English for Cabin Crew -...

English for Cabin CrewTrainer’s Guide

Mike Sayer

English for Cabin Crew Trainer’s Guide Mike Sayer

Publisher: Nick Sheard

Development Editor: Darina Richter

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© 2012 Heinle, Cengage Learning

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ISBN: 978-0-462-09874-6

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ContentsIntroduction 4

Unit 1 The pre-fl ight briefi ng Meeting colleagues 5 Finding out about the fl ight 6 Case study 7

Unit 2 Welcome on board Welcoming passengers 8 Settling passengers in their seats 9 Demonstrating safety procedure and checking before take-off 10 Case study 11

Unit 3 After take-off and into the fl ight Making the fi rst announcements 12 Getting started 13 Helping to settle passengers 14 Case study 15

Unit 4 Food and drinks Giving a choice 16 Serving drinks 17 Duty-free sales 18 Case study 19

Unit 5 Minor passenger problems Identifying passenger problems 20 Dealing with problems 21 Saying sorry 22 Case study 23

Unit 6 Is there a doctor on board? Dealing with an on-board accident 24 Dealing with a serious medical incident 25 Reporting a medical incident 26 Case study 27

Unit 7 In-fl ight emergencies Taking charge in an emergency 28 Preparing for an emergency evacuation 29 Reporting and evacuation 30 Case study 31

Unit 8 Complaints and disruptive passengers Responding to passenger complaints 33 Dealing with complaints about other passengers 34 Managing disruptive passengers 35 Case study 36

Unit 9 Preparing for landing Making fi nal announcements and checks 38 Giving information about delayed landings 39 Getting through the fi nal ten minutes 40 Case study 41

Unit 10 Saying goodbye Arriving at the gate and disembarking the passengers 43 Taking part in the crew debriefi ng 44 Case study 45

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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

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IT 1 The pre-fl ight briefi ng

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 notesIt 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.

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 colleaguesPre-teaching vocabularyCheck 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.Answers1 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


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.Answers1 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.


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.Answers1 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

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1 The pre-fl ight briefi ng

Language notesNote that with an indirect question, the word order after the question word does not invert. So, Can I check what the fl ight time is? NOT Can I check what is the fl ight time?


Play the recording. Ask students to listen and repeat.Pronunciation notesWhen checking and clarifying, speakers use a rising intonation to suggest being tentative and unsure. Make sure students attempt a rising intonation pattern.

➚Can I clarify something?

EXERCISE 5 Speaking

A good way of organizing this is to ask students to work in pairs to prepare questions to ask. Walk round and make sure they are forming questions correctly. Then mix pairs. Students ask and answer with their new partner. 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, 7 and 8 Speaking

These activities get students talking about their personal experiences. Choose whether to discuss all or just one or two of these questions. Decide whether to do them in groups of four with one student leading the discussion, or to do them as an open class discussion.

EXERCISE 9 Speaking

Do this as a pyramid discussion. Ask students in pairs to make a list. Then put each pair with another pair to compare lists and refi ne their own lists. Then build up a list on the board. Correct errors and add any words students need but don’t know.Note that the reading text in the Case study that follows this lesson describes pre-boarding procedures, so this activity could work as a lead in to that text.

ROUND UP

To extend exercise 6, you could brainstorm and teach weather words. Elicit and check the following words connected with severe weather conditions: turbulent; storms; stormy; rain; strong winds; windy; gales; hurricanes; blizzard; fog; foggy; frost; frosty; snow; ice; icy; thunder; lightning; cloudy.

LEAD IN Speaking

Ask students, Why is the pre-departure meeting important? Elicit students' ideas and suggestions. Ask, What is your role at a pre-departure meeting? Can you describe a time when you were given unusual information just before a fl ight?

Finding out about the flightPre-teaching vocabularyCheck the following key words: coordination of duties (the organisation of what everybody has to do on the plane); en route (during the journey).

EXERCISE 1 Speaking

Give students time to read the reasons individually and think about the order. Ask students to discuss in pairs. Get feedback in open class and agree on a ‘correct’ order. Encourage students to express reasons why some things are more important, or to add other reasons to the list.AnswersPossible order: 4, 2, 3, 5, 6, 1Pre-teaching vocabularyCheck the following key words: turbulence (movement due to strong winds); warning (advance notice of a possible problem); strapped in (wearing a seatbelt for safety).


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 any answers might be. Play the recording. Students listen then discuss their answers in pairs. Get feedback in open class at the end.Answers1 his fi rst offi cer, Rick Schultz 2 that they have a quick fl ight time to Boston 3 the weather during the fl ight 4 turbulence expected after 3½ hours 5 the main cabin service 6 fi nish the meal and drinks service early 7 that the crew know the cockpit procedures

EXERCISE 3 Vocabulary

Give students time to write the missing words and discuss them in pairs. Then read out the answers and check the meaning.Answers1 moderate 2 strong 3 over 4 strapped 5 cockpit

CHECKING AND CLARIFYING 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. Check the meaning of check and confi rm (to make sure that the information I have is correct) and clarify (to make sure that the information I have is clear and not confused).

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IT 1 Case study

CD1 Track 1.71 What do you remember about your fi rst pre-fl ight briefi ng?S: My fi rst fl ight was a mixture of emotions. I was partly terrifi ed and very

excited. I was terrifi ed because the training we'd been given over the six weeks was quite intense and I knew that arriving at the briefi ng room I would be asked a series of questions and I had to get those answers right to show that my training profi ciency was up to standard so that was very nerve-wracking, but I was also really, really excited – I was, you know, part of this team that was going to be taking a fl ight with, you know, a 100 or so passengers from one country to another and that was just unbelievable.

2 Were these briefi ngs always the same?S: The actual content of the briefi ng was always the same. However, depending

on the human factor with different people you're working with, some people, those in charge, would help create a friendlier environment so you could relax a little more and others would put the fear of God into you because, you know, their sternness, their facial expressions, etcetera, so it was always very tense going into those pre-briefi ngs and you never quite knew what the atmosphere would be, but on the whole it was, it was the same in content.

3 What was the common theme?S: Having worked for a number of different airlines, both charter work and

scheduled international and short-haul, there was a common theme with the pre-briefi ngs throughout the industry and that was primarily safety and, of course, passenger information. Those briefi ngs were used as an opportunity to inform and advise the crew of what type of passengers they were having on board; the service that day, but predominantly it was safety related. One of the things I really enjoyed about the pre-fl ight briefi ngs was the opportunity to meet the crew that you would be working with that day or that week and getting to know about the fl ight and, you know, the particular idiosyncrasies that would occur. For example, on some fl ights we may have VIPs and that was always exciting to know that you're carrying someone, you know, of a celebrity status or it may be that you're carrying, you know, a passenger who has, you know, got to travel through sad reasons. Perhaps her daughter living out in New Zealand has just had a serious accident and she’s travelling to New Zealand to, to visit her sick daughter. All of those opportunities to fi nd out about the fl ight – some were more poignant than others, but it was always very interesting and exciting. A really, really nice opportunity to get to know about the day ahead.

EXERCISE 6 Speaking

Divide the class into pairs or small groups to discuss the questions. Get open class feedback, and encourage students with interesting experiences to share with the class.

ROUND UP

Revise vocabulary from the unit by asking students to write words and phrases connected with the industry under the following headings:People / Duties / Parts of the plane / WeatherAsk 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.

LEAD IN Speaking

Write Getting ready for work on the board. Ask students to think of three things they always do before going to work. Then tell them to discuss their ideas with a partner. Have an open class discussion and fi nd out if anyone has an unusual routine.Lead in to the reading by asking students to make their own list of things a fl ight attendant has to check before passengers board. Then, when students read, ask them for similarities and differences between the list in the text and their lists.

EXERCISE 1 Reading

Ask students to read the text and fi nd answers to the questions. Let students discuss the answers in pairs before discussing in open class.Answers1 the emergency equipment, the safety instruction card, the number of

meals on board, the usual drinks trolley and duty-free goods, and that the toilets are all stocked with the necessary hand towels and tissues

2 security and the aircraft’s safety featuresVocabulary in contextYou could get students to fi nd and revise words in the text that are connected with their job. Ask students in pairs to fi nd words for each of the categories below:People on a plane: crew, purser, passengers, staff, captainThings on a plane: carry-on bag, uniform, emergency equipment, exits, seat pocket, safety instruction card, drinks trolley, duty free goods, toilets

EXERCISE 2 Speaking

The aim here is to get students talking about their personal experiences. Give students time to read through the situation and 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.

EXERCISE 3 Speaking

Give students time to read through the things and check any diffi cult words. Then ask students to discuss them in pairs before ending with a brief open class discussion.Pre-teaching vocabularyYou could pre-teach some of the key adjectives used in the interview. Write the following on the board and check the meaning and pronunciation: terrifying; intense (not relaxed); nerve-wracking (very worried); exciting; relaxing, stern (strict, severe); tense (not relaxed); informative; enjoyable; interesting; serious; poignant (sad). Ask students which of these words best describe a briefi ng meeting.

EXERCISE 4 and 5 Listening

Give students time to read the situation and questions in exercise 4. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Follow the same procedure for exercise 5.Answers1 She was partly terrifi ed and very excited.2 The actual content was always the same; the atmosphere could be

different – sometimes friendly, sometimes tense.3 VIPs / celebrities, passengers who are travelling for sad reasons, such

as to visit someone who is sick or has had an accident.

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IT 2 Welcome on board

6 She asks the passenger to remain in the aisle seat until she has checked the passenger list.


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. Answers1 airline 2 boarding time 3 fl ight number 4 family name 5 fi rst name 6 date 7 seat number 8 gate number


Ask students to work individually to complete the text. Then let them check their answers in pairs before getting feedback in open class. Answers1 check-in 2 hand-baggage 3 boarding pass 4 seat number5 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 notesNote the form: Can/Could I + infi nitive without to; Would you + infi nitive without to; Would you mind + -ingNote 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.


Play the recording. Ask students to listen and repeat.Pronunciation notesRemind 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 phoneStudent 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.

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 vocabularyCheck the following key words: colleague (person you work with); cabin (part of the plane where passengers sit).


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.AnswersShe greets three passengers, although the second woman is travelling with someone else.


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.Answers1 Good 2 Can 3 how 4 MayPre-teaching vocabularyCheck the following key words: assured (certain to happen); full (no free seats).


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.AnswersThe problem is that the passenger asked for a window seat, but has not got one.


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.Answers1 False. There are some empty seats.2 17D3 because she doesn’t want an aisle seat4 at check-in5 She will move her as soon as she has checked the passenger list.

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3 a bit nervous, especially about the baby waking up during take-off4 on her mother’s lap5 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 notesNote 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 vocabularyCheck the following key words: delayed (to be late); expecting you (knowing you were coming).


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.Answers1 T2 F – he says he was delayed getting to the airport from the city.3 F – Sylvie says ‘No problem.’4 T5 F – Sylvie says ‘Everyone is on board.’


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.Answers1 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.

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


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 notesPoint out the strong stress in some of the words (shown here in bold): arm-rest; head-rest; locker; handset; control; seatbeltAnswers1 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 buttonPre-teaching vocabularyCheck the following key words: remaining (that are left); a couple (two).


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.Answers1 the passenger list2 move the passenger to 15A3 help her with her bags4 her fi rst namePre-teaching vocabularyCheck the following key words: bassinet cot (small bed for a baby on a plane); lap (when sitting, your thighs become your lap).


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.AnswersShe has an 11-month-old baby with her.


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.Answers1 after take-off2 ‘How old is your baby?’; ‘Has she fl own before?’

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Pronunciation notesReading out aloud well requires good preparation. So, if being able to do this task well is important for your students, it is worth getting them to prepare it carefully. Write up the following analysis on the board, showing strong stress and pausing:Ladies and gentlemen // even if you are a frequent traveller // it is important // that you listen carefully // to the following safety instructionsGet students to analyze the rest (or part) of the text, marking stress and pausing, before reading it out.Pre-teaching vocabularyCheck the following key words: exit row (line of seats next to the exit door); upright (not leaning back).


Ask students to discuss the pictures in pairs for three or four minutes. Then elicit what the people might be saying in open class.


Give students time to read the task. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end and discuss the follow-up question.Answersa 5 b 1 c 2 d 6 e 3 f 4 g 7 h 8

EXERCISE 6 Speaking

Lead in by asking students to tell you what phrases they could use from exercise 5 to do this task. Ask students to work in pairs to take turns making fi nal requests. Monitor and prompt. In feedback, praise good language use and correct errors.

ROUND UP

Revise the lesson by miming safety instructions (for example, pointing to the exits, showing how to infl ate a life vest) and asking students to say what the instruction is. You could also mime passengers doing things wrong (for example, using a mobile phone, taking off a seatbelt) and asking students to say what the request should be.

LEAD IN Speaking

Ask students, What safety instructions are given on a plane just before take-off? Elicit as many ideas as possible (for example, how and when to fasten seatbelts, the location of exits and life vests).A fun way to elicit this vocabulary is to get a confi dent student to the front of the class and ask him/her to mime the actions used by fl ight attendants during a safety demonstration. The other students have to give the instruction that goes with each mime.

Demonstrating safety procedures and checking before take-off

EXERCISE 1 Reading

Read through the captain’s speech bubble. Ask, What do you usually do when you hear this announcement? Ask students to work in pairs. Tell them to read the paragraphs quickly individually, then to discuss the order carefully with their partner. Monitor and prompt as students do this. Get feedback in open class at the end.Reading notesJumbled readings are diffi cult to do so give students plenty of time and help. As you monitor, point out clues such as ordering words (First, When, Finally) and repeated vocabulary from one paragraph to another (life vest; vest).AnswersA 1 B 4 C 8 D 5 E 9 F 6 G 11 H 12 I 10 J 2 K 7 L 3 M 13


Play the recording. Students listen and check their answers.Vocabulary in contextWrite the following words on the board and ask students to fi nd synonyms in the listening script: regular (frequent); attached (fastened); fi nd (locate); blow up (infl ate); get to know (familiarize); empty (evacuate).You may also need to check some more specialized words: straps (thin pieces of material that you tie together); cord (thick string); brace (bend forward with your hands on your head); buckle (metal part of a belt).


Ask students to work in pairs to take turns practising reading out the text and performing the actions. Monitor and correct mispronunciations and poor intonation.

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CD1 Track 2.91 Did you enjoy welcoming passengers?S: One of the most exciting parts of the day for me at the beginning of a fl ight

was the welcoming of passengers because it was the opportunity you’d have to give a really cheerful welcome to all the different types of passengers that you’d be carrying on that fl ight and the preparation and the team work between the crew in preparation of greeting passengers was always very exciting and when people come on board there are all sorts of emotions coming with that. You’ve got the business traveller who has, you know, a frequency of travel and therefore tends to adopt a more serious approach. You’ve got the holiday maker who is very excited or a little nervous – you know, particularly with infrequent travellers – people who’ve never fl own before and then you’ve got those people who are travelling to visit family and friends and they’ve got different emotions again and I always saw the welcoming part as my opportunity to really welcome people on board in a positive and cheerful way showing them that, you know, they were in my safe hands really, or our safe hands as a team, collectively.

2 Did you ever experience any problems when welcoming passengers?S: There was one time I remember. We were leaving Toronto and an elderly

gentleman boarded the aircraft and as he boarded I said, you know, welcome on board sir, and he barely could speak, he could barely walk, although he had no assistance and he wasn’t with anybody. I showed him to his seat, but it became very apparent very quickly, like within 30 seconds to a minute, that this gentleman wasn’t very well and I wasn’t happy to take him all the way to London. He looked as though he was seriously ill. I called the paramedics who boarded the aircraft and unfortunately they had to take this gentleman off which I know he didn’t thank me for because he just wanted to get home, but it turned out that he had a serious medical condition that would have been life-threatening and it would have meant the fl ight being diverted at great cost to the airline and at great time and expense to the rest of the passengers on board. As the senior crew member on board that day, which I was, it was between myself and the paramedics and I was guided really on that decision by the paramedics – I mean I had really laid out, you know, the point that I was unhappy to take the passenger if he was sick and it was when the paramedics looked at him without any investigation they recognized that he was seriously ill, so the decision was between the two of us, but ultimately the paramedics.

3 Do you have any tips for a new fl ight attendant?S: Anyone who is starting out their career as a fl ight attendant – I would say do

your job with the most professional and high standard that you could possibly have. And a little tip, I think, for anyone fl ying in the air is to keep drinking plenty of water because obviously the aircraft can be fairly dehydrating and always, always carry a little pot of moisturizer for your lips because your lips tend to suffer quite a lot up in the air, so that would be my tip. Oh, and defi nitely for the ladies, a new bottle of nail varnish. For the male fl ight attendants, again moisturizer is key and drink lots of water because unless you have experience of continually working in a dehydrated cabin, you have no idea what it’s like to dehydrate which you really will do, so lots of water, drink lots of that and keep a little pack of moisturizer with you.

EXERCISE 6 Speaking

Ask students to work in pairs or small groups to discuss the solutions. 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 connected with the industry under the following headings:What's on a boarding pass / Objects in a cabin / Safety instructionsAsk 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.

LEAD IN Speaking

Write, The fi ght for the overheads on the board. Ask students what they think this refers to. Ask, Do you think this is a problem? What do you do to help?

EXERCISE 1 Reading

Ask students to read the text quickly and fi nd answers to the questions. Let students discuss the answers in pairs before discussing in open class.Answers1 the growing problems of storing hand-baggage in the overhead lockers

as passengers board the aircraft2 Yes. If there is no space for their bags in the overhead lockers or under

the seat in front of them, their bags will be off-loaded and put in the hold.

EXERCISE 2 Reading

Give students time to read through the questions. Then ask them to read the second paragraph, fi nd answers and discuss them in pairs. Get feedback in open class at the end.Answers1 people become angry; fl ight attendants are stressed because they can’t

perform their proper duties2 store small items under seats, leave space for others, free the aisles3 safety duties: checking equipment and passengers’ behaviour/needsVocabulary in contextWrite the following words on the board and ask students to match them to synonyms in the text: not relaxed (stressed); large and of an awkward shape (bulky); taken off the plane (off-loaded); place where cargo is carried (hold); putting away (stowing); moving on the runway (taxiing).

EXERCISE 3 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 vocabularyCheck the following key adjectives: cheerful (happy and friendly); life-threatening (may result in death); diverted (when the destination is changed during the fl ight); tip (piece of advice).


Give students time to read the situation and questions in exercise 4. Play the recording. Students listen, take notes, then discuss their answers in pairs. Get feedback in open class at the end.Follow the same procedure for exercise 5.Answers1 The business traveller who is serious, passengers going on holiday,

maybe fl ying for the fi rst time, who are excited and nervous; passengers travelling to visit family and friends. All have different feelings.

2 He was an elderly man with an obviously serious medical condition. Shon had to decide whether to allow him to travel or not. He wanted to travel. He was taken off the plane by paramedics, and a possibly serious medical incident was avoided.

3 to do the job with the most professional and highest standard possibleHer tips: drink plenty of water, carry a little pot of moisturizer for the lips. For women, take a new bottle of nail varnish; for men, moisturizer

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IT 3 After take-off and into the fl ight

Language notesNote that ‘You can ...’ and ‘Kindly ...’ placed before the infi nitive or imperative make the phrases more polite and formal. Also, the use of the passive (has been switched off) is formal.

EXERCISE 5 and 6 Pronunciation

Ask students to work in pairs to mark the stress. You could do the fi rst sentence in open class to get students started. Play the recording. Ask students to check their answers. Then play the recording again so that they can listen and repeat.Pronunciation notesWords that carry meaning are stressed. These tend to be nouns, verbs and adjectives. Make sure students are underlining these key words.Answers1 It’s great to have you on board.2 Please don’t leave your seats unless you have to.3 We’d like to serve you drinks and snacks as quickly as possible.4 The seatbelt sign is off.5 Feel free to walk around.6 Thanks for your cooperation.7 We shall be coming through the cabin with refreshments in a few

moments.8 We’d really appreciate it if you had the exact change for your

purchases.

EXERCISE 7 Speaking

Ask students to work in groups of three to practise reading out the texts. Once each student has read one text out, ask them to try to make the same announcement without reading. Monitor, prompt students to stress key words correctly, and feedback on good examples of language use and errors you heard at the end.

ROUND UP

Here are two ways of organizing and extending exercise 7.1 Before they read out the announcements, ask students to

mark key stresses and pauses on one of the announcements in the same way as was suggested in the Pronunciation notes for the third lesson in unit 2 (see page 10 of this Trainer’s Guide).

2 After reading out an announcement, ask students to choose ten key stressed words from the announcement they read and write them in order on a piece of paper. Students then close their books and try to reproduce the announcement from the key words.

LEAD IN Speaking

Ask students, Do you usually work on long-haul or short-haul fl ights? What jobs do you have to do during the fl ight? In what ways is your job different on a long-haul rather than a short-haul fl ight?Ask students to work in pairs to write a list of all the during-fl ight jobs they have to do. Write the class list on the board.

Making the first announcements

EXERCISE 1 Speaking

Give students time to read through the questions. Check any unknown words. Ask students to discuss the questions in pairs. Get feedback in open class.Pre-teaching vocabularyCheck the following key words: cooperation (helpfulness); refreshments (drinks); change (money in the form of coins); purchases (things you buy).


You may wish students to listen to the announcements with books closed fi rst. Set a gist task: What do the announcements have in common? Play the recording. Ask students to listen to and read the announcements. Then put them in pairs to write in the missing words. Get feedback in open class.Answers 1 board 2 unless 3 quickly 4 Sorry 5 free 6 block 7 ready 8 through 9 orders10 exact


Ask students to discuss the questions in pairs. Play the recording again if necessary. Get feedback in open class at the end.Answers1 2 and 32 1 – there are no hot snacks.3 3

EXERCISE 4 Speaking

Ask students to discuss the questions in pairs. Get feedback in open class at the end.

FORMAL AND INFORMAL LANGUAGE 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 words make the formal phrases formal? Brainstorm other expressions with the students.

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Play the recording. Students listen and repeat. Pronunciation notesNote the rising intonation used to make offers and requests sound friendly and polite.

➚Can I help you?

➚Can you wait a moment?

EXERCISE 6 Speaking

Ask students to work in pairs. Ask each pair to decide who is A, and who is B, and to prepare what they are going to say before acting out the role play. Monitor, prompt students to use rising intonation correctly, and feedback on good examples of language use and errors you heard at the end. You could ask a couple of pairs to act out a dialogue in open class at the end.

EXERCISE 7 Speaking

Elicit ideas from the class, and open up a class discussion. Ask follow-up questions: What’s the most unusual request a passenger has made? What requests do you fi nd most annoying or diffi cult to deal with?

ROUND UP

Extend the role play in exercise 6 into a fun open class activity. Tell each student to imagine they are a passenger and to write down a need, a want and a query. Ask two students to stand up and walk round the class. They are the fl ight attendants and must respond to all the demands the rest of the class (the passengers) make of them. Tell the passengers to demand attention. This can be fun if the fl ight attendants have to deal with lots of queries. After a couple of minutes ask the fl ight attendants to exchange roles with two different students.

LEAD IN Speaking

Ask students to look at the two photographs and say what they can see. Elicit as much vocabulary as you can to describe the photos (cabin; seats; passengers; overhead lockers; TV screens). Ask, What’s the difference between the two photos?

Getting started

EXERCISE 1 Speaking

Ask students to discuss the questions in pairs or small groups. Then get feedback in open class.Pre-teaching vocabularyCheck the following key phrases: sorry to bother you (sorry to interrupt you); a pretty tight connection (very little time between connections).


Give students time to read the situation and questions. Ask, What do you think passengers might need or want in this situation? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 go to the toilet2 a glass of water3 heat her baby’s bottle4 how long it takes to get from Terminal 2 to Terminal 3


Give students time to read the sentences and write in any words they think they know. Play the recording. Students listen, fi ll in the gaps and then check their answers in pairs. Get feedback in open class at the end.Answers1 sit 2 problem 3 course 4 help 5 with 6 soon 7 do 8 worry 9 get

EXERCISE 4 Speaking

Ask students to discuss this question in small groups. Then discuss in open class and encourage students to express their personal views.

DEALING WITH PASSENGER NEEDS 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 notesNote the use of I’ll to make a promise.

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recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end and ask, Have you ever been in any of these situations? What did you do?AnswersConversation 11 how long the fl ight will be 2 11 hoursConversation 23 at 10.45/in 45 minutes’ time 4 They are hungry.Conversation 35 headphones for her girls/children 6 channel 2Conversation 47 a blanket 8 to remind herself about the blanket

‘COMFORT’ EXPRESSIONS 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 words make these phrases ‘comforting’?Language notesCan I ... and Let me + infi nitive sound ‘comforting’ because they ask permission to take responsibility and do something for someone. I’ll, similarly, offers or promises to do something for someone.


Play the recording. Ask students to listen and repeat each phrase. You could ask them to take turns reading out the phrases in pairs.Pronunciation notesIt is important to use a wide intonation pattern in English when trying to be comforting and friendly.

➚ ➘ ➚Can I get you anything else?Pre-teaching vocabularyCheck elderly (old – over 75 years old) and special needs (having a physical or mental disability).

EXERCISE 7 Speaking

Discuss the fi rst of these situations in open class to get students started. Then ask them to work in pairs to discuss the rest of the situations. Monitor, prompt, and note good ideas which you could get students to share in open class in the feedback that follows. At the end, ask, Which of these situations are most common? Which are most diffi cult to deal with?

EXERCISE 8 Speaking

Ask students to improvise role plays based on the situations and using the words. Monitor, prompt, and note errors and good examples of language use which you can comment on in the feedback.

ROUND UP

Extra activity 1You could extend exercise 8 by asking each pair to prepare a short written dialogue involving a fl ight attendant and one of the people in exercise 7. When ready, ask a few pairs to act out their dialogue in open class.Extra activity 2Revise the vocabulary in exercise 1 by asking students to tell you opposites (shy/confi dent; nervous/relaxed; unpleasant/nice or friendly; noisy/quiet; arrogant/modest; demanding/easy-going) or give you words with similar meanings (reserved; anxious; unfriendly; loud; rude; diffi cult; horrible).

LEAD IN Speaking

Ask students, Have you ever had to deal with a diffi cult passenger? Who was the most diffi cult passenger you have had and why? How do you deal with diffi cult passengers?

Helping to settle passengers

EXERCISE 1 Speaking

Ask students to discuss the questions in pairs or small groups. Get feedback in open class at the end and elicit other adjectives students could use to describe diffi cult passengers.Speaking notesA good way of managing an extended discussion like this is to make one student in each group of four the ‘chairperson’ – it is their job to ask the questions, nominate people to speak in their group, and to summarize what was said in the feedback.Pre-teaching vocabularyCheck the following key words: my pleasure (you’re welcome); poor (not good); blanket (thick woollen cover).


Play the recording. Students listen and note the problems. Let them check answers in pairs before discussing in open class.Answers 2Passenger 1: She can’t get her bag down from the overhead locker.Passenger 2: He needs a blanket.Passenger 3: He wants his meal.Passenger 4: She wants to change seats.Play the recording so that students can write the questions in exercise 3. Check in pairs. In feedback, write up the questions on the board so students can check they have formed them correctly.Answers 3Passenger 1: Are you feeling better now?Passenger 2: Can I help you, sir?Passenger 3: Did you call, sir?Passenger 4: Is everything all right?


Play the recording. Ask students, Which words did they stress? and How did they sound caring? Then ask students to listen to each phrase again and to repeat it. Ask students to work in pairs to take turns practising reading out the sentences in a caring way. Pronunciation notesNote the strong stress (in bold) and the intonation pattern:

➚Are you feeling better now?

➚Did you call, sir?

➚I do apologize.Pre-teaching vocabularyCheck the following key words: starving (very hungry); shortly (very soon); remind (help me remember).


Give students time to read the situation and questions. Ask if they can predict the topic of any of the conversations from the questions. Play the

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IT 3 Case study

and the preparation will take about 10 to 15 minutes. In between all of that you're dealing with passenger queries. You know, somebody will be ringing the bell because as soon as they're airborne and the seatbelt signs go off, they want their questions answered, or they might feel cold or they might have a connection problem that they want to know about, so just after that take-off it can be quite intense for the cabin crew, setting the trolleys up and dealing with general passenger queries.

2 Is there a big difference after take-off on short-haul and long-haul fl ights?S: The only difference between short-haul and long-haul fl ights in terms of the

duties that fl ight attendants have is the speed I think because on a short-haul fl ight speed is of the essence so fl ight attendants have to work very, very fast to get those drinks trolleys or whichever service they are starting with, out, whereas on a long-haul fl ight there is not that time that you are racing against, so I think speed is probably the only thing that I can think of that is a real difference between short-haul and long-haul. I preferred the long-haul fl ights. It was always exciting anyway to know that you were going to Kuala Lumpur or Tokyo, but on top of that the long-haul fl ights for me were great because you had a chance to really interact with the passengers on board. You weren’t just having them for 30 minutes, which was the short-haul option and throughout a 12- or 14-hour fl ight you could really get to know some people well and do a really great job looking after them, so I particularly like the long-haul.

3 Did you have any strange experiences after take-off?S: I remember once when I fi rst started fl ying, I was only about 20 and I was

on a charter fl ight out of Birmingham and as we rumbled down the runway a lovely old couple sat in front of me at the door exit and as we took off this man sitting opposite me suddenly grabbed my foot and he held onto it for at least fi ve minutes and I couldn’t move and I was nudging and poking my colleague and we were giggling quietly and only when the aircraft levelled out I was able to shake my foot at the passenger who was still holding it and he looked, he was so embarrassed, and he hadn’t realized how frightened he was and had grabbed my foot, and I couldn’t move, I couldn’t get up to help set up the drinks trolleys or do anything because he was holding onto my foot. So, that was quite funny and I’ve never forgotten it.

EXERCISE 5 Speaking

Ask students to work in pairs or groups of three/four to discuss the questions. Get feedback in open class and encourage students with interesting ideas to share with the class.

ROUND UP

Revise useful phrases from the unit by writing the following situations on the board and asking students to recall phrases that could be used in each situation:Tell passengers ...... you’re busy.... they can stand up.... you’re coming with the food trolley.... you’re there to help.... there is nothing to worry about.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.

LEAD IN Speaking

Write, Flying with children on the board. Ask students what they think this refers to. Ask, What are the good things and bad things about having kids on board? What do you do to deal with any problems?

EXERCISE 1 Reading

Give students time to read the questions and check harsh (too strict or severe). Then ask students to read the text and make notes. Let students discuss the answers in pairs before discussing in open class.Answers1 children kicking the backs of seats; families talking loudly and passing

things backwards and forwards; babies crying loudly2 Some passengers want parents to control children more, some suggest

‘family-only’ zones on board. Cabin crew can ask parents to control children. Airlines sometimes provide cards / colouring books on the aircraft, and tables / chairs / toys at the departure gate.

Vocabulary in contextWrite the following defi nitions on the board and ask students to match them to synonyms in the text: say they are at fault (blame); prepared to allow bad behaviour (permissive); small with little space to move (cramped); crazy (insane); out of control (unruly).

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 vocabularyCheck the following key phrases: fl urry of activity (a lot of things happening at once); dealing with queries (answering questions); speed is of the essence (it is important to be quick); interact with passengers (meet and talk to passengers); nudging and poking (getting someone’s attention by putting your elbow or fi nger into their side); giggling (laughing like a small child).


Give students time to read the situation and questions in exercise 3. Play the recording. Students listen, take notes, then discuss their answers in pairs. Get feedback in open class at the end.Follow the same procedure for exercise 4.Answers1 getting the drinks trolleys ready for the fi rst service; dealing with

passengers’ queries2 The biggest difference is the need for speed on short-haul fl ights.

Shon preferred long-haul because of the exotic destinations and, above all, the chance to interact with passengers.

3 During take-off an elderly man held on to her foot without realizing it. (Students’ own ideas for what else she could have done)

CD1 Track 3.91 After take-off what were your main duties?S: Once the aircraft is in the air and the seatbelt signs go off, fl ight attendants

are usually very, very busy. We are jumping out of our seats and getting the drinks trolleys ready for that fi rst service and there’s quite a fl urry of activity there because obviously the galleys are quite small and trolleys are coming out

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IT 4 Food and drinks

Answers1 T2 F – he chooses red wine.3 F – it is South African.4 True, but this is not on the menu.5 T – she asks ‘Is the chicken very spicy?’ and she says ‘Good.’ when told

it is ‘just mildly spiced’.6 F – she asks for a special children’s meal.7 T – she hasn’t pre-ordered a children’s menu.8 F – she chooses still water for herself and 7up for her children.9 T

OFFERING A CHOICE 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 phrase is more informal?Language notesNote that would like is followed by the infi nitive with to. What can I get you? is more informal. What will you have? is also possible here.


Play the recording. Ask students to listen and notice the intonation pattern. Then play the recording again so that students can listen and repeat.Pronunciation notesThe intonation rises on both choices.

➚ ➚Coffee or tea?The intonation rises because the speaker is being tentative (he/she doesn’t know what the answer will be) and polite (it’s a formal situation).

EXERCISE 6 Speaking

Ask students to work in pairs to take turns asking and ordering. Alternatively, ask pairs to prepare and write a dialogue and then practise it together. Monitor, prompt students to use intonation correctly, and feedback on good examples of language use and errors you heard at the end.

ROUND UP

Here are two ways of organizing and extending exercise 6.1 Write the following adjectives on the board: quiet; confi dent;

rude; nervous; confused; troublesome; angry. When students are ready to act out the asking and ordering task, tell the ‘passenger’ to choose one of the ‘personalities’ on the board and play their part as that character. Students could act out different dialogues as different characters.

2 Ask students to work in pairs to design their own menu card. Mix pairs and ask them to act out dialogues using the new home-made menu cards.

LEAD IN Speaking

Ask students, What was on the menu on the last fl ight you made? What snacks and beverages do you mostly serve or sell? What type of food do you normally serve on short-haul/long-haul fl ights? How does the food and drink differ in economy class from business class?Ask students to work in pairs to write a list of all the food that is currently on their airline’s menu card. Write the class list of food and drinks on the board.

Giving a choice

EXERCISE 1 Reading

Give students time to read through the questions. Check any unknown words. Then ask students to work in pairs to search the menu and fi nd the answers. They don’t need to read every word and should be able to do this task in less than a minute. Get feedback in open class.Answers1 breakfast and lunch 2 three 3 three 4 probably in the morning, as breakfast is served fi rst

EXERCISE 2 Reading

Ask students to work in pairs to fi nd food words and put them in the correct category. Get feedback in open class.AnswersFruit: orange, strawberriesMeat/Fish: seafood, chicken, beef tenderloinVegetables/Herbs: seasonal salad, tomatoes, caulifl ower, onions, beans, peas, chives, potatoes, red pepper, green saladDairy food: yoghurt, butter, Parmesan (cheese), cheese sauce, creamVocabulary in contextCheck the following more diffi cult words: assorted (various); crunchy (hard to bite into – like carrots); topped (placed on top); shredded (broken into tiny pieces); accompanied (with); tender (soft to bite into); marinated (left in oil and herbs to get fl avour); garnished (placed there to look attractive rather than be eaten); chopped (cut into small pieces with a sharp knife); roasted (cooked in an oven).Chives are long, thin, green herbs which taste a bit like onion.A mousse is a soft pudding.


Ask students to label the objects, then check with a partner. In the feedback, ask students to repeat the words after your model to practise their pronunciation.Answers1 dessert 2 fi rst course/salad 3 cup 4 fork 5 knife 6 roll 7 main course 8 spoon 9 butter 10 napkin/serviettePre-teaching vocabularyCheck the following words: option (choice); spicy (hot, strong fl avour); mild (not strong); prior (before); spare (extra).


Give students time to read the situation and the questions. Check spicy (has a strong hot fl avour). Play the recording. Ask students to listen and write T or F. Then ask them to check their answers in pairs. Get feedback in open class.

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Give students time to read the questions. Play the recording. Let students check their answers in pairs. Get feedback in open class at the end.Answers1 No, she doesn’t.2 four3 He wants tea, but will have to wait because only cold drinks are

being served.4 two5 ‘Here we are. Enjoy.’6 Yes, he says the meal is great.7 because the bar is shut8 a soft drink


Give students time to read through the situation and the lists. Play the recording. Students listen and repeat. Pronunciation notesNote the intonation pattern in lists, particularly the falling intonation on the last word.

➚ ➚ ➚ ➘Apple, orange, pineapple or tomato.

EXERCISE 6 Speaking

Ask students to work in pairs to practise making orders. One student lists a choice of wines and beers. The other student responds by saying, for example, a glass of sauvignon blanc, please. They then change roles and categories. Monitor, prompt students to use intonation correctly, and feedback on good examples of language use and errors you heard at the end. You could ask a couple of pairs to act out a dialogue in open class at the end.

EXERCISE 7 Speaking

Give students time to add to the list. Then ask them to discuss the problems in pairs or small groups and decide which ones are the worst. In feedback, ask, How do you deal with each of these problems?

ROUND UP

Ask students, What drinks are most commonly served on your airline? Which are the most popular? Which drinks do you like?

LEAD IN Speaking

Write the letters of the alphabet in a list down the left side of the board: A, B, C, D, etc. Ask students to give you the names of drinks beginning with the letters: apple juice/ale; bourbon/brandy; cointreau/coke; etc. You could divide the class into two teams. Team A must think of a drink beginning with the letter a, team B think of one with b. Team A then have to think of one with c, etc. Each team gets a point if they know a drink. At the end, see which team has most points.

Serving drinks


Give students time to look through the list. Then play the recording. Students listen and repeat.Pronunciation notesNote the strong stress in the English pronunciation of the following words: chocolate; cappuccino; lemonade; champagne; tomato; espresso.


Ask students to work in pairs to put the words in the correct columns. Ask fast fi nishers to add extra words, and make a list of extra words in feedback.Answers

Wines and beers Spirits Soft drinks Hot drinks

Sauvignon BlancMerlotBloody MaryMartiniKronenbergportCarlsbergBordeauxchampagne

Johnny WalkercognacvodkaBacardi rumbourbon

sodaPerrierapple juicediet Cokelemonadebottled still watertomato juicetonic waterginger ale

fruit teahot chocolatecappuccinoEarl Grey teaEnglish Breakfast teaespresso

Pre-teaching vocabularyCheck the following word: local (from the city or country the plane has left or is fl ying to).


Give students time to read the situation and types of drinks. Play the recording. Students listen and put the drinks in order. Let them check their answers in pairs. Get feedback in open class.Answersa 7 b 4 c 3 d 1 e 6 f 2 g 9 h 5 i 8Pronunciation notesYou may wish to point out the common weak /@/ sound in some of these phrases:/@/ /@/a cup of tea/@/ /@/a gin and tonic

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MONEY EXPRESSIONS Language focus

Give students time to read through the ways of talking about money in the box. You could check understanding by writing a couple of sums on the board and asking students to say them (for example, 31 + 18 = 49; 16 x 3 = 48).Language notesNote that plus and and and makes, comes to and equals have the same meaning.


Play the recording. Ask students to listen and repeat each phrase. You could ask them to take turns reading out the phrases in pairs.Pronunciation notesNote the pronunciation of the following: equals /"i;kw@ls/; minus /"maIn@s/; receipt /rI"si;t/.

EXERCISE 6 Speaking

Do the fi rst of the sums in open class to get students started, then put them in pairs to write the other totals. Ask students to practise saying the sums.Language notesNote the different ways we can express sums of money:$19.50 = nineteen (dollars) fi fty; nineteen dollars and fi fty cents£12.80 = twelve (pounds) eighty; twelve pounds and eighty penceAnswers1 $46.50 2 $8.25 3 €56.75 4 €13.50 5 £22.90 6 $40.59


Discuss these tasks in open class. Find out how much students know.AnswersSpain: euro China: renminbi Australia: Australian dollar Brazil: real Singapore: Singapore dollar Saudi Arabia: Saudi riyal Russia: rouble UAE: dirham Nigeria: naira Pakistan: rupee

EXERCISE 9 Speaking

Ask students to work in pairs to act out the mini-dialogues. Monitor, prompt, and correct involving the pronunciation of sums of money. Feedback on good examples of language use and errors at the end.

EXERCISE 10 Speaking

Ask students to talk about their personal knowledge and experiences in small groups.

ROUND UP

Play a competitive game to practise saying sums of money. Write fi ve or six items from the list in exercise 3 on the board and ask students to give you realistic prices for each. Write the prices next to each item. Then ask students to work in pairs and tell them you are going to order some duty-free and the fi rst pair to shout out the correct price gets a point. Say, for example, I’d like two scarves and a bottle of whisky. Award a point to the fi rst pair with an answer, then move on to a second order. Make fi ve or six orders before praising the pair with most points.

LEAD IN Speaking

Ask students to work in pairs to think of as many duty-free items as they can in one minute. Find out which pair thought up the most. In feedback, check students' knowledge of prices on their fl ights by asking, How much is a bottle of whisky/a bottle of perfume/a box of chocolates/etc?

Duty-free sales


Give students time to quickly read through the text and see if they can guess the missing words. Then play the recording. Students listen and fi ll in the gaps. Let them check their answers in pairs before getting feedback in open class.Answers1 begin 2 list 3 pocket 4 using 5 accept 6 win 7 excellent


Ask students to work in pairs to match the words. In feedback, point out aspects of grammar (for example, shortly often comes at the end of a sentence) and pronunciation (purchases = /"p3;tS@sIz/) involving these words. You could also explain the difference between money (general word), currency (used to describe money from different countries) and cash (notes and coins).Answers1 shortly 2 purchases 3 prepare 4 frequent fl yers 5 bargains 6 designed


Put students into pairs to categorize the words. Monitor and help. In feedback, check any words the students are unsure of, and point out any diffi cult pronunciations (USB /ju: es bi:/; mascara /m&"ska;r@/; bracelet /"breIsl@t/). Ask students what other words they thought of.AnswersPerfumes and jewellery: a brooch, perfume spray, earrings, eau de toilette, a crystal pendant, a braceletElectric and electronic items: a USB key, a travel plug adaptor, a travel razor, headphonesAlcohol and tobacco: whisky, cognac, cigars, vodka, champagne, cigarettesCosmetics: face cream, aftershave, lipstick, mascaraGifts: a soft toy, chocolates, a watch, a model aircraft, a scarf, a pen

Pre-teaching vocabularyCheck the following words: a bargain (at a good value price); a classic (used to describe a book that has been successful for a long time); recommend (say which is the best choice).


Give students time to read the situation and questions. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end and ask, Have you ever been in this situation? In what way was it different?Answers1 perfume 2 $41 3 a scarf 4 by credit card 5 because he wants his frequent fl yer points 6 a receipt

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excited, or, or if they wanted to be left alone and you could really gauge that quite well during that fi rst part of the meals or drinks service, and you could get to know people a little as well. You know, you’d get to know that little old lady who was very nervous about fl ying to Australia for the fi rst time and you’d also get to, you know, speak to a wide range of people for, you know, a duration, which was, which was good. During the food and drinks service quite often, particularly on international fl ights you’d have a lot of people on board who wouldn’t be able to speak the language, but there was never any problem with the food and drink. People all over the world seem to know what a coke is or whether they are having beef or chicken, so food and drink was never an issue with foreign language, which was always useful.

2 How much do cabin crew know about the meals in advance?S: During the pre-fl ight briefi ng that all airlines carry out, the crew get to know

about the meals in advance. We would know how many passengers we have on board – we would know any special meal requirements that are needed and any dietary problems and we would know of any special requests that a passenger may have given prior to their fl ight, so we have all that information and by the time we get on board we check the catering to make sure those passenger requirements are actually on board.

3 Do you remember one special incident during the meals service?S: During the meals service it can be horrifi c because although I’ve said that

it’s a really great time to engage with customers, it’s also quite a frenetic time because passengers are also worried to know whether the meal they've requested is on board. One particular occasion I remember was a lady travelling from London to Hong Kong and she had three children and had requested three special children’s meals. Unfortunately, my stewardess had actually given the three children meals to the row in front of her, who just happened to have three children in the row in front, so of course the fi rst I heard of it was when the call bell rang and this very irate lady was so cross – I mean she was shouting and screaming at the stewardess at how stupid the stewardess had been and why should these other people get her children’s meals that she had requested. It was a diffi cult situation but I managed to calm her down by listening to her and sorting out the children with food from Business class and First class which was very fortunate because this particular fl ight we had a lot of children and a lot of children’s meals and there weren’t any spare, so the only way I was able to appease this lady was to go and make up a dinner from the First class menu and fortunately managed to do that. But yes, it was an occasion I remember well.

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

Revise vocabulary from the unit by asking students to write words and phrases connected with food and drinks under the following headings:Breakfast / Drinks / Fruit and vegetables / Food adjectives / Duty-free goodsAsk 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.

LEAD IN Speaking

Write, I think airline food is ... on the board. Ask students to work in pairs and give them time to complete the sentence with their own thoughts. Then get feedback and discuss in open class.You could brainstorm positive and negative words used to describe food: + delicious; tasty; fresh; tender; succulent– disgusting; tasteless; bland; dreadful

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 discussing in open class.Answers1 Passengers = 1, 2, 3, 8, 9, 10 Crew = 4,5,6 Either = 72 positive: 1, 3 and 10; negative: 2, 3, 7, 8 and 9 (3 contains both

negative and positive comments); no opinion: 4, 5 and 63 positive: fi ne, well prepared, look great, taste even better negative: the worst, bland, not very hot, badly presented, tasteless,

dreadful, not fi t for human consumption

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 vocabularyCheck the following key phrases: 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).


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.Answers1 because she had the chance to engage with the passengers and get to

know them2 during the pre-fl ight briefi ng; the number of meals and the nature of

any special meals needed3 The woman’s children were given food from First and Business class.CD1 Track 4.91 Did you enjoy this part of the fl ight?S: I enjoyed all parts of the in-fl ight service but the nicest part was probably

doing the meals and the drinks because that was the chance you had to engage with the passengers for the fi rst time after take-off and you’d come through the cabin and you could really hold some good conversations with passengers and fi nd out, you know, how they were feeling, and you know, how

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IT 5 Minor passenger problems

Pronunciation notesNote that the intonation pattern in questions is only a tendency – some varieties of English tend to go up on both yes/no questions and open questions. A rising intonation suggests hesitance and uncertainty as to what the answer will be.Pre-teaching vocabularyCheck the following key words: transit (going from one fl ight to another); snack (light, cold food); high temperature (hot because you are ill); paracetamol (medicine for pain such as headache).


Give students time to read through the situations fi rst. (You could do the lead in idea above if you didn’t do it at the start of the lesson.) Play the recording. Let students check their answers in pairs before getting feedback in open class.Answers1 i 2 e 3 d 4 a

EXERCISE 5 Speaking

Check students understand all the words. Ask students to discuss the questions in pairs or small groups. You could get students to order the roles in order of importance. Get feedback in open class.Answers1 information offi cer 2 waiter(ress) 3 nanny 4 nurse

EXERCISE 6 Speaking

Ask students to discuss the questions in pairs or small groups. Get feedback in open class. Ask, Which roles best describe your job? Which are the most diffi cult roles? What was the most unusual role you ever had to play?

ROUND UP

Ask students to remember useful expressions that they have learnt from the course so far and match them to the roles discussed in exercise 5. For example, under waiter (What would you like, sir?), under information offi cer (You can move around the cabin now), under friend (Don’t worry. It’ll be all right).

LEAD IN Speaking

Write the following adjectives on the board: cold; hungry; thirsty; noisy; nervous; worried; rude; troublesome; sick; angry. Tell students that all these adjectives can describe passengers during a fl ight. Ask if they can think of any other adjectives to describe passengers. Then ask, What problems do each of these passenger types have? What do they say? How do you respond? Note that these adjectives come up in exercise 4, so you could do this activity as a lead in to the listening later in the lesson.

Identifying passenger problems

EXERCISE 1 Speaking

Ask students to work in pairs or small groups to make a list of problems. Get brief class feedback and build up a list on the board. Ask, Which are the most common problems? How do you deal with them?Pre-teaching vocabularyCheck the following key words: plugged in (connected to the electricity supply); volume button (controls how loud a machine is).


Give students time to read through the questions fi rst. Ask if they can guess the problems from the questions. Play the recording. Let students check their answers in pairs before getting feedback in open class.Answers1 get the sound to work on his headphones2 no3 Yes. He alters the volume.4 A fi lm (movie) – The English Patient.5 Yes. He selects the fi lm for her.

FINDING OUT THE PROBLEM 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. Brainstorm any other similar expressions from students. (For example, Do you need any help? Do you have a problem? Do you need a hand?)Language notesNote that What is ...? abbreviates to What’s in spoken English. Matter means problem.


Play the recording. Ask students to listen and repeat. You can help show the intonation pattern with a hand movement: hold your right hand in front of you, horizontally, palm down, then move it up to show rising intonation, or down to show falling intonation. A visual gesture is a surprisingly useful aid to students attempting to learn intonation patterns.

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Language notesI’ll uses the abbreviated form of the modal verb will and is followed by the base infi nitive. It is used to make offers, promises and even threats. Although called the future simple form, it is effectively used to make offers both now and/or in the future. Many learners revert to the present simple to make offers (I get you a blanket). Make sure your students are aware that they should use and pronounce ’ll.Note the use of get, a word which has many meanings in English and here is used to mean bring or fi nd. It’s used informally in spoken English.


Play the recording. Students listen and repeat. Pronunciation notesI’ll /aIl/ is diffi cult to pronounce. Students should start the sound with lips apart in a circle on ‘a’, close the lips a little through ‘i’, then fi nish the sound by touching the top palate just behind the teeth with their tongue to make ‘l’.

EXERCISE 5 Speaking

Read through the problems with the class and check students understand all the words. Then have a conversation in open class to get students started and show them how the prompts work: You say a problem, then you elicit a query from the class, then you explain, etc. Ask students to work in pairs. Tell each pair to decide who is the passenger, and who is the fl ight attendant, and to prepare what they are going to say before acting out their fi rst role play. Then ask them to change roles and act out a different situation. Monitor, prompt students to use I’ll correctly, and feedback on good examples of language use and errors you heard. You could ask a couple of pairs to act out a dialogue in open class at the end.

ROUND UP

Ask students to work in pairs to choose one of the photographs on page 38 and prepare a dialogue to go with the photo. When they are ready, ask a few pairs to act out their dialogue in open class. The rest of the class must guess which photograph they are basing their dialogue on.

LEAD IN Speaking

Revise the previous lesson by asking students to tell you what minor problems were discussed. Revise useful vocabulary for exercise 1 by asking students to look at the four photographs on page 38 and work with a partner to label as many objects as they can and to think of useful verbs (eg, seatbelt; buckle; fasten; blanket; get; pass; stow; handset; press; card; fi ll in; menu; order).

Dealing with problems

EXERCISE 1 Speaking

Ask students to work in pairs or small groups to come up with ideas about what the fl ight attendants are saying. Then get feedback in open class.Pre-teaching vocabularyCheck the following key words: upright (not leaning back); fasten (connect the two parts of a seatbelt).


Give students time to read the questions. Ask, What do you think the fl ight attendant will say in each situation? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 He offers to check on their arrival time.2 a sandwich3 a blanket4 no5 She offers to try to fi nd a doctor or nurse.


Give students time to read the sentences and write in any words they think they know. Ask, What part of speech are the missing words? (infi nitives of verbs). Play the recording. Students listen, fi ll in the gaps and then check in pairs. Get feedback in open class at the end.Answers1 get back 2 get 3 meantime 4 see 5 ask

OFFERING TO HELP (1) 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.

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APOLOGIZING 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 most apologetic? (I do apologize; I can only apologize) Language notesIn spoken English, when the auxiliary verb is used and expressed in full it is done so for emphasis: I am sorry; I do apologize.


Ask students to read the sentences and note the strongly stressed words in bold. Play the recording. Ask students, Which words did they stress? and How did they use intonation to sound apologetic? Then ask students to listen to each phrase again and to repeat it.Ask students to work in pairs to take turns practising reading out the sentences in an apologetic way. Pronunciation notesEnglish is a stress-timed language which has a much wider intonation pattern and much stronger stresses than many other languages, so students may fi nd it odd to master such an exaggerated way of speaking (to their ears).To sound very apologetic in English, start the intonation pattern high and exaggerate the pattern.Note the strong stress (in bold) and the intonation pattern:

I do apologize.

EXERCISE 6 Speaking

Read through the problems with the class and check they understand all the words. Then have a conversation in open class to get students started and show them how the prompts work: You say a problem, then you elicit an apology from the class, then you refuse it, etc. Ask students to work in pairs. Tell each pair to decide who is the passenger, and who the fl ight attendant, and to prepare what they are going to say before acting out their fi rst role play. Then ask them to change roles and act out a different situation. Monitor, prompt students to use a wide intonation pattern correctly, and feedback on good examples of language use and errors you heard. You could ask a couple of pairs to act out a dialogue in open class at the end.

ROUND UP

Write, My most embarrassing moment on the board. If you can think of a good example, describe a situation in your career when something went wrong, you felt embarrassed, and you had to apologize. Then ask the class if they can think of any embarrassing situations they can share. If students are reluctant to speak, ask them to work in pairs to share and then ask pairs to tell the class about what they discussed.

LEAD IN Speaking

Write a few situations on the board: There are no sandwiches left; You bump into a passenger in the aisle; You spill coffee on a passenger; A passenger’s handset doesn’t work; You can’t accept a passenger’s credit card. Ask students, Would you apologize in these situations? Which situation is most serious or embarrassing? What would you say in each situation?

Saying sorry

EXERCISE 1 Speaking

Ask students to discuss the questions in pairs or small groups. Get feedback in open class at the end and elicit interesting personal experiences.Speaking notesA good way of managing an extended discussion like this is to make one student in each group of four the ‘chairperson’ – it is their job to ask the questions, nominate people to speak in their group, and to summarize what was said in the feedback.Pre-teaching vocabularyCheck the following key words: what a pity (how disappointing); same old story (this always happens); run out (not have any more).


Give students time to read the situation, then play the recording. Students listen and note the problems. Let them check answers in pairs before discussing in open class.Answerspeppermint tea, tomato juice, cheese sandwiches


Give students time to read the questions and write any answers they already know. Then play the recording again. Students listen and note the answers. Let them check answers in pairs before getting feedback in open class.Answers1 Passenger 3: ‘I don’t believe it – it’s the same old story. You always

seem to run out.’2 Passenger 3: ‘They’ve been very popular today.’3 four4 Seven, if you include ‘I’m afraid we’ve only got apple juice and orange

juice today.’


Give students time to complete any gaps they can, then play the recording extract. Let students check answers in pairs before getting feedback in open class.Answers1 get 2 sandwiches 3 run 4 popular 5 chicken 6 same 7 seem 8 apologize 9 way 10 about

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way, most passengers are happy. So I would say in general they're not diffi cult to please. There’s just a minority that may have problems and they can be the diffi cult part of a fl ight attendant’s job. Goodness, if fl ight attendants didn’t have the appropriate training to handle in-fl ight situations, particularly with customer complaints and customer problems, I think there'd be a lot more unhappy customers. So the training is quite intense. There’s usually, most airlines will usually provide at least a week or possibly two weeks of customer service training whereby one week of that, or half of that training is centred on handling passenger complaints so they have good training to deal with common situations.

2 What’s the most common minor complaint?S: You know, the most common complaint we have on board as fl ight attendants

is the seating. A lot of people can’t pre-book their seat and they either want a window seat or they want an aisle seat or they want to be near the front or they want to be near their friends who they’ve been separated from because their friend was able to book their seat, etcetera, so the commonest problem is seating. And I think the second most common problem you’ll experience as a fl ight attendant is the meals, because when there are meals on board we can only carry, you know, a choice of two, maximum three, and we always seem to run out of the choice that passengers want the most of that day, so those are the two most common complaints.

3 Is the passenger always right?S: I think the passenger is always right. If they have a problem, or if they

think they have a problem, or they think something’s wrong, I think it’s important that the fl ight crew acknowledge that, and show the customer or the passenger that they understand the problem and that they're going to deal with it, so, in many ways I do believe that the passenger is always right. In technical terms they are always right, but of course we know in reality that, you know, they may not be right, but I do feel that it’s important that fl ight crew can see that if the passenger thinks there’s a problem then we must accept that and deal with the problem so that the passenger feels comfortable and happy that their problem has been acknowledged and is being dealt with.

EXERCISE 5 Speaking


ROUND UP

Revise useful words and phrases from the unit by telling students you are going to read out a list of prompts and they must write a word or phrase for each. Then read out the following:Write down ...A way of apologizingA type of criminalA passenger problemA role that fl ight attendants playA way of asking if passengers have a problemA way of offering to get somethingLet students discuss their answers in pairs before getting feedback in open class.

LEAD IN Speaking

Write, Pickpocket strikes on fl ight from Tokyo to Paris on the board. Point out that a pickpocket is a thief who steals personal belongings without the victim noticing. Ask students what they think this headline is about. Ask, Have you ever experienced a crime on a fl ight? What happened?

EXERCISE 1 Reading

Give students time to read 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 discussing in open class.Answers1 Thousands of pounds in cash was stolen from passengers as they slept

on the overnight fl ight from Tokyo to Paris.2 at least six passengers, in Business class3 No. The airline did not comment on this particular incident, but said

that in general passengers’ belongings in the cabin are their own responsibility

Vocabulary in contextWrite the following defi nitions on the board and ask students to match them to synonyms in the text: see or notice (spot); amounts (sums); say who it is (identify); disappeared (vanished). You could also ask students to fi nd words connected with money in the text: pounds, worth, cash, wallets, sums, currencies, prices, pay.

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 vocabularyCheck the following key words: nerve-wracking (making you feel nervous); courteous (very polite); intense (strongly felt); acknowledge (recognize).


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.Answers1 Usually most airlines provide a week or possibly two weeks of customer

service training and one week, or half, of that training is centred on handling passenger complaints.

2 the seating and the choice of meals3 show that you understand the passenger’s point of view, and deal with

their problemCD1 Track 5.91 In general, are passengers diffi cult to please?S: You know, fl ying is always very tense and nerve-wracking for passengers and

crew alike, and on the whole most passengers are easy to please, providing you give them what they want, when they want it, in a polite and courteous

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IT 6 Is there a doctor on board?

Pronunciation notesPoint out the pronunciation of the following vocabulary items: hurt /h3;t/; bleeding /"bli;di•/; dizzy /"dIzi:/

CHECK ➞ CALL ➞ CARE 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 notesNote that, in an emergency, the imperative form (Get ...) is used to tell people what to do and Can you ...? is used to ask people to do things. We use going to + infi nitive to talk about intentions and plans which the speaker has already decided to do.


Ask students to look at the questions in pairs and decide which are open questions with falling intonation and which are yes/no questions with rising intonation. Play the recording. Ask students to listen and repeat.


Ask students to work in pairs to label the diagram. In feedback, point out the stress and pronunciation of these words and ask students to repeat them after your model.Answers 1 automatic external defi brillator (AED) 2 cardiopulmonary resuscitation (CPR) mask 3 aspirin 4 antiseptic wipes 5 gloves 6 bandages? 7 syringes 8 oxygen 9 stethoscope10 dressingsPronunciation notesNote the stress in these words: stethoscope; syringes; bandages; oxygen; antiseptic.Note: CPR /%si; pi; "a;(r)/; AED /eI i; di;/

Follow up by asking students for which medical emergencies they would use each piece of equipment in the picture.

ROUND UP

You could extend exercise 5 into a speaking activity. Ask pairs to choose a medical emergency (for example, a fall in the cabin; somebody faints), then write a dialogue using the phrases in the language focus and/or exercise 5. Ask some pairs to act out their dialogue in open class.

LEAD IN Speaking

Ask students, What procedures do you follow to avoid accidents on planes? Use mime to elicit the vocabulary of accidents. It is easy to mime the following: trip up; bang your head; cut yourself; fall down/over; spill hot coffee; twist your ankle/knee.

Dealing with an on-board accident

EXERCISE 1 Speaking

Give students time to read through the questions. Check any unknown words. Then ask students to discuss the questions in pairs. Get feedback in open class.Pre-teaching vocabularyCheck the following key words: suspended (stopped for a short time); unconscious (when you are in a condition like sleep after hitting your head); injury (physical damage); nasty (not nice).


Ask students to look at the picture, and ask, What do you think the accident in the listening might be? Give students time to read the situation and questions. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 a female passenger in row 202 a head wound3 During the turbulence a laptop fell out of the overhead locker onto her

head.4 to take his seat and strap in securely5 to get the fi rst aid kit immediately


Give students time to read through the questions. Ask if they can predict the next part of the listening. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 No one. She is alone.2 a bit dizzy3 a glass of water4 a small cut5 clean up the wound and put a dressing over it6 hold a compress against her forehead; get into her seat and strap in


Ask students to work in pairs to complete the sentences. Check answers in feedback by reading out the sentences with the missing words in. You could ask students to listen and repeat. Check the meaning of the missing words.Answers1 hurt; bleeding 2 fell 3 feeling 4 bang 5 dressing 6 dizzy 7 hold

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Pronunciation notesThe imperative form is strongly stressed in each sentence.Pre-teaching vocabularyCheck the following key word: diagnosis (doctor’s decision about what is wrong with a patient).


Give students time to read the situation and the questions. Ask, What do you think will happen in this situation? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 that the man is going into cardiac arrest 2 yes 3 that they divert the plane to the nearest hospital without delay 4 The captain will contact ATC and arrange to land at the nearest airport.Pre-teaching vocabularyCheck the following key words: diversion (change of route and destination); cooperation (helpfulness).


Give students time to read the announcement and guess the missing words. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 important 2 divert 3 nearest 4 prepare 5 anticipate 6 remain 7 inconvenience 8 updated


Play the recording. Students listen and repeat. Then ask students to work in pairs to practise reading the announcement.Pronunciation notesBefore asking students to practise reading the announcement, you could get them to analyze it for pausing and stress. They should mark up the text as shown below:Ladies and gentlemen, // if there is a doctor on board, // please make yourself known // to a member of the crew immediately // by pressing your call bell. // Thank you.

EXERCISE 9 Speaking

Ask students to work in groups of four. Each group must decide who will play the ill passenger and his/her friend, who will play the fl ight attendant and who the purser. Give students preparation time. The passengers must chat and decide what the medical problem is going to be and what they could say. The fl ight attendants should, meanwhile, look back at language in the unit and think about what they should say in a medical emergency.When each group is ready, ask them to act out their role play. Then ask them to change roles and act out a different situation. Monitor, prompt students to use the imperative correctly, and feedback on good examples of language use and errors you heard. You could choose a good group to act out one of their role plays for the class at the end.

ROUND UP

Give students further practice of making emergency announcements by asking pairs to analyze the text in exercise 7 for stress, pausing and intonation. Once they have marked up the text (as shown in the notes above for exercise 8), ask pairs to take turns reading it out.

LEAD IN Speaking

Write the following words on the board: faint; collapse; throw up; have a heart attack; feel dizzy; feel airsick; have an anxiety attack. Check the meaning of the words and then ask students which of these medical incidents they have experienced.

Dealing with a serious medical incident

EXERCISE 1 Speaking

Check the difference between a medical incident (something that happens – an asthma attack, for example) and an accident (a happening that involves receiving injuries – a fall or a crash, for example). Ask students to work in pairs or small groups to discuss the questions. Get feedback in open class and encourage students to share their personal experiences.Pre-teaching vocabularyCheck the following key words: medical kit (pack with emergency medical supplies in); weak (not strong); shallow (not deep).


Give students time to read the situation and the questions. Ask, What can you guess about the situation from the questions? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 T 2 F – he is travelling with his wife. 3 F – she wants to put him on the fl oor. 4 F 5 T 6 F – they need a doctor. 7 T – he is a diabetic and has injections. 8 F – he is 63. He’s been tired recently. 9 T 10 FCultural noteDelhi is a city in northern India. Colombo is a city in Sri Lanka.


Give students time to read the sentences and write in any words they think they know. Ask, What part of speech are the missing words? Play the recording again if students are unclear about any answers. Students listen, complete the remaining gaps and then check in pairs. Get feedback in open class at the end. You could ask students to practise saying the phrases in pairs.Answers1 hear 2 heart 3 breathing 4 get 5 mask 6 care 7 administered 8 pulse

EXERCISE 4 Speaking

Ask students to discuss the questions in pairs or small groups. Get feedback in open class at the end.Pronunciation notesNote the pronunciation of heart /ha:t/ and pulse /pVls/.

GIVING INSTRUCTIONS TO CREW 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 notesNote the use of the imperative here (Get ..., Tell ..., Make ...). Note the structure Get (someone) to do (something) which means tell or persuade someone to do something.Grab means take quickly with urgency.


Play the recording. Students listen and repeat.

UN



Ask students to work in pairs to make sentences. Monitor and correct poor pronunciations of –ed.

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, Which order do we usually use these phrases?Language notesAt fi rst (= early on), Soon after (= later on) and In the end (= at the end of this period of time) place a story in the context of when events took place.First, Then and Finally are sequencers used to order events.Eventually is similar in meaning to In the end but also suggests the end of a process in which many things have happened.

EXERCISE 4 Speaking

Ask students to work in pairs to look back at the Listening on page 44 and order the key events. Then tell them to take turns telling the story. Monitor, prompt, and listen for good language use and errors involving past forms and linkers.

EXERCISE 5 Reading

Ask students to read the text without looking at the list of missing words and try to remember or guess which words are missing. Then ask students to work in pairs to complete the text with the words in the box. Get feedback in open class at the end.Answers1 happened 2 cardiac 3 condition 4 comfortable 5 pulse 6 defi brillator7 fi rst 8 administer 9 recommended 10 aware 11 services 12 until 13 transferred 14 resumedVocabulary in contextWrite the following defi nitions on the board and ask students to match them to synonyms in the text: moved from one place to another (transferred); give medically (administer); heart attack (cardiac arrest); quick (prompt); asked for (requested); not changing (stable).

ROUND UP

Activity 1Write the following in a list on the board: At fi rst, ...; Soon after ...; Then ...; After that ...; Eventually, ...; Finally, ...Ask students to think of an accident or medical incident that they have experienced on a fl ight. Tell them it could be major or very minor. Ask them to think of how to describe the experience using fi ve of the linkers.When students are prepared to speak, replace the linkers on the board with the following: Really?; Oh no ...; Then what happened?; Did you? I don’t believe it?; How nerve-wracking!Pair students with someone new, and tell them to take it in turns to talk about their incident. The listener must use the words on the board to ask about and encourage the story-telling. Monitor and note good language use and errors.Activity 2Ask students to write a report of an incident they have experienced using past forms and linkers. This could be for homework.

LEAD IN Speaking

Ask, What is the procedure for reporting a medical incident on a fl ight? Who has to report the incident and who to? Have you ever had to report an incident? If so, what was the incident and what did you say or write?

Reporting a medical incident

EXERCISE 1 Speaking

Lead in by asking students what they remember about the incident in the previous lesson or by asking students to look back at the lesson to remind themselves. Ask students to work in pairs to do the role play. Tell students to take turns to play the two roles. Monitor and note how well students manipulate past forms.

TALKING ABOUT THE PAST 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, How do we form regular past forms (add –ed to the infi nitive); How do we form questions? (see below).Language notesWe form the regular simple past by adding –ed to the infi nitive. You could point out the following slight exceptions:collapse + d (because it ends with e); stop + p + ed (double the consonant when the verb ends consonant, vowel, consonant); carry – y + i + ed (change y to i).Object questions use the auxiliary verb did: question word (object) + did + subject + infi nitive + ? (What did you do?)Subject questions: question word (subject) + past form + ? (What happened?)You could provide practice of these phrases by asking students to do the role play again, but this time the person asking about the incident must ask as many questions as they can.


Ask students to work in pairs to decide which words go in which column. Do one or two as a class fi rst to get students started. Play the recording. Ask students to listen and check their answers. Play the recording again. Ask students to listen and repeat.Answers/t/: checked, stopped, asked, switched/d/: happened, resumed, informed, arrived, closed, remained, administered, suffered/Id/: reported, fainted, needed, decided, assisted, recommendedPronunciation notes-ed is pronounced /d/ after voiced consonant sounds and vowel sounds (which are always voiced).-ed is pronounced /t/ after unvoiced consonant sounds.-ed is only pronounced /Id/ after /t/ and /d/ (for example, chatted /tS&tId/). Beware of and correct students who overuse /Id/.Voiced means that the voicebox vibrates slightly as the sound is made, so /b/ and /p/, for example, are identical plosive sounds except that /b/ is voiced (hence robbed /rQbd/) and /p/ is unvoiced (hence stopped /stQpt/).

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we cover all sorts of things from fractures to hyperventilation, to heart attacks and strokes and we are taught how to deal with such a wide range of situations that can occur on board, you know, from giving birth on board to, you know, a nose bleed so there are many different aspects of nursing training that fl ight attendants receive and again at the pre-fl ight briefi ng that skills and knowledge that people have prior to their fl ight attendant role, if they’ve been a nurse in a previous job, then that all comes together at the pre-briefi ng so as well as having, you know, excellent fi rst aid training, should a situation arise on board, you’ve usually got one or two people who can actually use previous experience in addition to that.

2 Do you have a special medical crisis that you remember in particular?S: Once I was working down in the back galley on a jumbo jet, and this

gentleman came and sat on one of the crew seats, and at fi rst I looked at him and he looked a little bit grey, and I was a little bit worried because he, he asked for a glass of water and I noticed he was sweating profusely on his head, and I gave him the glass of water and carried on getting the food trolleys ready for the cabin crew, and as I manoeuvred a trolley around him he just fell on the fl oor in front of me, and I recognized immediately that he was going into heart attack, partly because of his grey colour, I mean he was so grey and the sweating, you know, it should have really alerted me to this a minute or two earlier but I was busy just getting the food trolleys and I just thought he needed a glass of water. However, when he collapsed I managed to get him into the recovery position and immediately went on to the inter-phone to call one of the stewardesses who had been a nurse in her previous job, and she came down within seconds and we managed to get the passenger onto the fl oor with an oxygen bottle and she revived him. She was incredible – she was very calm and, you know, with the oxygen and just monitoring him, he – the colour returning to his face was quite spectacular. He went from grey to rosy red within fi ve minutes and we moved him into Business class after that so that we could monitor him more carefully and just checked that he wasn’t getting, you know, sort of claustrophobic. We don’t know what brought his heart attack on, but we were pleased that it was only a minor heart attack and he did make a full recovery.

3 What’s your advice about medical incidents on board to fl ight attendants in their fi nal phase of training?

S: I would say to fl ight attendants in training, not to worry too much about in-fl ight incidents that may occur because the training that they receive as fl ight attendants is very, very good and on top of that the ability and the skill within the fl ight attendant team is usually pretty high, so there will usually always be somebody on board working with you who has been in a nursing profession prior to the role, so advice to you as a fl ight attendant just starting out your career is to be calm, remember your training and always remember to utilize the skills and ability of your fellow crew around you.

EXERCISE 5 Speaking


ROUND UP

Revise vocabulary from the unit by asking students to write words and phrases connected with the industry under the following headings:Types of accident / Items in a medical kit / Diagnosis and treatmentAsk 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.

LEAD IN Speaking

Ask students if they have ever had to ask if there was a doctor on board. If so, ask, What was the problem and what happened? What was the attitude of the doctor?

EXERCISE 1 Reading

Give students time to read the questions, and check any unknown words. Then ask students to read the text and make notes. Let students discuss the answers in pairs before discussing in open class.Answers1 A doctor responded to the call from the cabin crew and ended up

treating several patients.2 three – none of them serious medical emergencies3 fetching equipment the doctor needed; administering oxygenVocabulary in contextWrite the following defi nitions on the board and ask students to match them to synonyms in the text: natural, unthinking feeling about what to do (instinct); group of people watching something (audience); go down (sink); feeling very anxious (panicky).

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 vocabularyCheck the following key words: second to none (nothing is better); sweating profusely (sweating – losing water from the body through the skin – a lot); revive (bring back to consciousness); claustrophobic (feeling afraid because you are in a small or crowded space).


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.


Play the recording again. Students listen and complete the text. Let them check in pairs before open class feedback.Answers 41 fractures 2 hyperventilation 3 heart attacks 4 strokes 5 giving birth 6 nose bleedAsk students to work in pairs to retell the story. Remind them to use linking words and past forms. At the end, ask a few pairs to tell parts of the story in open class. Discuss the follow-up question 3 in open class.Answers 3Two main reasons: fi rst, fl ight attendants’ medical training is excellent and they are taught how to deal with a wide range of situations that can occur on board; second, there is always someone on board (doctor/nurse or experienced crew member) who will know how to deal with medical problems.CD2 Track 6.101 Were you trained to be a good nurse?S: One of the good things about the fl ight attendant training is the fi rst aid training

that people receive. It’s absolutely second to none and it’s so specifi c and intensive training, so you’re looking at, at least fi ve days of fi rst aid training and

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IT 7 In-fl ight emergencies

GIVING INSTRUCTIONS 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 part of speech do we use to make emergency instructions? (the imperative).Language notesNote that we use the imperative to give instructions in an emergency because it is short, sharp and decisive. In English, the imperative form is identical to the bare infi nitive form.


Play the recording. Ask students to listen and repeat.Pronunciation notesNote the strong stress on the verb in the imperative form:Stay in your seats.Remain calm.

EXERCISE 6 Speaking

Give students time to read through the situations and phrases, and check any diffi cult words. Ask students to work in pairs to match the phrases to the situations. Monitor and help. In feedback, ask if students can think of any other phrases to use in each situation.

ROUND UP

You could extend exercise 6 into a role play activity. Ask students to work in pairs and choose one of the situations in exercise 6. Then ask them to prepare a dialogue based on the situation and to practise it. You could ask a few pairs to act out their dialogue in open class at the end.

LEAD IN Speaking

Ask students to work in pairs to brainstorm a list of in-fl ight emergencies. Give students time, then elicit and write up a list on the board as a class. Students could compare their list to the list in exercise 2. Ask, What should you say and do in these emergencies? Have you ever experienced any of these emergencies? What did you say and do?

Taking charge in an emergency

EXERCISE 1 Speaking

Ask students to work in pairs or small groups to discuss the roles. In feedback, ask, Which roles are most important?


Give students time to read through the serious on-board events, and check any unknown words. Then ask students to work in pairs to compare the events, and to discuss the questions at the end of the activity. Get extended feedback in open class. Discuss any disagreements about the seriousness of the emergencies. Then either discuss the questions in exercise 3 in open class or let students talk in pairs fi rst before a class discussion.Pre-teaching vocabularyCheck the following words: grab (take quickly and urgently); adjusting (moving it until it’s in the right position); fi tted (fi xed in position).


Give students time to read the announcement and guess the missing words. Play the recording. Ask students to listen and fi ll in the gaps. Let them check their answers in pairs. Get feedback in open class at the end.Answers1 emergency 2 emergency 3 Stay 4 fastened 5 calm 6 follow 7 down 8 down 9 over 10 mouth 11 normally 12 over 13 mouth14 pull 15 band 16 before

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Vocabulary in contextWrite the following defi nitions on the board and ask students to match them to words in the text: keep thinking about (bear in mind); to go carefully (make your way to); tear (pull apart paper or cloth).Note: bear /be@/ and tear /te@/

INSTRUCTIONS NOT TO DO SOMETHING 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 notesWe form negative instructions by placing Do not or Don’t before the imperative form of the verb. Using Do not rather than Don’t emphasizes the fact that this is an instruction not to do something. It makes the instruction stronger and more of a warning.

EXERCISE 5 Speaking

Ask students to work in groups of three to practise reading out the announcement. You could support the students in doing this task by getting them to analyze their section of the announcement fi rst, marking it up for strong stresses, pausing and intonation (see pronunciation notes below). Remind students that their voice should be calm, reassuring but decisive when they speak.Pronunciation notesNote the stresses, pausing and intonation in this opening section of the announcement.

➚ ➘ ➚Ladies and gentlemen, // as the captain has just told you,

➘// we shall be landing in twenty minutes. //

➚Can you wait a moment?

ROUND UP

Write the following verbs on the board: give; remain; collect; fasten; point out; evacuate; return; follow; adopt. Ask students to work in pairs to fi nd words and phrases in the texts in the lesson that collocate with the verbs. Get feedback in open class at the end. This activity revises the lesson and does some work with collocations.

LEAD IN Speaking

Write the following prompts on the board: Make sure ...; Check ...; Help ...; Tell .... Ask students, In an emergency situation, what is your role? What do you have to do? (Tell students to use the prompts to answer this question.) Ask, What personal qualities are important in an emergency situation? You could elicit some of the following: calm; clear; decisive; organized; supportive.

Preparing for an emergency evacuation

EXERCISE 1 Reading

Give students time to read the text. Ask, What has happened? How do the passengers feel? Check shut down (switch off) and severe (really bad or strong). Ask students to discuss the questions in pairs. Get feedback in open class.


Give students time to read the text and guess the missing words. Check evacuate (empty of passengers). Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 speaking 2 technical 3 20 (twenty) 4 normal 5 slides 6 prepare 7 carefully

EXERCISE 3 Speaking

Give students time to read the suggestions and check any unknown words. Ask students to discuss the suggestions in pairs. Get feedback in open class at the end.


Lead in by asking students what procedures they would expect to hear announced before an emergency landing. Give students time to read through the text and guess the missing words. Play the recording. Students listen and fi ll in the gaps. Let students check their answers in pairs before getting feedback in open class.Answers1 leaving 2 evacuation 3 exactly 4 keep 5 going 6 shows 7 bracing8 sides 9 marked 10 pointed 11 locate 12 additional 13 belongings 14 behind 15 remove

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Play the recording. Ask students to listen and note the weak pronunciation of to. Play the recording again. Ask students to listen and repeat.Pronunciation notesEnglish is a stress-timed language. We give key words that carry meaning a lot of emphasis and reduce unimportant words to a sound so reduced that it’s hard to hear. Not the following – stresses are in bold:The purser told the passengers not to worry.

EXERCISE 7 Speaking

A nice way to manage this activity is to divide the class into pairs of reporters and pairs of passengers. The reporter pairs must work together to prepare questions. The passenger pairs must look back at the text and think about how to report the instructions. When students are ready, mix pairs so that a reporter is with a passenger. Ask students to act out the role play. When they have fi nished, repeat the process, asking students to take on the other role in both preparation and role play. Monitor, prompt, and listen for good language use and errors involving question forming and reported instructions.

ROUND UP

Ask students to work in small groups to make up a story about another miraculous escape. Write the following questions on the board to guide the students in their preparation:What happened?Where and when did it happen?What fl ight was it and who was on board?What did the captain do?What did the fl ight attendants do?What happened in the end?When students are ready, divide them into new groups of four. Tell the students to take turns to ask about and tell their stories.

LEAD IN Speaking

Write the following words on the board: incredible; miracle; survivors; escape; heroes; rescue. Ask students what the words mean and what connects the words. Ask if they know of any real-life stories involving an aircraft that could be told using these words. If any students do know a story, ask him/her to tell the class.

Reporting an evacuation

EXERCISE 1 and 2 Reading

Read the introduction, then discuss the picture and the headline in open class. Find out how much students already know about the story. Answeran aircraft fl oating on water; people standing or sitting on the wings and on the evacuation slides

EXERCISE 3 Speaking

Ask students to discuss the questions in small groups. Get feedback and discuss in open class.

EXERCISE 4 Reading

Give students time to read through the questions. Then ask them to read the text and fi nd the answers. Let them check their answers in pairs before getting feedback in open class.Answers1 a bird-strike 2 on water in the River Hudson 3 none 4 the captain 5 good training


Ask students to work in pairs to search the text and match words to defi nitions. Get feedback in open class at the end.Answers1 massive 2 a strike 3 to survive 4 to ditch 5 fl oating 6 slightly 7 submerged 8 injuries 9 fi rst-class 10 superbly

TALKING ABOUT THE PAST 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, What form do we use to report instructions? (see notes below).Language notesThe form used here is: tell someone (not) to do somethingNote the changes from imperative to reported instruction:Prepare to ... He told them to prepare to ...Don’t worry. He told them not to worry.You could provide practice of forming reported instructions by asking students to change the sentences in the Language focus boxes in the two previous lessons into reported instructions.

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IT 7 Case study

the fuel tanks: They were in the wings, so the captain didn’t want the exit doors over the wings to be opened, although two passengers did open them; fortunately they did not explode.passengers behaving selfi shly: One woman with two children jumped out before them, leaving them at the top of the evacuation slide; one man was determined to take his briefcase, blocking the escape of other passengers; two passengers opened the wing doors, despite instructions not to.3 1 cope 2 stress 3 competent 4 calm 5 drills 6 approachCD2 Track 7.61 What was the most serious emergency you experienced?S: One of the most horrible situations I experienced was a fl ight leaving Lusaka,

Africa, and we’d as a crew had a wonderful ten days in Africa doing safari and all excited about going home, you know, to show our friends all the wonderful photos, and on take-off at V1 just before V1 which is the point the aircraft must leave the ground, there was an instrument failure and the pilot was fl ying the aircraft and needed to have a speed of 140 knots but at V1 at this point where the aircraft must take off, the captain’s speed went down to 80 knots so they took an unprecedented decision in aborting the take-off at V1 and this was unplanned, no crew knew about what was happening. All we knew that the aircraft suddenly came into brake form and the aircraft started swerving violently from left to right and I can remember as a junior stewardess at the time looking at my senior crew member and he had veins popping out of his neck. He was obviously, you know, really, really scared. My crew were looking quite terrifi ed. As I looked down the cabin I could see into the Business class section and I saw fear on people’s faces and their knuckles were white and stretched as they were grabbing their arm-rests and all this time the aircraft was shaking violently from left to right; had completely lost control of, you know, going straight. At the time I felt the nose had lifted up because I was sitting at the doors one left which is at the front of the aircraft and I remember feeling the sensation of going up and then feeling the bang as the nose wheels came back down, but I’ve since been told that that couldn’t possibly happen so I would imagine that it was just braking at that crucial point, which was quite severe braking and that in itself created lots of secondary problems for us as fl ight crew. We had no communication from the fl ight deck during that initial, sort of, 20/30 seconds. It was a very frightening experience particularly because as an experienced fl ight crew you gauge when you are going to be taking off and I knew we’d been going along that runway for at least 25/30 seconds and gaining speed all the time, so I knew take-off was imminent and the fact that we were suddenly swerving and literally going violently from left to right with the wing tips, you know, virtually touching the ground, was very, very scary and no communication from the fl ight crew. So that Lusaka experience was one of the most serious emergency situations I’ve encountered through my fl ying career.

2 Did you ever have to evacuate passengers?S: That emergency called for an immediate evacuation. The captain did come

on to the announcement at that point and apologized to the passengers that we had had such an aborted take-off and he quickly explained that his instruments had failed and he had decided to abort the take-off, but there was no worries, no problems. We would sit and we were going to taxi back to the airport. But in fact what had happened through that violent braking, all the tyres on the aircraft had burst, bar three, so this meant that the captain had no steering facility which was why the aircraft was jerking so severely from left to right. So he brought the aircraft to a stop and made another announcement. He was excellent in communicating with the passengers and the crew immediately. I mean, you know, I commend his communication skills on that occasion, but the evacuation had to take place because we couldn’t move the aircraft and basically the heat from that braking was getting to a danger point near the fuel tanks, so evacuation via the slides had to take place. Evacuating the passengers – it was the fi rst time I’d ever had to do this in my fl ying career and your brain goes into automatic. All the training that you’ve taken in and absorbed through every year you are fl ying suddenly comes into play and once the aircraft had stopped and the captain had told us we were to evacuate, as I said, your training comes into the front and

LEAD IN Speaking

Write the headline to the article in mixed-up form on the board. For example: criticized to Crew’s incident response take-offAsk students to work in pairs to put the words in the correct order to make a headline (Crew's incident response to take-off criticized). Then ask, What do you think the article will be about?

EXERCISE 1 Reading

Give students time to read through the events and the question. Then ask them to read the text and put the events in order. Let students check their answers in pairs before getting feedback in open class.Answers1 a 3 b 1 c 7 d 5 e 8 f 6 g 2 h 42 The cabin crew moved passengers to other seats and even tried to

release oxygen masks with their ID cards.Vocabulary in contextCheck the following words from the text, all of which are connected with one thing coming into physical contact with another: hit, strike, bang, bump. Use mime to show meaning.

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 vocabularyCheck the following phrases: aborting the take-off (suddenly stopping it); swerving from side to side (moving uncontrollably); white knuckles (when the joints in the middle of your fi ngers go white because of fear); jerking from side to side (moving uncontrollably and in a bumpy, violent way); dart out of a seat (jump and run quickly from a seat); impeding passengers (blocking them and slowing them down).


Give students time to read the situation and the questions. Play the recording. Students listen, take notes, then discuss their answers in pairs. Get feedback in open class at the end.


Give students time to read through the tasks. Then play the recording. Ask students to make notes in preparation for speaking and fi ll in the missing words in the third task. Let students check their answers in pairs before getting feedback in open class.Answers1 V1: There was instrument failure just before V1, which is the point at which an aircraft is committed to leaving the ground.braking: This caused the aircraft to swerve violently.senior crew member: He was so scared that she could see the veins in his neck.people in the Business class section: She could see the fear in their faces and the knuckles on their hands were white as they held on tightly to their arm-rests.communication from the fl ight deck: There wasn’t any (presumably the crew were too busy trying to control the aircraft).2 announcements from the captain: The captain’s communication skills were excellent.the tyres on the aircraft: All the tyres except three had burst.

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stewardesses and again unfortunately the stewardesses at the over wing were very inexperienced and didn’t have the authority to stop those passengers and I think possibly a bit of that plus their inexperience and their own personal need to get out maybe have forced them to allow the passengers to open the doors. Fortunately this story was a happy ending because the evacuation went well. We evacuated all the passengers within eighteen seconds and we had a hundred and ninety passengers on board so that was pretty good, and there was no danger to anyone and the aircraft although very sick, didn’t cause any problems to any of us, and there were no injuries for passengers either.

3 What special qualities as a fl ight attendant do you need in emergencies?S: I think all fl ight attendants have to be able to cope with pressure and stress.

They have to be able to demonstrate a calmness, and they have to also be competent and feel confi dent about what they’re doing and what their role is and what their responsibility as a safety offi cer on board is, and if you can be calm, if you can absorb your training and know your drills as to what to do in any given situation, particularly emergency, then the training will automatically take over and your calm approach plus your training will help you deal with the situation in the best way possible.

EXERCISE 5 Speaking


ROUND UP

Revise vocabulary from the unit by asking students to write down as many phrases as they can under the following heading:Instructions in an emergency situationAsk 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.

you just go into automatic so the doors were opened and the slides infl ated, but funny things happen when people are scared and panicking, and the passengers – I had been watching them as we were trying to open the doors and, you know, make an exit for them, just seeing those knuckles – I’ll never forget those people sitting poised, waiting to dart out of their seat, and one man, as we began shouting instructions – unfasten your seatbelt, leave your seat, come this way – this man, he ran to the door and the slide hadn’t fully infl ated – it was just unfolding and he jumped out before anyone could stop him. Fortunately, he didn’t hurt himself because by the time he was going down the slide, the bottom of the slide had actually infl ated and he was able to evacuate. I think he just had a few damaged, scratched knees. Also, some people become really, really selfi sh. There was a lady, she had two children, and she actually went down the slide leaving her children at the top, and I was stunned at that – you know, to think that she would go down before her children. So people behave very, very strangely in, in a scary situation like that. They just see an opening – they see the smoke coming round the fuselage of the aircraft and they just want to get out and yes, it surprised all of us.

When we evacuated the aircraft, people again – some people don’t realize the enormity or the emergency of the situation and as people were leaving the cabin, particularly from Economy, one gentleman, I hear, was trying to take his briefcase from the overhead lockers and this was impeding other people’s access or stopping other people from getting forward to the doors that were open for them to evacuate. So that caused a big problem and the crew were trying to shout instructions to the passenger who took absolutely no notice. He was determined, he was having his briefcase and that was it. Also the captain had instructed that the over wing doors must not be opened because the fuel tanks were there, but two passengers took it into their own authority to push past the stewardesses and actually physically open those doors. Obviously, during the debrief, with the report, this was a serious situation. Fortunately the fuel tanks didn’t explode, but those few passengers that evacuated over the wing were, very, very, you know, in danger of, you know, losing their life, I think, and they had totally ignored the

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IT 8 Complaints and disruptive passengers


Play the recording. Ask students to listen and repeat.Pronunciation notesNote the strong stress on Let and the stronger stress on the main verb: Let me help you.Pre-teaching vocabularyCheck the following words: disgusting, awful (really bad); frustrating (a feeling of anger because you have to wait or are stopped from doing or having something).

EXERCISE 7, 8 and 9 Listening

Play the recording. Ask students to listen and write down the complaints. Let students check their answers in pairs and discuss possible responses. Get feedback in open class.Answers1 dirty toilets2 cold cabin3 long delay and no information4 wrong seats with crying babies nearby5 no snacks, dirty plane, awful servicePlay the recording. Students listen and see if the fl ight attendant’s response matched their ideas. In feedback, ask students whether they thought the response was an appropriate one in each case.Ask students to work in pairs to fi ll in the gaps. Play the recording again if necessary. You could ask students to practise saying the sentences.Answers1 letting; apologize2 frustrating3 about4 sorry; enjoyed5 so; only

ROUND UP

You could give students practice in responding to complaints by doing a role play. Ask students to work in groups of three, with a student A, B and C in each group. A and B are passengers. C is a fl ight attendant. Ask students to look at the list of situations in exercise 1. Give A and B a minute to think of complaints to make about each situation. Ask C to revise phrases from the page that a fl ight attendant might use.Ask Cs to stand up. Announce a situation. Say, the food. The passengers must start complaining about the food and the fl ight attendant must sympathize, apologize and make offers. After half a minute, change the situation by saying, the lack of information. Students must change their complaints and responses. Play out four or fi ve situations.

LEAD IN Speaking

Ask, What sort of things do passengers complain about? Elicit a list to the board (you could compare it to the list in exercise 1). Ask, What’s the most unusual complaint you have ever had? Who was the most disruptive passenger you ever met?

Responding to passenger complaints


Ask students to work in pairs or small groups to discuss the list of things to complain about. In feedback, elicit ideas of what people might say when complaining about each situation.Pre-teaching vocabularyCheck the following word: patient (prepared to wait calmly).


Ask students to work in pairs to discuss what they would say in each situation. Get feedback in open class and elicit ideas. Play the recording. Ask students to listen and see if the fl ight attendants used the same expressions as they chose. Then ask students to fi ll in the gaps. Let students check in pairs and play the recording again if necessary. Get feedback in open class at the end.Answers1 apologize; busy; get2 good; really; away3 dear; patient; special

EXERCISE 5 Speaking

Study the analysis of what the fl ight attendant says as a class, then ask students to work in pairs to analyze the other expressions in the same way. Get feedback in open class and discuss the follow-up questions.Answers2 Sympathize: Oh dear, that’s not good. Apologize: I’m really sorry. Find a solution: Let me take it away for you and see if I can get you a

hot cooked meal immediately.3 Sympathize: Oh dear. Apologize: I’m sorry about this. Find a solution: Let me just check the special meals list.

OFFERING TO HELP (2) 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, What is the form of the sentence? (See below)Language notesHere, Let me ... means allow or permit me to do something. It is a polite and friendly way of making an offer because it is effectively offering to do something for someone with that person’s permission.Note the form: Let me + infi nitive without to

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IF . . . 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 notesThe fi rst conditional is used to express a condition that is seen as possible and its result. Here, functionally, it is used to make a promise or a deal where the fl ight attendant offers to do something on condition that something else happens fi rst.Note the form: CONDITION RESULTIf + present will + infi nitiveIf there is still a problem, I won’t leave you on your own.There is a comma between the two clauses when the sentence begins with If, but not when if goes in the middle of the sentence.


Play the recording. Students listen and repeat.Pronunciation notesNote the rising intonation on the fi rst If clause, and falling intonation on the result clause that follows.I’ll /aIl/ and won’t /w@Unt / often prove tricky for learners to pronounce properly.


Play the recording. Students listen and repeat.Pronunciation and language notesTo be polite, the intonation pattern of these phrases involves starting with high intonation and having rising intonation at the end.

➚ ➘ ➚Could I ask you a special favour?Note the form: Would you mind + ing

EXERCISE 9 Speaking

Ask students to work in pairs. Tell each pair to decide who is A and B, and to prepare what they are going to say before acting out the role play. Monitor, prompt students to use rising intonation correctly, and feedback on good examples of language use and errors you heard. You could ask a couple of pairs to act out a dialogue in open class at the end.

ROUND UP

Write, How to deal with disruptive passengers on the board. Ask students to work in small groups to come up with a list of fi ve top tips for dealing with disruption. Elicit ideas on the board and come up with an agreed class list of fi ve good ideas.

LEAD IN Speaking

Write the following words on the board: a drunk; a moaner; a fl irt; an attention seeker; a bully; a hooligan. Check that students know what the words mean. Then ask them if they have experienced any of these types of people on a fl ight. Ask students to share their experiences with the class. Ask, Which types of passengers annoy you the most? Which cause most disruption to other passengers?

Dealing with complaints about other passengers

EXERCISE 1 Speaking

Lead in by asking students to look at the picture and describe what they can see. Ask, How common is this type of behaviour? Ask students to discuss the questions in pairs or small groups. Get feedback in open class.Pre-teaching vocabularyCheck the following key words: disturbing me (interrupting me); arms folded (one arm on top of another); struggling (having problems); keep your voices down (be quiet).


Give students time to read the situation and questions. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end and discuss the follow-up question.Answers1 A group of people near him are making too much noise.2 He wants to move.3 He suggests speaking to the group fi rst and, if that does not work,

fi nding another seat for the passenger.4 yes, for the moment


Give students time to read the sentences and write in any words they think they know. Play the recording. Students listen, fi ll in the gaps, then check in pairs. Get feedback in open class at the end.Answers1 disturbing 2 refuse 3 understand 4 care 5 word 6 How


Give students time to read the questions. Then play the recording. Let students check their answers in pairs before open class feedback.Answers1 No, the plane is full.2 talk to the noisy passengers3 just watch the situation and come and help him if necessary


Give students time to read the situation and the dialogue and write in any words they think they know. Play the recording. Students listen, fi ll in the gaps, and then check in pairs. Get feedback in open class at the end and discuss the follow-up questions.Answers1 enjoying 2 Great 3 favour 4 down 5 trying 6 noise 7 hear 8 another 9 understanding

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EXPRESSING OBLIGATION 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 form of the verb do we use after must, have to and need to? (infi nitive).Language notesEssentially, these verbs expressing obligation are interchangeable and can be taught in this context as having the same meaning. However, in fact, they do have small variations in meaning. Compare the following:In the UK, you have to drive on the left. (expresses an obligation imposed from outside – a law or regulation, for example)I must phone my mum. She’ll be worried. (expresses a personal obligation imposed upon you by yourself)I need to water the plants or they’ll die. (expresses a necessity)So, if the fl ight attendant says I have to speak to the captain, she means that she has no choice as it is the procedure or regulation. But, if she says I must speak to the captain, she’s implying that the obligation to do this is imposed by herself alone.Have to and need to behave like regular verbs (Do you have to ...? Do you need to ...?). Must is a modal verb. I’ve got to ... is a more informal way of saying I have to.


Play the recording. Ask students to listen and note the pronunciation of have to. Play the recording again. Ask students to listen and repeat.Pronunciation notesHave to is pronounced /'h&vt@/ in continuous speech.


Play the recording. Ask students to listen and repeat the phrases. You could ask students to work in pairs to practise saying the phrases in a reassuring tone of voice.

ROUND UP

If your students enjoy acting, you could ask them to work in groups of three to prepare a role play involving a fl ight attendant, a disruptive passenger and an upset passenger. Give them fi ve minutes to prepare what they are going to say, then ask a few groups to act out their role play in open class.Alternatively, ask students to prepare to talk about a real situation they experienced. Write the following prompts on the board and give students time to prepare before telling their story to the class or their group: What happened? What did you do? What did you say? What happened in the end?

LEAD IN Speaking

Write the following phrases on the board: threw a punch; had a food fi ght; lit a cigarette; screamed abuse; grabbed my uniform; vandalized the seat; tampered with emergency equipment.Ask students what the words mean and whether they have experienced any of these situations. Elicit stories of disruptive behaviour and other phrases that could be used to describe them.

Managing disruptive passengers

EXERCISE 1 Speaking

Give students time to read the situation and questions. Ask them to discuss the questions in pairs. Get feedback in open class.Pre-teaching vocabularyCheck knock over (push to the ground) and restrain (hold back).


Give students time to read the situation and the questions. Ask students to have a guess as to what the situation might be. Play the recording. Students listen, note answers and then check in pairs. Get feedback in open class.Answers1 He’s drunk and shouting.2 another drink/vodka3 very aggressive, verbally and physically4 get his own drink5 They restrain him by strapping his wrist to the arm-rest.6 speak to the captain7 to have the police meet the aircraft8 reassure them that the situation is under control

EXERCISE 3 Reading

Ask students to read the report and try to work out what words are missing. Let them discuss their answers in pairs. Read out the report with the missing words included so that students can hear and check their answers.Answers1 landing 2 aggressive 3 alcohol 4 shout 5 several 6 control7 strapped 8 purser 9 calm 10 policeVocabulary in contextWrite the following defi nitions on the board and ask students to match them to words in the text: shout in a high pitched voice (scream); told about the situation (informed); formally taken by the police (arrested).

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IT 8 Case study

2 He complained about everything – the seat, the menu, the towels, the wine, the meal, the blanket, even the bad breath of the fl ight attendant. But Shon took a positive attitude, never disagreed with him and got him extras and lots of small gifts for his wife. She was exceedingly kind to him, so much so that when he left the plane, he thanked her and said that although he would never fl y with the airline again, his attitude towards its fl ight attendant (Shon) had changed because she had been so professional.

3 He said he wanted to move because he was very tall and needed more leg-room and he was close to crying babies. Business class was full, so Shon found him a row of seats where he could stretch out. But he wasn’t happy because what he had really wanted was an upgrade.

CD2 Track 8.131 Why are diffi cult passengers the fl ight attendant’s biggest headache?S: I think diffi cult passengers can be a bit of a headache for fl ight attendants,

mainly because some of the problems that passengers have can’t be solved on board and that gives a fl ight attendant a real headache because if they are passionate about their role on board and they want to do the best for the customer, that inability to solve the problem can be quite frustrating, so that in itself is a headache for the fl ight attendant. Another headache, of course, is that, you know, passengers, it can have what we call the halo effect, so once a passenger starts complaining, people around them, around that person complaining, also start to possibly think negatively and – so the whole thing can escalate, so when passengers complain it’s a headache not because the passenger’s a nuisance but partly because if it’s not solvable that’s frustrating. It certainly was for me. My theory and my ethos when fl ying as a fl ight attendant was always to do the best for the customer. I wanted every single passenger to get off that fl ight having said they’d had the most amazing experience. I never saw a passenger as a headache – annoying problems that I couldn’t solve, but I would always try to work with the customer or the passenger to see what could be done and usually I was able to leave them with a sweet taste in their mouth about the airline even if the problem wasn’t solved at the time.

2 What was the worst experience you had?S: I remember one particular incident that was the worst complaint that I

have ever had to deal with. The man in question was fl ying to Tokyo via our airline, and from the minute he boarded the aircraft, took his seat in Business class, he had complaints. He didn’t like the seat, he didn’t like the menus. He thought the towels that we were handing out were awful. He thought our wine choice was disgraceful and so on and this was all before we’d even taken off and of course my junior crew were coming to me and telling me about this problem that the passenger was having, and each time I was going out and addressing the problem and sorting the problem out for the passenger. However, things escalated with this passenger in his complaints. He was so unhappy with our fl ight that I had to actually call the captain because even the meal that we offered him wasn’t good enough. The wine was rubbish and then when he tried to put his table away he complained that the seat in front of him was invading his space. This was in Business class. There was just no way of pleasing this passenger and I recognized that he was just, you know, very, very unhappy. I went over to him actually and I sat and listened to him and then he threw his last complaint at me and it was just awful. He handed me this blanket that he had been given and it smelt really bad. It was really damp and there was no excuse, you know, and he had a genuine complaint and it was just the fi nal straw for him. He was so unhappy, and although most of his complaints were manageable I felt that this was the one that broke the camel’s back. On top of that he then complained to me that the stewardesses that had been serving him – their breath was so bad it had knocked him back twenty paces, and there was nothing I could do and I said to him, you know, he said he hated our airline and he wouldn’t normally travel with us, so I said, why did you travel today, just out of interest? And he said well my wife booked the fl ight and I said I do understand how you feel and I’m really sorry you weren’t able to get your fl ight with the airline of your choice and

LEAD IN Speaking

Write the following words on the board: abuse; assault; intimidation; drunkenness. Ask students to say what the words mean and say which are the most serious. Ask, Which of these have you experienced? Which are most common? What procedure do you follow in these situations?

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.Answers1 interfering with external doors on the aircraft during fl ight (5) physically attacking the cabin crew (4) being abusive to cabin crew (3) drunken and unruly passengers fi ghting and disturbing other

passengers (2) passenger becoming abusive before take-off (1)2 The main cause seems to be too much alcohol. Other causes could be

psychologically unbalanced passengers, personal stress, over-assertive behaviour.

Vocabulary in contextWrite the following defi nitions on the board and ask students to match them to synonyms in the text: opposing and competing (rival); rude and out of control (unruly); unfastened (unbuckled); took hold of violently (grabbed).

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 vocabularyCheck the following words: get more serious (escalate); an annoying passenger or problem (a headache/a nuisance); not nice (nasty); annoyed (miffed).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.




Play the recording again. Students listen and complete their answers. Let them check their answers in pairs before getting feedback in open class. In feedback, encourage individuals to tell the story of Shon’s worst experience.Answers1 Diffi cult passengers are frustrating because some problems can’t be

solved on board in spite of the goodwill and desire of the cabin crew to do their best for them. Shon always worked with the passenger, tried to do the best for them and send them away feeling positive.

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NIT 8 Case study

sound of a baby crying and so he came up to me and he said he needed an upgrade because he was very tall. That was his fi rst thing and I sympathized with that, and then I looked in Business class and we didn’t have any seats available, so I wasn’t able to move him into Business class. Then he started to get angry and then he said, well I’m not sitting on this fl ight next to these babies the whole fl ight and I started to think he’s just after an upgrade, but I could see his point, you know, tall – it’s horribly uncomfortable when you’re really tall and the seat pitch isn’t great, so I looked at the passenger list and I managed to fi nd him a row of seats where he could actually stretch out for the whole fl ight. I thought he would be really pleased with that because, you know, it’s great having – but actually he wasn’t because what he was after was an upgrade, but I couldn’t upgrade him because there were no space we had no seats available so I gave him what I thought would be really good and I could see that inside he was really miffed, you know, because he thought he was going to get a Business class seat and unfortunately I couldn’t do that but, you can’t please everybody. I think it is very diffi cult for fl ight attendants today.

EXERCISE 5 Speaking


ROUND UP

Ask students to work in small groups to tell each other about their worst experience with a disruptive passenger. Then ask each group to turn the ‘worst’ story into a newspaper article like the ones in the Student’s book. They must think of a headline, then write a few sentences to tell the story. Encourage them to use vocabulary from the unit. You could pin the stories on the classroom wall so that students from other groups can read them.

I said I’m sorry that you have had so many poor experiences as you see it, but I would like you to take something home for your wife so that she feels she’s not going to be in trouble for giving you, you know, such a terrible experience with us, and I went into First class and I got her all the goodies that we give our First class passenger plus a lovely bottle of champagne. I got her a little lady’s wash bag which had all the top designer – you know, moisturizers and make-up and things like that and I got her a lady’s jump suit that the First class passenger has and I gave her a menu, and I fi lled this bag with goodies and I said to him, you know, give this to your wife and tell her I’m really sorry that you haven’t enjoyed this fl ight but that we’re not as bad as you feel you’ve experienced. He just hated our airline and I recognized that straight away and do you know, when he got off the fl ight he actually shook my hand and he said to me, you know you are absolutely right, he said, I will never travel with this airline again he said, but I can tell you now, he said, my attitude towards this airline’s fl ight attendant has been changed dramatically, he said, because you’ve been so professional, because I, kind of, you know, licked him to death with kindness, really. I was understanding and I – he knew that I understood that he wouldn’t travel with us again. There was no point in me upgrading him to First class because that’s what we would normally do but there was no point because all I could do was to look after him to the best of my ability within the cabin he was in, but also give him little treats for his wife and I think he liked that.

3 How do you deal with such diffi cult passengers?S: When I fi rst started fl ying if you had a nasty passenger you would kill them to

death. Kill them with – give them upgrades, give them anything to make them happy. But during the late eighties and the early nineties passengers became so familiar with travel, it was almost like, you know, just getting on a bus that they would complain about everything, so suddenly it was the nice people that you would treat because so many people were so unpleasant that when you have a nice passenger, you actually say to each other as crew, oh that gentleman in 16D he’s so lovely.

We look after people who complain, but some people, just, you know, this guy once, he wanted an upgrade – this was in the early nineties and he was sitting by some babies and I did sympathize with him because, when you are fl ying the last thing you need when you are on a ten-hour fl ight is the

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IT 9 Preparing for landing

Pre-teaching vocabularyCheck disembarkation (getting off the plane) and Sorry to bother you (excuse me for interrupting).


Give students time to read through the sentences and guess the missing words. Play the recording. Students listen, complete the sentences and then check with a partner. Get feedback in open class. You could ask students to work in pairs to practise saying the sentences.Answers1 blind 2 arrival 3 one 4 front 5 exit; everything 6 bother 7 takes8 minibus 9 Everyone 10 coat; locker

WORD ORDER IN MULTI-WORD VERBS 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 notesMulti-word verbs like put away and turn off are separable. This means that the particle can go before or after the object. So, Put away the case and Put the case away are both correct. However, if the object is a pronoun the particle always separates. So, Put it away but not Put away it.

EXERCISE 8 Speaking

Lead in by asking the class to say what the passengers in the photograph are doing wrong. Then ask students to work in pairs to practise telling the passengers what to do. In feedback, ask different pairs to tell you what they would say.You could ask pairs to write mini-dialogues of two or three lines between fl ight attendant and passenger for three of the situations. Then ask pairs to act out their dialogues in open class.

ROUND UP

Write a few sentence starters on the board:Please put ...Make sure you ...Please ensure that ...Please return ...May we remind you that ...Ask students to work in pairs to think of two ways of completing each sentence. Get feedback in open class.

LEAD IN Speaking

Lead in by playing a mime game to see if students can already produce instructions in preparation for landing. Tell students that you are a passenger and that the plane is about to land. Mime the following: listening to music on headphones; typing on a laptop keyboard; closing the window blind; taking your seatbelt off; opening a bag; pushing your seat back; standing up. After each mime, elicit what a fl ight attendant would say to the passenger.

Making final announcements and checks


Give students time to read through the questions. Then ask students to discuss the questions in pairs. Get feedback in open class.Pre-teaching vocabularyCheck the following key words: secured (placed or fastened in a safe position); assist (help).


Give students time to read the situation and question. Ask if they can predict what the three things are. Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers3 switch off in-seat power, switch off in-fl ight entertainment system,

collect headphones


Ask students to work in pairs to look through the extract and remember or guess the missing words. Play the recording. Students listen then discuss their answers in pairs. Get feedback in open class at the end.Answers1 shortly 2 switched 3 ensure 4 under 5 away 6 down 7 position8 power 9 must 10 assist 11 ready


Ask students to listen and repeat the purser’s announcement. Encourage them to copy the purser’s stress, pausing and intonation. You could get students to listen and mark up the extracts as shown in the notes below before saying them. Pronunciation notesNote the stress and pausing of the fi rst part of the announcement:Please return to your seat // and ensure your hand-baggage // is safely secured // in the overhead lockers //

EXERCISE 6 Speaking

Ask students to work in pairs to practise reading out the announcement. See if any students can memorize the announcements well enough to say them to the class without reading. One way of helping students memorize extracts like this is to tell them to choose four key words from each announcement and write them in a list, then use these words as prompts when trying to say the announcements from memory.

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EXERCISE 4 Reading

Give students time to read the questions, then ask them to read the announcements and fi nd answers. Let students check their answers in pairs before getting feedback in open class.AnswersA runway is closed. They divert to Bordeaux.Vocabulary in contextWrite the following defi nitions on the board and ask students to match them to synonyms in the text: working properly (in operation); talk to you again (get back to you); minor problems (inconvenience); willingness to help (cooperation).

EXERCISE 5 Speaking

Ask students to work in pairs. Tell each pair to decide who is A and B, and to prepare what they are going to say before acting out the role play. Remind students to use language in the Language focus box. Monitor, prompt students to use rising intonation correctly, and feedback on good examples of language use and errors you heard. You could ask a couple of pairs to act out a dialogue in open class.

ROUND UP

Provide further practice in asking about times by getting students to interview each other about a working day. First, ask students to work in pairs to prepare When, What time and How long questions. Then mix pairs and get students to interview each other. You could get students started by suggesting some questions. For example: What time do you start work? How long does it take to get from your house to the airport? How long does it take to check in? etc. Monitor and correct the use of question forms.

LEAD IN Speaking

Ask students, How often do you experience delayed landings on fl ights that you work on? How do passengers react? What do you do in this situation? What problems does it cause for you?

Giving information about delayed landings

EXERCISE 1 Speaking

Ask students in pairs or small groups to read the situation and discuss the questions. Then get feedback in open class and build up a list of reasons for delayed landings on the board.Pre-teaching vocabularyCheck the following key words: climbing (going up); in transit (connecting from one fl ight to another); fi ngers crossed (hoping to be lucky).


Give students time to read the situation and questions. Ask, What do you think the passenger might have noticed? Play the recording. Students listen and then discuss their answers in pairs. Get feedback in open class at the end.Answers1 the plane is climbing, not descending2 missing a connection to Nice3 The airport might be busy.4 getting the passenger off the plane fi rst


Give students time to read the situation and the questions. Play the recording. Students listen, note answers and then check in pairs. Get feedback in open class at the end and discuss the follow-up question.Answers1 about 30 minutes2 a problem on the ground3 nine o’clock4 10.155 clear immigration6 wait for luggage or check in for his fl ight to Nice

TALKING ABOUT TIME 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 notesNote the use of take to talk about a duration of time: It takes fi ve minutes to get there.You could get students practising these questions in a simple personalized activity by asking students to ask each other When, What time and How long questions, and to answer by imagining they are at the start of the last fl ight they went on.

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Language notesHere, 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.


Play the recording. Ask students to listen and repeat. In feedback, ask whether they heard rising or falling intonation.Pronunciation notesIntonation 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.


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.AnswersLast 20 minutes: 1, 4, 5, 7, 10, 11Last 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.

LEAD IN Speaking

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.AnswersFor cabin crew: fi nal checks on passengers; secure everythingFor passengers: ten minutes to landing; seatbelts fastenedNext: cabin crew wait for the fi nal warning to take their seatsPre-teaching vocabularyCheck locked and sealed (closed with a key and connected tightly so that no air can escape).


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.Answers1 yes2 check Jutta’s side3 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 seat6 yes


Ask students to fi ll the gap with the correct preposition, then check in pairs. Get feedback in open class at the end.Answers1 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).

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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.

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.Answers1 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 contextWrite 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 vocabularyCheck 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).


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.Answers1 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 9.81 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

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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 timeAsk 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.

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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 notesI 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.

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 vocabularyCheck designated (specially selected).


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.


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.Answers1 behalf 2 entire 3 items 4 stowed 5 ensure 6 personal 7 injury8 designated 9 remind 10 ready 11 wish


Play the recording. Ask students to listen and repeat the phrases.Pronunciation notesNote 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 ...

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IT 10 Saying goodbye

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 notesNote 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)


Play the recording. Students listen and repeat.Pronunciation notesNote 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.Answers1 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.

LEAD IN Speaking

Write the following situations on the board:Preparing the cabin for take-offServing food and drinks during the fl ightThe last ten minutes before landingAsk, 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.Answers1 a (long-haul) / c (short-haul) 2 b 3 c 4 cPre-teaching vocabularyCheck 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).


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.Answers1 because they are all tired2 from positive comments from the passengers3 delay in shutting down the meals service and the coffee pots spillage4 because they were delayed by a diffi cult passenger5 shut down / end of service / everyone should be sitting down6 communicated better with her team7 It overturned and all the coffee pots fell on the fl oor.8 a T b T c F d F e T

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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


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 passengersFood and drinkDealing with problems and complaintsEmergency proceduresPreparing for landingGive students fi ve minutes, then fi nd out how many useful words and expressions students can remember.Activity 2End 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?

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.Answers1 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 contextWrite 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 vocabularyCheck 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.




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.Answers1 the cabin, their safety areas, every toilet, every seat and under the

seat, the galley areas2 those passengers who may be disabled or may have special

requirements or special needs3 From: hard work, worthwhile, highly rewarding, fun, excitingCD2 Track 10.51 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

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