Dipartimento di Scienze Politiche e Sociali

Department of Political and Social Sciences

Magistrale Instructors handout groups 1 and 2

ClasseLM-87-Servizio sociale e politiche sociali LM-88 Sociologia e Ricerca Sociale

Cdl 0758 + 0791

ENGLISH for social services

DEGREE IN SOCIAL WORK and SOCIAL POLICIES

DEGREE IN SOCIOLOGY and SOCIAL RESEARCH

Name:_________________________________________

ACADEMIC YEAR: 2018- 2019

Instructor:

Docente: Ian M Robinson

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This is the handout for use with the language instructors.

Students of both cdl 0758 and cdl 0791 are together in these small groups. The students do 15 hours with the language instructors.

The aim of these groups is for students to have greater opportunity to interact and talk than they have in the big group.

There are different goals for these particular groups:

- Allow students to learn the particular vocabulary of Social Work and Social Policy;- Give students opportunities to talk in English;- Teach particular functions necessary for the final exam;- Practice writing skills;- Have the chance to ask for specific help.

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Social work and social policy mindmap – in each circle put in something that you connect to Social Work and Social Policy.

Social work and social policy

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2

3

4

5

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7

8

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MATCH THE WORD TO THE DEFINITION

social service ___________ handicap __________

welfare state ___________ social work ___________

counsellor ___________ welfare ___________

counselling ___________ welfare work ___________

G

Social Issues in Today's Society

F activity or assistance designed to promote social welfare; esp, pl the organized services (e.g. education, health, and housing) provided by the state

H (the methods or activities of) any of various professional agencies or services practically involved with the investigation and alleviation of the problems of the economically underprivileged, socially maladjusted, handicapped, etc

A 1 happiness, comfort, and security; well-being <concerned for her child's >

2 aid in the form of money or necessities for those not well able to provide for themselves (e.g. through poverty, age, or handicap); also, Br SUPPLEMENTARY BENEFIT

B organized efforts by a community or organization to improve the living conditions of a group (e.g. the poor or elderly) in society – compare SOCIAL WORK

D 1 a social system based on the assumption by the state of responsibility for the individual and social welfare of its citizens by providing education, medical care, unemployment relief, supplementary benefits, etc

2 a nation or state in which a welfare state system operates

C a person who gives esp professional advice or guidance <marriage guidance >

E professional guidance (e.g. by a psychologist or social worker) of the individual in personal and social matters <student >

G 1a a race or contest in which an artificial advantage or disadvantage is given to a contestant so that all have an equal or more nearly equal

chance of winning

1b the advantage or disadvantage so imposed, usu in the form of points, strokes (e.g. in golf), or weight to be carried (e.g. by a horse)

2 a (physical) disability or disadvantage that makes achievement unusually difficult

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This Buzzle article lists some of the prominent social issues which are being constantly scrutinized and debated in our world today.

http://www.buzzle.com/articles/social-issues-in-todays-society.html

Social issues are those which affect the human society as a whole. These issues are pertaining human behavior, including government policies, religious conflicts, gender inequalities, economic disparities, etc.

List of Social Issues in Today's Society

Some letters have been removed, please complete the words

Al__________lism

Food and D__________g Safety

Tax Reform

C__________ch-State Separation

Global Warming

Birth C__________l

Ab__________ion

Suicide

Drug Abuse

Capital Punishment

Misuse of social net__________ing

Animal and environment abuse

Homophobia

P__________ty

Women's Rights

Religion-based Discrimination

World p__________tion

Organ & body donation

Human R__________s Violations

Environmental Pollution

Children's Rights

Corporate Downsizing

Defense Spending and Preparedness

Euthanasia & a__________d suicide

Eating Di__________ers

Unemployment

Ho__________ess

Racial profiling

Welfare

Recycling and Conservation

HIV/AIDS

Civil Rights

Genetic En__________ing

Consumer Debt and Bankruptcy

Ob__________ty

Terrorism

Judicial Reform

Censorship

V__________ce

Academic Freedom

Gun Control

G__________er issues

Environmental issues

Single P__________ing

Child Labour

Immigration

T__________cco

Nuclear Proliferation

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Ageism

Stress

Cancer

Pro__________on

Gay Marriages

E__________ation

Health Care Reform

Embryonic Stem Cell Research

Affirmative Action

Now read these paragraphs below. They explain some of the ideas above. Using these examples, write your own paragraphs for other topics.

Health Issues

Health issues, which arise due to the increase in number of people detected with life-threatening diseases like cancer and AIDS every year. This social issue can be handled only if another issue i.e. health care reform, is dealt with appropriately.

Teen Issues

There are plethora of teen issues which society is facing today, right from increase in alcohol abuse, to eating disorders, to high stress levels amongst teens. According to the "Mothers Against Drunk Driving website", around eight teens die every day due to drunk driving in America. Violence faced by teens is startlingly high too, with as many as one in every two rape victims being under the age of eighteen (statistics courtesy Department of Justice).

Gender Issues

Women's issues, such as equality of rights, privileges, and pay-packages similar to those of men, are some of the gender-specific social issues which are faced by American women. According to department of labor, USA, 46.8 percent of the total U.S. labor force consisted of women and it is projected that by the year 2018, 46.9 percent of the labor force will be women.

Economic Issues

In the current economic recession, according to the United States Department of Labor, the unemployment rate has gone up to 9.60 percent, as of September 2010. On an average, the unemployment in America has remained 5.70% from 1948 to 2010. Thus, there has been a considerable increase in unemployment in recent months, making it one of the burning social issues today.

These were some of the major social issues present in today's society. Efforts need to be made at an individual, national, international, and political level, to tackle them with conviction.

Read more at Buzzle: http://www.buzzle.com/articles/social-issues-in-todays-society.html

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The 10 Social Issues Americans Talk the

Most About on Twitterhttp://www.takepart.com/photos/10-social-issues-americans-talk-about-twitter-most/next-gallery

Connect The Titles To The Description Below

10. Better Transportation and Roads

9. Reliable Energy at Home

8. Equality Between Men and Women

7. Protecting Forests, Rivers, and Oceans

6. Action Taken on Climate Change

5. Political Freedoms

4. An Honest and Responsive Government

3. A Good Education

2. Freedom From Discrimination

1. Better Job Opportunities

A When the power goes out, Twitter lights up. Everyone wants to know when the electricity is going to be back on. But Americans are also tweeting about green sources of energy, such as wind and solar power. With 1,717,863 tweets, reliable energy at home is the ninth-most-discussed issue on the social media platform.

B Whether it’s tweeting about student loan debt or thanking teachers, education is a hot topic on Twitter. Americans care deeply about getting a good one. An astounding 5,093,484 tweets make it the third-most-popular issue on the social media platform.

C Good news: Americans really do care about the planet. A remarkable 2,352,180 tweets about saving the world’s trees from illegal logging and protecting our oceans from toxic plastic pollution make protecting forests and rivers the seventh-most-talked-about issue on Twitter.

D With the economy still recovering from the Great Recession, it’s no surprise that Americans are tweeting up a storm about finding employment or moving up the career ladder. The abundance of tweets—6,838,071 of them, featuring words likeunemployed and hiring—landed the subject of better job opportunities at the very top.

E Forget that tired red state–versus–blue-state narrative. Americans just want a government that works. A full 2,826,891 tweets about an honest and responsible government put this issue in the

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fourth spot, showing that we aren’t as caught up in partisan politics as you might think.F Have you ever tweeted about all the potholes on your morning commute, being stuck in a horrible

traffic jam, or subway delays? Plenty of Americans have. With 1,395,907 tweets, the subject of better transportation and roads is the 10th-most-talked-about issue on Twitter.

G America’s the greatest nation in the world—as long as we uphold our democratic values. An astonishing 2,809,219 tweets about civil rights, freedom of the press, and free speech put the issue of political freedoms in fifth place.

H Can’t we all just get along? A staggering 6,449,822 tweets about issues related to freedom from discrimination put this issue in the No. 2 spot. Twitter users discuss everything from eliminating racism and discrimination against Muslims to marriage equality and LGBT rights.

I Three cheers for #YesAllWomen! Tweets with key words like gender and violence reveal that equality between men and women is on the minds of many Americans. An inspiring 1,936,516 tweets put this subject in eighth place.

J Sorry, climate change deniers, with 2,431,326 tweets about the issue, it’s clear that Americans know there’s a problem with our environment. Users of the platform are eager to discuss pollution, conservation, and clean energy, which puts the issue in sixth place.

Write tweets (maximum of 140 characters) about two or three of these issues. See if your partner can guess which issue you are writing about

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Social policy

From Wikipedia, the free encyclopedia

In this first exercise I have taken out some grammar words, write the number of the gap (1 to 10)

next to the word (A to J) in the box below

Social Policy primarily refers ___1___ guidelines, principles, legislation and activities that affect

the living conditions conducive to human welfare. The Department ___2___ Social Policy at the

London School of Economics defines social policy as "an interdisciplinary and applied subject

concerned ___3___ the analysis of societies' responses to social need. It seeks to foster in its

students a capacity to understand theory ___4___ evidence drawn from a wide range of social

science disciplines, including economics, sociology, psychology, geography, history, law,

philosophy and political science. Social Policy is focused ___5___ those aspects of the economy,

society and policy that are necessary to human existence and the means ___6___ by which they can

be provided. These basic human needs include: water, food, and shelter, a sustainable and safe

environment, the promotion ___7___ health and treatment of the sick, the care and support of those

unable to live a fully independent life; and the education and training of individuals to a level that

enables them fully to participate ___8___ their society". The Malcolm Wiener Center for Social

Policy at Harvard University describes social policy ___9___ "public policy and practice in the

areas of health care, human services, criminal justice, inequality, education, and labor." Social

policy might also be described as actions ___10___ affect the well-being of members of a society

through shaping the distribution of and access to goods and resources in that society. Social policy

often deals with wicked problems.

A in B and C to D of E of

F as G with H that I on J by

In this next part I have put the verbs in brackets, use the verbs in the past to complete the text

History of social policy

The earliest example of direct intervention by government in human welfare dates back to Umar ibn

al-Khattāb's rule as the second caliph of Islam in the 6th century. He __________ (use) zakah

collections and also other governmental resources to establish pensions, income support, child

benefits, and various stipends for people of the non-Muslim community.

In the West, proponents of scientific social planning such as the sociologist Auguste Comte, and

social researchers, such as Charles Booth, __________ (contribute) to the emergence of social

policy in the first industrialised countries. Surveys of poverty exposing the brutal conditions in the

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urban slum conurbations of Victorian Britain __________ (supply) the pressure leading to changes

such as the reform of the Poor Law and the welfare reforms __________ (carry) out by the British

Liberal Party. Other significant examples in the development of social policy are the Bismarckian

welfare state in 19th century Germany, social security policies __________ (introduce) under the

rubric of the New Deal in the United States between 1933 and 1935, and health reforms in Britain

following the Beveridge Report of 1942.

Social policy in the 21st century is complex and in each state it is subject to local, national and

supranational political influence. For example, membership of the European Union is conditional on

member states' adherence to the Social Chapter of European Union law and other international laws.

In the next paragraph I have inverted some words (put one word before another), can you identify which words have been changed?

Types of social policy

Social policy aims to human improve welfare and to meet human needs for education, health,

housing and security social. Important areas of social policy are the state welfare , social security,

unemployment insurance, environmental policy, pensions, health care, housing social , social care,

child protection, social exclusion, education policy, crime and justice criminal .

The term 'social policy' can also to refer policies which govern human behaviour. In the States

United , the term 'social policy' may be used to refer to abortion and the regulation of its practice,

euthanasia, homosexuality, the rules issues surrounding of marriage, divorce, adoption, the legal

status of recreational drugs, and the legal status prostitution of.

In this last exercise with this text I have removed words, you must put them back in (I have not

given you the words so you will have to think of them yourself)

In academia

Social Policy is also __________ academic discipline focusing on the systematic evaluation of

societies' responses to social need. It __________ developed in the early-to-mid part of the 20th

century as a complement to social work studies. London School of Economics professor Richard

Titmuss is considered to __________ established Social Policy (or Social Administration) as an

academic subject __________ many universities offer the subject for undergraduate and

postgraduate study. Other leading departments of Social Policy __________ the Department of

Social Policy and Intervention, University of Oxford and The Malcolm Wiener Center for Social

Policy at Harvard University.

http://en.wikipedia.org/wiki/Social_policy

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What are special educational needs?If your child has more difficulties than most children their age with schoolwork, communication or behaviour, plenty of help and advice is at hand from special educational needs specialists, teachers and voluntary organisations.

What 'special educational needs' meansThe term 'special educational needs' (SEN) has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.Many children will have SEN of some kind at some time during their education. Help will usually be provided in their ordinary, mainstream early education setting or school, sometimes with the help of outside specialists.If your child has special educational needs, they may need extra help in a range of areas, for example:

schoolwork reading, writing, number work or understanding

information expressing themselves or understanding what others are

saying making friends or relating to adults behaving properly in school organising themselves some kind of sensory or physical needs which may affect

them in school

Your child's progress at schoolChildren make progress at different rates and have different ways in which they learn best. When planning lessons based around the National Curriculum, your child's teacher will take account of this by looking carefully at how they organise their lessons, classroom, books and materials.The teacher will then choose suitable ways to help your child learn from a range of activities (often described as 'differentiating the curriculum').If your child is making slower progress or having particular difficulties in one area, they may be given extra help or different lessons to help them succeed.Just because your child is making slower progress than you expected or the teachers are providing different support, help or activities in class, this doesn't necessarily mean that your child has SEN.

Getting help for your childYour child's early years are a very important time for their physical, emotional, intellectual and social development. When the health visitor or doctor makes a routine check, they might suggest that there could be a problem. If you have any worries of your own, you should ask for advice straightaway.You should first go to your child's class teacher, the SENCO (the person in the school or preschool who is responsible for coordinating help for children with special educational needs) or the headteacher.You could ask them if:

the school thinks your child is having difficulties and/or has SEN

your child is able to work at the same level as children of the same age

your child is already getting extra help you can help your child

If your child's school agrees that he or she has SEN in some areas, they will adopt a step-by-step approach to meeting these needs. 

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Special educational needs: a step-by-step approach Identifying special educational needs in under fives Getting help for special educational needs in under fives

Special educational needs: basic principlesThere are a number of basic principles that all those involved in your child's education will consider. When talking to your child's teachers, there are some basic points to bear in mind:

if your child has SEN their needs should be met and they should receive a broad, well-balanced and relevant education

your views should always be taken into account and the wishes of your child should be listened to

your child's needs will usually be met in a mainstream school, sometimes with the help of outside specialists

you should be consulted on all the decisions that affect your child

you have a vital role to play in your child's education If your child has SEN, there are also a number of organisations that will be of help.http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/SpecialEducationalNeeds/DG_4008600

1) What does SEN mean?

_______________________________________________________________________________________

2) How will help sometimes be given?

_______________________________________________________________________________________

3) What will special needs children sometimes have problems making?

_______________________________________________________________________________________

4) What is 'differentiating the curriculum'?

_______________________________________________________________________________________

5) What is one of the basic points to bear in mind for a parent with an SEN child?

_______________________________________________________________________________________

Now write two more questions and your classmate must answer them.

6)

_______________________________________________________________________________________

7)

_______________________________________________________________________________________

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How do these pictures refer to special needs? Discuss

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In the text below 12 phrases have been removed. Read the text and put the phrases (a-l) back in the

correct places.

All about choicehttp://www.nhs.uk/choiceintheNHS/Yourchoices/allaboutchoice/Pages/Allaboutchoice.aspx

OverviewGiving people more choice is a priority of the modern NHS. This is because research in _______________1___________________ shown that treatments are more effective if patients choose, understand and control their care. 

Your choices include:

The right to choose a GP and to change to another _________________2_______________ service you receive.

The right to choose which hospital to go to if your GP refers you to see a specialist. The right to be involved in decisions about your ________________3__________________

information you need to do this.

For a full list of your guaranteed choices within the NHS go to Rights and pledges.

These aren't the only choices you can make. There are choices in your lifestyle, decisions about your treatment, and even the way in which you interact with doctors and other health professionals that can all affect your health.

To get the full benefit of the health service it's essential ________________4__________________ these other choices too.

 Lifestyle choices

Lifestyle choices can have a greater impact on our long-term health than any other choices.

There is no magic pill to protect us from heart disease, stroke and cancer, the three ________________5__________________ deaths in the UK. However, by choosing to live more healthily, especially doing more exercise and improving our diet, we can reduce the risk of premature death from one of these illnesses.

We can also influence the health of ________________6__________________ lifestyle choices. As parents, in particular, we can help to improve the health of our children. Simple measures, such

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as walking instead of _________________7_________________ of salt and fat you add to food, can have a significant effect on your health over time.

Our health isn't fixed or predetermined. The lifestyle choices we make each day may seem insignificant, but they add up. Over decades they can make the _________________8___________ shorter one, a happy and active old age or a difficult and restricted one.

Finally, don’t avoid changing your lifestyle simply because you think it might be difficult. It's true that bad habits can be difficult to break but, once established, good habits can be easy to maintain. For example, give up sugar in tea today and you may find it difficult for the first 10 cups with no sugar, but if you persevere you'll probably never drink a cup of tea with sugar in again.   This website contains information on adopting and leading a healthy lifestyle. For more information visit:

Live Well : hundreds of evidence-based articles, videos and tips on leading a healthier lifestyle.

Tools library : healthy weight calculators, five-a-day planners, a fitness widget and many other interactive health aids.

Video library : hundreds of inspiring _______________9___________________ lifestyle.

 Treatment choices

For some medical complaints a doctor will recommend a single straightforward treatment. A course of antibiotics for an inner-ear infection, for example.

But for many conditions there is no single treatment. Instead, you and your doctor will have a range of options to choose from. In this case, what's ______________10____________________ a number of factors, some medical, others more personal.  For example, you may need to consider the benefits of one or more drugs against their side effects, or choose between having an operation that has serious risks and living with the discomfort of the condition.

When faced with complicated and often frightening health issues, it can be difficult to remember that we have a right to be involved in decisions about our treatment and care. NHS doctors have a ________________11__________________ available and will advise us what they think is best. But it's you, the patient, who must decide whether a treatment is right for you.

Making the most of treatment choices requires careful thought and research. You're more likely to make the right _____________12_____________________ about the options available to you and the experiences of others.

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a) if you're not happy with the

b) travelling by car or reducing the amount

c) best for you will be influenced by

d) to give careful consideration to

e) duty to inform us about the options

f) the UK and overseas has

g) people close to us through our own

h) conditions responsible for the majority of early

i) videos on all aspects of leading a healthy

j) healthcare and to be given the

k) decision if you learn more

l) difference between a long life or a

Below are words taken from the above text, but the letters have been mixed up. Sort out the letters to make the words

iatnptse = ______________________

piiecalsst = ______________________

meearttnt = ______________________

thehal = ______________________

ebfeint = ______________________

elLtiyfes = ______________________

tdahe = ______________________

thbais = ______________________

lbvileaaa = ______________________

snoitpo = ______________________

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Discussion:

What changes would you like to see in the provision of medical care in your region? What are the problems? What are the good aspects?

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The next text is about prisons. Before you read it, work in small groups and connect all the words and ideas you can to the central idea of PRISONS in this mind map.

prison

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Which words / ideas that you wrote on the mind map can you find in the text below.?

Complete the titles for each section of this text.

Crime and justice

What the prison service does

If someone you know is sent to prison, they must be treated fairly. The prison service must ensure that they are held in a safe environment, and that they cannot escape. Find out more about what prisoners can expect to find.

1) ___________________________________ Making sure that prisons are protected and solidly fenced, so that nobody can get in or out without permission is one of the prison service’s most basic jobs.Each prison must make sure that not only can inmates not escape, but also that nobody can enter who is not approved.Prisons must also make sure that banned items (such as weapons, mobile phones or drugs) cannot be smuggled in or out.

2) ___________________________________ While your friend or family member is held in prison, the prison will help them to gain job skills, working experience and qualifications by giving them jobs to do.This is designed to help prisoners find work when they are released.Many different types of work are available. These vary from one prison to the next, but can include:

woodwork engineering printing farming gardening

Prisoners can receive some payment for the work they do.

3) ___________________________________ The prison service must provide quality healthcare for all prisoners.Prison staff work with their local NHS trust to make sure prisoners receive the same level of care that they would get in their own community.However, it’s possible that some prisons might not have the facilities to deal with more severe health problems. In those cases, the prisoner involved may be moved to another prison or a hospital where they can receive the help they need.

4) ___________________________________ While your friend or family member is in prison, the staff there are required to keep them safe from violence.

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Prisoners have a right to be protected from bullying or attacks by other prisoners. They must also be prevented from hurting themselves.If prisoners have problems, or are afraid for their safety, they should alert prison staff. They are required to take actions to keep prisoners safe from harm.http://www.direct.gov.uk/en/CrimeJusticeAndTheLaw/PrisonAndProbation/DG_176108

In the text the paragraphs 1-4 had titles. These titles have been removed, work in pairs and try to write suitable titles.

Prison is the punishment that keeps on taking. Long after the individual has regretted his or her sin and wishes to go back to living a productive life, he must stay in prison wasting his precious years on this earth. Almost anything you take from a man can be given back except time. He can never reclaim the time that was stolen from him. He can never experience his children growing up for they are already grown. He can never experience those precious moments with his wife for most likely she has moved on. Of all the crimes that man commits to go to prison, in most cases our decision to keep him there is worse. Source: Prison Poems - Poems about Prison http://www.familyfriendpoems.com/family/prison-poems.asp#ixzz0fueSZN7h

Thoughts Of A Convict© Luis Verduzco Some day the gates will open, and once more I'll be free.A fact that makes me wonder,"What will become of me?"

Have I a future awaiting me,Such as the past I've known?Will I be accepted by others,or forced to walk alone?

Are there opportunities of employment,for a man such as I?Or will I have to sell dope again,in order to get by?

What of the friends that I once knew,but haven't seen in years?Will they accept my friendship now,without any doubts or fears?

What is there awaiting me,When I go out of that gate?Is there yet a chance for me,or is it now too late?Source: Thoughts Of A Convict, Prison Poems http://www.familyfriendpoems.com/family/poetry.asp?poem=20068#ixzz0fuf6Qvz5

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Discussions

Have you ever visited the inside of a prison?

How would you feel about feeling a prison?

Would you like to work with prisoners?

Do you think prison is an effective punishment?

Do you think it is a deterrent?

What other forms of punishment would you suggest?

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Pensions and retirement planning

Guide to supported housing schemes for over 50s

You may need a level of support that cannot be provided in your current home – but there is no need to go into a full-time care home. Health, mobility and finances will affect the decisions you make about your housing arrangements, but there's a wide range of options that will improve your quality of life without losing your independence.

Housing options and your local councilYour local council can tell you about its services and about care homes and supported or sheltered housing in your area.Your local council should also have a list of housing association properties in your area, and can advise you which ones may be suitable.

Housing options and your local authority (disabled people section)

Sheltered housingSheltered housing can offer you a range of services to help you live independently with the added security of having someone to call on in emergencies. Sheltered accommodation is different from other housing because a scheme manager or warden lives on the premises or nearby. They can be contacted through an alarm system if necessary. Some schemes are designed specifically for disabled people and may have specialised facilities and specially trained staff to provide support.

Sheltered housing (disabled people section)

Supporting People programmeSupporting People is a government programme that funds, plans and monitors housing related support services. Its aim is to improve the quality and effectiveness of the support services at a local level to help vulnerable or older people live independently.

Supporting People programme (disabled people section)

Health and social care assessments in your local areaYou can find out about health and social care assessments in your local area and you may be able to apply for one online. The following link will let you enter details of where you live and then take you to your local authority website.

http://www.direct.gov.uk/en/Pensionsandretirementplanning/HomeAndCommunity/SupportedHousingAndCareHomes/DG_10028146

Look at the phrases that have been underlined and put into bold. What connects them?

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Modal verbs.

Use modal verbs (any) to complete the following sentences.

o You ____________ use a seat belt when driving.

o She ____________ go to the party, but she is not sure.

o Everybody __________ study more, it is a good idea.

o Tomorrow, I ___________ have an exam at ten o’clock.

o They _________ drive very well, when they are not drunk.

o Ivan ________ pass the exam, he studies but still has some problems.

o You __________ open the window if you wish, it is hot in here.

o You _________ meet a tall, dark stranger and get married and have lots of children.

o When Sally was young, she __________ speak German very well, these days she has some difficulties with the language.

o I think you _________ go to bed early the day before the exam.

Now write five sentences without modal verbs that your partner can complete

1) __________________________________________________________

2) __________________________________________________________

3) __________________________________________________________

4) __________________________________________________________

5) __________________________________________________________

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Discussion about pensions and an aging population

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Young people

Abusive relationships

Anyone can be trapped in an abusive relationship, whether they're male or female. Help is available if you have a violent partner or if you're worried about a friend who you suspect may be in an abusive relationship.

What's classed as an abusive relationship?Relationships don't have to be violent to be classed as abusive. Any type of behaviour or language that's used to intimidate, frighten and control someone else can describe an abusive relationship, including emotional, sexual and verbal abuse.Things that can be classed as abuse in a relationship can include:

physical violence threats of violence against you someone controlling who you can see and where you can

go constant criticism and disapproval of everything you do

Any type of relationship can turn into an abusive one, and it doesn't matter what age you are. You might be going out with someone who makes you feel small around their friends, or an older relative might be causing you physical harm. These are only a couple of examples of abusive relationships.

Domestic violence Learn more about domestic violence at The Hideout Opens new

window

If you're the victimIf you're in an abusive relationship, it's important for you to talk to someone you trust like a friend or a relative. Some schools and colleges have on-site advisers that you can talk to, or you may also want to tell a teacher.It's important to remember that you're not alone. Many people have been involved in abusive relationships and have managed to get out of them.It's also important to remember that you're not to blame for someone else's behaviour. You may think you've said something or done something wrong to upset them and caused them to become abusive. Whatever you feel you may have done, there is no excuse for constant insults and threats of violence.

Does it just happen to married women?You can be in an abusive relationship whether you're male or female, but the majority of cases of violence at home do involve women or children.But young people who are dating or going out with someone can also be a victim of an abusive relationship.

Worried about a friend?If you're concerned that a relative or someone else that you know may be in an abusive relationship, talk to them about it.Although you may feel that you shouldn't get involved in someone else's business, ignoring the problem doesn't help and can add to the victim's feeling of being isolated and alone.To help someone, you can:

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simply be there to listen to them whenever they need someone to speak to

go with them if they decide to go and see a teacher or a school counsellor

look on the internet for information and helpline numbers that you think may be useful

be as supportive and as understanding as possible.It's important that you don't try to confront the person who is being abusive. By doing this you're putting yourself in danger.

http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/FamilyAndRelationships/DG_10032439

Use the underlined words in bold to complete the sentences below (NB. there are 12 words and ten sentences).

1) I think her ___________ of the film was correct, the story was not very convincing.

2) I am happy to go to any restaurant with you ____________ you want.

3) There are times that I feel ____________ here at university; same place, same people, same lessons all the time.

4) I thought that his ____________ on our first date was very good, he was a true gentleman.

5) Would you like to eat anything ____________, or shall we have a coffee now?

6) The ___________ of students decide that they want to study English because it is an international language.

7) There is a very tall ___________ over there who has been looking at me for a long time. Who is it?

8) Of course I ____________ you. I would ____________ you with my life!

9) This particular shirt is ____________ in three different colours, which would you prefer?

10) He is very domineering, he likes to ___________ every situation.

Now, you do the same. Choose 7 words from the text and then write 5 sentences that each have a gap in them. Your classmate will have to decide which word fits where.

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1)

________________________________________________________________________________________

______________________________________________________________________________________

2)

________________________________________________________________________________________

______________________________________________________________________________________

3)

________________________________________________________________________________________

______________________________________________________________________________________

4)

________________________________________________________________________________________

______________________________________________________________________________________

5)

________________________________________________________________________________________

______________________________________________________________________________________

Keeping prisons secure

Providing work for prisoners

Providing healthcare in prison

Keeping prisoners safe

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28

Young people

Coping with death

When someone close to you dies, it's an upsetting experience that can affect you for a long time. But it's important that you share your feelings with others to make sure you're not trying to cope alone.

The grieving processDealing with your emotions when someone close to you has died is really tough, and there's a number of feelings that you can go through. There isn't a right way to cope with someone dying - everyone reacts differently.If someone has died unexpectedly, you may feel shocked and confused about why it has happened. You can also feel angry that someone has been taken from you.If an elderly relative or someone who has had a long illness dies, your feelings may be just the same even if you have been preparing for it. You can also feel relieved that someone you loved is no longer suffering from their condition.Grieving for a loved one can affect every aspect of your life. You may find it hard to sleep, eat or concentrate on your work. If you're struggling at school, college or at work, you may be able to get time off if you explain your situation to your boss or a teacher.

Talking it overIt's really important that you talk to people to help you deal with your grief - you don't have to try and get through the situation by yourself.If a member of your family has died, your parents or other relatives may be having similar feelings. Sharing your thoughts with them may help you come to terms with the death.Some of your friends may have gone through a similar experience themselves, so talking to them can also help you understand what you're going through.

FuneralsFuneral ceremonies celebrate the life of the person who has passed away and give friends and family a chance to grieve together and share their memories. They're often held in a place of worship, but some ceremonies can be non-religious and they can take the form of a burial or a cremation.Whether or not you decide to go to the ceremony is up to you, but some people find that it can make the grieving process easier. To help you make the decision, you may want to talk to your parents or friends about what happens at a funeral.

Other ways of dealing with a deathAs well as talking to friends and family, you may want to speak to your doctor. There are also lots of organisations that can help you to understand your feelings. Some of them run helplines, and some have online message boards where you can ask questions or post your memories of the person who has died.

http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/FamilyAndRelationships/DG_10031389

In the coping with death article, find words that mean these things from paragraphs one and two, ‘coping with death’ and ‘the grieving process’:

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1) Near _____________________

2) Divide _____________________

3) Manage _____________________

4) Difficult _____________________

5) Uncertain about what is happening _____________________

6) Old _____________________

7) Sickness _____________________

8) Getting ready _____________________

9) Thankful _____________________

10) Having problems _____________________

Choose other words from the other paragraphs and write the definition, pass the book to your classmate and he or she must identify the word in the text.

1) _____________________

2) _____________________

3) _____________________

4) _____________________

5) _____________________

6) _____________________

7) _____________________

8) _____________________

9) _____________________

10) _____________________

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Government, citizens and rights

Human rights

Anyone who is in the UK for any reason has fundamental human rights which government and public authorities are legally obliged to respect. These became law as part of the Human Rights Act 1998.

Human Rights ActThe Human Rights Act 1998 gives further legal effect in the UK to the fundamental rights and freedoms contained in the European Convention on Human Rights. These rights not only impact matters of life and death, they also affect the rights you have in your everyday life: what you can say and do, your beliefs, your right to a fair trial and other similar basic entitlements.Most rights have limits to ensure that they do not unfairly damage other people's rights. However, certain rights – such as the right not to be tortured – can never be limited by a court or anybody else.You have the responsibility to respect other people's rights, and they must respect yours. Your human rights are: (COMPLETE THE MISSING WORDS)

the right to l _ _ _ freedom from t _ _ _ _ _ _ and degrading treatment freedom from s _ _ _ _ _ y and forced labour the right to l _ _ _ _ _ y the right to a f_ _ _ trial the right not to be punished for something that wasn't a c

_ _ _ _ when you did it the right to respect for p _ _ _ _ _ and f_ _ _ _ _ life freedom of t_ _ _ _ _ t, conscience and r _ _ _ _ _ _ n, and

freedom to express your beliefs freedom of e _ _ _ _ _ _ _ _n freedom of assembly and association the right to m_ _ _ _ and to start a family the right not to be discriminated against in respect of

these rights and freedoms the right to peaceful e _ _ _ _ _ _ _ t of your property the right to an e _ _ _ _ _ _ _ n the right to participate in f _ _ _ elections the right not to be subjected to the d_ _ _ _ penalty

If any of these rights and freedoms are breached, you have a right to an effective solution in law, even if the breach was by someone in authority, such as, for example, a police officer.

Exercising your human rights...see if the problem can be resolved without going to court

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If you are in a situation in which you believe that your human rights are being violated, it's advisable to see if the problem can be resolved without going to court by using mediation or an internal complaints body.Where you believe your rights have not been respected and you cannot resolve the problem outside court, you are entitled to bring a case before the appropriate court or tribunal in the UK. The court or tribunal will then consider your case. 

Seeking legal adviceBefore you decide to take any legal action is important that you seek legal advice.The Citizens Advice Bureau may be able to help you and Community Legal Advice can put you in touch with advice providers in your area. There are also a number of Law Centres around the UK, which can offer you advice and help on a range of issues.HMCS (Her Majesty's Courts Service) provides a leaflet, 'The Human Rights Act 1998 – Information for Court Users', which provides information on how to issue a claim for monies owed or damages under the Human Rights Act. It also sets out some important things to consider before making such an application.

______________________________________________________________________________ ?

In 1998

______________________________________________________________________________ ?

In the European Convention on Human Rights

______________________________________________________________________________ ?

To ensure that they do not unfairly damage other people's rights

______________________________________________________________________________ ?

No, but it is advisable.

______________________________________________________________________________ ?

They offer advice.

______________________________________________________________________________ ?

Her Majesty's Courts Service

Graphs32

BAR GRAPH

A bar graph is a way to visually represent qualitative data. Qualitative or categorical data occurs when the information concerns a trait or attribute and is not numerical. This kind of graph emphasizes the relative sizes of each of the categories being measured by using vertical or horizontal bars. Each trait corresponds to a different bar. The arrangement of the bars is by frequency. By looking at all of the bars, it is easy to tell at a glance which categories in a set of data dominate the others. The larger a category, the bigger that its bar will be.

A bar graph constructed from favorite foods mentioned by elementary school students.

PIE CHART

One of the most common ways to represent data graphically is called a pie chart. It gets its name by how it looks, just like a circular pie that has been cut into several slices. This kind of graph is helpful when graphing qualitative data, where the information describes a trait or attribute and is not numerical. Each trait corresponds to a different slice of the pie. By looking at all of the pie pieces, you can compare how much of the data fits in each category. The larger a category, the bigger that its pie piece will be.

BL

BR GR

Eye colors of 100 third grader students. Brown (BR) corresponds to brown eyes, blue (BL) to blue eyes, and green (GR) to hazel eyes.

HISTORGRAM

A histogram is a type of graph that has wide applications in statistics. Histograms allow a visual interpretation of numerical data by indicating the number of data points that lie within a range of values, called a class or a bin. The frequency of the data that falls in each class is depicted by the use of a bar.

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An example of a histogram that displays a probability distribution.

LINE GRAPH

Suppose that we want to study the climate of a region for an entire month. Every day at noon we note the temperature and write this down in a log. A variety of statistical studies could be done with this data. We could find the mean or the median temperature for the month. We could construct a histogram displaying the number of days that temperatures reach a certain range of values. But all of these methods ignore a portion of the data that we have collected.

The feature of the data that we may want to consider is that of time. Since each date is paired with the temperature reading for the day, we don‘t have to think of the data as being random. We can instead use the times given to impose a chronological order on the data. A graph that recognizes this ordering and displays the changing temperature as the month progresses is called a time series graph.

A time series graph of the population of the United States from the years 1900 to 2000.

http://statistics.about.com/od/HelpandTutorials/a/7-Common-Graphs-In-Statistics.htm

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Graphs – Chartsstatistics - results - trends

Graphs and charts are often used to present information and data.Below you will find useful phrases and vocabulary for presenting figures and trends.

pie chart bar chart line graph

Presenting Visuals - useful phrases & vocabulary :

As you will see from this graph ... I'd like to show you ... Let me draw your attention to this part of the graph. Let's look more closely at this month's figures. This figure refers to the sales in China only. This pie chart shows our share of the European market today. As you can see, our main competitor has an even bigger share. The bar chart represents sales in our Asian outlets. Here you can see a comparison between ... On the line graph you will note :

a strong upward trend in the sales of product A ... despite occasional fluctuations ... with a slight drop during the holiday season ... with occasional variations due to .

the overall performance of produce B is good. The initial surge in sales was followed by a period of slower growth

in the second half of the year. The instant success of the product was followed by a period of

stabilization in the level of sales.

Commenting trends - useful phrases :

Increases : a slight/constant/marked/substantial/increase in sales an increase of about/roughly/approximately/in the region of ... % a little over/above what we predicted the recovery/upturn began in (month)

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an overall increase in ... an upward trend in the demand for ... sales reached record levels / reached a peak in (month) a strong surge in the sales of ... by (month), the figure had risen to ... we predict that sales will soar in the coming year / over the next ... months

Decreases : just under our target way below our expectations a slight / notable / significant decrease in ... the downturn began in (month) the situation began to deteriorate in (month) the number has continued to fall

Fluctuations : a slow start developed into steady progress in sales an initial upward trend was followed by ... we note slight fluctuations through the year normal seasonal variations are the cause of occasional downward trends sales have been (rather) irregular the level / the rate has been unstable since ... you will note a certain instability in the rate of ...

Conclusions - useful phrases :

We must focus our attention on ... What I suggest is ... There is a necessity for ... We need more ... We have no choice but to ... Appropriate measures must be taken The only option we have is to ... These changes are inevitable. We will have to revise our estimation. The result / outcome will be ... I strongly recommend ... To conclude, I am happy / I regret to announce that ...

http://www.learn-english-today.com/business-english/graphs-charts.html

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37

Complete the text, use the words in the box below

Can social workers tell if a child is at risk online?

A new toolkit aims to help social care professionals identify when young people are in danger from digital technology

The past few months have seen a renewed focus on online safety. There are growing expectations that children's professionals not only ensure safe environments for young people, but also make sound judgments where young people may be at _____1_____ from the impact of technologies.

It is becoming clear that when assessing the wellbeing of children and young people we must consider their relationship to technology; we can no longer safeguard them without recognising its use at home, at school, and in their ____2_____ time, as well as by parents and other influential adults around them.

But do social workers know enough about digital technologies used by children and their families to identify potential risks? Does it form part of their assessment work – do they ask the right questions to uncover ____3______ that could prevent abuse or resolve cases that have reached court?

Those signs may be subtle and less obvious than those typically observed in an assessment and can be affected by drivers that are peculiar to online activity. These include:

● The permanency of online content significantly affecting recovery and resolution

● The scale of the internet increasing the circulation, audience and life of abusive content

● Children's reluctance to report internet issues to trusted adults

● Disinhibited behaviour driven by the lack of visual non-verbal communication, such as _____4____ and gesture

● Physical separation and distance obscuring the ____5____ of perpetrators and from where abuse originates

● Social media and opportunities for perpetrators to isolate children from supervision

● Anonymity and disinhibition encouraging intimate relationships to form rapidly and unreliably

● The influence of negative online behaviour by family ____6____ and peers, eg visible access to online sexual content; over-engagement with social media; violent content visible through gaming; inappropriate cam chat.

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These drivers create the sorts of risk that we associate with negative online activity, such as exposure to adult pornography, being made the subjects of child abuse images, being groomed, bullying and sexting.

Effective intervention and assessment of course assumes that all professionals are trained and empowered to make those ____7____ and yet a recent survey of 327 social workers by the British Association of Social Workers found 74% wanted more support, while half felt concerned about dealing with online sexual abuse or behaviour.

To put these findings in the context of real life, here is a case encountered by a social worker from the South West.

Two girls aged 12, one with learning difficulties. One was friended by a man pretending to be a teenager. Through friending her, the man then friended her friend and proceeded to groom and stalk both of them, sending three or four texts and phone calls a day. He encouraged them to send him indecent photos. Social workers were highly frustrated by parents' inability/unwillingness to _____8_____ the risks and act.

South West Grid for Learning, as one of the three partners within the UK Safer Internet Centre, and together with South Gloucestershire social workers have developed a toolkit and training pack that supports social care professionals in making ___9____ judgments about the uses of technology within the family environment and in completing risk assessments. The assessments inform strategy and planning in relation to specific concerns about the impact digital use may be having on the child and the family. There are 10 pilot events around the UK which kicked off this month.

Digital technologies will ___10____ to have a huge impact on safeguarding children and young people, and we need to ensure social workers are fully supported in this area.

http://www.theguardian.com/social-care-network/2013/sep/11/social-workers-identify-online-safety-risks-children

A) identity B) decisions C) critical D) leisure

E) intonation F) risk G) continue H) information

I) members L) understand

Writing task: Why could children and teenagers be in danger by using digital technology? Suggest a possible solution to the problem. Write between 50 and 80 words.

39

An assistant director for children’s services explains what her organisation is looking for in candidates. Read the following text.

How to impress in an interview for a social care job

We look for people with a real commitment to children, people who can bring resilience, emotional intelligence and caring. We look for people with the skills to engage children, families and professionals and keep them engaged; people who can mediate, negotiate, analyse and hypothesise; people who can write well and communicate complex information.

When we interview prospective candidates we look for people who can match theory to practice, using real examples of the work they have done, who have the capacity to analyse, problem solve and evidence good outcomes.

Candidates must show their enthusiasm for the job and be clear what they will bring to benefit Hackney's children. We are not looking for candidates who are vague or use jargon to replace descriptions of real work. If candidates have limited experience they should demonstrate a thorough understanding of the evidence base behind intervention. We look for honesty at all stages of the recruitment process and we like people who know why they want to work with children and families and why they want to be a social worker.

http://www.theguardian.com/social-care-network/2013/oct/04/how-impress-interview-social-care-job

Work in pairs. Write 5 questions about the text your partner has to answer to.

1) ....................................................................................................

2) ....................................................................................................

3) ....................................................................................................

4) ....................................................................................................

5) ....................................................................................................

40

Personalities and social interaction

Match each word with its definition:

caring fond of or given to talking

reliable able to accept or tolerate delays, problems, or suffering without becoming annoyed or anxious

ambitious nervous or timid in the company of other people

sensitive given to unpredictable changes of mood, especially sudden bouts of gloominess or sullenness

shy consistently good in quality or performance; able to be trusted

understanding having or showing a confident and forceful personality

patient someone who has the ability to know how someone else is feeling or what their situation is, and can forgive them if they do something wrong

talkative susceptible to the attitudes, feelings, or circumstances of others

assertive someone who is kind and gives emotional support to others

moody having or showing a strong desire and determination to succeed

confident feeling or showing certainty about something

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Speaking activity : a) With a partner, describe your personality.

b) What personality traits should a social worker have?

I am….. I am not….

42

The following paragraphs have been mixed up . Put them in the correct order

Online networks that link care professionals, families and volunteers

The strain of caring is reduced if all those involved can communicate readily. Tyze Personal Networks provides one answer and already 10,000 people are using it

(A)For example, Margaret, one of our users who is caring for her elderly husband Alan, used to feel stressed about appointments, nursing visits and making sure she was updating her children. Working full-time and spending more time on Alan's care was having an impact on her work and her health. Tyze helps to ensure that Margaret's children, who are spread across Europe, are up-to-date on the various doctors and hospital appointments. Margaret now doesn't need to make multiple phone calls a day, because she can quickly and easily update everyone about Alan's progress by using Tyze. She can get her children involved in discussions and decisions about Alan's medical conditions and care options. As a result, the network makes her feel more emotionally supported and less stressed.

(B) Our government-funded health and social care systems are facing financial and human-resource challenges. An ageing population, increased longevity, smaller family size and more people vulnerable to isolation are all pressing factors. As policymakers try to address these challenges, there is a growing consensus that what is fundamentally broken is the formal health and social care systems' interface with communities.Eighty per cent of our care is provided by our family, friends and neighbours. Rarely do people face health or care situations where they do not need support from their personal networks. The challenge is to find ways for these formal systems to engage with the informal.

(C) Tyze, recently launched in the UK after uptake in Canada, was used as an exemplar in the government's Care for our Future: Reforming Care and Support white paper published in July 2012. It's supported by Nominet Trust, Nesta and the Gulbenkian Foundation with backing by the Cabinet Office's Innovation in Giving Fund. Camden council, Shared Lives Plus and Midland Heart are all using Tyze. The research is clear: high quality networks of care are related to improved health and social outcomes, improved experience of care and decreased demands on government-funded services. Through mobilising supporters and improving communication, Tyze also reduces stress for carers who often feel isolated and overwhelmed, allowing them to provide more joined up support.

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(D)We know that people heal more quickly, get sick less often and use health and social services less frequently when they have a supportive network. We also know that a lot of people want to lend a hand when care is needed but are unsure as to what will help. For example, a member may have a specific time they can pitch in but, without the interactions facilitated by a tool like Tyze, this match might not be made. Whether it's providing respite and transportation or improving appointment adherence and information sharing, Tyze creates a care team and ensures that those who want to help can do so. Networks such as Tyze connect, engage and inform the individual, their personal networks, and their care providers. They strengthen connections and mobilise support. Our research and experience at Tyze demonstrate that when we cross the divide between our community of supporters and our formal care providers, everyone benefits.

(E) Online technology is an interesting tool to address this issue. One example is Tyze Personal Networks. Tyze is an online network which helps connect people around someone receiving care. This can be family, friends, neighbours or professional care and healthcare staff. The network has 10,000 users and is growing. It provides a secure, private and ad-free space where users can send messages, schedule appointments or events on a shared calendar, file documents, post photos and request support. Tyze is different from other networking sites because information is never disclosed and the network is only open to the people invited in.

http://www.theguardian.com/social-care-network/2013/oct/09/online-network-care-professionals-families-volunteers

1______ 2_______ 3______ 4______ 5_______

Writing task: Do you think that technology could be an important tool for social workers? Why? Write between 50 and 80 words.

Migration

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Activity 1: Use the words in the box below to complete the text

UNICEF and migration

UNICEF, guided by the Convention on the Rights of the Child, takes the position that the impact of migration on ___1____, adolescents and women must be seen in the broader context of poverty, regional conflict, gender issues and children’s ___2____.

UNICEF is committed to protecting children the world over, including the ____3_____ of children who are affected by migration. With interagency cooperation between the United Nations, government and civil society partners, UNICEF provides leadership at the ___4____ and global levels in developing evidence-based, action oriented ___5____ to secure the basic rights of children, adolescents and women affected by migration.

UNICEF is particularly concerned __6___ reducing the often severe ___7___ costs of migration and remittances for children in developing countries, and engages in local capacity-building efforts and policy dialogues aimed at generating social ___8___ measures and legislative ___9___ that in UNICEF’s view are fundamental to the realisation of the rights of affected children and ___10___ as well as to effective development.

A) protection B) women C) country D) with

E) rights F) reforms G) policy H) social

I) children L) millions

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Activity 2: Language in context. Use the words below (A, B, C or D) to complete the text

Migration in context: a multidimensional perspective is crucial to securing the well-being of children and women affected by migration processes

International migration has ___1____ exponentially in recent decades. Globalization and economic development have benefited from migration trends while at the same time fuelling ___2___. Today, over 214 million migrants live outside their country of birth, and women make up nearly half of all migrants around the world.

Children are affected by migration on multiple levels: when ___3___ are left behind by one or both migrating parents, in migrating with parents (or born abroad), or when they migrate alone.

Migrant children, ___4____ are crossing borders in greater numbers, face serious risks at every stage of the migration process. Children and women, especially ___5___ migrating without documentation, ___6____ vulnerable to trafficking, abuse and exploitation. In countries of transit and destination, migrants and ___7____ families often find themselves victims of discrimination, debilitating poverty and social marginalization. The millions of undocumented migrants often ___8___ difficulty accessing educational and basic social services, and must live in fear of arrest and repatriation.

In countries of origin, a growing number of children ___9___ left behind by one or both parents. While remittances (funds sent home to the country of origin) may help reduce poverty and spur economic development, the effects of “brain drain” and parental absence can take their toll. Children and women left behind must frequently ___10____ on full household responsibilities and endure social stigmatization. UNICEF country studies also suggest that children and adolescents left behind may be at greater risk for drug abuse, teenage pregnancy, psycho-social dysfunction and criminal behaviour. http://www.unicef.org/socialpolicy/index_migration.html

1. A) grew B) growing C) grown D) grow

2. A) they B) his C) them D) you

3. A) it B) he C) your D) they

4. A) who B) with C) which D) whom

5. A) that B) those C) then D) than

6. A) are B) have C) has D) is

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7. A) him B) your C) his D) their

8. A) has B) have C) is D) having

9. A) are B) was C) been D) is

10. A) took B) takes C) take D) taking

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Text cohesion . Complete the sentences 1-10 with the endings A-J. Write the letter on the appropriate line on the right.

1. Social work schools are increasingly incorporating 1)___________

2. Staff members have no formal training in counseling or 2)___________

3. Protecting children is, without question, 3)___________

4. She appeared before the United Nations in July, 4)___________

5. Without the ability to find work, many newly released prisoners 5)___________

6. The ship was carrying migrants from Tunisia 6)___________

7. Many of the people we support had few personal relationships, 7)__________

8. The education Minister said the new rules 8)__________

9. London has the highest proportion of recorded rough sleeping 9)_________

10. The Constitution requires that a quarter 10)__________

A. had removed 90 percent of fried food from schools.

B. when it capsized near the coast of Sicily.

C. the most demanding of public services

D. courses on racism into the curriculum or revising existing ones.

E. of the members of Parliament be women.

F. are likely to fall back into behavior that will land them back in jail.

G. of any area in England.

H. lacked confidence and relied heavily on interaction and support from paid professionals

I. where she delivered an impassioned appeal for children’s right to an education

J. providing intervention services

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49

Choose from the paragraphs A-C the one which fits each gap in the text

Malnutrition among older people: A lack of food and thought

There are an estimated 3 million people in the UK suffering from malnutrition but, despite the public health implications, the issue receives very little attention. So how can awareness be raised?

For some people the word "malnutrition" inevitably conjures up mental images of starving children in Africa. But it is also an issue much closer to home, here in the United Kingdom. About 3 million people in the UK are estimated to either suffer from malnourishment or be at risk of becoming underfed. (1).........................................................

Awareness of malnutrition in hospitals, care homes and the community has increased in recent years, as have efforts to tackle it. The charity Age UK's Hungry to be Heard campaign, launched in 2006, highlighted how older people were becoming malnourished while in hospital. In 2011 the Care Quality Commission (CQC), the watchdog of NHS care in England, began assessing how well hospitals were meeting patients' nutritional needs (2).................................................. In 2012, the Malnutrition Task Force, an independent group of experts from the fields of health, social care and dietary advice, was created. It aims to prevent and address malnutrition among over-65s – 1 million of whom are malnourished – wherever it occurs.

Last year Carers UK published a report entitled Malnutrition and Caring: The hidden cost for families. It highlighted how families caring for ill or disabled relatives are struggling to cope with the consequences of malnutrition, such as further deterioration of health.

Despite the size of the problem, progress in persuading politicians both locally and nationally to take malnutrition in the UK seriously has been frustratingly slow (3)................................... The debate was conducted under the Chatham House rule, which allows comments to be reported without attribution to encourage a frank exchange of views.

(A) The first time CQC inspectors carried out checks, some 17% of hospitals were not helping patients to eat and drink, though by last year that had fallen to 12%. The regulator welcomed hospitals' progress but also warned about "pockets of poor care".

(B) The resulting problems are believed to cost the public sector several billion pounds, for example from avoidable hospital admissions and extra GP visits for treatments of the range of illnesses malnutrition can cause. The National Institute for Health and Care Excellence (Nice) has identified better nutritional care as the sixth-largest potential source of savings in the NHS.

(C) Finding ways to improve this situation formed the basis of a roundtable discussion recently held by the Guardian in association with the medical nutrition company Nutricia.

http://www.theguardian.com/social-care-network/2013/may/29/malnutrition-older-people-lack-of-food

50

I know what it's like to be in care and I use that knowledge all the time

Alison Alexander describes her career journey to becoming director of children's services

Perhaps strangely, I didn't set out on adult life with a burning desire to work in the sector and certainly becoming a director of children's services – or whatever they were called then – never entered my head. Working-class children with no qualifications who have spent their teenage years in care need to be shown what's possible. They rarely see it for themselves.

A few people helped me. One particular teacher, the officer in charge of the children's home, and one social worker challenged me to make something of my life, and I think we who now lead the sector perhaps talk too much of support and not enough of challenge. I've always found people who have challenged and helped me – or been found by them.

I worked for a charity that fought for the rights of young people in care. As a feisty 17-year-old, I was able to speak at international conferences to largely middle-class, professional, audiences about the experience of being in care. I liked it – though they seldom did – and when they snubbed me there was always a particular person there who would tell me it was just what they needed. I thought I was making a difference and, I suppose, that's what's driven me and still does.

After the international work, I realised I needed a proper job. There was little available for an 18-year-old with no qualifications (just like now). I worked in a shoe shop and a bar but eventually was persuaded back into college by another young person who was a bit of a role model for me.

I'd like to say that the rest is history, but it isn't. From my time as a youth and community worker, through counselling, youth support in information, advice and guidance, overseeing policy and performance, developing integrated services and, more recently, leading education in local authorities, it's been hard. Some people say that if you've been in care you always feel like a visitor, as if you shouldn't really be there, no matter how successful you are. It's been wearing, getting educational qualifications long after most people do and learning the professional codes that people use – but it's fulfilling.

I do have things to offer that most people don't. I know what it's like to receive the services that children's services provide and I use that knowledge all the time. I love my job. It's my hobby and they pay me for it. But it's difficult. The world moves quickly and decisions have to be right for today and right for the future. We affect people's lives and we are either a force for good – or the opposite.

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My advice to others through this jumble of a life? Keep learning. Never believe that you're the finished thing. Change jobs when you have exhausted your learning in one job. Keep people around you who see things in you that sometimes you don't even see yourself. And, if you're doing this work, never underestimate the effect you can have. You may not even remember it, but someone out there will be living a successful life because of something you did or said.

We need people in children's services who enjoy their work and want to make a contribution. If you want to discuss anything about my experiences or how you can add value in children's services then please give my office a call and I will be more than happy to talk to you.

http://www.theguardian.com/social-care-network/2013/sep/30/being-in-care-use-knowledge

Work in pairs. Read the article and create an interview based on the text.

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Language in context. Use the words below (A, B, C or D) to complete the text

Saving More Lives: Global Child Mortality Rates Drop

Since 1990, about 90 million young lives have ___1___ saved by interventions that improve health and reduce the risk of the ___2____ common causes of death among children.

In a report released by UNICEF, the World Health Organization (WHO), the World Bank Group and the United Nations Department of Economic and Social Affairs/Population Division, researchers say the improvements are encouraging but there __3___ still challenges in reaching the group’s Millennium Development Goal of lowering mortality among children under five by two-thirds by 2015. If current trends continue, that target won’t be reached.

___4____ 2012, about 6.6 million children, or 18,000 children per day, died before ___5___ fifth birthday. While still high, that rate is significantly lower __6___ the 12 million children under five who died worldwide in 1990. Pneumonia, premature birth, birth asphyxia, diarrhea and malaria were responsible for claiming most of these young lives. About 45% of these deaths were also related to malnutrition.

The fact that the mortality rates are declining ___7____ encouraging; on average, deaths dropped by about 1.2% each year between 1990 to 1995 to 3.9% between 2005 and 2012. Several low-income countries have already reduced child mortality rates by two-thirds — these include Bangladesh, Ethiopia, Liberia, Malawi and Nepal. Even sub-Saharan Africa, which faces significant economic, political and social barriers to providing basic health services, including vaccinations and proper post-natal care, as ___8____ as feeding its populations, showed improvements. While 98 infants out ___9___ every 1000 born in the region don’t make it to their fifth birthday, the area has demonstrated

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the most gains in reducing child mortality rates over the last couple of decades. Despite a lack of resources and natural emergencies such ___10___ droughts, floods and epidemics that make it difficult to maintain good public health, changing social and public health policies and the reallocation of funds to address child mortality have saved more lives.

http://healthland.time.com/2013/09/13/saving-more-lives-global-child-mortality-rates-drop/

1. A) are B) been C) was D) were

2. A) most B) more C) much D) lots

3. A) is B) was C) are D) been

4. A) at B) on C) of D) in

5. A) them B) their C) his D) him

6. A) than B) that C) then D) those

7. A) is B) were C) are D) have

8. A) good B) best C) well D) better

9. A) with B) to C) at D) of

10. A) as B) at C) some D) to

Speaking and writing task: With a partner, talk about the article then write your ideas by using between 50 and 80 words.

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Read the following sections (A- F) and put them in order. What title would you choose for this article?

(A)director of the Ministry for Labour, Invalids and Social Affairs' child-protection unit. Disciplining children has traditionally been considered a family matter and officials are still loath to interfere. Under the current law, a criminal case of child abuse can only be filed if a child suffers injuries on more than

(B) Vietnam's child-protection department, which has been working with the government for more than a decade to develop a social-work system as well as write tougher laws and encourage their enforcement.

(C) 11% of his or her body. The laws, as well as people's awareness about vulnerable populations, says Huu, have failed to keep up with rapid, often wrenching social shifts and the rising rates of domestic abuse, divorce and homelessness. Now this is set to change. Vietnam has launched a massive effort to overhaul its social-support

(D)system over the next 10 years. In May, social work was officially recognized as a profession, a vital legal distinction in Vietnam's communist society, in which nothing can happen without the central government's assent. The country plans to offer counseling services, set up crisis hotlines, revamp its social-protection laws, educate the police and spend

(E) In most countries, suspicions of any kind of child abuse, let alone such a horrific case, would rouse a small army of social workers and police. Vietnam, however, has no such public system and only loose laws protecting children and other vulnerable people. "We don't consider beating a child to be violence against children," concedes Nguyen Hai Huu,

(F) $123 million to train tens of thousands of social workers in dealing with problems ranging from domestic violence to drug addiction. "Until now, the government didn't recognize social workers and didn't think they were necessary," says Le Hong Loan, head of UNICEF

1............ 2................ 3..............4........... 5.................. 6................Title: ______________________________________________

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Ageism is baseless: we need a human rights convention for older people

As people are living longer, it is essential that everyone can live with dignity, respect and security

The world is undergoing a demographic revolution. We are witnessing the dividends of improving healthcare and living standards in rising longevity across the globe.

The number of people over the age of 60 is expected to increase to 2 billion by 2050, from about 600 million in 2000. This change will be most dramatic in countries in the global south, where the number of older people is expected to triple during the next 40 years.

But, as often happens with demographic change, social attitudes and legal protection lag behind. Policymakers are left scrambling to keep up with the transforming landscape.

As the global population ages, there is an urgent need to reassess what role individual societies give to older people to ensure they are able to enjoy a decent standard of living and can continue to contribute to society as long as they wish. Shunting older people to the sidelines of our communities is not only unjust, it makes little sense for countries to miss out on the huge opportunities that longer life brings, and the asset that older people represent. Many older people continue working and also pass on important knowledge and skills to younger generations, and others act as carers to their family – in sub-Saharan Africa, 40% of Aids orphans are looked after by their grandparents.

Ageism is prominent around the world. In most countries it is still considered acceptable to deny people work, access to healthcare, education or the right to participate in government purely because of their age.

Indeed, apart from one exception (in relation to migrant workers and their families), international human rights conventions do not recognise specifically that age discrimination should not be allowed.

Human rights are, of course, universal, and thus older people's rights are protected in a general sense by the Universal Declaration of Human Rights, but the absence of an explicit mandate against age discrimination allows the issue to slip under the net and continue as acceptable practice.

Age International is therefore pushing for progress towards a new UN convention on the rights of older people, to clarify how rights can work better for people in later life. In August, governments will gather in New York to discuss how to strengthen the protection of

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human rights for older people as part of the UN open-ended working group on ageing. As part of the Global Alliance for the Rights of Older People and the HelpAge global network, Age International will call for governments to make formal proposals.

We have learned from the experience of human rights conventions for children, women and people with disabilities, that giving governments greater guidance on how to protect the rights of people in specific circumstances can have a huge impact on their wellbeing.

What it means to be "human" and to live with dignity, respect and security requires different responses from society, depending on our age and physical circumstances. This is widely accepted for other demographic groups, and should be the basis for our approach to older people. Older people are not a homogenous group – differences in how we age, our economic status and social standing underline the arbitrary nature of age discrimination. It is as baseless as race or gender discrimination.

In many countries the debate about how to adapt to a changing demographic has been framed in terms of how working-age people will cope with the "burden" of an ageing population, rather than recognising the value and potential older people bring to their communities when they live healthier, longer, active lives.

Experience shows us that if discrimination is made legally unacceptable, impetus is given to a societal shift in attitude – witness, for example, the transformation of women's lives in some countries where sex discrimination laws have been passed.

The need to make older people's rights clearer in law is increasingly important in many developing countries, where the impact of HIV, conflict and parents seeking work in cities have often meant grandparents are taking on the care of their grandchildren at a time in their lives when they most need support.

So, by enshrining older people's rights in a UN convention, not only would we ensure that we all have the best chance of enjoying security and dignity into old age, but that those caring for the next generation are given the best possible environment to raise happy, healthy, productive future adults.

Governments need to tackle these issues head on and make sure that global human rights legislation is fit for the future and able to respond to the opportunities and challenges of ageing in the 21st century.

http://www.theguardian.com/global-development/poverty-matters/2013/jul/31/ageism-human-rights-older-people

Vocabulary task : Look at the following definitions and then find in the text the corresponding word.

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1. make or become stronger

2. the organized provision of medical care to individuals or a community

3. the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex

4. a family member or paid helper who regularly looks after a child or a sick, elderly, or disabled person

5. the state of being comfortable, healthy, or happy

1………………. 2……………….3………………4………………5………………

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Read the text and then answer the questions 1-5 by choosing the best answer A, B, C or D.

Child sexual abuse victims are being failed by courts, says NSPCC

Children's charity warns that cases are collapsing because children are not getting the support they need to give evidence

Children giving evidence in court in sexual abuse cases need to be given more support because many suffer from stress before a trial, the NSPCC has said.

The children's charity warned some cases are collapsing because not enough is being done to help vulnerable witnesses.

Fewer than a quarter of the 23,000 child sex offences recorded in England and Wales last year resulted in prosecution, the NSPCC said.

Chief executive Peter Wanless said: "These children have to publicly relive the most traumatic, upsetting and humiliating experience of their lives in order to try and get justice. A victim of child sex abuse is usually the sole witness to the crime and the strength of the case lies in their testimony.

"It is vital that children are supported by a registered intermediary when they are interviewed by the police and if they give evidence in a trial. Justice can only be served if they are able to give their best evidence."

He said defence barristers have been known to aggressively cross-examine child witnesses – challenging, criticising and even accusing them of lying until they feel that "they are the ones in the dock".

"If there is concern that a child can't withstand the experience of giving evidence in a trial, there is a chance that the case will have to be dropped," he said.

"Dealing with the police and the courts can be a daunting and intimidating experience for an adult, let alone a child. Where is the justice in putting children in a position where they don't know what is going on, they can't understand the questions and are unable to make themselves understood?

"All this does is risk the child being further traumatised and the guilty walking free."

Currently just 2% of child witnesses in criminal court cases receive guidance on criminal proceedings from registered advisers, the NSPCC said, and yet at least half said they were unable to understand some of the questions they had been asked.

The research showed that more than 50% of child witnesses reported symptoms of stress ahead of a trial, including panic attacks, self-harm and difficulty sleeping. New Crown Prosecution Service

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(CPS) guidelines on prosecuting sexual abuse cases involving children are due to be released later this month.

Wanless called for compulsory training for judges and barristers and said all legal advocates should be trained in how to question child witnesses in an appropriate way, paying specific attention to their welfare.

He added: "In the midst of this important and often complex debate let's not forget that at the heart of the matter are children. And their welfare must not be sacrificed in the pursuit of justice."

The justice minister, Damian Green, said: "We must do everything we can to support child witnesses to give their best possible evidence to bring offenders to justice.

"There are a range of measures available to help reduce the anxiety of attending court, including giving evidence behind a screen or the use of a registered intermediary, which has increased significantly over recent years. We are also trialling pre-recorded evidence for young and vulnerable witnesses.

"We recognise that more work needs to be done. I have ordered an investigation into how we might reduce the distress caused to victims from cross examination from multiple defence barristers without compromising the fundamental right to a fair trial."

http://www.theguardian.com/law/2013/oct/05/child-sexual-abuse-victims-failed-court

1. This article deals with the problem of giving ________ to child sexual abuse victimsA. prosecution B. supportC. stress D. interview

2. Peter Wanless explains that children need to be supported by a ________A. witness B. registered intermediaryC. testimony D. chief executive

3. In child sexual abuse cases the victim is usually the_____________ witnessA. guilty B. supportedC. only D. unstressed

4. According to a research ___________ of child witnesses suffer from stress before a trialA. about a quarter B. over halfC. 2 out of 100 D. 23,000

5. _________claims that judges and lawyers should be trained how to deal with child witnesses A. NSPCC’s chief executive B. the Prime MinisterC. the justice minister D. Damian Green

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I like learning English….

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writinghttp://esl.about.com/od/writinglessonplans/a/Writing-Descriptive-Paragraphs.htm

Read the following paragraphs introducing Portland, Oregon. Notice that each paragraph focuses on a different aspect of the city.Portland, Oregon is located in the northwest of the United States. Both the Columbia and the Willamette river run through Portland. It is the largest city in the state of Oregon. The city is famous for its proximity to the mountains and the ocean, as well as its relaxed, friendly inhabitants. Approximately 500,000 people live in Portland while the Portland metro area has a population of over 1.5 million inhabitants.The main industries in the Portland area include computer chip manufacturing and sportswear design. In fact, two famous sportswear companies are based in the Portland Area: Nike and Columbia Sportswear. The largest employer is Intel which employs over 15,000 people in the greater Portland metro area. There are also many smaller technology companies located in downtown Portland.Portland's weather is famous for its rain.However, the spring and summer are quite lovely and mild. The Willamette valley to the south of Portland is important for its agriculture and wine production. The Cascade Mountains are located to the east of Portland. Mt. Hood has three major skiing facilities and attracts hundreds of thousands of visitors each year. The Columbia river gorge is also located close to Portland.Tips for Writing an Introduction to a City

Discuss one aspect of the city in each paragraph. For example, one paragraph about general facts and population, one paragraph about industries, one paragraph about culture, etc.

Use resources such as Wikipedia to help you find facts about the city. se 'its' as a possessive when writing about a city (not her, or his). For example, Its

main exports are ... When using numbers, write out the numbers up to twenty. For larger numbers, use

numerals. For example: There are two professional sports organizations ... BUT There are over 130,000 inhabitants in XYZ.

Use 'million' when expressing very large numbers. For example, 2.4 million people live in the greater metro area.

Make sure to capitalize specific names of companies and monuments. Use both the comparative and superlative forms to make statements relating to

other cities and regions. For example: It is the largest producer of apples in the state.

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Helpful LanguageLocationX is located in the Y region of (ountry)X lies between the A and the B (mountains, valleys, rivers, etc.)Located at the foot of the B mountainsLocated in the R valleyPopulationX has a population of ZMore than (number) people live in XApproximately (number) people live in XWith a population of (number), X ....inhabitantsFeaturesX is famous for ...

X is known as ...X features ...(product, food, etc.) is important for X, ...WorkThe main industries in X are ...X has a number of Y plants (factories, etc.)The main employers of X are ...The largest employer is ...Exercise

Choose a city you would like to describe. Find a research page for reference purposes. You can use sites like Wikipedia,

magazines, or other resources. Choose three or four broad topics you would like to discuss. For each topic, write down a list of specific facts using your reference materials. For

example:Weathermore than 80 inches of snow on average extremely hot summers etc.

Take each fact and write a sentence about that fact. For example:Boulder receives more than 80 inches of snow on average each winter.

Combine your sentences into a paragraph on each broad topic. Make sure to use linking language, pronouns, etc. to link the ideas in your sentences into a logical sequence.

If you are using a computer, make sure to spell check your work.

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ParagraphsThere are two structures to learn in English that are important in writing: the sentence and the paragraph. Paragraphs can be described as a collection of sentences. These sentences combine to express a specific idea, main point, topic and so on. A number of paragraphs are then combined to write a report, an essay, or even a book. This guide to writing paragraphs describe the basic structure of each paragraph you will write.In general, the purpose of a paragraph is to express one point, idea or opinion.For example: Students require more recreational time in order to better focus on lessons in class.This main idea is expressed through three sections of a paragraph:

1. Beginning - Introduce your idea.2. Middle - Explain your idea.3. End - Make your point again, transition to next paragraph.

Here is a paragraph taken from an essay on various strategies required for an overall improvement of student performance:Students require more recreational time in order to better focus on lessons in class. In fact, studies have shown that students who enjoy a recess of more than 45 minutes consistently score better on tests immediately following the recess period. Clinical analysis further suggests that physical exercise greatly improves the ability to focus on academic materials. Longer periods of recess are clearly required to allow students the best possible chances of success in their studies. Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests.There are four sentence types used to construct a paragraph:

1. Topic sentenceOne sentence which states your idea, point, or opinion. This sentence should use a strong verb and make a bold statement.For example: Students require more recreational time in order to better focus on lessons in class.NOTE: Notice the strong verb 'require' which is a call to action. A weaker form of this sentence might be: I think students probably need more recreational time ... This weaker form is inappropriate for a topic sentence.

2. Supporting sentencesSupporting sentences (notice the plural) provide explanations and support for the topic sentence (main idea) of your paragraph.For example: In fact, studies have shown that students who enjoy a recess of more than 45 minutes consistently score better on tests immediately following the recess period. Clinical analysis further suggests that physical exercise greatly improves the ability to focus on academic materials.

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NOTE: Supporting sentences provide the evidence for your topic sentence. Supporting sentences that include facts, statistics and logical reasoning are much more convincing that simple statements of opinion.

1. oncluding sentenceThe concluding sentence restates the main idea (found in your topic sentence) and reinforces the point or opinion.For example: Longer periods of recess are clearly required to allow students the best possible chances of success in their studies.NOTE: Concluding sentences repeat the main idea of your paragraph in different words.

2. Transitional sentence The transitional sentence prepares the reader for the following paragraph.For example: Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests.NOTE: Transitional sentences should help readers logically understand the connection between your current main idea, point or opinion and the main idea of your next paragraph. In this instance, the phrase 'just one of the necessary ingredients ...' prepares the reader for the next paragraph which will discuss another necessary ingredient for success.

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Persuasive arguementsRead the following paragraphs. Notice that this paragraph presents the pros and cons of a shorter work week.Introducing a short work week may lead to both positive and negative affects on society. For workers, the advantages of shortening the work week include more free time. This will lead to stronger family relationships, as well as better physical and mental health for all. An increase in free time should lead to more service sector jobs as people find ways to enjoy their extra leisure time. What is more, companies will need to hire more workers to keep production up to past levels of a standard forty hour work week. All together, these benefits will not only improve quality of life, but also grow the economy as a whole.On the other hand, a shorter work week may damage the ability to compete in the global workplace. Moreover, companies may be tempted to outsource positions to countries where longer work weeks are common. Another point is that companies will need to train more workers to make up for the lost productivity hours.To sum up, companies will likely have to pay a steep price for shorter work weeks.In summary, it is clear that there would be a number of positive gains for individual workers if the work week were shortened. Unfortunately, this move could easily cause companies to look elsewhere for qualified staff. In my opinion, the net positive gains outweigh the negative consequences of such a move towards more free time for all.Tips for Writing a For and Against Argument

Before you begin, write down at least five positive points, and five negative points for your argument.

Begin your writing by making a statement about the general statement about outcome of an action, or the overall situation.

edicate the first paragraph to one side of the argument. This can be either positive or negative. Generally, it is the side with which you agree.

The second paragraph should contain the other side of the argument. The final paragraph should shortly summarize both paragraphs, and provide your

own general opinion on the matter.Helpful LanguageExpressing Both Sidespros and consadvantages and disadvantagesplus and minusProviding Additional ArgumentsWhat is more,In addition to ..., the ...Further,Not only will ..., but ... will also ...Showing Contrast

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However,On the other hand,Although .....,Unfortunately,OrderingFirst of all,Then,Next,Finally,SummarizingTo sum up,In conclusion,In summary,All things considered,Expressing Your OpinionIn my opinion,I feel / think that ...Personally,ExerciseChoose an for and against argument from one of the following themesAttending College / UniversityGetting MarriedHaving ChildrenChanging JobsMoving

Write down five positive points and five negative points Write down an overall statement of the situation (for introduction and first sentence) Write down your own personal opinion (for final paragraph) Summarize both sides in one sentence if possible Use your notes to write a For and Against Argument using the helpful language

provided

Argument essay67

Planning StageFor an argument essay to be effective, it must contain certain elements that will persuade the audience to see things from your perspective. For this reason, you must take a few minutes to plan and prepare before you jump into writing an argumentessay.Find a Good TopicTo find good topic for an argument essay you should consider several issues that will have two conflicting points of view or very different conclusions. As you look over a list of topics you should find one that really sparks your interest.While a strong interest in a topic is important, it's not enough to be interested. You have to consider what position you can back up with reasoning and evidence. It's one thing to have a strong belief, but when shaping an argument you'll have to explain why your belief is reasonable and logical.As you explore the topics, make a mental list of points you could use as evidence for or against an issue.Consider Both Sides of Your Topic and Take a PositionOnce you have selected a topic you feel strongly about, you should make a list of points for both sides of the argument and pick a side. One of your first objectives in your essay will be to present both sides of your issue with an assessment of each. Of course, you will conclude that one side (your side) is the best conclusion.In the planning stage you will need to consider strong arguments for the "other" side. Then you'll shoot them down!Gather Evidence

When we think of arguments we might picture two red-faced people speaking quite loudly and making dramatic gestures. But that's because face-to-face arguments often become emotional.

In fact, the act of arguing involves providing proof to support your claim, with or without emotions.

In an argument essay you will have to provide evidence without providing too much drama. You'll explore two sides of a topic (briefly) and provide proof as to why one side or position is the best one.Writing StageOnce you've given yourself a solid foundation to work with, you can begin to craft your essay.An argument essay should contain three parts: the introduction, the body, and the conclusion. The length of these parts (number of paragraphs) will vary, depending on the length of your essay assignment.1. Introduce your topic and assert your sideAs in any essay, the first paragraph of your argument essay should contain a brief explanation of your topic, some background information, and a thesis statement. In this case, your thesis will be a statement of your position on a particular controversial topic.Example introductory paragraph with thesis statement:Since the turn of the new century, a theory has emerged concerning the end of the world, or at least the end of life as we know it.

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This new theory centers around the year 2012, a date that many claim has mysterious origins in ancient manuscripts from many different cultures. The most noted characteristic of this date is that it appears to mark the end of the Mayan calendar. But there is no evidence to suggest that the Maya saw any great relevance to this date. In fact, none of the claims surrounding a 2012 doomsday event hold up to scientific inquiry. The year 2012 will pass without a major, life-altering catastrophe.2. Present both sides of the controversyThe body of your essay will contain the meat of your argument. You should go into more detail about the two sides of your controversy and state the strongest points of the counter-side of your issue.After describing the "other" side, you will present your own viewpoint and then provide evidence to show why your position is the correct one.Select your strongest evidence and present your points one by one. Use a mix of evidence types, from statistics, to other studies and anecdotal stories. This part of your paper could be any length, from two paragraphs to two hundred pages.Re-state your position as the most sensible one in your summary paragraphs.Tips for Your Essay:

Avoid emotional language Know the difference between a logical conclusion and an emotional point of view Don't make up evidence Cite your sources Make an outline Be prepared to defend your side by knowing the strongest arguments for the other side.

You might be challenged by the teacher or by another student.

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Thesis sentenceWhy do people make so much fuss over one sentence?No single sentence will pester you quite so much as the thesis sentence. Often you'll find it is both the first sentence you write and the last sentence you re-write while constructing your essay.Why so much fuss? Perhaps teachers make so much of the thesis statement because, if done correctly, it fills so many responsibilities.The thesis statement must assert your point, suggest your evidence, and structure your argument, all in one. This is necessary for a good reason. If you can summarize your paper in one sentence, you're more likely to have a tightly-constructed, concise, and readable essay. Find a general topic for your paper, and then narrow it down.The first step in writing an essay is finding a topic you enjoy. The next step is to narrow your topicinto a single view or theory that you will explore and explain. For instance, you may be very interested in the topic of old wives' tales.This is an interesting theme, but it is very broad.What is specifically interesting about wives' tales? Perhaps you can narrow your interest into a statement like this:Many old wives' tales originated hundreds of years ago, yet some have been based on solid science and have led to real cures or medicines.That is specific. It also asserts your view and provides an opening for evidence. With solid research you can come up with several examples to support this statement. Don't be afraid of controversy.In an argumentative essay, a thesis is a declarative sentence that takes a stance. If you feel strongly about a social issue and you believe you can back it up, then go ahead and do it.Just be sure you back up your stance with facts and not opinions. Don't use cruel or insulting statements, just the facts.Be aware that there will always be someone who disagrees with your stance. That's what makes life interesting. That's also what makes essays interesting! Don't be ambiguous.You may decide to take a stance, but you can't find facts or statistics to back up your argument. If so, you might be on the right track, but you just need to focus a little more.For instance, you might want to argue that music classes should be mandatory for all students. You may believe this, but can you back it up?First, do a little research. You may find evidence that children who study music at a very young age tend to do well in math and science later in life. Based on this research, you

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may want to narrow your thesis to reflect this more narrow argument. Do re-visit and re-write your thesis, when necessary.Your thesis sentence should be flexible, until you are finished with your research and your writing. It is not unusual for writers to revise the thesis sentence several times.As you research your topic, you may be frustrated to find some fascinating research that fits justoutside  the boundary of your thesis.This is difficult. You can decide to exclude this research or you could decide to change your thesis. If you include it, be sure it is strong enough to support an entire paragraph.The best approach is to collect all the research you can, first. Then sort the facts into categories—either on paper or in your head. These categories will become your paragraphs.Narrow and revise your thesis as you go. Once you’ve completed your essay, check a final time to see that your thesis fulfills the following roles. 

It makes a clear and specific statement. It indicates the direction of your thoughts. It sets a stage. It provides structure. It is supported by the body paragraphs.

Reminder: If you make a final change to your thesis, always double-check your concluding paragraph. It might need adjustment, as well.

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2 mixed emailsUnmix and order the emails

Finally, I was wondering if any extra-curricular activities such as lectures or excursions are offered at your school. If so, are these included in the price, or at an additional cost?

Actually, there was something else* Do u reckon it would be possible to have my old homestay family? We got on so well, and the mum was a fantastic cook! Dunno if it’s possible, but just thought I’d ask.

Dear Mr Jones,

With regards to accommodation, do you only provide homestay-style lodgings or are there any other possible alternatives? I feel I would prefer to stay in shared accommodation with self-catering facilities.

Remember me, Dani from last summer? How could u forget, we had such a good laugh every weekend, didn’t we? How’s it going?

Yours sincerely, Jaana Nikkinen Jaana Nikkinen

Hi Jack,

I am writing to enquire about your language courses in the summer. I am a university student studying to become a translator.

Dani

I would be grateful for any information you can give me and I look forward to hearing from you soon

Anyway, just writing to let u know that I’m coming back! I’m gonna be working in a hotel in Bournemouth from June till September. Brilliant, eh?

Would be great to catch up sometime, so gimme a bell*I’ve still got the same SIM, so my number’s the same: 0786 8757652.

I would like to know whether your school offers courses specifically for university level students as I would like to study techniques for essay writing in English. Could you also tell me how many hours of lessons there are per week?

Cheers, mate!

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Discussions

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