Carla Finello

Doretta Ardu

Raffaella Beolé

Dominika Rzucidlo

Argomento e obiettivi del testo
 
 Life Stages è un corso di inglese specialistico per il settore dei Servizi per la sanità e l’assistenza sociale.
 
 I contenuti sono ordinati secondo criteri di graduale complessità concettuale e linguistica e vengono esplorati utilizzando le quattro abilità in modo omogeneo e integrato.
 I brani offrono un assortimento di stili, registri e livelli di difficoltà, e sono tratti da fonti diverse ed autentiche: libri e manuali, riviste e quotidiani online e siti web, anche specialistici.
 
 Il testo si propone di:
 
 <ul><li>far acquisire le competenze necessarie per comprendere testi che presentano termini, espressioni, strutture sintattiche e modalità discorsive specifiche del linguaggio settoriale;
</li><li>migliorare le capacità di ricezione e produzione orale e scritta, anche tramite attività tipo Preliminary, FCE e IELTS;
</li><li>consolidare abitudini grammaticali corrette;
</li><li>incoraggiare l'autonomia linguistica e la soluzione di problemi;
</li><li>stimolare l'interesse e la partecipazione attiva degli studenti, dando spazio alla loro esperienza personale e a problematiche di attualità.
</li></ul>La struttura
 Life Stages è diviso in sette Moduli, ognuno dei quali ripartito in un numero variabile di Unità.
 Ogni Unità è suddivisa in brevi Capitoli su due pagine – teoria ed esercizi – per favorire sia uno studio più parcellizzato, sia la scelta antologica da parte dell'insegnante.
 
 Brevi link (curiosità, ampliamenti, rimandi, attività o mini-approfondimenti) arricchiscono i brani per consentire una maggiore interattività. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 Ogni Unità si conclude con due sezioni:
 
 <ul><li>Vocabulary: con specifiche attività di revisione e consolidamento del lessico;
</li><li>Mapping your Mind: mappa riepilogativa per rappresentare la rete di relazioni tra i vari argomenti dell'unità.
</li></ul>Alla fine di ogni Modulo, il testo propone ulteriori attività:
 
 <ul><li>Key people: persone influenti nell'ambito dell'argomento trattato;
</li><li>Case study: analisi di un evento, un'organizzazione o un problema specifico;
</li><li>Clip: brevi filmati tratti da opere cinematografiche;
</li><li>Civic education: tematiche legate all'educazione civica e alla cittadinanza.
</li></ul>Un ultimo modulo extra comprende:
 
 <ul><li>Hands on: informazioni, consigli utili ed esercizi di role-play per immergersi in situazioni lavorative realistiche;
</li><li>Grammar: ripasso degli argomenti più importanti della grammatica inglese con lessico specifico del settore socio-sanitario;
</li><li>Spunti interdisciplinari.
</li></ul>Contenuti digitali integrativi
 
 <ul><li>Video per attività di listening e speaking
</li><li>Tracce audio in formato mp3
</li><li>Schemi e mappe interattive
</li><li>Testi per attività di approfondimento e di esercitazione
</li><li>Schede di civiltà comparata UK vs US
</li></ul>Teacher's Book. Disponibile sia in formato cartaceo sia digitale.
 
 <ul><li>Programmazione didattica / Piano di lavoro
</li><li>Didattica inclusiva e BES
</li><li>Agenda 2030
</li><li>Test di verifica di tutte le Unità e i Moduli, in formato editabile
</li><li>Soluzioni degli esercizi e note didattiche
</li><li>Audioscript delle attività di ascolto e dei video</li></ul>

MODULE 1 – BODY AND MIND

Unit 1.1 – The human body

The human body, an introduction

Cells and tissues

The skeletal and muscular systems

The nervous and endocrine systems

The cardiovascular and respiratory systems

The digestive and urinary systems

The reproductive system

The sensory systems

VOCABULARY

MAPPING YOUR MIND

Unit 1.2 – Keeping a body healthy

A healthy diet

Vitamins and minerals

Illnesses from food

Hygiene

Prevention

Vaccines

Unit 1.3 – The human brain and mind

The human brain

The limbic system

Memory

Language

Emotions

Imagination

Unit 1.4 – Keeping a mind healthy

Psychology

Psychotherapy

Psychiatry

KEY PEOPLE

CASE STUDY – Joseph Lister's antiseptic method and spray apparatus

CLIP FILM – Inside Out

CIVIC EDUCATION – Vax or no-vax?

MODULE 2 – BABIES AND CHILDREN

Unit 2.1 – Up to the birth

Preconception

Pregnancy

Antenatal screening tests

Labour and birth

Unit 2.2 – Babies

The first months after birth

Breastfeeding

Weaning

Sleeping

Growth, from 0 to 12 months

Fears and anxieties

Needs

Unit 2.3 – Children

Physical and intellectual development

Health checks and common diseases

Contagious diseases and vaccinations

Fears and phobias

Unit 2.4 – Developmental and educational theories

Freud

Piaget

Erikson

Other theories

Play theories

Unit 2.5 – Childcare

In-home care

Out-of-home care

The school system in Italy

The school system in the UK

Childcare legislation and support

CASE STUDY – The curious case of baby cages

CLIP FILM – Harry Potter and the Order of the Phoenix

CIVIC EDUCATION – Marks or no marks at school?

MODULE 3 – ADOLESCENTS

Unit 3.1 – Physical and social issues

Physical changes

Physical problems

Parental and academic pressure

Peer pressure

Bullying and cyberbullying

Relationships and contraception

Unit 3.2 – Psychological issues

Body acceptance and gender identity

Anxiety, FOMO, and hikikomori

CLIP FILM Harry Potter and the Order of the Phoenix   PRODUCTION: David Heyman   BASED ON: the book by J.K Rowling   DIRECTOR: David Yates   STARRING: Daniel Radcliffe (Harry), Rupert Grint (Ron), Emma Watson (Hermione), Alan Rickman (Pithon), Ralph Fiennes (Lord Voldemort), Micheel Gambon (Dumbledore) SYNOPSIS Harry Potter and the Order of the Phoenix is the fifth book in the famous fantasy series by J.K. Rowling. It follows the 15-year-old wizard Harry Potter during his fifth year at Hogwarts School of Witchcraft and Wizardry as he faces growing threats from both inside and outside the school. The story begins during the summer holidays, when Harry and his cousin Dudley are attacked by two Dementors. To protect them, Harry uses magic, which is forbidden outside school. As a result, he is called to a disciplinary hearing at the Ministry of Magic. Thankfully, he is cleared of the charges, but he soon realizes that the wizarding world is in denial about the return of Lord Voldemort. At Hogwarts, the Ministry tries to control the school by sending a new Defence Against the Dark Arts teacher, Professor Umbridge. She refuses to teach useful magic and punishes students who speak out. As a result, Harry and his friends secretly form a group called Dumbledore s Army to learn how to defend themselves. They meet in secret to practise spells and prepare for the dangers ahead. At the same time, Harry begins to have strange dreams and visions that connect him to Voldemort s thoughts. These lead him to believe that his godfather, Sirius Black, is in great danger. With the help of his friends, Harry breaks into the Ministry of Magic, but it turns out to be a trap. A battle takes place between the Death Eaters and members of the Order of the Phoenix, a secret group fighting Voldemort. Sadly, Sirius is killed during the fight. In the end, Dumbledore tells Harry about a prophecy that says either he or Voldemort must die, because neither can live while the other survives. Harry learns that he has a much greater role in the fight against evil than he ever imagined. BEFORE WATCHING 3 Answer the questions. 1. Why is Harry put on trial at the beginning of the book? 2. How does the Ministry of Magic try to control Hogwarts? 3. What is the purpose of Dumbledore s Army, and who starts it? 4. What kind of visions does Harry experience, and why are they important? 5. What happens during the battle at the Ministry of Magic? 6. What does Harry learn from Dumbledore at the end of the story? 138 BABIES AND CHILDREN 

CLIP WHILE WATCHING 4 Watch the clip and fill in the blanks. Harry and his classmates meet the new Defence Against the Dark Arts teacher, Professor Umbridge. Umbridge: Your previous instruction in this subject has been disturbingly 1. ............................................, but you ll be pleased to know from now on, you will be following a carefully structured 2. ............................................ course of defensive magic. Yes. Hermione: There s nothing in here about using defensive 3. ............................................. Umbridge: Using spells? Well, I can t imagine why you would need to use spells in my classroom. Ron: We re not going to use 4. ............................................? Umbridge: You will be learning about defensive spells in a secure, 5. ............................................ way. Harry: Well, what use is that? If we re going to be attacked, it won t be risk-free. Umbridge: Students will raise their hands when they speak in my class. It is the view of the ministry that a 6. ............................................ knowledge will be sufficient to get you through your examinations, 5 which after all is what school is all about. Harry: And how s theory supposed to prepare us for what s 7. ............................................? Umbridge: There is nothing out there, dear. Who do you imagine wants to attack 8. ............................................ like yourself? Harry: Oh, I don t know. Maybe Lord Voldemort. Umbridge: Now, let me make this quite 9. ............................................. You have been told that a certain dark wizard is at large once again. This is a 10. ............................................. Harry: It s not a lie. I saw him. I fought. Umbridge: 11. ............................................, Mr Potter. Harry: So, according to you, Cedric Digory dropped dead of his own accord. Umbridge: Cedric Digory s death was a tragic 12. ............................................. Harry: It was murder. Voldemort killed him. You must know that. Umbridge: Enough, enough. See me later, Mr Potter, in my office. Answer the questions. 1.  What kind of atmosphere is there in the classroom? 4.  What is the teacher s voice like? 2. What are the students wearing? 5.  What two techniques does the teacher use to answer Harry? 3.  What rules does the teacher tell the class while referring to Harry in particular? 6.  What final solution does she adopt to stop Harry talking? AFTER WATCHING 6 CLASS WORK Discuss with your classmates. 1.  What is your impression about the approach of the teacher towards the students? 2.  Are the students allowed to have their say, ask questions, and feel comfortable? 3.  If you were Harry, what would your reaction be to this situation? 4.  Do you agree with the idea of wearing uniforms at school? Do you think they help to educate students and make them focus on learning? 5.  Would you like to work as a teacher one day? Do you consider this job a calling? 6.  What do you think about discipline at school? Is it necessary? 7.  Do you think a good teacher should be a  friend , a  severe authority  or a  guide ? 8.  Have you ever been punished at school? Can you recall how and why? BABIES AND CHILDREN 139 

Corso specialistico di inglese per sanità e assistenza sociale: competenze linguistiche, esercizi pratici e contenuti digitali integrativi.

Life Stages: Corso Inglese Sanità e Assistenza Sociale

English for Health and Social Services

Life Stages

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