Doretta Ardu

Raffaella Beolé

Roy Palmer

L’argomento. Life Reflections è rivolto agli studenti dei Licei delle Scienze Umane (Indirizzo tradizionale e Opzione economico-sociale).
 
 I contenuti sono stati ordinati secondo criteri di graduale complessità concettuale e linguistica e vengono esplorati utilizzando le quattro abilità in modo omogeneo ed integrato.
 
 La struttura. Life Reflections è diviso in sei Moduli, ognuno dei quali è ripartito in tre sezioni:
 
 1. Contents Section – Divisa in Unità, contiene testi e attività che riguardano i contenuti specifici della specializzazione già affrontati in L1. Ogni Unità è suddivisa in brevi Capitoli per favorire non solo uno studio più parcellizzato, ma anche la scelta antologica da parte dell’insegnante. Brevi box di approfondimento, denominati Moving Deeper, permettono di ampliare le conoscenze sull’argomento. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 2. Revision and Practice – Si occupa di contenuti inerenti alla disciplina ponendo particolare attenzione all’arricchimento lessicale, strutturale e allo sviluppo delle quattro abilità linguistiche. Presenta le seguenti ripartizioni: <ul><li>Vocabulary. Comprende specifiche attività per il conseguimento del lessico più importante del Modulo.
</li><li>Grammar. Propone il rinforzo delle strutture morfo-sintattiche più ricorrenti.
</li><li>Communication. Offre testi e attività di consolidamento dei contenuti appresi per sviluppare le quattro abilità linguistiche: Reading – Listening – Speaking – Writing.
</li></ul>3. Language Immersion – È volta al potenziamento della lingua tramite l’esplorazione di materie non linguistiche in inglese e la pratica di esercitazioni per certificazione linguistica. <ul><li>CLIL (Content and Language Integrated Learning). Alla fine di ogni Modulo è presente un CLIL CORNER che si collega alle tematiche presentate in alcune delle discipline curriculari: Biologia, Scienze Naturali, Filosofia, Storia, Diritto, Arte. Gli argomenti proposti possono favorire una didattica cross-curricolare, coinvolgendo docenti delle materie citate.
</li><li>B2 – Gli studenti hanno l’opportunità di fare pratica di alcuni dei test di una delle più popolari certificazioni linguistiche (Cambridge English Language Assessment) a livello B2 del Quadro Comune Europeo di Riferimento Linguistico.</li></ul>

Module 1 - Anthropology

Unit 1 - The science of man

Unit 2 - Social aspects of Anthropology

Vocabulary

Grammar

Communication

B2 (Family ties)

CLIL (Biology • Darwin’s Theory)

Module 2 - Pedagogy

Unit 1 - Pedagogy, education and school

Unit 2 - Teaching and learning theories

Unit 3 - Teaching and learning in action

B2 (At the youth club)

CLIL (Philosophy • Theories of knowledge)

Module 3 - Psychology

Unit 1 - Psychology and psychologies

Unit 2 - Psychology and learning

Unit 3 - Towards adolescence

Unit 4 - Teen hot issues

B2 (It stings like hell! The bullet ant initiation ceremony)

CLIL (Natural Science • Ethology)

Module 4 - Sociology

Unit 1 - Sociology, society and the media

Unit 2 -  Politics, policies and society

B2 (Television addiction)

CLIL (History • The Cold War and the birth of the Internet)

Module 5 - Law and economics

Unit 1 - Rights and laws

Unit 2 - Economics

B2 (Exploited childhood)

CLIL (International Law • European Institutions)

Module 6 - Literature

Unit 1 - Poetry

Unit 2 - The Novel

Unit 3 - The Short Story

Unit 4 - Drama

B2 (The many facets of reading)

CLIL (History of Art • The Pre-Raphaelites)

U N I T 4 TEEN HOT ISSUES In this Unit we will deal with some of the problems teenagers have to face during adolescence. We will also investigate about their causes and their effects. A. I THINK I M TOO FAT: ANOREXIA NERVOSA It can be really hard to love your body, especially because the media tell us we should always be thinner. People are never really satisfied with their figures and teenagers often hate the way they look. However, teenagers sometimes tend to overreact and may decide to eat less or not to eat at all. If they look in a mirror and feel fat even though they are not, they may have Anorexia Nervosa. This is an eating disorder that makes people lose more weight than is considered healthy for their age and height. Anorexia is more common in females but males can have it, too. Some of its most frequent symptoms are:   intense fear of gaining weight;   no menstruation for three or more months;   depression;   irritability and fear of socializing;   excessive exercise;   excessive awareness of physical appearance;   using diet pills;   vomiting after consuming food. 1 Are the following statements true (T) or false (F)? Correct the false ones. T a. It is clear what causes anorexia. b. Everyone is equally likely to develop anorexia. c. Culture and society play a crucial role in the development of anorexia. d. Hormones influence the way our brain works. e. Excessive dieting and physical activity will lower levels of tryptophan. f. Anorexia always starts for the same reason. g. The hypothalamus responds to stimuli sent by hormones. 120 F 

Before Reading  Teenagers are the most misunderstood people on earth. Treated like children, but expected to act like adults.    Anonymous a. Do you agree with the quotation above? Why/Why not? b. When do parents treat you as a child? Give examples. c. When do parents expect you to act as an adult? Give examples. PET Describe the picture on the right. There is no single cause for anorexia. Most experts believe it GLOSSARY balance: equilibrium, equal distribution is caused by a combination of psychological, environmental disrupt: to interrupt, impede and biological factors. It is widely accepted that some gain weight: to become heavier, people have distinct personality traits, making them more to get fatter vulnerable to anorexia. lack: absence The lack of a normal diet has a biological effect on the brain, reward: to give in return for something good or helpful reinforcing the obsessive thinking and behaviour associated sensitive: easily hurt by with anorexia. starve oneself: to stop or severely limit Your brain requires a healthy, nutritious diet to function one s intake of food normally. It uses a fifth of all the calories you eat. So extreme trait: a particular quality in your personality dieting can disrupt the normal functioning of the brain, possibly making anorexia symptoms worse. Malnutrition can also change the balance of hormones in the body, which can affect how the brain functions. It is thought the change in hormones causes the brain to become sensitive to the effects of an amino acid called tryptophan, found in almost all types of food. This sensitivity can cause feelings of anxiety in people with anorexia when they eat. At the same time, starving themselves and excessive exercise lead to lower levels of tryptophan, which may make them feel calmer and more relaxed. Another theory is that the system controlling a person s sense of appetite becomes disrupted causing a sense of anxiety after a meal. Appetite is controlled by a part of the brain called the hypothalamus. When your body needs more food, the hypothalamus releases chemicals to stimulate your appetite. Once you have eaten enough, hormones signal this to your hypothalamus. This will then release a different set of chemicals that, essentially, reward you for eating and make you feel satisfied. 2 With a partner discuss the role of fashion and the media in influencing teenagers  eating patterns. Consider the following points:               the model of a woman/girl/man suggested by fashion; the pressure to be thin exerted on readers/viewers by magazines and advertising; how writing and speaking about diets has become popular; how girls idealise superskinny models; how boys idealise muscular sportsmen and gym addicts; how rarely  normal  people appear on TV or in magazines; how websites which suggest ways for young girls to stay skinny are flourishing. 121 

Life Reflections, rivolto agli studenti dei Licei delle Scienze Umane, offre contenuti graduali su varie abilità linguistiche e culturali.

Life Reflections

English for Human Sciences

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