Werkboek B1 Sector Welzijn N3-4
English
Robert Hempelman Gelly Henderson Irma Vos
Auteur Robert Hempelman Gelly Henderson Irma Vos Eindredacteur Gelly Henderson Vormgeving EnOf Ontwerp + communicatie, Utrecht Opmaak een beeldredactie Imago Mediabuilders, Amersfoort Omslagfotografie Karin Ligthart Website bij deze uitgave www.2020english.nl Over ThiemeMeulenhoff ThiemeMeulenhoff is dé educatieve mediaspecialist en levert educatieve oplossingen voor het Primair Onderwijs, Voortgezet Onderwijs, Middelbaar Beroepsonderwijs en Hoger Onderwijs. Deze oplossingen worden ontwikkeld in nauwe samenwerking met de onderwijsmarkt en dragen bij aan verbeterde leeropbrengsten en individuele talentontwikkeling. ThiemeMeulenhoff haalt het beste uit élke leerling. Meer informatie over ThiemeMeulenhoff en een overzicht van onze educatieve oplossingen: www.thiememeulenhoff.nl of via de Klantenservice 088 800 20 16 ISBN 978 90 06 81532 0 Eerste druk, eerste oplage, 2013 © ThiemeMeulenhoff, Amersfoort, 2013 Alle rechten voorbehouden. Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand, of openbaar gemaakt, in enige vorm of op enige wijze, hetzij elektronisch, mechanisch, door fotokopieën, opnamen, of enig andere manier, zonder voorafgaande schriftelijke toestemming van de uitgever. Voor zover het maken van kopieën uit deze uitgave is toegestaan op grond van artikel 16B Auteurswet 1912 j° het Besluit van 23 augustus 1985, Stbl. 471 en artikel 17 Auteurswet 1912, dient men de daarvoor wettelijk verschuldigde vergoedingen te voldoen aan Stichting Publicatie- en Reproductierechten Organisatie (PRO), Postbus 3060, 2130 KB Hoofddorp (www.stichting-pro.nl). Voor het overnemen van gedeelte(n) uit deze uitgave in bloemlezingen, readers en andere compilatiewerken (artikel 16 Auteurswet) dient men zich tot de uitgever te wenden. Voor meer informatie over het gebruik van muziek, film en het maken van kopieën in het onderwijs zie www.auteursrechtenonderwijs.nl. De uitgever heeft ernaar gestreefd de auteursrechten te regelen volgens de wettelijke bepalingen. Degenen die desondanks menen zekere rechten te kunnen doen gelden, kunnen zich alsnog tot de uitgever wenden. Deze uitgave is voorzien van het FSC®-keurmerk. Dit betekent dat de bosbouw voor het gebruikte papier op een verantwoorde wijze heeft plaatsgevonden.
Voorwoord Dit is het werkboek B1 voor de sector Welzijn. Dit werkboek bevat 10 hoofdstukken (units) en in elke unit staat een thema centraal. Dit thema heeft altijd betrekking op een situatie die je in je toekomstige beroep kan tegenkomen. De opdrachten in deze unit passen binnen het thema. Elke unit wordt afgesloten met een case, waarin je kan laten zien dat je de geleerde stof beheerst en communicatief vaardiger bent geworden. Na het doorwerken van dit boek beheers je het Engels op niveau B1 van het ERK. Dit werkboek gebruik je in combinatie met het handboek voor de sector Zorg en Welzijn. Het handboek is een uitgebreid naslagwerk waar je zowel tijdens als na je studie gebruik van zult maken. In dit werkboek wordt regelmatig verwezen naar paragrafen in het handboek. Er staat dan bijvoorbeeld: Study your handbook, E27, about prepositions (voorzetsels). Op de website www.2020english.nl vind je de luisterteksten, extra opdrachten en transcripten van het luistermateriaal. Bij dit werkboek ontvang je een voucher waarmee je je licentie voor de website kunt activeren. Let op: de code in de voucher kun je maar een keer inwisselen! De methode 20/20 English is bedoeld om zelfstandig leren en werken te vergemakkelijken. Als je de aanwijzingen in dit werkboek volgt en de opdrachten uitvoert, zul je merken dat je veel vragen over Engels zelf kunt beantwoorden en problemen zelf kunt oplossen. Je docent heeft alle uitwerkingen. Bespreek met haar/hem of je over deze uitwerkingen mag beschikken. Als je alle units en cases aandachtig hebt doorgewerkt, zul je merken dat je je in veel situaties al heel goed kunt redden. Je woordenschat is groter geworden, je kunt gesprekken voeren, teksten lezen en samenvatten en e-mailberichten en brieven schrijven. You won’t be at a loss for words.
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 eenvoudig 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. Iconen en hun betekenis 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
7
Case 1
Welcoming New Residents
27
Unit 2
Organising Activities
31
Case 2
Grand Opening Day
52
Unit 3
Some Sound Advice
55
Case 3
Under-age Drinking
75
Unit 4
Welfare Work
79
Case 4
Free After-school Care
99
Unit 5
Special Care
103
Case 5
Child Neglect
122
Unit 6
Helpful Hands
127
Case 6
Geoff’s Fight
150
Unit 7
A Place to Call Home
155
Case 7
Short Stay and Relieve Care
177
Unit 8
Our Multicultural Society
181
Case 8
The Tijland Summer Event
198
Unit 9
Join our Team!
203
Case 9
Where Kids Can Just Be Kids
221
Unit 10
Jobs, Careers and Volunteers
225
Case 10
A Job Like no Other
242
Bronvermelding
248
Entering a Unit 1 New World
Welcoming new children in a day-care centre or new patients in a facility can be a stressful time for all parties involved, especially when the newcomers do not speak Dutch and you will have to
speak English! It is important that you will be able to understand
their needs and that they will understand what your facility offers. You will certainly be able to help them out at the end of this unit.
13786_Unit openers.indd 1
07-05-13 10:41
Unit 1 Entering a New World
Speaking interaction Exercise 1 Work in pairs. Discuss the following questions. 1 Imagine you are a mother/father of a young child and you wish to ask for information about the daycare centre. What kind of information would you ask for? 2 What do you think is important to remember when you are the person behind the desk answering the parent’s questions? For example: how would you treat the parent and why? 3 Many day-care centres hand out brochures, if you were allowed to design such a brochure, which four things would you like to see in it? Take notes.
Listening Exercise 2 Study your handbook, A49 and A90-A91, to learn phrases you can use to ask people for information and to learn about telephone numbers and etiquette. Listen to track 1.1. You will hear a conversation between a parent and a nursery teacher. Fill out the form with the information given.
Intake form Name of child Date of birth Nationality of child Name of father Nationality of father Birthdate of father Name of mother Nationality of mother Birthdate of mother Home address Postal code Town Landline - number Phone number in case of emergency Allergies Special needs Days of placement 8
Unit 1 Entering a New World
Speaking Exercise 3 Study your handbook, A11 and A48, to learn how to pronounce the letters of the alphabet and to use the telephone alphabet. During an intake it is particularly important to spell names and information correctly. Work in pairs. Each of you has to choose five words from the following list. Spell the words, using the regular alphabet as described in A11. Then exchange the words and spell them using the telephone alphabet as described in A48. Listen to track 1.1 again if you would like to know how to pronounce the words correctly. Correct each other in English if necessary. 1 jobs
6 abilities
2 know
7 question
3 dummies
8 confirm
4 juggle
9 mixed
5 assume
10 father
Grammar Exercise 4 Study your handbook, E57-E60, to learn about the affirmative and negative statements and interrogative sentences. Translate the following questions into English. 1 Weet u hoe oud de patiënt is?
2 Ik weet niet hoe oud de patiënt is.
3 U weet niet wanneer meneer Jackson aan zal komen?
4 Meneer Jackson zal morgen waarschijnlijk aankomen.
5 Hoeveel luiers hebben we nodig voor volgende week?
6 We hebben geen extra luiers nodig voor volgende week.
7 Wie heeft de agenda gepakt en niet op de tafel teruggelegd?
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Unit 1 Entering a New World
8 Zij heeft de agenda gepakt en mee naar huis genomen.
9 Wat moeten we bespreken tijdens vergadering?
10 Ik weet geen onderwerpen die ik zou willen bespreken.
Reading Exercise 5 Read the text and the following statements. True or False?
Separation Anxiety What can you do to prepare a toddler and his parents? Some tips and tricks: 1 It is important for the child, but also for the parents, to feel comfortable and safe within the day-care centre. Show the parents every room and answer all of their questions. 2 The parents do not want the child to miss out on affection and attention. Make sure you tell the parents 5
that you are aware of this. 3 Tell the parents that the day-care centre is designed especially to cater for the child’s every need, to make him/her happy and comfortable. 4 Discuss specific allergies, illnesses and/or emotional needs with the parents, to enable the nursery teachers to look after the child to the best of their ability.
10 5 Preparation before dropping a child off at a day-care centre is very important. You can help the parents by giving them the following tips: ■
One can prepare a child by leaving the toddler with family members and friends while the parents go away, so that the child gets used to being separated from his/her parents.
■
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Make sure the parents take the toddler to the day-care centre a couple of times before dropping him/ her off for the first time. It will help him/her getting used to this new environment.
■
If the parent is worried while dropping the child off, the child will respond by showing signs of separation anxiety. Tell the parent to be as relaxed and encouraging as he/she can be while saying goodbye to the toddler.
■
20
Tell the parent to talk in an encouraging and excited way about the day-care, to emphasise all the fun things which can be done at the centre.
■
Tell the parent to prepare the child at home by adopting some of the day-care structure at home.
1 Having someone babysit will help the toddler deal with separation anxiety. 2 Feeling guilty about dropping your child off at the day-care centre will not
true
false
□ □
□ □
□ □ □
□ □ □
influence the toddler. 3 It is perfectly fine to hand a child over to a complete stranger. 4 The child will not want you to leave if you are worried yourself. 5 It will help if some day-care routines are introduced at home beforehand.
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Unit 1 Entering a New World
Writing Exercise 6 The tips as described in Exercise 5 can also be used for patients going to other institutions. The elderly might feel anxiety leaving their former homes, mentally challenged patients might not want to change their environment, even if the next home is more suitable. How would you change the text of Exercise 5 to match the needs of a different target group? Write down in your own words which target group you would like to write the tips for and then write down the tips you would use and how you would change them to match the chosen target group.
Reading Exercise 7 Translate the following words into Dutch. You will ďŹ nd all the words in the text in Exercise 5. 1 separation 2 anxiety 3 to cater for 4 toddler 5 to show signs of 6 to miss out on 7 to drop off 8 to emphasise 9 preparation 10 to adopt
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Unit 1 Entering a New World
Speaking interaction Exercise 8 Study your handbook, A44, A65-A66 and A92-A95, and, to prepare yourself for the following exercise. Work in pairs. Practise the following conversation. One of you is person A and one of you is person B. Do not look at each other’s role cards. The conversation should take about 5 minutes. Take notes. Situation This conversation takes place in the office of the head nurse of the mental institution where patient John has been residing for the past two weeks. John has the mental capability of an 11year-old and even though he can take care of himself pretty well, he needs a lot of attention, as he throws tantrums (woedeaanvallen) whenever he thinks that there is an injustice. Aim of the conversation 1 Find at least three solutions for the bedcover issue, be creative. 2 Find at least three suitable solutions to make Jennifer feel more part of John’s life. 3 Agree on well-discussed plans for the future. 4 Make another appointment to discuss progress, mention date, time and location. Person A The head nurse, Carla is concerned because John continues to ask for his bedcover with a picture of a zebra on it. Carla has asked several social workers to help John find it, but he doesn’t seem to own a bedcover with a zebra on it. One of the social workers has taken John out to the shops to buy one, but John told the social worker that he didn’t want to buy it anymore. And he threw a tantrum right in the shop, as he thought they had lost his zebra cover. Carla would like to know what John’s mom would do in such a case. Person B John’s mom, Jennifer, feels pretty bad about John not living at home anymore and would like to be more active in his daily life. She is hoping to be able to visit more often and misses him dearly. She knows John can’t live at home anymore, and that he is much happier in the mental institution, John is 32 years old and Jennifer just doesn’t have the energy to take care of John. Jennifer knows that John loves zebras and that it helps him sleep and relax when there are pictures of zebras in his room. The start of the conversation Carla has called Jennifer to come over to discuss John’s progress and to discuss the bedcover-issue. Prepare for your conversation by using the following information, write notes.
Role card A: Head nurse
12
■
Welcome John’s mother.
■
Explain what happened concerning the tantrum.
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Find a solution for the bedcover issue.
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How can Jennifer be part of John’s life again?
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Discuss plans for the future.
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Make an appointment (date, time, location).
■
Say goodbye in a suitable manner.
Unit 1 Entering a New World
Role card B: Parent ■
Say that you are pleased that Carla has invited you.
■
Ask about John settling in.
■
Carla tells about the bedcover issue, think of two solutions.
■
John no longer lives at home, tell Carla how you feel about that.
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Discuss plans for the future.
■
Make an appointment to discuss John’s progress.
■
Say goodbye in a suitable manner.
Reading Exercise 9 Dealing with mentally challenged patients is very different from dealing with your classmates. Read the text and answer the following questions.
Better Health, Better Lives Fact Sheet An aid for staff members who work with people with intellectual disabilities in healthcare settings. Introduction It is often forgotten that people with intellectual disabilities are part of communities. And like everybody 5 else living in that community, they have access to available resources, including health services. We, as staff members, need to make sure these resources remain available to them. Many people do not know that an intellectual disability is defined as an IQ below 70. Such an IQ often leads to unexpected behaviour and may result in deficits in adaptive behaviour or daily living skills (self-care, communication, community participation). 10 Implications You might wonder what implications may be a result of an intellectual disability. People with intellectual disability generally: ■
Learn and process information more slowly, which means that if something that is new comes their way, it takes some time before they understand it and can act accordingly.
15
■
Have difficulty with abstract concepts such as money and time. They also find it difficult to deal with the subtleties of interpersonal interactions.
The kind of support and assistance they require depends on:
20
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Their cognitive ability.
■
Their environment’s expectations of them in their particular home setting.
■
Whether they have other developmental disabilities such as cerebral palsy, autism and/or any sensory impairments.
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Unit 1 Entering a New World
Always remember: each person is unique, regardless of IQ, and each will have their own personality and areas of ability and areas of difficulty. Arbitrary categories of mild (mild), moderate (licht), severe (ernstig) and profound levels of intellectual disability are defined on the basis of IQ and these give some guide to the 25 level of support someone might need, but the way that a person functions in their life will depend on many other factors. Like: personality, coping strategies (strategieën), the presence of other disabilities (motor, social or sensory), as well as the support provided to them by their family, friends and community. This will all contribute to the ways in which an individual engages with others and fulfils their community roles.
The following words can be found in the text. Find these words in the word search and translate them into Dutch. 1 intellectual
9 developmental
2 deficit
10 cerebral
3 adaptive
11 impairment
4 behaviour
12 regardless
5 implications
13 arbitrary
6 subtleties
14 profound
7 cognitive
15 coping
8 expectations
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Unit 1 Entering a New World
Exercise 10 Read the text in Exercise 9 again and answer the following questions in your own words. Use a dictionary or the internet if necessary. 1 An intellectual disability is defined as an IQ below 70. Name three problems a person with an intellectual disability might face interacting with others.
2 In the text ‘cerebral palsy’ is mentioned. What does it mean and what special needs does a person suffering from it have? (Name three.)
3 It is important that a person with an intellectual disability remains engaged with others. Think of an activity which you could do to make that a reality.
Listening Exercise 11 In track 1.1 you have already heard some numbers. Study your handbook, E113-E115, to learn about the right way to write down numbers and to read about the pronunciation. Listen to track 1.2 and answer the following questions. 1 How much did the shoes cost?
2 And the pants?
3 What about the socks?
4 How much money did she make at her first job?
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Unit 1 Entering a New World
5 How much did her third job pay?
6 And her fourth?
7 How much rent does she pay?
Grammar Exercise 12 Study your handbook, E27, to learn about prepositions (voorzetsels). Fill in the gaps, using the correct prepositions. 1 He will arrive
half past eleven.
2 I have been studying
three years now.
3 I hope the bus will be right
time, in order for me to be
time to
catch the train. 4 I want to complain 5
the noise.
first I was pretty nervous, but I am okay now.
6 I am going to spend my pocket money
nappies, could you please order new ones?
7 We are
8 The book is on the table right in front 9
games.
you.
you and me, I don’t think the manager knows that the others can’t make it.
10 The window is shattered because the patient threw a jar right
it.
Introducing Yourself Americans are often more informal than the British when they introduce themselves. With American business people you will notice that they often use first names right from the start. It is quite normal to introduce yourself as: ‘I’m Simon van Kasteren’ or ‘My name’s Marjolein Brands’. Never use the word ‘mister’ (Mr) or Mrs / Ms / Miss to introduce yourself. You can, however, use it to introduce others. When you introduce yourself, you may add that you come from the Netherlands / from Holland: ‘I’m Nick Vernooij from the Netherlands.’ Another useful expression is ‘I don’t think we’ve met. My name is Edwin Ong. I work for Parabrella in Amsterdam. Or you can say: ‘Stephanie, have you met Martin Heyd, from Bielefeld, Germany?’
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Unit 1 Entering a New World
Speaking interaction Exercise 13 Study your handbook, A85-A86, to learn about introducing yourself and others. Work in groups of four. It is the first day of an international internship as an activity coordinator and you are all from different countries and cultures. Write down on a card the character you wish to be, where you are from, and why you are here. Do not look at each other’s cards. The only restrictions are: your age should be somewhere between 18 and 25 and you are all going to work at a summer camp in the USA where children with behavioural problems will stay during the summer holidays. Discuss the following subjects, so make sure you have some notes about them on your character card. 1 What is your name, how old are you and where are you from? 2 Why do you want to work at the summer camp? 3 What activities could you do with children of the age of 8 to 14 with behavioural problems? Come up with at least one activity.
Writing Exercise 14 In Exercise 13 you have talked about summer camps in the USA. Pick one of the characters you and your classmates adopted for Exercise 13 and introduce that character to your teacher by writing a short description of about 150 words, mentioning the character’s name, age, country of origin, why this person wants to work at summer camp and what activity he or she has come up with.
Listening Exercise 15 Study your handbook, A64 and A70, to learn about leaving messages on an answering machine and talking about dates and times. Your teacher will read a text out loud. Listen to the text and fill out the form below.
Name Phone number Request
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Unit 1 Entering a New World
Writing Exercise 16 Imagine you have to leave a message for the lady who called in Exercise 15. You are an employee at the summer camp. You have checked availability and are pleased to inform her that it is possible to receive the guest. First you write down the message you would leave on her answering machine, consisting of the following information. Then make a recording of your telephone message. ■
Your name, name of summer camp and why you are calling.
■
The availability.
■
Before which date she will have to make the reservation.
■
When you have office hours so you can talk in person.
Grammar Exercise 17 Study your handbook, E89-E90, to learn about personal pronouns (persoonlijke voornaamwoorden) and possessive pronouns (bezittelijke voornaamwoorden). Choose the right form. Cross out the incorrect personal pronouns. The first one has been done for you. 1 Where is the father of the child? Him / he is in the hallway. 2 I think you took mine / my agenda by mistake, it was right here on my / mine table and now it is gone. 3 I am confused now, is it yours / your or is it she’s / hers? 4 It doesn’t matter to he / him, whether you buy her / hers car or not. 5 I have asked me / my colleague, and yes, he did see them / their on the bus.
Reading Exercise 18 Read the text and answer the following questions in English. Use your own words.
What to Do If your Child Is Bitten at Day-care If your child is bitten in a child-care setting, it is a frustrating and upsetting situation for all involved. Biting can happen at an early age when children don’t have the verbal skills yet to express themselves properly. Sometimes children bite on purpose. Luckily, 5 most bites from young children don’t break the skin, which could lead to infection. Taking care of the bite after it happens, both physically and mentally, can help the bitten child prevent and/or better deal with future bites.
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Unit 1 Entering a New World
Check the Wound 10 Check the bite wound carefully. The bite should have been properly cleaned with mild soap and water and covered with an antiseptic and bandage at day-care. The child-care provider should have also contacted you after the bite took place to inform you of the incident. Discuss the incident with a child-care provider when the bitten child is picked up. You should be provided with a detailed explanation of what took place and how the situation was dealt with. If you don’t feel the 15 child-care provider has followed proper procedure, contact the director of the day-care centre to schedule a meeting to discuss the matter. Contact a Doctor Contact a doctor if the skin was broken to discuss further treatment. There is risk of hepatitis B and C being passed from child to child if the skin was broken from the bite. There is also potential risk of infection. 20 Follow your doctor’s recommendations for vaccinations if felt necessary. Continue to keep the bite clean by washing with a mild soap and administering antiseptic. If the bite area becomes red and swollen, contact a doctor. Talk with your Child Talk with your child about what happened before the bite. Were the children playing a game? Was the child 25 that bit acting aggressively? Talk with your child about using her words to express to other children and adults when she is feeling scared to alert them of a potential biting situation. Provide love, comfort and encouragement to ease your child’s concerns about attending day-care in the future. Being bitten can be traumatic for young children and can affect their desire to attend day-care and play with others. Discuss the situation with staff at the child-care facility and their plans to keep biting from happening 30 again. Maintain strong communication with the day-care staff after the biting incident for information on how your child is adjusting after the incident and if there are any concerns.
1 Why do children bite?
2 When should you contact the director of the day-care centre?
3 Which risks are mentioned in the text when the skin is broken due to the bite?
4 Why is it necessary to talk to your child about the biting?
5 You will need to talk to the staff about the biting. Which subjects do you need to discuss with them?
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Unit 1 Entering a New World
Speaking interaction Exercise 19 Study your handbook, A43-A44 and A134-A135, to learn about correcting yourself, asking for an explanation, and offering and accepting apologies. Work in pairs. Practise the following telephone conversation in English. (A) is a member of staff of the daycare and (B) is a concerned parent whose child has been bitten at day-care. (A)
Neem de telefoon aan, zeg je naam en de naam van het kinderdagverblijf.
(B)
Groet de medewerk(st)er, zeg je naam en vertel dat je belt omdat je net hebt gemerkt dat je kind een bijtwond heeft op zijn been.
(A)
Zeg dat je weet wat er is gebeurd en dat het je spijt dat je er niks over hebt gezegd toen de ouder zijn/haar zoon kwam ophalen, maar dat het op dat moment te hectisch was.
(B)
Zeg dat je geschokt was te zien hoe zijn been was toegetakeld en dat je het wel heel fijn had gevonden als ze iets had gezegd.
(A)
Zeg dat je weet dat je iets had moeten zeggen en dat je je gemeende excuses aanbiedt.
(B)
Zeg dat het goed is en dat je graag wilt horen wat er is gebeurd.
(A)
Vertel dat het kind aan het spelen was met een ander kind en dat het gebeten kind het speelgoedje afpakte van een ander kind en dat dat kind, voor de medewerkster iets kon doen, het andere kind al had gebeten.
(B)
Vraag wat er toen gebeurde, vraag om meer details.
(A)
Vertel dat je meteen naar de kinderen toe bent gegaan en ze hebt toegesproken en uitgelegd dat de kinderen geen speelgoed mogen afpakken en niet mogen bijten.
(B)
Zeg dat je hoopt dat ze daarna nog langer met de kinderen hebben gesproken en vraag of de kinderen begrepen hebben dat ze beiden fout zaten.
(A)
Zeg dat je daarna met alle aanwezige kinderen hebt gesproken en hebt uitgelegd dat jullie zo geen problemen oplossen, dat ze nooit mogen bijten en geen speelgoed mogen afpakken.
(B)
Vraag of ze de kinderen getroost heeft en of ze naar de wond gekeken heeft.
(A)
Vertel dat je dat als eerste hebt gedaan en dat je, nadat de kinderen weer tot rust waren gekomen, met ze bent gaan praten.
(B)
Zeg dat je hoort dat A het goed heeft aangepakt, bedank haar voor de goede zorgen en vraag of ze er op wil letten dat beide kinderen de volgende dag weer leuk met elkaar spelen.
(A)
Zeg dat je goed op ze zal letten.
(B)
Bedank en sluit gesprek af.
Grammar Exercise 20 Study your handbook, E49, to learn about the correct word order in English. Form correct sentences by putting the words in the right order. 1 bus – went – yesterday – to – I – by – school
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Unit 1 Entering a New World
2 not – about – plans – them – should – we – told – have – our
3 that – have – I – think – other – the – bar – gone – to – we – day – could
4 elderly – loud – brought – read – I – two – to – the – books – to – have – out
5 been – of – bottles – we – before – never – have – out
Reading Exercise 21 Read the text and answer the following questions in your own words.
Aims and General Principles of Young Offender Institutions ■
The aim of a young offender institution shall be to help offenders to prepare for their return to the outside community.
■
The aim mentioned in the first paragraph shall be achieved, in particular, by: (a) providing a programme of activities, including education, training and work designed to assist
5
offenders to acquire or develop personal responsibility, self-discipline, physical fitness, interests and skills and to obtain suitable employment after release. (b) fostering links between the offender and the outside community. (c) co-operating with the services responsible for the offender’s supervision after release. Information to Inmates
10 Every inmate shall be provided, as soon as possible after his reception into the young offender institution, and in any case within 24 hours, with information in writing about those provisions of the rules and other matters which it is necessary that he should know, including earnings and privileges, and the proper method of making requests and complaints. In the case of an inmate aged under 18, or an inmate aged 18 or over who cannot read or appears to have 15 difficulty in understanding the information so provided, the governor, or an officer deputed by him, shall so explain it to him that he can understand his rights and obligations. A copy of these rules shall be made available to any inmate who requests it.
21
Unit 1 Entering a New World
1 What does ‘fostering links’ (l. 7) mean?
2 How must a young offender’s institution prepare an inmate for return to the outside community?
3 What kind of work should be provided?
4 If an inmate can’t read, who should explain the rules and regulations to him/her?
5 Think of five basic rules/regulations you could display to remind the offender to stay calm and participate in the intake. Make notes in English.
Speaking Exercise 22 Study your handbook, A140-A144. Work in pairs. In Exercise 21 you have each thought of five basic rules and/or regulations. Make a poster consisting of five rules and/or regulations. Prepare a presentation of 3 to 5 minutes to explain why you have chosen these five rules. Present it to your classmates.
Writing Exercise 23 You are working as an intern in a youth detention centre and you have just seen a new arrival. The inmate is under 18 and is pretty anxious. You have talked to the inmate and you have found out that he is scared that his mother will not visit him as soon as she is allowed to, which is the coming weekend. Use a computer to write your email. Write an email to the mother and use the following information:
22
■
Explain who you are and why you are emailing.
■
Mention visiting hours.
■
Mention when can she first visit her son.
■
Explain why it is important to visit. (See Exercise 21 for more information.)
■
Write a suitable ending.
Unit 1 Entering a New World
Grammar Exercise 24 Study your handbook, E97, to learn about interrogative pronouns (vragende voornaamwoorden). Fill in the gaps using the following pronouns: who – whose – what – which – why – when – where – how – how many 1
did it happen? Last month?
2
would you prefer: coffee or tea?
3
did he go? To a bar?
4
colleagues did you tell about this?
5
are you talking about?
6
bag is this? Yours?
7
could it have happened, if you were watching her the whole time?
8
ate the last biscuit?
9
is it so important to you?
Listening Exercise 25 Listen to track 1.3. Fill in the gaps in the text.
Good afternoon, my name is Rose and I am just 87 years old. I wish I could (1) little house
have stayed in my
in Winchester, but regretfully my bones ache a little more every single day and making dinner, doing the laundry, getting my 5
(2), it all has become a strain instead of a joy the way it used to be. (3)
I talked to my daughter and and I guess it is time for me to move to a nursing home. Due to my
(4) I need a lot of help getting 10 showered and dressed. So I guess I don’t really have a
(5) in this
matter.
23
Unit 1 Entering a New World
We have visited a nursing home in Southampton, which was lovely. The rooms were beautiful, the view (6). The staff were really nice and welcoming. I guess I should be (7) such a place.
happy that we can
15 But… My little friend, the one who has been with me for 14 years, you know, James, my black cat. Well. I have been told I can’t bring my cat with me, there are no animals allowed in the (8) I don’t understand why. He has been neutered. He is a very clean cat, never makes a don’t want to say
(9) around the house. Besides that, I just (10) to my house and my best friend. I am not
20 sure what I should do now.
Writing Exercise 26 Study your handbook, C3, to learn about writing a business letter. You can use this example letter to write your own letter. In Exercise 25 we met Rose, an elderly lady who has a cat, but who can’t bring the cat with her to the nursing home. Write a letter to the animal shelter near the nursing home using the following information. Use a computer. ■
Write to Angie Smith, Animal Shelter Cats and Dogs, 35 Carlton street, Southhampton SO67 4BK
■
Explain Rose McDowell’s problem.
■
Placement of cat in animal centre?
■
Possible to visit the cat?
■
Also if cat has been rehoused?
■
End the letter in a suitable manner.
Speaking interaction Exercise 27 The following conversation takes place between a carer of a special needs day-care centre and a parent dropping off his/her child. Place the sentences in the correct order. Copy the sentences. 1 Sure I do, I will wait here. 2 I will have to look at the daily report to see if it has been noted down, do you have a moment? 3 Yes, I can do that, no problem. Can I contact you at your office? 4 I would like to know if my son got his medicine yesterday, he was rather restless when we picked him up. 5 Can I help you, sir? 6 I am very sorry but I do not have a lot of time, can’t you call me later and tell me if the medicine has been given? 7 Of course, I will be there until 6 p.m. 8 Sure, please tell me what is the matter? 9 I am sorry, sir, but I can’t find it. I will ask around, please wait here.
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Unit 1 Entering a New World
10 Yes, I would like to ask you something.
Work in pairs. Practise the conversation in English.
Speaking Exercise 28 Study your handbook, A3 and A9-A10, to learn about intonation, stress and rhythm in English. An important part of your job as a carer in various professions is to read to people, whether they are small children or grown-ups. Work in pairs and read the story out loud to each other. Try using different intonations and changes of emphasis so that you experience what it does to the story.
The Fox and the Crow A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. ‘That’s for me, as I am a Fox,’ said Master Reynard, and he walked up to the foot of the tree. ‘Good day, Mistress Crow,’ he cried. ‘How well you are looking today: how glossy your feathers; how bright your eye. I feel sure your voice must surpass that of other birds, just as your figure does; let me hear but one 5 song from you that I may greet you as the Queen of Birds.’ The Crow lifted up her head and began to caw her best, but the moment she opened her mouth the piece of cheese fell to the ground, only to be snapped up by Master Fox. ‘That will do,’ said he. ‘That was all I wanted. In exchange for your cheese I will give you a piece of advice for the future: ‘Do not trust flatterers.’
25
Unit 1 Entering a New World
Writing Exercise 29 Write down, in your own words, what the story in Exercise 28 is about and what kind of stories you would like to read to your target group and why.
Important words and phrases Make sure that you know how to use the following words and phrases in English. They can all be found in unit 1. Choose ďŹ ve words from the list and write a sentence with each of these words. You can add extra words from this unit to your personal word ďŹ le in wrts. een kind naar bed
overnemen, nadoen
brengen fopspeen
ontwikkelen
dreumes
beschadigingen, aantasting
tekenen vertonen van
verlatingsangst
naar beste vermogen
spasticiteit
afzetten, wegbrengen
verzorgingstehuis
verstandelijke handicap
verzorger
verzorgen
huismeester
niet meekrijgen, missen
dader, crimineel
benadrukken
gevangene
voorbereiden
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Unit 1 Entering a New World
Case 1 | Welcoming New Residents You are an activity coordinator in a home for the elderly and today you are meeting with a group of new residents, who have just moved in. In a first gathering you want to get to know the new-comers and find out about their preferences, so that you can take these into account when planning activities.
Speaking Prepare a presentation to introduce yourself to the newcomers, using the following information. ■
Welcome the residents.
■
Tell the residents your name, your profession.
■
Talk about activities that you have organised before (name two) and tell the new residents that you would like to know if they have any preferences, or if there are any disabilities, which would make it hard for them to join in for some activities.
End the presentation in a suitable manner.
Writing After the presentation some of the newcomers came forward and said they had noticed that there is such a small collection of books in the reading room and they asked if it was possible to arrange more books. Books they would like to read are thrillers and literature. Write an email to the director and ask for more books. Use a computer. Include the following information: ■
Explain why you are writing the email.
■
Mention the kind of books the new residents would like to read.
■
Propose to make a library for the residents, where people can just bring and borrow books.
■
End the email in a suitable manner.
Reading Read the text and answer the following questions in your own words.
Welcome to our Beautiful Home! We are very happy to welcome you to our beautiful home. To help you get acquainted with our home, we have put together this leaflet about all our facilities, rules and regulations. We all want to remain independent as we get older. And here we hope you will be able to do just that. Our assisted and independent living apartments will enable you to live in your own home, feeling safe in the 5 knowledge that care and support is close at hand should you ever need it. Each assisted living property is a well-appointed, self-contained apartment or bungalow set within the beautifully landscaped grounds. Support & Services With each assisted living property you can also enjoy the advantages of a variety of services provided by our on-site care home, including: a regular calendar of social activities, assistance with laundry and household
27
Unit 1 Entering a New World
10 chores, catering services (either in your own home or in our on-site restaurant) and individually tailored personal care and support. Please call 562 for housekeeping and 563 for catering services. Assisted living is also designed to make property ownership as easy as possible by taking care of all major external property maintenance, such as gardening, and on-going property management issues. This will allow you to live as independently as you wish, with the security that help is available, should you require 15 it. Please call 564 for garden assistance, and 565 for maintenance. Peace of Mind Each assisted living property is fitted with a 24-hour Emergency Call system linked to support staff, providing peace of mind for yourself, your relatives and friends. You can choose to either carry it on you, or use the fixed buttons near your bed and your couch and in your bathroom. Please dial 000 for medical 20 assistance. Guidance and Support We’re here to help in any way we can – whether that’s finding you the right support or helping you adjust the care home environment to match your needs. You only need to dial 566 for immediate assistance. Main Facts and Basic Rules 25
■
Close care scheme with on-site care staff (dial 567 – available 24 hours, 7 days).
■
For complaints please call the non-resident management staff (dial 561).
■
For community alarm service (dial 000 – available 24 hours, 7 days).
■
Regular social activities are included. There is a full activities programme, which is available to all residents, organised by the activities manager (dial 560 for more information).
30
■
New residents are welcome from 55 years of age.
■
Both cats and dogs are generally accepted (pets allowed through previous agreement only).
■
Visitors need to park their cars in front of the house, not near your individual apartments.
■
Catering for larger parties (including non-residents) is available on request. Reservations must be made at least three days in advance.
35
■
Smoking is allowed on the premises, but only in designated areas.
Several phone numbers are listed in the above text. Look up the numbers below and write down when a resident should call these particular numbers and why. The first telephone number has been filled out as an example. Phone numbers 1 000 2 560 3 561 4 562 5 563 6 564 7 565 8 566 9 567 28
Medical Assistance, when you need a doctor or nurse.
Unit 1 Entering a New World
Listening Listen to track 1.4. You can hear a discussion between a social worker and an elderly person about a complaint. Answer the following questions in your own words. 1 When does Mr Amble settle (calm) down a little?
2 Why does Mr Amble say he is not senile?
3 Did the nurse call Mr Amble a liar?
4 Who are the ‘girls’ Mr Amble is referring to?
5 Why couldn’t the nurse bring Mr Amble his medicine?
6 John wants Mr Amble to agree on one thing, what exactly?
Speaking interaction Work in pairs. Practise the following conversation in English. Imagine that you are an activity coordinator (A) and a newcomer (B) at a home for the elderly. You are about to discuss the activities which the new resident can and cannot do. Switch roles. Conversation 1 (A)
Stel je voor en vraag naar de naam van de nieuwe bewoner/bewoonster.
(B)
Geef je naam en vraag of je even mag gaan zitten, omdat je pijn in je benen hebt.
(A)
Bied een stoel en koffie aan en vraag of de persoon zo goed zit.
(B)
Geef antwoord en vraag naar de activiteiten van de komende week.
(A)
Leg uit dat jullie voornamelijk actieve activiteiten hebben gepland, maar dat je nu ziet dat meneer/ mevrouw last heeft van zijn/haar benen en dat jullie misschien het programma wat aan moeten passen.
(B)
Geef aan dat je inderdaad niet lang kunt staan en/of lopen en dat je het fijn zou vinden als er activiteiten worden georganiseerd waar je aan mee kunt doen.
(A)
Vraag welke activiteit meneer/mevrouw wel zou kunnen doen, of het voldoende is om te blijven zitten of dat er meerdere beperkingen zijn.
(B)
Geef aan dat je alleen last hebt van je benen, maar dat je spelletjes, welke dan ook, erg leuk vindt. Je houdt van gezelschap.
29
Unit 1 Entering a New World
(A)
Vertel dat er meerdere personen zijn die slecht ter been zijn die het erg leuk vinden om spelletjes te doen, dat jullie misschien een speciale spelletjestafel kunnen neerzetten, zodat de andere activiteiten ook door kunnen gaan.
(B)
Zeg dat je dat een heel leuk idee vindt en dat het je ook zal helpen de andere bewoners te leren kennen.
Conversation 2 (A)
Vraag of de bewoner wel kan zwemmen, zodat er wel iets aan beweging gepland kan worden?
(B)
Vertel dat je het heerlijk vindt om te zwemmen en vraag hoe vaak men naar het zwembad kan.
(A)
Vertel dat onder begeleiding er twee keer per week wordt gezwommen, maar dat meneer/mevrouw zelfstandig elke dag kan gaan.
30
(B)
Vraag of meerdere bewoners dat doen.
(A)
Stel voor de persoon aan een groep voor te stellen die elke ochtend om 8 uur gaan zwemmen.
(B)
Zeg dat je dat geweldig vindt.
(A)
Maak een afspraak wanneer je de persoon gaat voorstellen.
(B)
Vraag om een tweede mogelijkheid.
(A)
Geef een andere datum en tijd.
(B)
Stem toe en sluit het gesprek af.