Ask students, What jobs do you have to do just before passengers board the plane? Which are the most important jobs? Ask questions to elicit key vocabulary that is useful for this lesson. Ask, What equipment do you need to check on the plane? (blankets; safety instruction cards; overhead lockers; seatbelt) What do passengers need to have and to do on the plane? (passport; boarding card; hand luggage; wear seatbelts; stow luggage; sit down) Welcoming passengers EXERCISE 1 and 2 Speaking Give students time to read through the sentences. Check any unknown words. Then ask students to discuss the questions in pairs. You could extend exercise 2 by asking pairs to order their top fi ve most important duties, then putting each pair with another pair to discuss their list. Pre-teaching vocabulary Check the following key words: colleague (person you work with); cabin (part of the plane where passengers sit). EXERCISE 3 Listening Give students time to read the situation and question. Ask, What do you think Jenny will say? What do you usually say? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers She greets three passengers, although the second woman is travelling with someone else. EXERCISE 4 Listening Give students time to read through the sentences. See if they can remember the missing words. Play the recording again. Students listen and then discuss their answers in pairs. Get feedback in open class. Answers 1 Good 2 Can 3 how 4 May Pre-teaching vocabulary Check the following key words: assured (certain to happen); full (no free seats). EXERCISE 5 Listening Give students time to read the situation and question. Ask, What do you think the problem could be? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers The problem is that the passenger asked for a window seat, but has not got one. EXERCISE 6 Listening Give students time to read through the questions. Play the recording again. Students listen and then discuss their answers in pairs. Get feedback in open class at the end and discuss the follow-up question. Answers 1 False. There are some empty seats. 2 17D 3 because she doesn’t want an aisle seat 4 at check-in 5 She will move her as soon as she has checked the passenger list. 8 6 She asks the passenger to remain in the aisle seat until she has checked the passenger list. EXERCISE 7 Vocabulary Ask students to work in pairs to label the boarding pass. Get feedback in open class at the end and discuss the follow-up question. Answers 1 airline 2 boarding time 3 fl ight number 4 family name 5 fi rst name 6 date 7 seat number 8 gate number EXERCISE 8 Vocabulary Ask students to work individually to complete the text. Then let them check their answers in pairs before getting feedback in open class. Answers 1 check-in 2 hand-baggage 3 boarding pass 4 seat number 5 Seating arrangements 6 window seats 7 in advance 8 hand-baggage 9 overhead lockers POLITE REQUESTS 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 modal verbs are more formal and polite? (Would and could are more formal than can.) Language notes Note the form: Can/Could I + infi nitive without to; Would you + infi nitive without to; Would you mind + -ing Note the use: Could is slightly more tentative and polite than Can. We use Would you rather than Can/Could you when asking a passenger to do something because we want to be very tentative and polite. EXERCISE 9 Pronunciation Play the recording. Ask students to listen and repeat. Pronunciation notes Remind students that it is important to use a wide intonation pattern in English to sound friendly and polite. Make sure students attempt a rising intonation pattern with polite requests. ➚➘ ➚➘ ➚ Good evening. Could I see your boarding pass, please? EXERCISE 10 Speaking If you have the fl exibility to move furniture in your classroom, a good way of organizing this is to divide students into groups of fi ve and tell them to arrange their chairs into two rows of two chairs. Everybody stands up. One person plays the fl ight attendant and must welcome each passenger on board and help them to their seats. Students then keep changing roles until everybody has been the fl ight attendant once. Monitor, prompt for good intonation, and feedback on good examples of language use and errors you heard at the end. ROUND UP Ask students in pairs to sit back to back so that student A can see the board, and student B can’t. Write the words in bold below on the board: boarding pass window seat overhead locker aisle seat immigration form hand baggage seat number seating arrangements mobile phone Student A says the words in bold. Student B must complete the compound by saying the second word, or must say pass. Find out which pair can get all the compounds the quickest.
UNIT 2 Welcome on board LEAD IN Speaking Write the letters of the alphabet in a list on the board and ask students to give you a word that describes something on a plane for each letter of the alphabet, beginning with A. For example, Armrest; Boarding card; Cabin; Door; Exit; etc. Write the words up on the board. You could turn the above activity into a game. Divide the class into two teams. Team A must give a word beginning with A, Team B give a word beginning with B, Team A then do C, etc, until you reach the end of the alphabet. If a team can’t think of a word they say pass. At the end see which team got most words. Settling passengers in their seats EXERCISE 1 Vocabulary Ask students to match the words to the pictures and then check in pairs. In the open class feedback at the end, you could ask students to listen to and repeat the words. Pronunciation notes Point out the strong stress in some of the words (shown here in bold): arm-rest; head-rest; locker; handset; control; seatbelt Answers 1 head-rest 2 seatbelt 3 arm-rest 4 overhead locker 5 TV handset control 6 table 7 safety instruction card 8 call button 9 light button Pre-teaching vocabulary Check the following key words: remaining (that are left); a couple (two). EXERCISE 2 Listening Give students time to read the situation and questions. Ask, What do you think Jenny will do? What do you usually do in this situation? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class and discuss the follow-up question. Answers 1 the passenger list 2 move the passenger to 15A 3 help her with her bags 4 her fi rst name Pre-teaching vocabulary Check the following key words: bassinet cot (small bed for a baby on a plane); lap (when sitting, your thighs become your lap). EXERCISE 3 Listening Give students time to read the situation and question. Play the recording. Students listen and then check their answer in pairs. Get feedback in open class at the end. Answers She has an 11-month-old baby with her. EXERCISE 4 Listening Give students time to read the situation and questions. Ask, What do you usually do when you have a small baby on a plane? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class and discuss the follow-up question. Answers 1 after take-off 2 ‘How old is your baby?’; ‘Has she fl own before?’ 3 a bit nervous, especially about the baby waking up during take-off 4 on her mother’s lap 5 with a special baby belt SHOWING HOW SOMETHING WORKS 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 that you can give instructions in two ways. You can use the imperative: First of all, attach the bassinet to the clips. Or, when talking directly to people, you can use you: First of all, you attach the bassinet to the clips. EXERCISE 5 Speaking Set up this activity by asking students to look at the pictures and tell you which verbs and nouns they need to describe the processes. Elicit the following: press, pull, push, lift, lever, button. Put students in pairs to take turns to describe each process. Ask some pairs to describe a process to the class. Pre-teaching vocabulary Check the following key words: delayed (to be late); expecting you (knowing you were coming). EXERCISE 6 Listening Give students time to read the situation and statements. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 T 2 F – he says he was delayed getting to the airport from the city. 3 F – Sylvie says ‘No problem.’ 4 T 5 F – Sylvie says ‘Everyone is on board.’ EXERCISE 7 Listening Give students time to read through the sentences. See if they can remember the missing words. Play the recording again. Students listen and then discuss their answers in pairs. Get feedback in open class at the end. Answers 1 see 2 sorry 3 getting 4 airport 5 expecting 6 cross 7 that’s it 8 secure ROUND UP Ask students to work in pairs to prepare instructions for how something on a plane works. Tell them they can choose to describe any process they can think of and don’t have to describe the processes in exercise 5. When they are ready, each pair must describe their process without saying what it is. The rest of the class must guess which process is being described. 9
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: UNIT 1 Case study LEAD IN Speaking
Page 11 and 12: UNIT LEAD IN Speaking 2 Case study
Page 13 and 14: UNIT 3 After take-off and into the
Page 15 and 16: UNIT 3 Case study LEAD IN Speaking
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

English for Cabin Crew Trainer's Guide - Heinle

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