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

CREATING A RELATIONSHIP WITH AN IMMIGRANT TO DO NOT TO DO Create a welcoming and safe environment demonstrating openness and willingness to listen.   Use clear, simple, and jargon-free language, adapting to the person's level of understanding.   Show empathy and respect for the migrant's history and journey, avoiding judgments or prejudices.   Ensure 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 customs and the culture of origin to facilitate communication and prevent misunderstandings.   If necessary, use cultural mediation to improve dialogue and mutual understanding.   Provide information on available support services, such as legal, health, and psychological assistance.   Do not express judgments or stereotypes about the migrant's culture, religion, or personal choices.   Do not minimise the difficulties reported or the traumas suffered.   Do not impose solutions or advice without fully understanding the context and individual needs.   Do not use a paternalistic or childlike tone.   Do not interrupt or rush the conversation.   Do not ask intrusive or persistent questions about traumatic events.   Do not assume that the migrant immediately understands local rules and regulations without adequate explanation.   Role-play PROBLEM Exercise 1: there is a difficulty in communication and an initial distrust from a migrant, who struggles to express their experience and needs Exercise 2: the migrant openly expresses their difficulties, but needs support to access services and feel integrated into the community Create a safe and welcoming environment Use active listening   Provide information about available services   Promote inclusion and intercultural understanding   AIMS   Location: reception centre Characters: social worker and Ahmed   Case-study: Ahmed is a young migrant who arrived in Italy a few months ago. He doesn t speak the language well, has difficulty asking for help and feels lost and isolated. Mario approaches him in a friendly way and Ahmed admits that he often misses his family. With empathy, Mario tells him about the opportunities available (language courses and support groups) and suggests putting him in touch with other young people who are experiencing the same situation to help him feel less alone. Ahmed gratefully accepts the help.     EXERCISE 1 Location: counselling service   Characters: cultural mediator and mother of two children   Case-study: Fatima, a mother of two children, is worried about her family's future because she fears she won't be able to provide a stable environment for her children. Laura listens to her with empathy and asks if she has sought support. Fatima admits that she doesn't know where to turn and Laura offers her information on services for migrant families and suggests a meeting with a social worker. She also suggests that she participate in support groups for migrant women, where she could find comfort and sharing. Fatima gladly accepts and Laura provides her with the necessary contacts.   EXERCISE 2 358 extra 

Creating a relationship with an immigrant

ORGANISING GROUP ACTIVITIES TO DO NOT TO DO Explain the rules clearly and simply.   Observe group dynamics: monitor how members interact and intervene, if necessary.   Pay attention to individual needs.   Encourage everyone's participation and include all members in the process.   Provide time for everyone's reflections and contributions.   Deal with conflicts constructively: intervene if there are disagreements and find peaceful solutions.   Manage time in a balanced way: keep the activity within the expected time and make a clear conclusion.   Be flexible and adapt to the needs of the group.   Criticise in a constructive and positive way: offer positive and constructive feedback.   Divide the group activity into phases:   introduction of the activity and its purpose (5-10 minutes);   division into groups and assignment of the task (5 minutes);   discussion of the chosen topic in a small group (15-20 minutes);   presentation (each group presents the reflections that emerged, 10 minutes);   group discussion (all participants in the activity discuss together what has emerged, 10 minutes);   feedback and final reflection (5 minutes);   Use support materials (e.g. blackboard, markers, etc.).   Don't be unclear about the rules.   Don't ignore group dynamics.   Don't ignore individual difficulties.   Don't force participation.   Don't monopolise the discussion.   Don't ignore conflicts.   Don't waste time at your disposal.   Don't be inflexible.   Don't criticise destructively.   Don't leave some people out.   Role-play PROBLEM A group must be led in a comparison activity Encourage reflection Improve communication and problem-solving skills   Promote empathic dialogue and collaboration among participants   Recognise that all emotions, even the most difficult or intense ones, are common and part of the human experience   AIM   Location: school Characters: teacher and students   Case-study: a teacher organises an activity in which students divide into small groups and discuss the topic of conflict and how to find resolution strategies. The teacher introduces the concept of conflict (conflicts are situations in which people have conflicting interests, opinions, values, or goals) by referring to concrete examples. Encourage students to reflect on how to resolve a conflict and apply the solutions learned in everyday life.     EXERCISE 1 Location: meeting room of a hospital, geriatrics department Characters: psychologist and nurses   Case-study: a psychologist suggests a group activity to nurses in the geriatric ward to support them in exploring emotions experienced in the work context. It creates a safe space to share emotional difficulties related to work with geriatric patients, reflect on the emotions that emerge during daily work, and explore strategies to understand them.     EXERCISE 2 8.1   HANDS ON 359 

Organising group activities

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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