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

Civic education THE ABOLISHMENT OF PSYCHIATRIC HOSPITALS IN ITALY In 1978, the Italian Parliament approved the law decreeing the closure of psychiatric hospitals (PH). It was made possible through results obtained from an experiment that had begun a number of years before in Trieste and, in various degrees, in other Italian cities. In 1971, the city of Trieste with its 230,000 inhabitants had a PH with more than 1,100 patients. The majority of them had been hospitalised for multiple years, if not decades. That same year, Prof. Franco Basaglia became the director of the PH. He set in motion a radical programme to humanise the care and assistance provided. The psychoanalists involved in Basaglia s project viewed it as a great challenge and stimulus. The priorities Basaglia established included: humanising the PH, which had to 8   that time been delegated more to reclusion than treatment, and to rehabilitate patients by restoring dignity and a semblance of humanity to their lives: replacing gowns with normal clothing, providing barbers and hairdressers, letting them see normal places   cinemas, theatres, sport events, day trips, and work environments   rather than confining them to the same ward all day. The idea was to open their doors and let them gradually return to the world from which they had been cast out. At the time there was still a stereotyped image of the mentally ill. Patients were seen as crazy, aggressive, dangerous, and incurable and thus to be locked up in a PH. Adapted from: https://www.ipa.world/IPA/en/News/ News_articles_reviews/Basaglia_Law.aspx Answer the questions. 1. What did Prof. Basaglia do to humanise the PH? 2. What was the common image of the mentally ill? 3. How do you imagine patients in PHs were treated before the Basaglia law? 4. Discuss the difference between reclusion and treatment. 9   Read two extracts from Law 180/1978 (Basaglia Law) and make a list of its principles. Then, for each principle, identify the problem it deals with.  0   . willingness/consent to health assessment and treatment   before this law people were diagnosed and treated without their consent. Article 1: Voluntary and Compulsory Health Assessments and Treatments Health assessments and treatments are voluntary. In the cases referred to in this law and in those expressly provided for by state laws, the health authority may order compulsory health assessments and treatments in compliance with the dignity of the person and the civil and political rights guaranteed by the Constitution, including, as far as possible, the right to free choice of doctor and place of care. [ ] During compulsory health treatment, the person undergoing it has the right to communicate with whomever they deem appropriate. The compulsory health assessments and treatments [ ] must be accompanied by initiatives aimed at ensuring consent and participation by those who are obliged to undergo them. [ ]. Article 2: Compulsory Health Assessments and Treatments for Mental Illness The measures referred to in [ ] the preceding article may be ordered with respect to persons suffering from mental illness. [ ] The proposal for compulsory health treatment may provide that care be provided under conditions of hospital detention only if there are psychic alterations such as to require urgent therapeutic interventions, if the same are not accepted by the patient, and if there are no conditions and circumstances that allow for the adoption of timely and appropriate non-hospital health measures. to cast out: scacciare/ escludere 308 SOCIETY HELPS to decree: decretare to deem: ritenere gown: camice ward: reparto 

CIVIC EDUCATION – The abolishment of psychiatric hospitals in Italy

7 WORK MODULE Unit 7.1   Communication   What is communication?   Forms of communication   Communication in health and social care   Special forms of communication Unit 7.2   Looking for a job   Professional skills   Where and how to look for a job   The curriculum vitae and the cover letter   The job interview Unit 7.3   Careers   Clinical and medical careers   Mental health and well-being careers   Careers in education   Public health and community care careers   Administrative and support careers in healthcare   309 

MODULE 7 – WORK

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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