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

91 Do you think that 8 hours of work or study, 8 hours of sleep, and 8 hours for your personal life is a good balance? What type of balance would you suggest? bucket: secchio bumper: paraurti commitment: impegno crab: granchio to hinder: ostacolare to veer: virare SOCIAL ISSUES Every individual is immersed in society and reacts to its demands in different ways.   Work-life balance Technology and social media have made it more and more difficult to separate work from personal life: checking emails at all hours has become the norm and working during the weekend is not rare anymore. However, maintaining a healthy work-life balance is not only important for health and relationships, but it can also improve productivity at work. Also, people who can balance work and life increase their engagement levels both at work and in their social life, developing greater control and focus on what they do.   Romantic relationships During young adulthood, people share themselves more intimately with other individuals and explore relationships leading towards long-term commitments with someone other than a family member. The positive outcome of this stage can be happy relationships with a sense of commitment, safety, and care, eventually resulting in love. Avoiding intimacy, fearing commitment, and relationships can lead to isolation, loneliness, and sometimes depression. 184 ADULTS AND ELDERLY PEOPLE   Friends, family, and peer pressure Adults experience pressures as well as children and adolescents. These pressures may come from friends, the neighbourhood, the colleagues, and the family, and often include the weight coming from the responsibility of taking care of one s elderly.   Social expectations Society in general also poses a challenge: adults are asked to fit in pre-determined social roles (set of expected behaviours for a person who has a specific role or is of a certain age). Adults are expected to have a stable job, a decent salary, a nice house, a family and possibly children, be a good parent, etc. When expectations are not met, this can lead to feelings of disappointment, frustration, and even anger. 

Social issues

15 Explain why these statements are false. 1. Thanks to technology, it is easy to separate work from personal life. 2. Balancing work and life improves relationships, but not productivity. 3. Avoiding intimacy helps you feel more mentally stable. 4. Unlike adolescents, adults do not have external pressures. 5. One of the main pressures for adults is job-related. 6. Social expectations do not affect adults. 16 Read the text and match the beginnings and endings. Dealing with Peer Pressure When You re an Adult When we reach adulthood, we often think that some of the pains of childhood are behind us. But worries about how we look, the desire to be accepted, sometimes even the willingness to do something just to fit in continue to affect us whether we re teenagers or seniors. Health psychologist Shilagh Mirgain explains that the people we surround ourselves with have a major influence on how we feel, think, and behave. And that can be a very positive thing.  I think of these people as being like bumpers in a bowling lane, making sure your choices are in alignment with your values and you don t veer off track,  she said. Trying to lose weight but have trouble fighting off the temptation of that triple chocolate cake? Mirgain shares that surrounding ourselves with people who possess a high degree of self-discipline will help us maintain our own healthy habits when faced with challenging situations. But sometimes our social group can exert a negative influence as well, and rather than helping us reach 1. As adults, we still experience concerns about  2. Health psychologist Shilagh Mirgain emphasises  3. Positive influences in our social circle can  4. Surrounding ourselves with disciplined individuals can  5. Peers can also negatively influence us, leading to  6. Peer pressure can hinder personal growth, pushing us  7. People making life changes may face resistance from peers  8. Mirgain says it s important to learn to deal with the pressure,   new levels of success, they can hold us back.  Pressure from peers might cause us to feel like we have to keep up with our neighbours, pressured into a lifestyle that isn t authentically ours, or leading us to strive for success that is someone else s definition,  said Mirgain. Peer pressure can come out in other ways as well. One situation Mirgain said she s seen countless times is the pushback that can occur when someone works to make significant life changes, like stopping smoking or drinking, starting exercising, or losing weight. Rather than offer support, some peers create a sense of guilt or even shame. The metaphor I use is a crab in a bucket. Whenever one of the crabs tries to climb out and escape, the other crabs will grab hold and pull him back down. If we don t know how to deal with the pressure, we can internalise it and self-sabotage by giving up our goals and reverting to old habits,  she said. Peer pressure exists for all ages. What matters is finding the strength to stay true to your own convictions. Adapted from: https://www.uwhealth.org/news/dealing-withpeer-pressure-when-youre-an-adult a. help keep us aligned with our values and goals. b. choices that aren t authentic to us. c. appearance and fitting in, just like in childhood. d. to conform to others  lifestyles. e. who create feelings of guilt or shame. f. the impact the people around us can have on our thoughts, feelings, and behaviour. g. otherwise we might abandon our goals and revert to old habits. h. strengthen our resolve to maintain healthy habits. WORK-LIFE BALANCE IN EASTERN AND WESTERN CULTURES In Western cultures, there is a growing emphasis on achieving In contrast, Eastern cultures often emphasise collectivism and a healthy work-life balance. Employers are increasingly a strong work ethic. Long working hours and a commitment recognising the importance of  exible working hours, remote to the company are commonly expected, sometimes at work opportunities, and ample vacation time. This shift the expense of personal time. However, there is a growing is driven by an understanding that employee well-being awareness and gradual shift towards better work-life balance, enhances productivity and job satisfaction. in uenced by changing generational values. 185 

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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