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

READING A PRESCRIPTION TO DO NOT TO DO Provide the name of the medicine, describe the pathology it treats and its main effect (e.g. reduce inflammation, lower blood pressure, treat infection, etc.).   Explain the dosage (method of administration):   number, frequency, and time/time of the day of intake;   explain the administration (e.g. shake well before use, keep in the refrigerator).   Explain what to do in case of overdose (e.g. nausea, dizziness): contact doctor or go to the emergency room (highlight specific symptoms of overdose).   Highlight the duration of treatment: remember that it is important to continue treatment even if the symptoms have resolved.   Explain side effects and precautions (e.g. nausea, drowsiness). Advise stopping the medicine and contacting doctor/emergency room if they notice serious symptoms (e.g. allergic reactions, difficulty breathing).   Highlight interactions with other medications and foods: some medications can interact with each other, reducing effectiveness or causing side effects.   Explain what to do if they miss a dose: they should not take a double dose to make up for the missed one.   Ignoring key information, such as dosage, route of administration, and contraindications.   Taking abbreviations or unusual dosages for granted without checking them.   Getting distracted or reading superficially.   Omitting to verify personal data to avoid confusion of therapies between patients.   Not checking the expiry date of the prescription.   Role-play PROBLEM A patient receives a prescription for a drug to take AIMS   Illustrate the functions and objectives of the prescribed therapy, dose, method, use, and side effects of the drug Location: orthopaedic medical clinic Characters: (male or female) doctor, Angelo (35-year-old patient)   Case-study: Angelo has been complaining of severe knee pain for three weeks following a soccer match and decides to go to the orthopaedic specialist. The doctor prescribes Brufen, an anti-inflammatory medicine: one 660 mg tablet twice a day, after meals, for 5-7 days.     EXERCISE 1 Location: ophthalmic medical clinic Characters: (male or female) doctor, Maria (22-year-old patient)   Case-study: Maria goes to the eye doctor because she has developed severe conjunctivitis, following the prolonged use of contact lenses (more than 8 hours a day) and the bad habit of going to sleep with her make-up on when she comes home late on Saturday evening. The eye doctor prescribes antibiotic eye drops: 1 drop, three times a day for 5-7 days.     EXERCISE 2 350 extra 

Reading a prescription

DEALING WITH VIOLENCE AMONG CHILDREN TO DO NOT TO DO Create a safe and welcoming environment, demonstrating openness and willingness to listen.   Use clear, simple, and non-judgmental language, appropriate for the age and maturity of the children.   Show empathy and respect for children's emotions, helping them to recognise and manage their feelings.   Guarantee confidentiality and discretion to foster a climate of mutual trust.   Encourage active listening: nod, rephrase what is said to show understanding, avoid interruptions.   Learn about the relational dynamics and the context in which the violence occurs to facilitate understanding and prevent further episodes.   Explain to children that adults can support them.     If necessary, provide adults with information on the services available for support (psychological or educational assistance.)   Do not minimise violent incidents or consider them normal among children.   Do not make judgments or labels about the children involved (for example, "you are bad" or "you are aggressive").   Do not give solutions or advice without understanding the context and individual needs of each child.   Do not use a patronising or punitive tone.   Do not interrupt or rush the conversation.   Do not ask intrusive or persistent questions about the details of the incident.   Do not assume that children will immediately understand the rules without adequate explanation.   Do not ignore the problem hoping it will resolve itself.   Role-play PROBLEM Exercise 1: A little girl wants a new toy she saw on TV and starts screaming and kicking her mother Exercise 2: Two children argue over a toy and the conflict degenerates into pushing and screaming Create a safe and welcoming environment Use active listening and simple language   Promote inclusion and mutual understanding   AIMS   Location: living room of the house Characters: mother and daughter   Case-study: Alessia asks her mother to buy her a toy she saw on TV, but the mother explains they can't afford it. The little girl reacts with anger, crying, screaming, and hitting her mother. Without punishing her, the mother teaches her that violence is not the solution, suggesting a breathing exercise to calm down. She reassures her, explaining that anger is an understandable emotion, but it must be managed without causing harm. The little girl calms down, apologises and the mother strengthens their emotional bond, assuring her that she will always be by her side to support her in difficult times.     EXERCISE 1 Location: playground in a garden   Characters: Luca and Marco (8-year-old children) and entertainer   Case-study: on a summer morning at the playground, during an activity at the "Estate Ragazzi" summer camp, Luca and Marco argue over a red toy car. At first they have fun, but the argument turns into pushing and yelling. The camp counsellor intervenes and stops the conflict, approaches them and, in a reassuring tone, asks them to take a deep breath and explain what happened, listening to both versions. Then he guides them to find a shared solution, such as taking turns to play with the toy car. Finally, he reinforces positive behaviour, teaching children to manage conflicts in the future through dialogue.   EXERCISE 2 8.1   HANDS ON 351 

Dealing with violence among children

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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