空服汉语（简体字版） pdf epub mobi txt 电子书 下载 2025

简体网页||繁体网页

☆☆☆☆☆

图书标签:

• 空乘
• 汉语
• 语言学习
• 中文
• 职业教育
• 航空服务
• 口语
• 旅游汉语
• 实用汉语
• 教材

Chinese for Cabin Crews is the textbook adopted by Chinese teachers/trainers/tutors for non-native Chinese language learners (including but not limited to undergraduate airline-major students, airline trainees, ground staffs and cabin crews/flight attendants), preparing to communicate with Chinese-speaking passengers. The purpose of this textbook is to expose Chinese as foreign/second language learners who work in the airport and in the cabin to the types of Chinese vocabularies, conversations and tasks that they encounter in their workplace.

　　This textbook is based on Dr. Hugo Yu-Hsiu Lee’s lesson handouts developed from his and the oldest undergraduate Chinese-language program for the leading Airline Business Department of Thailand (International Air Travel Associations Authorized Training Center) at Suan Sunandha Rajabhat University (Bangkok). The program in consideration is increasingly recognized as second-to-none for the total number (200+) of alumni who have made successful careers in major airline companies in the ASEAN region and the gulf states (including but not limited to Thai Airways, Thai Smile, AirAsia, Nok Air, Thai Lion Air, Bangkok Airways, Viet Jet, China Airlines, EVA Air and Emirates, UAE).
 

好的，这是一本关于“古代丝绸之路上的文化交流与经济贸易”的图书简介，旨在深入探讨这条横跨欧亚大陆的古老商道的历史变迁、文化融合以及对世界文明进程的深远影响。 --- 《驼铃声声：丝绸之路上的千年回响》 书籍简介 自古以来，人类文明的进步往往伴随着交流与碰撞。在广袤的亚洲大陆上，横亘东西的丝绸之路不仅是一条连接不同物种、财富与信仰的贸易通道，更是一条承载着人类智慧、艺术与思想的文化大动脉。本书《驼铃声声：丝绸之路上的千年回响》，力求以严谨的史料考证和生动的叙事笔触，为读者勾勒出这条伟岸商路自汉代张骞凿空西域，直至中古时期达到鼎盛，乃至最终逐渐式微的完整历史图景。 第一编：开辟与雏形——汉唐盛世下的初步连接 本书首先聚焦于丝绸之路的起源阶段。我们追溯了汉代张骞两次出使西域的壮举，分析了这次历史性探险如何从政治军事目的逐步演变为促进东西方经济文化交流的催化剂。重点阐述了早期“丝绸”作为核心贸易品，如何穿越河西走廊、穿越帕米尔高原，抵达中亚的绿洲城邦。 绿洲上的权力角逐： 详细考察了楼兰、高昌、疏勒等西域诸国的兴衰，以及汉朝、匈奴、后来的突厥等势力在沿线区域的军事与经济控制权的争夺。这不仅是路线的争夺，更是对资源的整合。 技术与物产的交换： 汉朝如何引进西方的良种马、玻璃器皿和香料；而东方则输出了精美的丝绸织物、冶铁技术、造纸术（尽管造纸术的西传发生在更晚的阶段，但初期的技术交流已显现端倪）。这些物质的流动如何潜移默化地改变了双方的日常生活结构。 进入唐代，丝绸之路迎来了它的黄金时代。长安城作为世界级的国际大都会，其繁荣景象是丝路互动的最佳注脚。 多元文化的熔炉： 探讨了粟特商人作为这条商路上的关键中介角色，他们如何构建起复杂的商业网络，并将景教、摩尼教、伊斯兰教等宗教信仰带入中原腹地。通过对敦煌莫高窟壁画中大量胡人形象的分析，直观呈现了文化融合的深度。 官方与民间的合力： 阐释了唐朝强大的国力如何保障了商道的安全，使得贸易空前繁荣。同时，也关注了民间商队的艰辛，以及他们为维持物资流通所做的巨大努力。 第二编：中道繁盛与宗教东渐——信仰与商业的交织 本书的第二部分深入探讨了宗教和思想在丝绸之路上的传播路径。物质的交换是显性的，而精神层面的渗透却是深远的。 佛教的东传与本土化： 详细梳理了玄奘法师西行取经的路线、困难与历史意义。重点分析了佛教艺术、哲学思想如何在传入中国后，与本土的儒学、道教思想进行复杂的“消化”与“再创造”过程，形成了具有中国特色的佛教宗派。 西域艺术的渗透： 以犍陀罗艺术风格对中原雕塑和绘画的影响为例，说明了艺术的跨文化传播如何丰富了接受方的审美体系。从服饰图案、音乐旋律到建筑结构，无不留下了异域文明的深刻印记。 第三编：草原路径与海上丝路——多维度的贸易网络 丝绸之路并非一条单一的路径，它是一个复杂的网络系统。本书特辟章节，分析了次要但同样重要的贸易通道及其功能。 草原丝绸之路（北方路线）： 考察了斡旋于北方游牧民族之间的毛皮、牲畜和玉石贸易，以及这条路线在军事战略上的重要性，尤其在辽、金时期，草原路线的重要性曾一度超越传统的河西走廊。 海上丝绸之路的兴起： 随着造船技术和航海知识的进步，海上贸易逐渐分流了部分陆路压力。重点分析了南海航线的发展，从广州、泉州等地出发，经由马六甲海峡，远达印度洋甚至红海的贸易体系，探讨了海上贸易在香料、瓷器、珠宝交换中的核心作用。 第四编：衰落与遗产——历史的沉淀与现代的启示 本书的最后一部分，审视了丝绸之路在不同历史阶段的衰落因素，并探讨了其留给现代世界的宝贵遗产。 衰落的动力： 分析了政治动荡（如安史之乱后唐朝对西域控制力的减弱）、新航路的开辟对传统商路造成的致命冲击，以及瘟疫传播对沿线人口和贸易网络的破坏。 不朽的遗产： 强调丝绸之路留下的文化遗产，不仅是散落在世界各地的文物和古迹，更是一种开放包容、互鉴共荣的文明精神。这种精神对于今天构建人类命运共同体，仍具有极强的现实意义。 本书特色： 本书基于敦煌文献、出土文物报告、以及中外史料的相互参照，力求还原一个立体、动态的丝绸之路。叙事风格兼具学术的严谨性与文学的感染力，旨在让非专业读者也能领略到这条世界级贸易通道的波澜壮阔与历史深度。它不仅是一部历史读物，更是一部关于人类交流史的史诗。

作者简介

李育修（Dr. Hugo Yu-Hsiu Lee）

　　Dr. Hugo Yu-Hsiu Lee (PhD, Language Education, Indiana University-Bloomington, USA) is an award-winning researcher and full-time faculty at National Institute of Development Administration (Thailand). He is the United Nations Consultant (United Nations Learning Team Member) of the United Nations Headquarters, Asia region (United Nations, Economic and Social Commission for Asia and the Pacific, Bangkok).

　　美国印第安那大学语教博士，曾获美国印大哈世迪杰出研究员奖得主，以及美国印大史特兰纪念学者荣誉奖。现任泰国国家发展院（泰国的社科院）全职副教授，以及联合国亚洲总部的联合国官员中文班顾问／导师。

曾金金（Chin-Chin Tseng）

　　Chin-Chin Tseng is a professor of the Department of Chinese as a Second Language at National Taiwan Normal University. She received her Ph.D in Linguistics at University of Hawaii. She is a linguist, phonetician and teacher educator. Her training is in phonetics, interlanguage and L2 Chinese language teaching and learning.

　　Principal Investigator of An Analysis of Accuracy and Fluency of Modular Speaking Training in Chinese for Cabin Crews sponsored by Research Cooperation for “Strengthening cooperation with ASEAN and South Asian countries in the exchange of academic fields, education and humanities.”

　　服务单位：国立台湾师范大学‧华语文教学系暨研究所
　　学历：美国夏威夷大学语言学博士
　　计画主持人：「强化与东协及南亚国家合作交流学术型领域联盟（教育及人文领域）」
　　计画名称：空服华语的准确度与流利度训练模组分析
 

Foreword by Ammarawadee Sornsuphap I
Foreword by Phattharaphon Silarak III
Preface by Hugo Yu-Hsiu Lee V
Preface by Chin-Chin Tseng XIII
To the Teacher & the Student XV
Guide to use this Textbook XIX
 
Unit I
Before Boarding:
Ground Service
Lesson 1 Ground Service 3
Lesson 2 Check-In Service 13
Lesson 3 Airport Facilities 31
Lesson 4 Flight Status 39
Lesson 5 Boarding Service 49
 
Unit II
After Boarding:
On-board Service
Lesson 6 Safety Instruction to Passengers 59
Lesson 7 Serving Drinks to Passengers 67
Lesson 8 Serving Meals to Passengers 75
Lesson 9 Entertainment Media and Facilities 83
Lesson 10 Inflight Shopping & Landing Service 89
 
Unit III
After Landing:
Ground Service
Lesson 11 Ground Service After Landing 103
Appendices Word & Phrase Bank: Small Flashcards 111
Index 128

序

　　Issues in general purpose language textbooks that give rise to this textbook

　　Critics contend that there is empirical evidence that language for general purpose (LGP) instruction is unlikely to meet the needs of today’s foreign or second language learners who have a set of specialized and immediate target language needs for professional communication (Andriani, 2014; Trace, Hudson, & Brown, 2015). I argue in this textbook’s forward that over the past ten years or so teaching and learning Chinese as a foreign or a second language (which refers to the branch of foreign or second language education in which teaching methods are traditionally derived from the general purpose of Chinese language teaching and learning) has been criticized on a number of grounds: general purpose Chinese language teaching has lost touch with learners focusing on the needs of communicative Chinese language ability in a particular subject area or in a professional workplace (own fieldwork, 2009-2018), for instance, Chinese for real-estate agents, Chinese for ground attendants and Chinese for cabin crews. I should also note that the teaching of general knowledge of the Chinese language fail to meet the needs of those learning the Chinese language for occupational purposes (own fieldwork, 2009-2018). Language for specific purposes (henceforth LSP), thus, has emerged from the varying needs and goals of foreign or second language learners (Trace, Hudson, & Brown, 2015).

　　The problems encountered in LSP are multiple, all of which stem from the question of how the in-class language learning tasks can be transferred to real-world workplace communication. First, the problem one encounters when designing a LSP course is that common communication skills necessary across all industries and professions to meet the needs of all foreign or second language learners may not exist. This results in that foreign or second language teachers conduct needs analysis of respective students and classes, and design tailor made LSP courses, facilitating students to speak and converse efficiently and practically in the in-class language-use tasks as “prescribed by their field of study or work situation” (Bojović, 2006). This gives rise to task-based language teaching (henceforth TBLT).

　　Second, a related problem is the degree to which foreign or second language teachers are capable of acquiring discipline-specific and extra-linguistic knowledge to teach the respective LGP and TBLT courses, in addition to the linguistic knowledge with respect to the target language.
　　Although LGP and TBLT may have a great deal in common with foreign or second language courses for general purposes (both are essential to take into account, for instance, linguistic development, teaching methodology, classroom management, assessment and evaluation for their students), the former faces more challenges as they need to understand the requirements of professional communication in a specific field rather than the teaching activity itself (Bojović, 2006). Despite the development of LSP and TBLT courses since the 1980s, the curriculum drafting, lesson planning, teaching material development, course design and implementation of language learning tasks that offer learners with real-world opportunities to practice language tasks needed for professional communication and industry-oriented talks remain a challenge for LSP and TBLT teachers (Calvert & Sheen, 2015).

　　Third, in the contemporary applied linguistics literature and classroom teaching, LSP and TBLT courses are most often associated with English for Specific Purposes (henceforth ESP) instruction (Anthony, 1998; Ahmed, 2014; Trace, Hudson, & Brown, 2015). ESP has grown into a movement (e.g., UK, Japan and elsewhere) since the inception of the early 1960’s (Anthony, 1998). Although Chinese is gaining prominence in foreign or second language teaching and learning, there is scarcity of textbook for Chinese LSP and TBLT courses.

　　The purpose of the textbook

　　The aim of this textbook is to propose some ways of curriculum drafting, lesson planning, teaching material development, course design and implementation of language learning tasks (focusing on task selection and sequencing) for a LSP and TBLT course, known as Airline Chinese / Chinese for Cabin Crews (or Chinese for the Cabin Crew).

　　Background and context for the textbook

　　China has poised itself to become the world’s largest market for both tourist travel and business travel. According to the CIW Team’s post in the China Internet Watch, it has been three consecutive years (2012-2015) for China to supply “the largest outbound tourism market in the world” and the estimated growth of the number of Chinese outbound tourists is increasing (2013: 98 million vs. 2014: 109 million). It is also of importance to note by The Economist (The dragon takes flight, 2016) that since the first quarter of 2016 China has overtaken the US to become the world’s largest market for business travel. As reported by Global Business Travel Association (GBTA) (as cited in the dragon takes flight, 2016), it is estimated that Chinese business travelers spent ＄291.2 billion in 2015 contrasted with ＄290.2 billion by American counterparts from the US. In response to China’s fast growth of outbound tourists and business air travelers, the air travel industry, particularly the airline companies, has recruited Chinese-speaking ground / flight attendants to provide services on-the-ground (airport’s service desk) and on-board (cabin) for the rising number of Chinese air travelers. In fact the airline industry in the Southeast Asia expects the number of Chinese-speaking flight attendants to increase over the next decades, as many airline companies (Bangkok-based and Manilabased airlines) highlighted Chinese speaking flight attendant candidates wanted in their recruitment advertisements.

　　Literature that inform the design of the textbook

　　The design of the Airline Chinese / Chinese for Cabin Crews textbook is informed and framed by LSP, TBLT and ESP, due largely to that, as stated earlier, general purpose language course fails to meet the needs of foreign or second language learners for fieldspecific communication. In recent years, there has been a growing prominence and considerable interest of LSP and TBLT courses by foreign or second language teachers, educators and researchers (Benson, 2015; Calvert & Sheen, 2015). Some common courses of LSP and TBLT concentrating on the specifics (of terms, vocabularies, phrases and conversations) of certain industries and professions may include Academic English Writing for EFL/ESL or International Students (British Council, 1978), Business English, Business Chinese (offered, for example, at the Assumption University), English for Airtraffic Controllers, English for Technical Writing for Civil Engineers (offered, for instance, at the Asian Institute of Technology), English for Medical Purpose (An example cited by Andriani, 2014), English for Occupational Purpose (An example cited by Andriani, 2014) and Spanish for Tourism. There are some “key distinguishing characteristics” between LSP courses and general foreign or second language courses (Bojović, 2006).Take the ESP for example, Carver (1983) listed three main characters shared across ESP courses (as cited Bojović, 2006): 1) authentic materials, 2) purpose-related orientation, and 3) selfdirection. The design of this textbook is thus informed by above-mentioned literature.

　　References

　　1. Ahmed, M. K. (2014). Issues in ESP (English for specific purposes). ‘ELT Voices – India’International Journal for Teachers of English, Vol. 4 (No. 1). Retrieved from http://eltvoices.in/category/volume-4/volume-4-issue-1/

　　2. Andriani, G. (2014). Problems in teaching English for specific purposes in higher education. Nobel Journal of Literature, Language, and Language Teaching, Vol. 5 (No. 1), pp. 30-40.

　　3. Anthony, L. (1998). Defining English for specific purposes and the role of the ESP practitioner. Center for Language Research 1997 Annual Review, pp. 115-120.

　　4. Benson, S. D. (2016). Task-based language teaching: An empirical study of task transfer. Language Teaching Research, Vol. 20 (No. 3), pp. 341–365.

　　5. Bojovic, M. (2006). Teaching foreign language for specific purposes: Teacher development. 31st Annual ATEE Conference, At Portoroz, Slovenia.

　　6. Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action research study. Language Teaching Research, Vol. 19 (No. 2), pp. 226–244.

　　7. Carver, D. (1983). Some propositions about ESP. The ESP Journal, Vol. 2, pp. 131-137.

　　8. CIW Team (n.d.). China, the largest outbound tourism market in 3 consecutive years. China

　　9. Internet Watch. Retrieved from www.chinainternetwatch.com/13152/thelargestoutbound-tourism-market-3-consecutive-years/

　　10. The dragon takes flight (2016, May). The Economist, Retrieved from www.economist.com/blogs/gulliver/2016/05/dragon-takes-flight

　　11. Trace, J., Hudson, T., & Brown, J. D. (2015). An overview of language for specific purposes. In J. Trace, T. Hudson, & J. D. Brown, Developing Courses in Languages for Specific Purposes (pp. 1–23) Honolulu: University of Hawai‘i.
序

　　此次很荣幸与李育修老师合作出版空服汉语教材，李老师是第一线训练空服人员汉语的教师；在课堂教学中，除了教授空服汉语的语词和常用句型，更需着重空服人员的声、韵、调准确度训练。但是在训练汉语为二语的空服人员时，除了掌握语词的发音与声调以外，进入语流的口语表达正确度与流利度是非常关键的训练。由于本人长期在汉语文教学进行有关声学语音分析之研究，将结合线上正音的技术，让汉语为二语的空服人员能够利用线上即时反馈学习平台，进行自我检测，并自主性地改正发音及调整音高、音长与音强的控制。借由此次出版的空服汉语教材，对汉语为二语的航空系学生以及预备进入航空业和在职的空服人员，进行空服汉语正确度与流利度的训练。

　　首批适用对象，设定为泰语母语者的准空服人员，结合李老师实体空服汉语教学，指导学生学习空服汉语教材的内容，我的部分则是精进空服人员汉语发音与口语表达。自我检测系统从发音（包括：声母、韵母）、音高（包括：字调、语调、句调及轻重音）、音长（包括：音节组成及语句切分、轻重音、停顿）及音强（包括：轻重音），评估空服人员汉语口语表达的正确度与流利度。

　　此外，为协助空服人员培养良好的汉语发音习惯，有效改善口语表达，未来若有机会，将以空服汉语教材，制作搭配线上口说训练课程，提供空服人员自主练习、自我改善的训练机制。
 

评分☆☆☆☆☆

这本书的出版，简直是对我职业发展的一次重要推动。我一直深耕于航空业，但随着国际交流的日益频繁，我深切感受到掌握一门流利的汉语对于提升服务质量和拓展业务的重要性。之前，市面上的汉语教材要么过于偏重理论，学习起来效率不高，要么就是内容陈旧，无法跟上行业发展的步伐。 《空服汉语（简体字版）》则完全打破了我的这种顾虑。它聚焦于航空服务场景，内容紧贴实际需求，而且语言表达地道、专业。我印象最深刻的是书中对于如何处理投诉、如何进行安全提示等方面的指导，不仅提供了标准的汉语表达，还结合了航空服务的特殊性，提出了许多实操性极强的建议。这对于我来说，是宝贵的实战经验。 书中的案例分析也十分精彩。它选取了多个典型的情境，让我们能够站在乘客的角度，去理解他们可能遇到的问题，从而更好地提供个性化、人性化的服务。我尝试着跟着书中的引导进行角色扮演，感觉自己的应变能力和沟通技巧都得到了显著提升。这种学习方式，比我以往任何一次培训都来得更直接、更有效。 此外，这本书的词汇和短语选择也非常精准。它不仅仅是简单的词汇堆砌，而是将商务汉语的精髓融入其中，让我在使用汉语时，显得更加专业和得体。我尝试着在与一些外国客户的交流中运用书中学到的词汇，收到了非常好的效果，对方明显感受到了我的专业度。 总的来说，《空服汉语（简体字版）》是一本集理论与实践于一体的优秀教材。它为航空从业者提供了一个系统学习汉语的平台，帮助我们更好地理解和运用汉语，从而提升整体服务水平。这本书绝对是我职业生涯中不可或缺的一部分，它让我看到了更多可能性。

评分☆☆☆☆☆

我是一名有着多年飞行经验的资深空乘，在国际航班上工作多年，与来自世界各地的旅客打交道是我的日常。虽然我的英语非常流利，但随着中国经济的腾飞，越来越多的中国旅客选择乘坐飞机出行，我深切感受到，如果不能用母语与他们进行顺畅的沟通，会极大地影响服务质量和旅客满意度。 《空服汉语（简体字版）》的出现，恰好满足了我的迫切需求。这本书的内容设计非常人性化，它不仅仅是教授汉语，更重要的是，它将航空服务的专业知识与汉语学习巧妙地融合在一起。书中的场景模拟非常逼真，从旅客登机、办理手续，到飞行过程中的餐饮服务、娱乐互动，再到特殊情况的处理，每一个环节都考虑得非常周全。 我尤其欣赏书中对于语气的细致讲解。在航空服务中，语气和态度至关重要，一个恰当的微笑，一句贴心的问候，都能让旅客感受到温暖和尊重。这本书在这方面提供了很多实用的建议，让我能够更好地掌握汉语的韵味，用更地道、更亲切的方式与旅客交流。 而且，书中提供的词汇和例句都非常实用，直接来源于航空服务的实际应用场景，让我能够快速地将所学知识运用到工作中。我尝试着在和中国籍旅客交流时，运用书中学习到的句子，效果非常好，旅客们普遍感到惊喜和满意。 《空服汉语（简体字版）》不仅仅是一本汉语教材，它更是一本关于如何提供卓越航空服务的指南。它让我能够更自信地面对中国籍旅客，为他们提供更贴心、更专业的服务。这本书的价值，对我而言是巨大的，它让我在职业生涯中又向前迈进了一大步。

评分☆☆☆☆☆

坦白说，在遇到《空服汉语（简体字版）》之前，我对学习汉语并没有太大的热情，觉得它离我的本职工作——飞行安全和旅客服务——有些遥远。我更倾向于学习那些能够直接提升我工作技能的专业知识。然而，这本书彻底改变了我的看法。 它以一种极其巧妙的方式，将汉语学习与航空服务紧密地结合在了一起。书中列举的那些生动鲜活的案例，让我看到了汉语在实际工作中的重要性。例如，书中关于如何安抚情绪激动的乘客，如何清晰地传达紧急安全信息，这些场景的模拟，让我深刻体会到，流利的汉语不仅仅是沟通工具，更是保障飞行安全和提升旅客体验的关键。 我特别欣赏书中对专业术语的处理。很多航空领域特有的词汇和表达方式，在这本书里都得到了清晰的解释和范例。这让我能够更准确、更专业地与中国籍乘客进行交流，避免了因语言障碍而产生的误解。 而且，这本书的语言风格也非常容易理解。作者并没有使用过于晦涩难懂的词汇，而是用一种非常接地气的方式，引导读者逐步掌握汉语。我发现，即便是我这样的“汉语新手”，也能在阅读过程中逐渐建立起信心，并且乐在其中。 《空服汉语（简体字版）》让我意识到，学习一门新的语言，并非是为了考试，而是为了更好地融入工作环境，提升自己的专业能力。这本书为我打开了一扇新的大门，让我看到了一个更广阔的世界，也为我的职业生涯增添了无限可能。

评分☆☆☆☆☆

这本书真是太让人惊艳了！我一直梦想着能在国际航班上工作，与来自世界各地的旅客交流，但语言始终是我的瓶颈。接触《空服汉语（简体字版）》之前，我尝试过很多教材，但要么过于枯燥乏味，要么不够实用，很多情境模拟都显得非常脱节。《空服汉语》的出现，简直就像是为我量身定做的！ 我尤其喜欢它那种身临其境的学习体验。书中的对话场景设计得太真实了，从乘客登机前的问候，到飞机上的餐点服务，再到处理突发状况，每一个环节都照顾到了。我感觉自己就像真的坐在飞机的客舱里，一边翻阅，一边跟着书中的指导练习。特别是那些针对不同国籍乘客的沟通技巧，细致入微，让我对如何在文化差异中进行有效沟通有了全新的认识。 这本书的编排也很巧妙。它并非简单地堆砌词汇和语法，而是将语言点自然地融入到实际工作流程中。每学完一个单元，我都能立刻看到自己掌握的知识如何在未来的工作中派上用场，这种成就感极大地激励了我继续学习。而且，书中的配图也很精美，生动地展现了航空服务人员的专业形象，让我在学习语言的同时，也潜移默化地培养了职业素养。 我原本以为学习一门商务汉语会是一件非常头疼的事情，但《空服汉语》却让我体验到了前所未有的乐趣。它就像一位耐心且专业的汉语导师，时刻在我身边指导。我特别欣赏书中对于语气、语调的细致讲解，这对于航空服务来说至关重要。一个恰当的微笑，一句亲切的问候，往往能决定一次服务的质量，而这本书恰恰在这方面给了我极大的启发。 总而言之，如果你和我一样，怀揣着成为一名优秀空乘的梦想，并且渴望用汉语为全球旅客提供最优质的服务，《空服汉语（简体字版）》绝对是你不可错过的学习伙伴。它不仅仅是一本书，更是一张通往梦想的蓝图，一本激发潜能的宝典。我迫不及待地想把书中学到的知识运用到实际工作中，展现出中国空乘的专业风采！

评分☆☆☆☆☆

这本书的出现，无疑为我这样一个长期在外籍航空公司的中国籍员工，提供了一个绝佳的自我提升机会。长期以来，我虽然具备了一定的英语沟通能力，但在面对日益增长的中国籍乘客群体时，始终觉得存在沟通的隔阂，无法提供最贴心、最细致的服务。 《空服汉语（简体字版）》的出现，就像及时雨一样，填补了我的这一块短板。书中的内容非常贴合我们在日常工作中会遇到的各种场景，从简单的“您好，请问有什么可以帮您？”到复杂的“请您系好安全带，我们将要起飞”，每一个词语，每一个句子，都经过了精心打磨。 我尤其喜欢书中对于商务礼仪和跨文化沟通的讲解。作为一名航空服务人员，我们不仅要会说汉语，更要懂得如何得体地运用汉语，如何尊重不同文化背景的乘客。这本书在这方面给了我很多启发，让我认识到，一句恰当的话语，一个真诚的微笑，都能极大地提升乘客的满意度。 学习过程中，我也发现书中提供的一些练习题非常有针对性。它不仅考察了我们对词汇和语法的掌握，更重要的是，它引导我们去思考在实际情境中，应该如何组织语言，如何表达自己的意图。我经常一个人对着书本，反复练习，力求做到出口成章。 对于我而言，《空服汉语（简体字版）》不仅是一本教材，更是一个贴心的语言助手。它让我能够更自信地与中国籍乘客交流，更好地理解他们的需求，也为我未来的职业发展开辟了新的道路。这本书的价值，在我看来是无可估量的。