English for social workers II session 8, 10 dec 2012

1. English for social workers IIsession 8, 10 dec 2012 Miljen Matijašević E-mail: miljen.matijasevic@gmail.com Office: G10, room 6 (1st floor) Tue, 10:30-11:30

2. Today’s session • Revision of the last session / HW check • DisabledPeople • TheArticle

3. Revision of the last session Social Care and Community Work Questions

4. Revision – Social Work • What is thedefinitionofsocial work? • What is empowerment? • What are the tasks/values of social workers as laid down in the Code of Practice for Social Service Workers by the GSCC?

5. Social Support Services in Europe • What do you know about the scope of social work in Europe? • What are social workers usually involved in in the UK? • What does a school social worker do? • What is statutory social work? • What specialist social work positions have developed in Germany and France and why?

6. Homework check Read yoursummaries on theadditionalreadingtext! What is youropinionoftheScheme?

7. Questions In schools, social workers often serve as the link between students' families and the school (1). They work with parents, guardians, teachers, and other school officials(2) to ensure that students reach their academic and personal potential (3). They also assist students(4) in dealing with stress or emotional(5) problems. Many school social workers(6) work directly with children with disabilities and their families.

8. Questions • What do social workers often serve as? • Who do they work with? • What do they ensure that students reach? • Who do they also assist? • What kind of problems do students deal with? • Who works directly with children with disabilites and their families?

9. Questions In addition, they address problems such as misbehavior, truancy, teenage pregnancy, and drug and alcohol problems (7). They advise teachers on how to cope with difficult students (8). School social workers may teach workshops(9) to entire classes(10) on topics like conflict resolution (11).

10. Questions • What problems do they address? • What do they advise teachers on? • What may they do? • Who may they teach workshops to? • What topics maythey teach workshops on?

11. Disabled People Unit 6

12. Disabled People DISABILITY • impairment in body structure or function • difficulty in completing certain tasks • limitation in the social functioning of the individual • physical/mental and social aspects • DISABLED PEOPLE v. PEOPLE WITH DISABILITIES

13. Disabled People TYPES OF DISABILITY • physical • sensory (visual, hearing impairments, etc.) • intellectual • mental and emotional • developmental

14. Disabled People TYPES OF DISABILITY • congenital • one with which the person is born • acquired • resultingfromanillness or injury

15. Disabled People WHAT CAN BE AFFECTED • learning abilities • communication • physical mobility, self-care, domestic life • social life • employment • etc.

16. Disabled People MEDICAL POINT OF VIEW • seen as a medical problem • oriented towards managing the disability and finding a cure/treatment SOCIAL POINT OF VIEW • seen as a social problem • oriented towards the integration of the disabled person in the society • social inclusion

17. Disabled People in Britain Read paragraph 1 of the text on page 57 • What are the statistics regarding people with disabilities in Britain? • Where do some of them live? • What sort of social services are provided for these people? • What is respite care?

18. Disabled People in Britain Read paragraphs 2&3 • What is the task of the local social services? • What is specially-designed housing? • What is the purpose of home adaptations?

19. Disabled People in Britain • local social services provide both financial and advisory assistance in implementing housing adaptations • depending on the financial situation of the applicant, both refundable and non-refundable loans available • referrals to home improvement agencies and contractors

20. Disabled People in Britain • EMPLOYMENT assistance • Job Centres– provide services for the disabled • job orientation and assessment of abilities, skills and knowledge • Disability Employment Adviser (DEA) • facilitates finding a job

21. Disabled People in Britain • TheDisabilityEmploymentAdviser: • points out the benefits of being employed • helps focus on the person’s ability to work • helps work out a personal action plan in order to find a desirable job • tells the person about the (financial) support available • presents available job opportunities matching their abilities and wishes

22. Disabled People in Britain DISABILITY DISCRIMINATION ACT, 1995 Read the rest of the text • Summarize the main points of the provisions cited in the text and elaborate on their application and importance • Who has been responsible for the disability issues in the UK since 1997? • Why is this change important?

23. Disabled People in Britain EQUALITY ACT, 2010 Provides protection for people with disabilities in the areas of: • employment • education • access to goods, services and facilities • buying and renting land or property • functions of public bodies (e.g. issuing of licences)

24. Disabled People in Britain EQUALITY ACT, 2010 • the Act also includes provisions protecting people connected to disabled persons against discrimination (e.g. carers, members of family)

25. Disabled People in Britain DEFINITION OF DISABILITY (under EQUALITY ACT) • a person has a disability if: • they have a physical or mental impairment • the impairment has a substantial and long-term adverse effect on their ability to perform day-to-day activities • persons with progressive diseases also included (cancer, multiple sclerosis, HIV) • excludes people with addictions to non-prescribed substances

26. Disabled People in Croatia Read and translate the text on p. 59 Do the exercises on pp. 60-61

27. TheArticle (a, an, the, Ø)

28. The Article

29. The Indefinite Article ‘a, an’ • The indefinite article generally means ‘one’ or ‘any’, e.g. I saw a (one) girl in the park. Please, give me a (any) pen. • We use it when we introduce something mentioned for the first time, as long as it is a concrete and countable noun in singular; • Discuss these examples: • I bought sugar, biscuits and an apple. • He wanted power, not money. • A student left the room. The student was crying.

30. The Indefinite Article ‘a, an’ 1. I boughtsugar, biscuitsandanapple. Only ‘apple’ is a singular, concreteandcountablenoun. ‘Sugar’ is concrete but uncountable, ‘biscuits’ is concreteandcountable, but plural. 2. He wanted power, not money. Power is anabstractnoun, money is anuncountablenoun. 3. A student lefttheroom. The student wascrying. ‘Student’ inthe first sentence is mentioned for the first time, but inthesecondthereaderknowswhich student is referred to, therefore, thedefinitearticle is used.

31. The Definite Article ‘the’ • Used for all kinds of nouns when the reader knows which thing(s) or person(s) is/are referred to. They were either mentioned earlier in the text, are obvious from the context, or there is only one of it in general. Both the speaker and the interlocutor know which one is talked about. • Discuss these examples: • The President gave a speech. • I’m afraid I lost the money you gave me. • ‘Pass the salt, please!’

32. The Definite Article ‘the’ • ThePresidentgave a speech. It is obviousthat it is thepresidentofthegivencountry, andthereisonly one. • I’m afraid I lostthe money yougave me. ‘Money’ is definedhere. It is THE money thatyougave me. • ‘Passthesalt, please!’ Notsaltin general, but thesalt on the table.

33. Defining and describing Nouns are often followed by a phrase giving us more information on the noun. Generally speaking, the definite article defines the noun (which one?) and the indefinite article describes it (what kind? what like?) Look at the following examples: • I saw a boy with blue eyes. • I saw theboywithblueeyes.

34. The Article (a, the, Ø) Summary: • the indefinite article ‘a’ comes from the word ‘one’ and, therefore, cannot stand with a plural noun or with an uncountable noun (it can often be replaced by ‘one’ or ‘any’) • the definite article ‘the’ does not depend on the number or countability. It denotes a specific concept, person or thing (it can often be replaced by ‘this’ or ‘that’, or sometimes ‘all’). • the zero article is used with general plural or uncountable nouns, or with abstract nouns used in general terms

35. Exercise 1 • Discuss the difference in the meaning of the noun in the following pairs of sentences: 1. I ate a sandwich. I ate the sandwich. 2. A man you hate was there. The man you hate was there. 3. I saw a film which had won an Oscar. I saw the film which had won an Oscar.

36. Exercise 1 – answers 1. I ate a sandwich. (one sandwich) I ate the sandwich. (the sandwich you know about) 2. A man you hate was there. (you hate many men, one of them was there) The man you hate was there. (you hate one man and he was there) 3. I saw a film which had won an Oscar. (one film...) I saw the film which had won an Oscar. (and not the one that hadn’t)

37. Exercise 2 – completethetextwitharticles When .... crime is first discovered, .... police often don’t know who has done it or why. Usually, though, .... person who has committed .... crime will have left some evidence of their identity at .... scene such as .... footprint, .... blood, or .... fibres from .... clothing. This evidence often forms .... basis of any case against .... suspect who .... police may take to .... court.

38. Exercise 2 – ANSWERS When A crime is first discovered, THE police often don’t know who has done it or why. Usually, though, THE person who has committed THE crime will have left some evidence of their identity at THE scene such as A footprint, / blood, or / fibres from / clothing. This evidence often forms THE basis of any case against A suspect who THE police may take to / court.

39. Exercise 3 – complete the text with articles .... King Juan Carlos of .... Spain arrived in .... London today for .... three day visit to .... United Kingdom. He was met by .... Queen and drove with her to .... Buckingham Palace. Tomorrow he will have .... lunch with .... Governor of .... Bank of .... England and in .... evening he will have .... talks with .... businessmen.

40. Thank you for your attention!