k u t fds
20/20 English Werkboek B1 sector Welzijn N3-4
o o h f e o r
20/20 English is dĂŠ lesmethode Engels voor mbo niveau 1-2 en 3-4 in de sectoren Economie, Zorg en Welzijn, Techniek en ICT.
Uniek aan 20/20 English is dat de lesstof geschreven is vanuit de context van het beroep. Dit werkboek B1
voor de sector Welzijn sluit aan bij wat leerlingen in hun toekomstige beroep kunnen tegenkomen, zoals een werkoverleg voeren en een activiteit organiseren.
P
Werkboek B1 sector Welzijn N3-4
Dit is niet alleen nuttig, maar bovenal erg motiverend, omdat de lesstof hierdoor past bij de interesse van de leerling. Daarnaast is er uiteraard rekening gehouden met de exameneisen en beheerst de leerling na het doorwerken van dit werkboek het Engels op niveau B1 van het ERK.
Kortom: 20/20 English biedt uw leerlingen de optimale voorbereiding om te kunnen slagen voor hun opleiding ĂŠn in hun toekomstige beroep.
Het complete lesmateriaal bestaat uit het handboek Zorg en Welzijn, het werkboek A2 Zorg en Welzijn, het werkboek B1 Welzijn en de bijbehorende website.
Op www.2020english.nl kunnen zowel docenten als leerlingen inloggen. De site biedt ondersteuning aan de
werkboeken door middel van veel audiofragmenten, extra oefenmateriaal en woordenlijsten. Voor de docent zijn er daarnaast handleidingen en uitwerkingen beschikbaar op de site.
English
Gelly Henderson Irma Vos
ISBN 9781111265908
5501 20-20 ProefH 20-20 Welzijn B1 N3-4.indd 1
21-11-12 16:58
Werkboek B1 Welzijn Proefhoofdstuk
English
Gelly Henderson Irma Vos
20/20 English bestaat uit de volgende producten Voor alle sectoren en niveaus: Crash Course A1 (reeds verschenen) Niveau 3 en 4 Sector Economie Werkboek A2 Economie* Werkboek B1 Administratie* Werkboek B1 Handel* Werkboek B1 ICT Top Course Werkboek B2 Economie* Handboek Economie* Sector Techniek Werkboek A2 Techniek Werkboek B1 Techniek Handboek Techniek Sector Zorg en Welzijn Werkboek A2 Zorg en Welzijn Werkboek B1 Zorg Werkboek B1 Welzijn Handboek Zorg en Welzijn Niveau 1 en 2 Leer-werkboek A2 Economie* Leer-werkboek A2 Zorg en welzijn Leer-werkboek A2 Techniek * reeds verschenen Bij alle werkboeken en leer-werkboeken hoort een ondersteunende website met materiaal voor leerlingen ĂŠn docenten.
Voorwoord Voor u ligt een hoofdstuk van 20/20 English voor niveau 3 en 4 van het mbo. Het betreft een hoofdstuk uit het werkboek B1 voor de sector Welzijn. Dit hoofdstuk geeft u een goede indruk van het materiaal dat in het voorjaar van 2013 zal verschijnen. Dit werkboek bevat straks 10 hoofdstukken (units) en in elke unit staat een thema centraal. Dit thema heeft altijd betrekking op een situatie die de leerling in zijn toekomstig beroep kan tegenkomen. De opdrachten in deze unit passen binnen het thema. Elke unit wordt afgesloten met een case, waarin de leerling kan laten zien dat hij de geleerde stof beheerst en communicatief vaardiger is geworden. Na het doorwerken van dit boek beheerst de leerling het Engels op niveau B1 van het ERK. De leerling gebruikt dit werkboek in combinatie met het handboek voor de sector Zorg en Welzijn. Het handboek is een uitgebreid naslagwerk waarvan de leerling zowel tijdens als na zijn studie gebruik van zal maken. In dit werkboek wordt regelmatig verwezen naar paragrafen in het handboek. Er staat dan bijvoorbeeld: Study your handbook, E27, about prepositions (voorzetsels). De methode 20/20 English is bedoeld om zelfstandig leren en werken te vergemakkelijken. Als leerlingen de aanwijzingen in dit werkboek volgen en de opdrachten naar behoren uitvoeren, zullen zij merken dat zij veel vragen over Engels zelf kunnen beantwoorden en problemen zelf kunnen oplossen. De uitwerkingen komen op de website en zijn alleen toegankelijk voor u als docent. U kan zelf beslissen of u deze uitwerkingen uitdeelt aan de leerlingen. De website bevat verder onder meer luisterfragmenten en extra oefeningen. De auteurs
Gebruiksaanwijzing In elke unit worden de vaardigheden Spreken, Gesprekken voeren, Lezen, Schrijven en Luisteren geoefend. Daarnaast is er aandacht voor Grammatica en belangrijke woorden. Aan het eind van elke unit vind je een Case. Speaking interaction / Gesprekken voeren In dit boek vind je veel oefeningen die je helpen een gesprek in het Engels te voeren. In veel gevallen kun je voorbeelden ontlenen aan de luisteroefeningen bij dit boek. Speaking / Spreken Bij dit onderdeel zul je een presentatie of een monoloog moeten voorbereiden en houden. Listening / Luisteren De vele luisteroefeningen zijn er niet alleen op gericht je luistervaardigheid te vergroten, maar ook om je een groot aantal voorbeeldgesprekken te laten horen die je in allerlei situaties kunt gebruiken. De luisterfragmenten (en videofragmenten) vind je op de website www.2020english.nl. Reading / Lezen Je vindt in deze rubriek een groot aantal leesteksten over uiteenlopende onderwerpen waarmee je te maken kunt krijgen. De teksten worden gevolgd door verschillende opdrachten. Writing / Schrijven In dit deel leer je e-mails en brieven schrijven en formulieren invullen. Grammar / Grammatica Je vindt in dit deel een aantal grammaticaoefeningen bij de theorie uit het Handboek. Important words and phrases / Belangrijke woorden en uitdrukkingen Dit is een lijst van woorden en uitdrukkingen afkomstig uit de unit die je zojuist hebt doorgewerkt. Je moet er zelf voor zorgen dat je deze woorden en uitdrukkingen actief in het Engels kunt gebruiken. Case In de case laat je je communicatieve vaardigheden zien. Het is dus belangrijk dat je de vaardigheden en de woorden en uitdrukkingen uit de voorafgaande unit goed beheerst. Betekenis iconen Speaking interaction / Gesprekken voeren Speaking / Spreken Listening / Luisteren Reading / Lezen Writing / Schrijven Grammar / Grammatica Ga naar www.2020English.nl of de aangegeven website.
Inhoudsopgave Unit 1
Entering a new world
Case 1
Welcoming new residents
Unit 2
Organising activities
Case 2
Grand opening day
Unit 3
Informing and advising
Case 3
Underaged drinking
Unit 4
Welfare work
Case 4
Free day-care
Unit 5
Special care
Case 5
Child neglect
Unit 6
Living with a mental or physical impairment
Case 6
nog niet bekend
Unit 7
Special support and care
Case 7
nog niet bekend
Unit 8
Our multicultural society
Case 8
nog niet bekend
Unit 9
Teamwork
Case 9
nog niet bekend
Unit 10
Your career
Case 10
nog niet bekend
Organising Unit 2 activities
Planning and organising skills are essential, not only for you personally, but they will also play an important role in your
future job. Planning trips and other activities, coordinating a
new project for the residents of a nursing home or organising a special event for children, it all comes down to planning, collecting relevant information and making decisions. In
this unit you will read, hear, talk and write about organising activities for children and youngsters as well as for elderly people.
Unit openers.indd 4
06-12-12 10:43
Unit 2 Organising activities
Speaking interaction Exercise 1 Work in pairs. Answer the following questions and then discuss your answers. 1 What do you think is important if you have to plan and organise something? 2 Do you think of yourself as an 'imaginative' and 'resourceful' person? Explain. 3 Tell each other about an event at which you enjoyed yourself. Think for instance of an Introduction Day, special celebration or musical event at your school. What makes you remember it to this day? ■
What sort of event was it?
■
What was your role or task in it?
■
Did everything go according to plan?
■
What did you learn from that event that you could use later on?
Listening Exercise 2 Listen to track 5. You will hear Eva Spaak at a parents' evening at day-care centre Ollekebolleke. Below you will find a list of 10 words about day-care centres. Match the English words (1-10) with their Dutch translations (a-j). Use a dictionary if necessary. 1 infant
a dreumes
2 toddler
b stagiair
3 atmosphere
c opwindend
4 independent
d sfeer
5 self-esteem
e kinderdagverblijf
6 progress
f vooruitgang, vordering
7 exciting
g onafhankelijk
8 trainee
h leidster kinderdagverblijf
9 day-care centre
i eigenwaarde
10 nursery nurse
j kindje, zuigeling
Exercise 3 Listen to track 5 again. Fill in the missing words. Choose from: stimulating – exciting – structured – needs – development – day-care centre – attention - independent Circle time – experience. 1 Eva Spaak is the Nursery Manager at Ollekebolleke a
for
babies and pre-schoolers under four. 2 All the members of the staff want to create a 3 The early months of an infant's life are very important for healthy brain .
8
atmosphere.
Unit 2 Organising activities
4 Our staff are trained to give lots of personal
.
5 Each day there are fun and
activities.
6 A toddler will begin to 7 Every morning at
the world in new ways. we encourage them to talk about what is
happening in their worlds. .
8 Two-year-olds are getting more and more 9 The staff at Ollekebolleke offer three-year-olds more activities. 10 They focus on individual children's
.
Speaking interaction Exercise 4 Study your handbook, A51, A57, A70, to learn about making a telephone call and how to say dates and times. Read the information about daily routines at Ollekebolleke on the notice board in the main hall. Work in pairs. Practice the telephone conversation between one of the nursery teachers (A) and a parent (B) who has recently moved to this neighbourhood.
Daily routines at Ollekebolleke 08.00-08.30
Early drop-off and free play in the nursery room. Parents or guardians are welcome to spend time with their child before leaving.
08.30-09.00
Circle time: Staff bring the group together for morning routines, sharing, songs and activities planned for the day.
09.00-10.00
Small-group activity with a few children at a time
10.00-10.30
Centre time for fruit
10.30-11.30
Indoor or outdoor free play
11.30-12.00
Lunch time
12.00-14.00
Rest time. As children wake up from rest time, they can choose from a variety of quiet choices, such as manipulative toys*, drawing, books or puzzles.
14.00-15.30
Indoor or outdoor free play.
15.30-16.00
Centre time for a drink and a biscuit or other snack.
16.00-18.00
Indoor or outdoor free play and pick up time
*Manipulative toys = constructiespeelgoed.
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Unit 2 Organising activities
Role card A You are a nursery teacher. Answer the phone. ■
Listen to the other person’s questions and answer them.
■
Take your information from the letter on the notice board.
Extra information: ■
There is a short activity at Circle time. (Think of an example)
■
Every day there are structured activities aimed at various aspects of development.
■
Invite the parent to come to the parent-teacher night next week.
■
Parent and daughter are always welcome. Make an appointment.
Role card B You are a parent. You would like to have some information about daily routines at day-care centre Ollekebolleke. 1 Introduce yourself and tell why you are calling. You have the following questions: ■
Like to enrol your three year old daughter Anna for three days a week.
■
Which days of the week
■
Drop-off and (latest) pick-up times.
■
What about activities at Ollekebolleke?
■
When are these?
■
Your daughter takes afternoon naps. Arrangements at the day-care centre.
■
What about outside play?
2 Ask if it is possible to make an appointment for a visit with your daughter. 3 Make an appointment.
Grammar Exercise 5 Study your handbook, E32, E46, E47, to learn about the present simple (o.t.t.) and present continuous (duurvorm). Which is correct? 1 Day-care centre Ollekebolleke (regularly invites / is regularly inviting) the parents for a personal evaluation. 2 Every day we (sit/are sitting) together with the children for lunch. 3 Look at Lisa and the new girl. They (actually play/are actually playing) together. 4 Be careful, you (hurt/are hurting) other children. 5 Samantha (always imitates/is always imitating) her little brother, and he doesn’t like that! 6 Stephan (hates/is hating) being left alone. 7 The toddlers get/are getting fruit, drinks and lunch every day. 8 Hush! Be quiet! The baby (takes/is taking) a nap. 9 We (frequently make/are frequently making) observations of your child's play. 10 It’s already Wednesday. We (need/are needing) to start planning another activity.
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Unit 2 Organising activities
Reading Exercise 6 Ollekebolleke day-care centre regularly plans new activities for both the Olle and Bolle groups. Read the text and say if the statements below are true or false.
Planning structured activities Most pre-school children aged 2 to 4, are ready for some kind of structured learning. They are eager to be taught new things. Learning can be fun when coupled with stimulating activities. Therefore, a wellbalanced and professionally set up pre-school curriculum is an important part of their educational growth. Children in day-care need a variety of activities that can hold their interest and in the process stimulate 5 growth in mental, physical, social as well as emotional skills. When creating a pre-school curriculum, attention must be given to the areas of language, physical development, art and social interaction. Structured activities can focus on developing one particular skill, but often contribute to a combination of e.g. physical and emotional development. Including these activities in the pre-school lesson plan is essential and will enable you to provide a stimulating and educational programme for young children in your care. 10 When you are setting up lesson plans for the week, first of all you will want to choose a topic for the week. For example, if you do colours, you would need to incorporate that particular topic in all areas and activities of your day-care centre, e.g. put some books about colours in the reading area, read a story about coloured mice at Circle time. In the block centre, you can have the children choose a particular colour, for example blue, and then talk to them about which blocks are blue. Once your topic-of-the-week has been decided on, 15 make sure that all the scheduled activities you plan are also aimed at the subject that you chose for that week. In an art activity you can make a collage using all blue paper, crayons, markers, that sort of thing, aimed at intellectual, emotional and physical development. That may include outside play as well. Have e.g. spray bottles with coloured blue water, take a piece of white paper and hang it on the fence and have the children spray that. And there you go, you have the colour blue being used outside. Also using blue chalk or 20 anything like that will do. These are all just ideas but that is how you could set up lesson plans for the week for the pre-schoolers that are fun to both staff and children.
True or false? 1 Pre-schoolers don’t want to learn things that they are not familiar with. 2 An activity must be diverse enough to hold the pre-schooler's interest. 3 In your lesson plan there is no need to pay attention to the educational aspect. 4 It is essential to focus on one particular developmental area. 5 You should always choose a colour in your lesson plan. 6 You must not forget to use your plan outdoors as well.
true
false
□ □ □ □ □ □
□ □ □ □ □ □
Exercise 7 Study your handbook, B10-B13. These words can all be found in the text of exercise 6. First guess what they mean in Dutch from what you have just read. Then use your dictionary to check if you were right.
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Unit 2 Organising activities
1 structured learning
6 physical development
2 stimulating activities
7 interaction
3 pre-school curriculum
8 topic-for-the-week
4 educational growth
9 scheduled events
5 mental development
10 lesson plans
Exercise 8 Study your handbook, B1-B8, to learn about reading strategies. Before you read the text below, answer the following questions: 1 Look at the title and the headings. What is the text about?
2 What sort of text is it? (informative, persuasive or other?)
3 What ages are the children in the text? How do you know?
Exercise 9 Now read the text on the next page carefully and do the following exercise. Children grow and change in four ways: 1 physically, 2 intellectually, 3 socially, and 4 emotionally. The ďŹ rst column gives information about each of these developments. In the second column you will read more about each of these development paths. But A, B, C and D are not placed in the correct order. Decide which area of a child’s development A, B, C and D are about.
A Physical development Intellectual development Social development Emotional development
12
B
C
D
Unit 2 Organising activities
Rain, rain go away Come again some other day Little Suzy wants to play.
Kids can’t wait to grow up 1 PHYSICAL DEVELOPMENT
A Children find out that some things are heavier
When children play they learn to use muscles.
than others, that a ball bounces, and boats float.
Gross motor play involves the large muscles (like
They like the challenge of making something
those in arms and legs) and these get stronger
work, turning keys of wind-up toys, learning how
when children run, hop and climb. Fine motor play
the remote control works or figuring out problems
involves use of smaller muscles such as in fingers
(like where a puzzle piece goes).
and toes. B Singing, ‘If you’re happy and you know it, clap
2 INTELLECTUAL DEVELOPMENT 1)
Children learn through their senses , by tasting,
your hands’ at Circle time is simple and effective.
smelling, seeing, feeling, and hearing different
Express emotion on your face, e.g. if you sing: If
things. They learn size, colour, texture, and weight
you’re sad and you know it, have a cry (Boo hoo!).
and also that some things will hurt them (e.g. they
In pretend-play a child loves to pretend that his
discover that dirt tastes terrible). Counting in early
dolls, action figures and stuffed animals are real
childhood leads to better reasoning and logic in
people or animals and these may help him express
later childhood.
anger or hurt.
3 SOCIAL DEVELOPMENT
C Try an activity such as walking in line like
Children relate to people in different ways at
‘waddling ducks’ or ‘galloping horses’ to build
different ages. Babies feel good when they are
gross motor skills. Activities using scissors or
talked to and held close. At first a toddler will play
playing games in which children need precise
alone but later he will begin to relate to other
hand and finger control is ideal for working on fine
children by touching and speaking to them. When
motor skills.
speaking and listening skills are more developed, children communicate and play together. 4 EMOTIONAL DEVELOPMENT
D Interaction with a baby is easy; you get a smile,
Drawing, painting, and music encourage self-
or coo when singing to them or playing peek-a-
expression. A child acts out its hopes and fears in
boo games. For young children puppet shows and
creative play and in the process, it works out
then talking about the puppet’s behaviour will
feelings that it would not show in everyday life.
teach children how to interact. Working with a
2)
group of children on a project requires many important social skills such as taking turns, listening to others and saying what you would like yourself. 1) senses = zintuigen, 2) cooing = kirren
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Unit 2 Organising activities
Exercise 10 Read the text of exercise 6 again and answer the following questions. 1 Name two main fields of physical development and say how they can be stimulated.
2 Name the five senses mentioned in the text through which children learn.
3 Explain the three stages of social development of children. babies toddlers older children 4 How does creative play help emotional development?
Speaking interaction Exercise 11 Study your handbook, A128, to help making notes. Work in pairs. You and your colleague are nursery teachers at the Bolle group. You have to plan next week's structured activities for your group. There are ten children: six girls of two and three years old and four boys of three, who are quite a handful. Go on the internet and find two activities for this group, one activity each. Then discuss what you have found. Follow the guidelines below. 1 Choose a theme for the week’s activities. 2 Make brief notes in English of the activity that you have found in English. 3 Make a list of materials that you will need (if any). 4 How long do you think the activity will take? 5 Discuss how to keep the children focused. 6 Explain why you think this activity is suitable for your target group (doelgroep). 7 How do you think this will contribute to the child's physical, social, mental and/or emotional development?
Grammar Exercise 12 Study your handbook, E2-E4, about the use of articles (lidwoorden) and translate the following sentences.
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Unit 2 Organising activities
1 Een gestructureerde, dagelijkse gang van zaken is erg belangrijk op een kinderdagverblijf.
2 In het algemeen willen kleine kinderen graag iets nieuws leren.
3 De meeste kinderen in onze groep vinden deze activiteit heel leuk.
4 Op driejarige leeftijd vindt een kind het leuk om met een gestructureerde activiteit mee te doen.
5 Hoe eerder je ingrijpt (take action), hoe beter.
6 Met behulp van wat extra houten blokken uit de bouw hoek (construction corner) bouwden de kinderen een mooie garage.
Writing Exercise 13 In Exercise 11 you planned with a colleague next week’s structured activities. Work out your plans and write an article (100-120 words) for Friday’s parents' information bulletin. ■
What will you be doing during next week’s activity?
■
What is your theme?
■
When will you schedule this activity?
■
How many times a week will you schedule this activity? (Some children will not be in day-care all week.)
■
Is it an indoor or outdoor activity?
■
Which aspect of the child’s development is actually stimulated by the activity?
■
Is there any advice/request for the parents with regard to a special clothes b material needed (toilet rolls, newspapers, etc.)
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Unit 2 Organising activities
Reading Exercise 14 Read the text and answer the following multiple choice questions.
Take a systematic approach Planning is the most important part of an event. It does not matter if you have two months or just a week to organise the event – careful planning is the best option to make it a success! When you begin planning, consider of all aspects of your task. What exactly are your aims and objectives? Anything particular about the group of people involved? What dates and numbers must you reckon with, what is your budget, do you 5 have to make any travel arrangements and/or find accommodation? Is there any equipment that might be needed? Even though you do not have full details available, you need to estimate the total cost. From this budget plan you can then see if your plans can be realised and which areas possibly need to be trimmed. It is a good idea to form a team or committee to help make all the final decisions and solve any problems that may arise. All members of the team will make suggestions so that you can choose from them and agree 10 on the best ideas. Then allocate tasks to put these ideas into action. Make sure everybody has a workload that is manageable and fair, and make use of everybody's personal interests and skills. Setting a date and time that is suitable for your event is another thing that you have to decide on. Think of other fixed programmes or routines and don't forget to check with other people that need to be informed. Once you have chosen a date you will need to make arrangements for the venue. If necessary make sure 15 that your venue is accessible for people with a disability. Toilets need to be signposted. Furthermore, is there any other equipment such as extra chairs, a microphone, whiteboard or overhead projector that you might need. And what about catering? Go through the whole event, full programme and number of participants and then decide on what catering should be arranged. Invitations and programmes are next on your list. In case you want to announce your event on notice 20 boards or in newsletters, this should be done early in the planning stages. Therefore, it is wise to have a preliminary* programme well in advance. Final invitations with detailed information can be made later on. Your plan may, for instance, require specific information about accommodation, transport or parking facilities to be sorted out. Make it happen! Regular meetings and communication between members of the organising committee are 25 essential at this point. Think of any problems that may arise, weigh up the risks, discuss alternatives so that you have a second plan ready - just in case. And one last thing about organising an event: try not to overdo it, be practical about what you can do within the time frame and budget. * voorlopig
1 How can you make a success of any organising task according to the author? a Start at least two months in advance. b Make a list of all the aspects of your task. c Set a budget for travel and accommodation and act accordingly. 2 What is the best way to allocate tasks to members of a team? a Everyone is responsible for their own idea. b It depends on how much work they can do in a short time. c Make use of what a team member is good at.
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Unit 2 Organising activities
3 Why is budgeting important? a It is essential to get as many details as possible. b You may have to adjust your plan accordingly. c At ďŹ rst it is not necessary at all. 4 What should you take into account when setting a date and time? a See if other people are interested. b Look if there are any other things planned on a certain date. c What is the most suitable time of the year. 5 Which is correct? a You will sometimes need a wheelchair ramp. (helling, oprit voor rolstoelen en rollator) b You will always need a microphone. c There is no need to arrange a whiteboard. 6 When can you best send your invitations? a As soon as you have a preliminary plan. b Just before the event and send other information at a later date. c Well before the event, together with all necessary details.
Exercise 15 Read the following phrases. Which of the organising skills is involved? a We absolutely want everybody to have a good time. b That will never work, why don't we try to turn that around. c Could you take care of the special guests, please? d Now there is the matter of invitations, transport and catering to take care of. e Pfhew, I'd better hurry or I'll never get it done before tomorrow. f It dazzles me, what do I have to do after I have ďŹ nished the decoration? 1 meet deadlines 2 delegate tasks 3 make arrangements 4 set goals 5 work unsupervised 6 can improvise
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Unit 2 Organising activities
Speaking Exercise 16 When you are in a team and tasks have to be allocated, think about your own organising skills. Choose two of the skills above and write two lines in English about something you are good at (give an example) and something that you would like to improve. Tell your class about it. I am good at:
I would like to improve:
Grammar Exercise 17 Study your handbook, E6-E8, about articles (lidwoorden). Translate the following sentences into English. 1 Waarom heb je zo'n haast? De ouderavond begint pas om kwart voor 8.
2 Mijn moeder werkt hier ook als leidster.
3 Het was zo jammer dat ik er niet bij kon zijn.
4 Je bent te laat. Wij zijn een half uur geleden al begonnen.
5 Bij zo'n gelegenheid moet je op tijd zijn!
6 Nogal wat ouders hebben zich aangemeld.
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Unit 2 Organising activities
Speaking interaction Exercise 18 Work in groups of three or four and discuss the following questions.
Hot spots to hang A hang-out spot can be anywhere, although it usually is a more central location in the neighbourhood, a shopping mall or a schoolyard, but also certain corners in railway stations or the local bus stop are suddenly 5 ‘the place to be’. Although there is no logical explanation for the specific choice of location of the hang-out, it is understandable that young people do have a need for social interaction and a need to discuss their own everyday business. They do not 10 always have a special hobby or interest and some of them are not allowed to invite their friends home. So they like to talk to each other in a public place, enjoy a fizzy drink or beer, or have a cigarette. It is a place where they can show off, talk to each other about the latest craze, or where they can just have a good time. Coming to a favourite hang-out may be a good opportunity to meet members of the other sex of your own age group. There may be an occasional activity such as cruising motorbikes, skateboarding or football. And 15 on New Year's Eve this is of course the perfect place to set off fireworks.
1 Do you know such a hang-out spot in your neighbourhood? Where is it? 2 What kind of young people come there regularly? 3 What do they usually do there? 4 Would you like to be part of such a group yourself? 5 What do people generally think of such groups of teenagers? 6 Do you think that youngsters gathering in certain places are a thing of recent years? 7 Where do you think that young people found places to meet in the past?
Listening Exercise 19 Listen to track 6. You will hear a telephone conversation between Abe Preston and Caroline Beaver of Dockbeach Community Centre. Who said the following lines? Choose between A Staff of Dockbeach Centre B Caroline Beaver C Abe Preston Fill in A, B or C? 1 I am the family support worker in this centre.
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Unit 2 Organising activities
2 Is it about last Wednesday's incident in the Teen-Artists club? 3 These young people don't do any harm and are not in the least violent or aggressive. 4 The thing is that the young folk stay out until late and as I said, are rather noisy. 5 Our programme is in the weekly local paper. 6 Wouldn't it be an idea to organise a one-day special youth event in the Dockbeach Centre or something?
Exercise 20 Listen to track 6 again. Answer the following questions in your own words. 1 Why did the family support worker pick up the phone?
2 Since when have the youngsters been hanging out in the schoolyard?
3 What are they doing there?
4 Why don't young children play there anymore?
5 What do Abe and Caroline decide to do?
Community outreach workers are trained welfare workers who try to prevent conict among the members of the community. They provide necessary services to individuals such as housing, health care and job training. They also provide support and help to youths that are at risk and are often able to prevent gang-related violence.
Speaking interaction Exercise 21 Work in groups. Caroline Beaver, Nick Shemlut, an outreach worker of DBC, Abe Preston and his neighbour Kathleen Bund are sitting together to discuss the idea of organising a one-day event for young people at the
20
Unit 2 Organising activities
community centre. Caroline explains that she has permission to use the centre and that a small budget is available, so that admission is probably free. They do have to keep an eye on expenses though. Now discuss the following points. Each of you takes short notes. 1 What characteristics can you think of for your target group?
2 What sort of one-day/night happening would you suggest in order to get more youngsters to the Dockbeach Community Centre? A Dance party, a Free Movie Night, or perhaps Gaming Competition Night. Explain your answers.
3 Write down at least two more activities you could organise for the youngsters.
4 How can you make it attractive for this group so that they show up and participate? Search the internet for interesting ideas.
5 How can you make this event a multi-cultural day?
6 What can you do to draw the attention of the youngsters to the special event at the Centre?
Reading Exercise 22 Read the text. Then make a list for the plan of action.
Neon Dance Party Glow-in-the-Dark-parties are great for any age, from kids to adults. Dancing, waving around glow sticks while having fun with friends makes it special and is a great experience, there never is a dull moment! Dressing up for the occasion Advise people to dress up as much as they can, with white and neon clothes and fun accessories. 5 Anything white, bright or neon will make you glow in the dark. Wearing black and white stripes, or some sort of black patterned outďŹ t, so only the white parts will glow, is worth a try. There are plenty of fun accessories you could wear, such as glow-in-the-dark sunglasses, glow necklaces and bracelets, glow body paint, ďŹ ngernail polish and make-up. You name it, the more the better. These can also be provided at the party. Why not have every partygoer have a glow-in-the-dark tattoo at the entrance. Or you may prefer to 10 give out white shirts as people come in and then throughout the night they can write on each other's shirts with special neon markers. Super fun and interactive.
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Unit 2 Organising activities
Decorations You can decorate as much as you like with a Glow-in-the-Dark-party. Going overboard makes it look fun. Have a lot of white decorations. Use regular decorations except get them in white. White balloons, streamers 15 or confetti. The confetti can be made out of torn pieces of paper. Backlights will help to illuminate white and bright things, making it glow more intensely. So just make sure that you have lots of backlights around so that the white will really pop. For the bigger dance parties, there are glow dance floors and fog machines for hire. Safety 20 Make the Glow-in-the-Dark-party a safe environment. Don't have anything out in the middle of the floor that people can trip over. Move all furniture against the wall or to another room. Use glow in the dark markers to make signs that alert people not to cross or get near dangerous spots in the dark. Always have sufficient and well-trained supervision at all times. If you don't have enough trained staff, you can always ask for volunteers to assist. As in all events, have a First Aid Kit handy just in case someone does 25 trip in the dark or hurt themselves another way. And then everything is just right for DANCE–MUSICDANCE and more MUSIC.
Make a list of things that are mentioned regarding: 1 In the announcement / invitation: what is advised to be the dresscode? 2 Entrance: things to hand out at the entrance. 3 Decorations to be used. 4 Extra equipment to be hired or arranged. 5 Anything else for people to bring that is mentioned in the text?
Writing Exercise 23 So it has been decided that the Dockbeach Centre will organise a free Neon Dance Night from 6 pm to 11 pm on Friday September 22. Location: the Dockbeach Community Centre. Use this information and the info from exercise 22 to design a leaflet to announce this event (80-100 words). Make it colourful and attractive so as to get the attention of young people. You may also use drawings, photos and pictures for that purpose.
22
Unit 2 Organising activities
Speaking Exercise 24 When Abe is home again, he invites some neighbours and gives a little talk (2-3 minutes) to inform them about the plans of Dockbeach Centre. You will be Abe. Your notes will come in handy! In your talk you should speak about: ■
Why you have invited your neighbours.
■
Talk about the (problems with) the hang-out teenagers.
■
Tell them about the plans of the Community Centre.
■
Make them enthusiastic about Neon Dance Night (details, music, entertainment programme).
■
Small budget, but a small amount available for two free drinks and snacks for each partygoer.
■
When and where.
■
Volunteers?
Grammar Exercise 25 Study your handbook, E111, E112, about the use of much, many, a lot of, lots of, few, a few, little and a little. Fill in the gaps. Choose from much, many, a lot of, lots of, few, a few, little and a little. youngsters will come to the party.
1 I am quite sure that
2 Making a good plan of action means taking 3 4 Here are just 5 In 6 I have
people realise how
decisions. work it is!
examples of how to make a start. cases it is advisable to form a special team. hope that your plan will be successful.
23
Unit 2 Organising activities
Listening Exercise 26 Listen to track 7. You will hear Evelyn Shawn, activities' coordinator and Jason Birk, care worker in Stafford Nursing Home for the Elderly. Look at the fourteen activities (morning or afternoon) in which the residents can take part. Which of these activities are Evelyn and Jason talking about?
ACTIVITIES STAFFORD NURSING HOME WEEKLY TIMETABLE DAY
MORNING
AFTERNOON
Monday
chair aerobics
aromatherapy
Tuesday
handicraft
games or Wii
Wednesday
cooking/baking
wheelchair dance
Thursday
gardening (indoor and outdoor)
bingo
Friday
ower arranging
reminiscence
Saturday
hairdresser
music and dance
Sunday
music for health
movie
1 Evelyn Shawn 2 Jason Birk 3 Evelyn Shawn 4 Jason Birk
Reading Exercise 27 Read the text on activities in a nursing home and answer the following multiple choice questions.
24
Unit 2 Organising activities
Stafford Nursing Home for the Elderly Activities in nursing and assisted living homes are not just bingo and TV! There are so many ways to improve a resident's quality of life. Of course activities must be relevant to the specific needs, interests, culture and 5 background of the persons involved. Leisure activities are essential for the elderly to improve their mental health and well-being. Residents may be grouped according to their cognitive abilities in 'Games Afternoon activity' and play games at various levels, 10 from Snakes and Ladders to Yahtzee or Poker. Also solving various types of puzzles and memory training are very helpful in checking serious ailments* like Alzheimer's disease. In a Living Room get-together they will smile telling stories about the people in the pictures they have brought with them. Physical activities will stimulate body movements which they used to avoid because they were afraid to get injured. As people get older, certain body movements may become a bit of a strain and it is not surprising 15 that they sometimes need some encouragement to come. Convince them that bouncing, tossing and kicking beach balls provide physical activity as well as mental stimulation. Also wheel chair bound residents might still be capable of using their arms rolling a bowling ball or swinging a baseball bat! Boosting confidence Meals are an important factor in everybody's life. Why not let residents help plan the menu. Many female 20 residents were homemakers. Folding laundry, doing dishes, sweeping, setting the table, and ironing… these are tasks that many residents can still do with assistance. And if an elderly male resident likes to do odd jobs around the house, why not let him help. When residents are involved with some tasks, it may help to get rid of depression, concentration problems and memory loss. They will feel more independent if they can contribute. 25 Gardening or Artistic Work Gardening and caring for plants is one such leisure activity that elderly people often enjoy a lot. It will make the resident feel free and make him happy. Painting, drawing, music and singing are some examples of art activities. Art remains with a person throughout his life. It can refresh the mind and drive away feelings of sorrow, anger, anxiety, guilt and depression. Dance and music are two cultural activities that people from all 30 age groups can enjoy. During music sessions, the participants' favourite songs are sung or they can sing along to old familiar tunes. And with luck there are some people who wish to play an instrument during those sessions, like the piano. Creative Activities Keeping everybody happy and busy is very important. Hobby classes will attract people to practise old 35 interests or learn new ones. All of us love to look at an old photograph because of the fond memories associated with it. Elderly people are no exception to that. Therefore making a scrapbook or collage, using all their family photographs and mementos is great. Once it is done, the collage can be fitted into a frame and put up in their room. Sensory stimulation 40 These activities are very suitable for bed-bound residents with diminished cognitive skills. There is for instance aromatherapy, audio stimulation such as listening to nature sounds and CDs, or tactile therapies where a resident uses his or her fingers to feel textures ranging from soft to rough. * Ziekte, kwaal
25
Unit 2 Organising activities
1 Games can be played at various levels. This means that: a At each cognitive level there is a suitable game. b Every player must have the same interests. c All players have a variety of levels. 2 How can you help people to move better or easier? a Do ball games with straining activities. b Organise physical activities with a ball. c Do ball games so that they will no longer get hurt. 3 Why can small tasks help boost a resident's confidence? a They can help their families. b They will need no more assistance with homemaking. c They will feel useful and less dependent. 4 A sing-along activity is often very successful because: a Everybody enjoys playing a musical instrument. b It will sometimes result in anger, anxiety or guilt. c It may have a positive effect on their mental condition. 5 How can a scrapbook or collage make an elderly person happy? a It will bring back good memories b It is a way to make them feel busy. c It has always been their hobby making books.
Speaking interaction Exercise 28 Work in pairs. Discuss the possibilities of organising a new activity. First each of you makes notes about: ■
Which activity would you suggest?
■
What would be the best day and time. Why?
■
What would be a suitable location for your activity?
■
Talk about other requirements, such as special equipment, hiring an expert, etc.
Your notes:
Tell each other about your plan. In your conversation, your partner asks two questions, that you answer as best as you can. Switch roles.
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Unit 2 Organising activities
Writing Exercise 29 You want to introduce a new activity in Stafford Nursing Home. Write a short information letter to all residents in which you explain the purpose of your letter. Ask them about their personal hobbies and preferences. Ask them to choose from: a social activity, a leisure activity, a physical activity or a creative activity.
Stafford nursing home To all residents of Stafford Nursing Home. Date: Subject:
, Your Activity Team
Speaking Exercise 30 As a member of the activities team, prepare a short speech for a residents' meeting in which you inform them about the new activity. Include: 1 What the new activity is. 2 Why the activities team has chosen this particular activity. 3 When and where this activity is planned. 4 How to enrol. 5 Any other information that you think is necessary.
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Unit 2 Organising activities
Important words and phrases Make sure you know how to use the following words and phrases in English. probleem oplossen
doel
rekening houden met
doelgroep
bespreken
onderwerp
bijdragen
benodigdheden
aankondigen
ďŹ jne motoriek
delegeren
grove motoriek
improviseren
lichamelijk , fysiek
overtuigen
emotioneel
schatten
sociale vaardigheden
taken verdelen/toewijzen
gehoor
om de beurt
gezichtsvermogen
doen alsof
reuk
ontspanning, vrije tijd
smaak
hangjeugd
fantasie(rijk)
hangplek
gelegenheid
Now select 5 words from the above and make sentences in English. 1 2 3 4 5
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Unit 2 Organising activities
Case 2 | Grand opening day In three months' time the school where you work will move to a new building. Of course this will be a very festive occasion and it is time to start organising for the Grand Opening Day!
Reading Read the memo from Hannah Cleaver and the following statements. True or false?
MEMO To: Team and Administrative Staff From: Hannah Cleaver Date: 18 May Subject: Preliminary plan for the Opening Day
5 Work on the new school building only started February last year, with the first phase being completed in September. And now a whole new building has almost been completed. It contains ten new classrooms (two of these being double classrooms for team teaching) and a large central area for the library and computers. The classrooms are colourful and spacious, with large windows to allow for as much light as possible. The Central Hall can be partitioned and used as two separate halls for PE*, lunchtime and assemblies. The large 10 new playground is safe and practical and has a very inviting atmosphere. We created a separate Kids' Garden Corner, a splendid outdoor provision for the younger children. The latest ideas on safety issues, such as a special fence designed so that children cannot get a foothold, rubber surfacing around the covered sandpits (not only gives protection but adds colour as well) and a soft fall surface area underneath all fixed climbing and sliding equipment makes supervision a much easier job. Lovely colourful shade covers for UV 15 protection are an asset on hot summer days. This is the plan that needs to be worked out for the Grand Opening Day. Pupils, staff, families and members of the community will all be invited from 12 noon to 4 pm. on Saturday 30 August (members of the media are also welcome to attend). The Mayor of Dawnbrook, Reina Cassler, will officially open the new school building with the unveiling of a plaque and a ribbon cutting ceremony. Staff and children will be on hand 20 to give visitors official tours around the new school building. Some stalls will be set up in the playground with free sandwiches, cakes and beverages. There will also be a number of activities for children to enjoy themselves. We have already decided on having a bouncy castle in the playground that day. We should have a careful look into insurance though. From a previous occasion I know that when hiring a bouncy castle, the person or company who owns the castle will have insurance and you will need to sign a form 25 that the castle will be correctly supervised. The fact of the matter is that many bouncy castle hire companies do have insurance cover but this DOES NOT cover you if you are supervising the unit yourselves. Any operator telling you otherwise is not telling you the truth. Dawnbrook School has a Liability Insurance policy as well. I guess we can investigate the matter and talk about details later. Several committees have already been working hard on all aspects. To discuss the plan and make sure we 30 are all informed, I would like to invite you to a meeting next week on Wednesday afternoon at 14.00 in my office. * PE = Physical education (gymnastiek)
29
Unit 2 Organising activities
1 Plans for the new school building started in February last year. 2 There are eight new classrooms and two double classrooms. 3 The Central Hall can be separated into three for PE, lunchtime and assemblies 4 There is a special place in the playground for young children 5 The children cannot climb the special fence. 6 Sandwiches, cakes and beverages will be for sale in the afternoon. 7 Supervision of the bouncy castle by the school must be looked into. 8 In the team and staff meeting the committees will talk about their work.
true
false
□ □ □ □ □ □ □ □
□ □ □ □ □ □ □ □
Listening Listen to track 8. You will hear a meeting of the school team, discussing the organisation of Opening Day. Fill in the blanks in the sentences below. 1 You have all been
in one of the Fete committees. into the air, but we are still working on that.
2 We have thought of all children releasing 3 As you know I had already
Ms Reina Cleaver, our Mayor, to perform the opening ceremony.
4 I had planned that the children would be on hand to give
official tours around the new
school building. ?
5 Now Roxy, where do we stand regarding the Fete in the
artist for the younger ones.
6 So we will have a bouncy castle and we have found a 7 We would like to involve the parents in baking 8 How are you planning to get some
.
for the various activities?
Speaking interaction Work in a group of three. You are in a School Fete Committee. In this unit you have already collected quite a lot of information about organising an event. Now work out a plan for a School Fete at the festive opening with your committee. Discuss the following points in your group and take notes. You may want to look on the internet for ideas. 1 What sort of and how many stalls are needed? 2 Where would you plan to put them? In the playground, inside the school or elsewhere? Why there? 3 How many people do you think you will need to man the stalls and to lend a hand to all sorts of chores. Make a list of volunteers needed. 4 How many children and adults do you think will be present? Make a rough calculation and show how you got to those numbers. 5 What equipment (e.g. stalls, glasses) must be arranged? Make a list of at least five other items.
30
Unit 2 Organising activities
Writing Write a letter to inform the parents of the preliminary plans. Use the information from the memo and the team meeting. Make a list of tasks that are necessary for Opening Day. Convince the parents to contact you if they would like to help out as a volunteer; be persuasive!
Speaking Prepare and perform the welcoming speech on the occasion of opening of the new building (3-4 minutes). In your speech, mention: 1 Special welcome to guests (Mayor and special welcome to British officials). 2 How excited you are with the new building. Say at least 4 lines about the new school building and playground. 3 Children can’t wait to show everyone around (say where to go for a tour). 4 Tell them about today's special treats and activities and invite children and adults to join in. 5 Invite the Mayor to unveil the plaque and finally have him/her cut the ribbon.
31
k u t fds
20/20 English Werkboek B1 sector Welzijn N3-4
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Werkboek B1 sector Welzijn N3-4
Dit is niet alleen nuttig, maar bovenal erg motiverend, omdat de lesstof hierdoor past bij de interesse van de leerling. Daarnaast is er uiteraard rekening gehouden met de exameneisen en beheerst de leerling na het doorwerken van dit werkboek het Engels op niveau B1 van het ERK.
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English
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5501 20-20 ProefH 20-20 Welzijn B1 N3-4.indd 1
21-11-12 16:58