Introduction

In the first paragraph, we present the problem and its causes, answering the following questions: What is the problem? What has caused it?

Main Body

In the second, third and fourth paragraphs, we write our suggestions and their expected results. We write each suggestion and its results in separate paragraphs. We should link our ideas using appropriate linking words.

(Par 2) What is your first suggestion? What would its results be?

(Par 3) What is your second suggestion? What do you expect to happen?

(Par 4) What is your third suggestion? What results would it have?

Conclusion

In the last paragraph, we summarize our opinion. Such essays are normally written in semi-formal or formal style, depending on who is going to read them and where it is going to be published. They are usually found as articles in magazines, newspapers, etc. How can you summarize your opinion?

To make our piece of writing more interesting to the reader, we can use certain techniques to start or end it such as:

• addressing the reader directly. If you want to help the environment, there are lots of Things that you can do.

• using a quotation (a sentence/phrase from a book, a play, etc). Don't forget to mention the name of the person who said / wrote it.

... as American anthropologist Margaret Mead said "We have nowhere else to go... this is all we have."

• using a rhetorical question (a question that makes a statement rather than expecting an answer). Is it important to protect endangered species?

USEFUL VOCABULARY

To make suggestions:

It would help if / be a good idea if...;

A/Another useful suggestion would be to ...;

The situation could be improved if / by ...,

Steps / Measures should be taken in order to solve / deal

with ...

To present results and consequences:

In this way ...; This would ...; Then...; If .., the result

would be ...; The effect /consequence/ result of... would be.

Unit II the changing family in a changinf society

Lead-in

1. In pairs discuss the following issues and report your opinion:

a) What do you think the perfect family is like?

b) How many children should there be?

c) Should both parents work?

d) Should grandparents live with the family?

2. Which of these two things do you consider to be the most important in your life? Why/Why not? In Pairs discuss the reasons. (See Appendix)

Family life

Good health

Relationships

Friendship

Career

3. Do a class-in survey using the first question in ex. 2 and draw a chart showing the survey result. Comment on the results in a short written report.

Pre-reading

Scan the text. Choose the heading from the list (A-E) for each part (1-5) of the text.

1. Conflict

2. Sex of the Child and the Nature of Custody

3. Models of Divorce

4. Age and Developmental Changes

5. Working Mothers

Reading

Read the text and fill in the gaps with the words given below. Change the forms of the words where necessary.

1. guilty	2. structure	3. problems	4. needs	5. mother-custody
breadwinning role	to state	to remarry	not to decline	higher
self-esteem	prior	dependency	anger	effects
receive	adjustment	to remember	child-rearing	better
profitably	relationship	self-esteem	considerable	including
overinvest	ex-spouse	memories	emotional affairs	opposite-sex
be not employed	a type of custody	at the onset of	families
benefit	consideration		to facilitate
to occupy	a good predictor		divorce
to response to

Text.

Part 1.

Because household operations have become more efficient and family size has decreased in America, it is not certain that chil­dren with mothers working outside the home actually _______ less attention than children in the past whose mothers were not_______. Outside employment—at least for mothers with school-age children—may simply be filling time previously taken up by added household burdens and more children. It also cannot be assumed that if the mother did not go to work, the child would _______ from the time freed up by streamlined household operations and smaller families. Mothering does not always have a positive effect on the child. The educated, non- working mother may _______ her energies in her children, fostering an excess of worry and discouraging the child's inde­pendence. In such situations, the mother may give more par­enting than the child can _______ handle.

Maternal employment is a part of modern life. It is not an aberrant aspect of it, but a _______ to other social changes. Not only does it meet the parent's needs, but in many ways it may be a pattern better suited to socializing children for the adult roles they will_____. This is especially true for daughters, but it is also true for sons. The broader range of emotions and skills that each parent presents is more con­sistent with this adult role. Just as his father shares the _______ _______ and the child-rearing role with his mother, so the son, too, will be more likely to share these roles. The needs of the growing child require the mother to loosen her hold on the child, and this task may be easier for the working woman whose job is an additional source of identity and_______. Overall, researchers have found no detrimental effects of maternal em­ployment on children's development.

A common experience of working mothers (and working fathers) is feeling _______ about being away from their children. The guilt may be triggered by parents missing their child, wor­rying that their child is missing them, being concerned about the implications of working (such as whether the child is receiving good child-care), and worrying about the long-term effects of working (such as whether they are jeopardizing the child's fu­ture). To reduce guilt, the guilt needs to be acknowledged. Parents re­spond to guilt either by admitting it and working through it or by denying it and rationalizing it away. The latter tendency is not recommended.

Part 2.

Two main models have been proposed to explain how divorce affects children's development: the father-absence model and the multiple-factor model. The family structure model ______ that any differences in children from different family structures are due to the family structure variations, such as the father’s being ab­sent in one set of the families. However, family structure (such as father-present versus father-absent) is only one of many fac­tors that influence children's development and _______ in single-parent families.

The multiple-factor model of divorce takes into account the complexity of the divorce context and examines a number of influences on the child's development, including not only family_______, but also the strengths and weaknesses of the child _______ to the divorce, the nature of the events surrounding the divorce itself the _______ ___ _______ involved, visitation patterns, socioeconomic status, and post divorce family functioning. Researchers are finding that the availability and use of support systems (relatives, friends, housekeepers), an ongoing positive _______ between the custodial parent and the _______, authoritative parenting, financial resources, and the child's competencies at the time of the divorce are important factors in how successfully the adolescent adapts to the divorce. Thus, just as the family structure factor of birth order by itself is not a _______ _______ of children's development, neither is the family structure factor of father absence. In both cir­cumstances - birth order and father absence - there are many other factors that always have to be taken into _______ when explaining the child's development is at issue.

Part 3.

The age of the child at the time of the divorce needs to be considered. Young children's responses to divorce are medi­ated by their limited cognitive and social competencies, their _______ on their parents, and possibly inferior day care (Hetherington, Hagan, & Anderson, 1989). The cognitive immaturity that creates considerable anxiety for children who are young at the time of their parents' divorce may benefit the children over time. Ten years after the divorce of their parents, adolescents had few _______ of their own earlier fears and suffering or their parents' conflict (Wallerstein, Corbin, 8c Lewis, 1988). Nonetheless, approximately one-third of these children continued to express anger about not being able to grow up in an intact, never-divorced family. Those who were adolescents at the time of their parents' divorce were more likely to _______ the conflict and stress surrounding the di­vorce some 10 years later, in their early adult years. They, too, expressed disappointment at not being able to grow up in an intact family and wondered if their life would not have been better if they had been able to do so. And in one study, ado­lescents who experienced the divorce of their parents during adolescence were more likely to have drug _______ than ado­lescents whose parents were divorced when the adolescents were children or than adolescents living in continuously mar­ried families.

Evaluations of children and adolescents 6 years after the di­vorce of their parents found that living with a mother who did not _______ had long-term negative effects on boys, with deleterious outcomes appearing consistently from kindergarten to adolescence. No negative effects on preadolescent girls were found. However, _______ adolescence, early-maturing girls from divorced families engaged in frequent conflict with their mothers, behaved in noncompliant ways, had lower self-esteem, and experienced more problems in het­erosexual relationships.

Part 4.

Many separations and divorces are highly _______ _______ that immerse the child in conflict. Conflict is a critical aspect of family functioning that often outweighs the influence of family structure on the child's development. For example, chil­dren in divorced families low in conflict function better than children in intact, never-divorced _______ high in conflict (Black 8c Pedro-Carroll, 1993; Rutter, 1983; Wallerstein, 1989). Although the escape from conflict that divorce provides may be a positive benefit for children, in the year immediately following the divorce, the conflict does not _______ but in­creases. At this time, children - especially boys - in divorced families show more adjustment problems than children in in­tact families with both parents present. During the first year after the _______, the quality of parenting the child experiences is often poor; parents seem to be preoccupied with their own needs and adjustment – experiencing _______, depression, con­fusion, and emotional instability - which inhibits their ability to respond sensitively to the child's_______. During the second year after the divorce, parents are more effective in their _______ duties, especially with daughters.

In sum, large numbers of children are growing up in divorced families. Most children initially experience _______ stress when their parents divorce, and they are at risk for developing problem behaviors. However, divorce can also remove chil­dren from conflicted marriages. Many children emerge from divorce as competent individuals. In recent years, developmentalists have moved away from the view that single-parent families are atypical or pathological, focusing more on the di­versity of children's responses to divorce and the factors that _______ or disrupt children's development and adjustment.

Part 5.

The sex of the child and the sex of the custodial parent are im­portant considerations in evaluating the ______ of divorce on chil­dren. One research study directly compared 6 to 11-year-old children living in father-custody and _______ families (Santrock 8c Warshak, 1979,1986). On a number of measures, _______ videotaped observations of parent-child interaction, children living with the same-sex parent were more socially competent - happier, more independent, with _______ self- esteem, and more mature - than children living with the _______ parent. Some researchers have recently found support for the same-sex parent-child custodial arrangement, while others have found that, regardless of their sex, adolescents are _______ adjusted in mother-custody or joint-custody families than in father-custody families.

Follow-up

1. In groups of five discuss the changing role of women and other family issues.

A. You are going to find out about the role of women in your country and in any different culture.

Choose any culture and find out some information about the role of women there. If possible, find a culture very different from yours.

Take turns asking your classmates the following questions. Firstly, ask questions about the role of women in your country. Then ask your classmates about the role of women in the culture he/she has chosen. (You may use similar questions as given below).You will have about one-half hour to do this.

Take notes on the answers. Then present the information to the class. Summarize the answers briefly.

Questionnaire

1. Does your mother have a profession? If so, what does she do? What did she do before she married? Does she ever talk about what she did (or didn’t do)?

2. Do you have any sisters? If so, how many? What are their plans? Do they want to be housewives or do something different? Are they attending or planning to attend, a college or university? How much freedom do they have to date men or decide on their own careers? Do you consider them “liberated women”?

3. What are the most typical professions for women in your country? Are women beginning to work in professions such as medicine, law and business? How do most men in your country view women professionals? How would you feel about going to a woman doctor or lawyer?

4. In your country, have there been any demonstrations by women? If so, about what? Why? If not, do you think there might be demonstrations in the future?

5. Are there any courses in schools in your country that prepare women for careers in technology, repair of machines, or construction (such as classes in computer work, car repair, or carpentry)?

6. Do the government and other institutions in your country encourage equality for women? If so, in what ways?

7. Do you think that the role of women at home, in society, and at work is changing in your country? If so, how?

B. You are going to have a debate on the following topic: “Is it acceptable for women with children between the ages of two and five to work outside the home?”

1. Divide into two equal groups. Group 1 is the group that thinks it is acceptable for women with children between the ages of two and five to work outside the home. Group 2 is the group that thinks it is not acceptable.

2. In your groups, discuss and list all the possible reasons you can think of in favor of your group's position. Write them in the following spaces. You will have fifteen minutes to do this.

Reasons	Name

3. You must have at least one reason (argument) for each group member. Decide who will present each argument. Write each person's name beside the argument he or she will present.

4. Bring your chairs together for the debate. Line up like this:

Group 1 O O O O O O O O O O

Group 2 O O O O O O O O O O

5. Here is the format for the debate:

a. A speaker from Group 1 presents his or her argument. (It may be very short—only a sentence or two.)

b. Group 2 has approximately five minutes to respond. Anyone from Group 2 may speak during this time. Group 1 members may speak also, but only in response to Group 2.

c. After no more than five minutes, the cycle begins again. Group 2 presents its first argument briefly. Group 1 may then respond, and Group 2 may answer Group 1. Each student should have a chance to present his or her argument. Then the class as a whole will discuss the debate.

2. Writing A For and Against Essay.

Imagine you are a judge in a custodial dispute. What are some of the key factors (some advantages and some disadvantages) you would consider in awarding custody. Follow the tips and the plan given below.

We usually write a for and against essay in a formal style. When we write the essay, we need to discuss both sides of the argument to give a balanced view.

Introduction

In the introduction we present the topic, but do not give our opinion. How can we present the following topic? What general remarks can you make?

Main Body

In the second paragraph we give the arguments for the topic together with justifications and examples. Which are the pros? What examples can you think of?

In the third paragraph we give the arguments against the topic. We start each paragraph with appropriate topic sentences. Which are the corns? What examples can you think of?

Conclusion

In the last paragraph we write a balanced personal opinion, or summarize the main arguments for and against. What is your opinion?

We also need to use appropriate linkers to connect similar ideas and introduce opposing ideas. (See Appendix)

Unit III

ADDICTIONS

Lead-in

1. In pairs discuss the following statements. Give your reasons.

1. It's easy to stop smoking.

2. People who smoke should pay higher health insurance.

3. All restaurants should have a non-smoking section.

4. There should be a dollar tax on each pack of cigarettes.

5. Children get sick from their parents' cigarette smoke.

6. Most smokers want to quit.

7. Cigarette smoke makes a person's clothes smell.

8. It's too easy for children to buy cigarettes.

9. There should be no smoking in bars.

10. Smokers have less energy than non-smokers.

Useful Language

I agree completely. I don't agree with that.

I feel the same. I don't think that's right.

Definitely. I don't think so.

Absolutely That's wrong.

That's just what I think.

2. Answer the following questions about smoking and alcohol regulations in our country. Summarize the results in a short piece of writing.

1. How old do you have to be to buy a pack of cigarettes (a can of beer, etc)?
2. Are young people warned against smoking?
3. Is there a warning label on cigarettes?
4. Are cigarettes advertised on television?
5. Are cigarettes advertised in magazines and newspapers?
6. Is there a national campaign against smoking?
7. Where is smoking allowed?
8. Where isn't smoking allowed?

3. A. Which of these factors do you consider to be the most influential on drug use in adolescence:

1. Parents suffering from addiction

2. Irresponsible and indifferent parenting

3. Permissive parenting

4. Peers

5. Inability to cope with stress and emotions without drugs

3. Do a class-in survey based on ex. 1 and comment on the results.

Pre-reading

Scan the text. Choose the heading from the list (A-D) for each part (1-4) of the text.

1. Explanations fro the Development of Psychological disorders.

2. The Role of Development, Parents, and Peers in Adolescents Drug Abuse.

3. Substance Abuse.

4. Smoking Prevention: A Multimodal Approach.

Reading

1. Read the text. Look at the statements and find evidence in the text to support them.

a) Adolescence use drugs to cope with stress.

b) Initial step in drug abuse is absence of the parental ties in childhood.

c) Alcoholics develop psychological dependence on alcohol.

d) It’s difficult to diagnose organic disfuntctions of a behavioral disturbance.

Text.

Part 1.

Researchers have examined the factors that are related to drug use in adolescence, especially the roles of development, parents, peers, and schools.

Most adolescents become drug users at some point in their development, whether limited to alcohol, caffeine, and ciga­rettes, or extended to marijuana, cocaine, and hard drugs. A special concern involves adolescents using drugs as a way of coping with stress, which can interfere with the development of competent coping skills and responsible decision making. Researchers have found that drug use in childhood or early ado­lescence has more detrimental long-term effects on the devel­opment of responsible, competent behavior than when drug use occurs in late adolescence (Newcomb 8c Bentler, 1989). When they use drugs to cope with stress, young adolescents often enter adult roles of marriage and work prematurely, with­out adequate socioemotional growth, and experience greater failure in adult roles.

How early are adolescents beginning drug use? National samples of eighth- and ninth-grade students were included in the Institute for Social Research survey of drug use for the first time in 1991 (Johnston, O'Malley, 8c Bachman, 1992). Early on in the increase in drug use in the United States (late 1960s, early 1970s), drug use was much higher among college students than among high school students, who in turn had much higher rates of drug use than middle or junior high school students. However, today the rates for college and high school students are similar, and the rates for young adolescents are not as dif­ferent from those for older adolescents as might be anticipated.

Parents, peers, and social support play important roles in preventing adolescent drug abuse. A developmental model of adolescent drug abuse has been proposed by Judith Brook and her colleagues (Brook 8c Brook, in press; Brook 8c others, 1990). They believe that the initial step in adolescent drug abuse is laid down in the childhood years, when children fail to receive nurturance from their parents and grow up in conflict-ridden fami­lies. These children fail to internalize their parents' personality, attitudes, and behavior, and later carry this absence of parental ties into adolescence. Adolescent characteristics, such as lack of a con­ventional orientation and inability to control emotions, are then expressed in affiliations with peers who take drugs, which, in turn, leads to drug use.

Positive relationships with parents and others are important in reducing adolescents' drug use. In one study, social support (which consisted of good relationships with parents, siblings, adults, and peers) during adolescence substantially reduced drug abuse (Newcomb 8cBender, 1988). In another study, adolescents were most likely to take drugs when both of their parents took drugs (such as tranquilizers, amphetamines, alcohol, or nicotine) and their peers took drugs (Kandel, 1974).

Part 2.

As long as a person's use of a drug, whether tobacco, alcohol, marijuana, cocaine, or any other consciousness-altering substance, remains with­in reasonable bounds - when the drug is used and not abused - the practice does not fall under the category of psychological disorders. But when a person comes to depend upon one of these substances, so that her or his life is primarily devoted to getting and using the drug, the condi­tion fits all the definitions of abnormality. Although there are as many varieties of substance abuse as there are drugs, we shall focus on only one - alcohol abuse. Alcoholism is the most serious drug problem in the United States, and alcoholism is a major sub-category of mental disorder. Current estimates are that there are between 7.5 and 10 million alcoholics in the United States (U.S. Department of Health and Human Services, 1999).

Alcohol abuse carries a high social and person­al cost. The social damage of alcohol abuse takes many forms: family disruption; decreased job pro­ductivity due to inefficiency, accidents, absence, and low morale; death, injury, and property dam­age from alcohol-related automobile accidents; and increased medical care for alcoholics. The American Hospital Association estimates that ap­proximately half of all occupied beds in United States' hospitals are filled by people with ailments linked to the consumption of alcohol. In the economic area, alcoholism has great costs to the American economy. The personal costs of alcoholism are severe psychological and physiological deterioration.

Alcohol is a depressant, suppressing inhibitions and allowing people to do or say things they ordinarily would not. Some people feel good when they drink, others become depressed, and others lose all anxiety or guilt over their past, present, or future behavior. In large quantities, alcohol causes disorders of sensation and perception, can lead to dangerous, self-destructive behavior, and is capable of producing coma and death.

Alcoholics build up a tolerance for alcohol; to experience the original feeling of well-being, or freedom from anxiety, they must increase their intake of alcohol. Often drinkers develop such a psychological dependence on alcohol that they feel normal only when they have been drinking and experience severe, painful symptoms if they stop. The slide into alcoholism generally follows the same sequence of behavior. A study of 2,000 alco­holic men showed that the sequence begins with periodic excessive drinking, then progresses through blackouts, sneaking drinks, losing con­trol over the amount of alcohol drunk, remorse over drinking and rationalization of excess alcohol consumption, enforcing a change in drinking pat­terns in an attempt to solve the problem, morning drinking, alcoholic binges lasting for several days, and the onset of alcohol-related physical ailments, the centering of life around alcohol, and the ad­mission of defeat (Jellinek, 1946).

Because of the toxic effects of alcohol on the body and the malnutrition that so often accompa­nies chronic alcoholism, alcoholics are likely to develop diseases affecting the liver, brain, and nervous system. Prolonged alcoholism leads to degenerative brain disease. A chronic alcoholic whose blood alcohol level drops suddenly may experience delirium tremens, better known as DTs. This reaction is actually a withdrawal symp­tom. Patients with DTs tremble, perspire heavily, become disoriented, and suffer nightmarish hallu­cinations. These last from three to six days, after which the person may vow never to take another drink—a vow that in many cases is broken soon after discharge from the hospital or treatment center.

Part 3.

At least 15 percent of U.S. adolescents describe themselves as "smokers." Many if not most young people experiment with cigarettes. What causes some to acquire this extremely risky habit? Any number of studies show that teenagers are most likely to become smokers if they have a positive image of the smoker, if their peers pressure them to smoke, and if their parents and others whom they admire smoke. Teenagers often see the smok­er as sophisticated and rebellious, as willing to take risks and defy authority figures. Smoking conveys this image; not smoking may invite accu­sations of being a "chicken" or a "sissy." Observ­ing older adolescents and adults (especially par­ents) who enjoy smoking yet show no apparent ill effects eases youngsters’ fears about the dangers of smoking.

Evans and his colleagues (1978) designed a multimodal program for the Houston School Dis­trict to deal with these underlying motivations. Antismoking materials used in this program are designed to appeal specifically to adolescents. All teenagers know that smoking is risky, but few are concerned about health problems that might arise twenty or forty years in the future. Therefore, Evans concentrates on the current disadvantages of smoking (financial costs, bad breath, and the like). Films that explain the techniques advertis­ers use to sell cigarettes create a negative image of the smoker as someone who is easily duped. These are backed up by posters that appeal to the adoles­cent's need for independence: "You can decide for yourself."

Evans also uses older, high-status, nonsmok­ing peer leaders to model techniques for resisting social pressure. The goal is "behavioral inocula­tion," a social version of immunization. If individ­uals are exposed to a weak version of a germ, they develop antibodies to fight a stronger dose. By analogy, if individuals are exposed to weak ver­sions of social pressure to smoke, they develop counterarguments that protect them when they are exposed to intense social pressure. Some of the peer models who appear in films participate in group discussions and practice sessions after the film is shown.

Programs like this have been somewhat suc­cessful in preventing teenagers from smoking, or at least delaying the onset of smoking. In this case, some success - convincing 1,000 or even 500 teenagers not to smoke - saves lives.

Part 4.

Various explanations have been offered for the development of psychological disorders. Many theorists have believed that mental disorders such as depres­sion, alcoholism are due to organic dysfunction of the brain. Much evidence supports this idea. But many so­cial scientists feel that such mental disorders are due to psychological factors, emotional distur­bances, and environmental stress. About certain disorders, however, there is little argument; they are directly traceable lo the destruction of brain tissue or to biochemical imbalance in the brain. These disorders are known as organic brain syn­dromes and are classified as a separate category in DSM-III. Included in the list are: alcoholic psychoses such as delir­ium tremens: drug or poison intoxication.

Because physical and mental health are so closely related, it is often difficult to determine whether a particular behavioral disturbance is due to organic dysfunction or to emotional factors. Most organic brain disorders are accompanied by five major symptoms; impairment of orientation (awareness of who and where one is); impairment of memory; impairment of other intellectual func­tions, such as comprehension, calculation, knowl­edge, and learning; impairment of judgment; in­appropriate affect. However, most of these symptoms are also present in schizophrenic pa­tients, in patients with conversion disorder, and even in depressed patients. Thus an accurate diag­nosis of organic brain syndrome is not easy.

3. Read the text again and list:

1. the main reasons for increase the intake of alcohol

2. the main forms of social damage of alcohol abuse

Follow-up

1. Project Work.

Using Power Point and Internet, create a Stop-Smoking Campaign on different levels (University Level, Federal Level) which helps to prevent smoking.

The information in part 3 of the text and the Life Skills Training Program mentioned below may help you in this work.

The Life Skills Training Program

Gilbert Botvin's Life Skills Training Program was selected as one of fourteen showcase programs by the American Psychological Association's Task Force on Promotion, Prevention, and Intervention Alternatives in Psychology Botvin's (1986) program was the only drug prevention/intervention program selected out of a field of 300 nominees.

According to Botvin, substance use is a socially learned, pur­posive, and functional behavior. His approach involves attempts to reduce pressure to smoke, to develop general personal com­petence, and to learn specific skills to resist peer pressure. The Life Skills Training curriculum consists of five main components:

1. Students are given information about the short-term and long-term consequences of substance abuse; biofeedback demonstrates the immediate effects of cigarette smoking.

2. Decision-making skills are taught to foster students' critical thinking. Counterarguments to advertising appeals are formulated.

3. Coping skills are taught so that students deal with stress more effectively.

4. Social skills training for resisting peer pressure is im­plemented. The training sessions include such topics as dealing with shyness, coping with dating, and assertiveness skills.

5. Self-improvement is emphasized by helping stu­dents to develop a positive self-image using learning principles.

The Life Skills Training Program consists of 20 sessions and is designed primarily for middle school and junior high school students. It is directed by a classroom teacher who uses a teacher's manual and receives one day of in-service training. Older peers (eleventh- and twelfth-graders) are also used as teachers after extensive training and on-site monitoring by the Life Skills Training staff.

Botvin has conducted a number of evaluations of the Life Skills Training Program and demonstrated that the program is effective in reducing cigarette smoking, alcohol use, and mari­juana use. The greatest success has occurred when the sessions are led by older peers.

2. Listening Comprehension. My Mom Smokes.

A. Before You Listen guess if the following statements about smoking are true or false. Write T if the statement is true, F if the statement is false.

1. ____ About one out of every ten Americans smokes.

2. ____ The number one cause of death by cancer for both men and

women is lung cancer.

3. ____ About 15,000 Americans a year die of lung cancer.

4. ____ Every day, about three thousand young people begin to smoke.

5. ____ Children who breathe their parents' smoke have more coughs,

colds, and ear problems.

6. ____ Smoking during pregnancy may cause premature birth.

B. Key Words. In pairs discuss the new vocabulary, then complete the sentences below.

as soon as at the moment that; when

lounge a room at work where people sit or take a break

smells to have a bad odor

short of breath not able to breathe easily

cough the act of sending out air from the lungs with

a loud sound

quit to stop

hypnotized to put in a sleeplike condition

1. My sister smokes. Her teeth are stained and her breath always ____________ .

2. He lights up a cigarette______________ he wakes up.

3. He's a heavy smoker. He gets _________________ when he climbs the stairs.

4. I stopped smoking after I was_____________________.

5. I'm going to ____________________smoking when I have children.

6. Your __________ sounds terrible. When are you going to stop smoking?

7. The only place we can smoke at work is in the employees'________________.

C. First Listening Read these sentences. Then listen to the story. Check the times that this woman smokes. After you listen, tell the class any other information you remember about the story.

____ 1. when she wakes up ____ 4. at the office

____ 2. when she eats ____ 5. in the employees' lounge

____ 3. when she drives ____ 6. when she watches TV

D. Second Listening This woman's family wants her to stop smoking. Listen again and write three reasons her daughter gives. Only write two or three words for each reason.

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

E. Comprehension Questions Listen and circle the correct answer.

1. a. two or three

b. five or six

c. a pack or more

2. a. Employees can only smoke

in their offices.

b. Employees can smoke

anywhere.

c. Employees can only smoke

in the employees lounge

3. a. surprised

b. angry

c. worried

4. a. Yes

b. No.

5. a. She spends too much money

on cigarettes.

b. The house smells

c. She is hurting her children's

health.

6. a. She has very little energy

b. She coughs all the time.

c. She has cancer.

7. a. Yes.

b. No.

3. Listening Comprehension.

A. Listen to these conversations. In each of them, one person is asking another person not to smoke. Write the number of the conversation on the correct picture.

B. Same or Different Read each sentence. Then, listen and decide if the meaning is the same or different. Circle S or D.

S D 1. You can smoke in my office.

S D 2. I only want one.

S D 3. This is the only place I can smoke.

S D 4. We can put the windows in the car down.

S D 5. Now you can't.

S D 6. I can smoke here now.

C. Smoking Situations You will hear some common questions that smokers and non-smokers ask. How would you answer?

1. a. Yes.

b. No.

2. a. Sure, go ahead.

b. Please don't

3. a. No problem.

b. Well, I'd rather you didn't.

4. a. Thanks.

b. No. I don't smoke.

5. a. Sure.

b. Why? I can smoke here.

6. a. I don't

b. Sure. Have one.

7. a. Sorry

b. Sure.

8. a. Smoking.

b. Non-smoking.

4. Write a) an informal letter describing a personal problem; b) An informal letter giving advice. Use the information from the text. Follow the tips and the plan given below.

Plan

Dear +( your friend’s name),

Opening remarks (Par 1) – express sympathy, offer your help

Main Body (Par 2) – give your advice explain the results

Closing Remarks (Par 3) – end the letter

Take care,/Yours,/ etc

(your first name)

Useful Language

Giving Advice:

• It would be a good idea to …..

• The best thing to do is …..

• What you should do is …..

• Why don’t you …..?

• You could also …..

Justification:

• This/That way…..

• This would mean that …..

• Then, (you) ……

• If you do this, …..

• By doing this, …..