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

DEALING WITH A STUBBORN PATIENT TO DO NOT TO DO Listen actively and show interest.   Stay calm and patient.   Respect their opinions, even if you disagree.   Use clear and simple language.   Involve them in decisions and offer options.   Be consistent in your approach.   Remain professional and respectful.   Don't ignore their feelings. Don't be condescending or judgmental.   Avoid conflict and heated arguments.   Don't force sudden changes.   Don't neglect their emotional needs.   Don't lose your temper.   Don't make threats or promises that cannot be kept.     Role-play PROBLEM Exercise 1: a hospitalised patient is uncooperative and does not want to take the prescribed medication Exercise 2: a patient does not want to pay the fee for the medical visit carried out because he is not happy with the service AIMS Exercise 1: reassure the patient, make him feel safe and respect his fears Exercise 2: listen to the patient s concerns, give explanations, suggest solutions without giving in to requests Location: hospital room   Characters: nurse, patient   Case-study: the patient is afraid to have the nurse administer a strong painkiller prescribed by the doctors because he is afraid that it could cause side effects or worsen his condition. The nurse reassures him, listening to his concerns and suggesting a solution that makes him feel safe in taking the drug, respecting his fears without forcing him.   EXERCISE 1 Location: at an ophthalmologist s   Characters: secretary, patient   Case-study: a patient is not happy with the medical examination he received and refuses to pay for the service, believing that it has not brought him any benefit. The secretary handles the situation calmly and professionally, listening to the patient's concerns, explaining the reason for the payment, and suggesting a solution to investigate the situation with the doctor, without giving in to the request to postpone the payment.   EXERCISE 2 354 extra 

Dealing with a stubborn patient

DEALING WITH ABUSED WOMEN TO DO NOT TO DO Make sure you have enough time to listen in a safe space.   Explain that there is professional secrecy and that you will not reveal anything to her partner/husband.   Reassure her that you will believe everything she tells you.   Ask open-ended questions (e.g.  How long has the violence been going on? ,  Has it worsened over time? ,  Are there any weapons in the house? ,  Have you and any children been threatened? ).   If there are children, help her understand that she is not a bad mother if she decides to report it and that she will not be parted from her children because of this or because of the separation.   Give her the number of the nearest anti-violence centre.   Do not judge the conflicting feelings reported by the woman towards her partner/husband (love-hate; idealisationdevaluation).   Do not give judgments or advice regarding what she should do.   Do not take personal initiatives.   Do not ask:  Why don t you leave him? ,  Why didn t you leave before? .   Do not force the woman to talk.   Role-play PROBLEM A woman has been subjected to violence on the part of a man Create a safe and welcoming environment   Use active listening   Provide information on: immediate medical assistance, possibility of having psychological support, possibility of reporting to the authorities, anti-violence centres to contact   Share your personal experience if necessary to show empathy to the other   AIMS Location: emergency room of a hospital Characters: emergency room male doctor and female patient of about 35 years old with a visible bruise under her eye   Case-study: the woman speaks with difficulty and in a low voice and says that she got the bruise from hitting her face on the edge of a piece of furniture. The doctor listens to her, treats her, and recommends psychological support to overcome the trauma. The woman is hesitant and surprised when the doctor mentions the possibility of reporting violence and provides her with the contacts for local anti-violence centres.     EXERCISE 1 Location: emergency room of a hospital   Characters: female emergency room doctor and female patient of about 45 years old   Case-study: the woman immediately says that her husband hit her. At the doctor's request, she recounts what happened and that she feels inadequate as a mother and wife because even a friend tells her that slaps are not serious and that they can happen. The doctor reassures her, confirms that she is bound by professional secrecy, and checks that the woman and her children can be safe at home. When the woman worries about the possibility that they could take her children away if she reports the violence, she reassures her by telling her that the law protects her and providing her with numbers of anti-violence centres in the area.   EXERCISE 2 8.1   HANDS ON 355 

Dealing with abused women

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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