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 CERTIFICATION OF A SEN STUDENT TO DO NOT TO DO Carefully read the documentation provided (diagnosis, certification, PDP   Personalised Didactic Plan).   Identify specific difficulties and indications for support.   Collaborate with the teaching team to adapt teaching.   Follow the indications for compensatory and dispensatory measures.   Maintain confidentiality of student data.   Involve the family for shared support.   Monitor progress and update any strategies.   Do not ignore the certification: it is an official document and must be respected.   Do not rely on prejudices: every student is unique.   Do not share confidential information with unauthorised people.   Do not apply generic measures: follow specific instructions.   Do not neglect the emotional well-being of the student.   Role-play PROBLEM Exercise 1: a teacher doesn t know how to adapt their teaching to a student with difficulties Exercise 2: a student with ADHD often interrupts the lesson AIMS Exercise 1: interpret the diagnosis and define appropriate teaching strategies to help with learning Exercise 2: find effective strategies to improve attention and participation in class Location: teachers' room of a secondary school   Characters: maths teacher and SEN coordinator   Case-study: Marco is a student with a Specific Learning Disability (SLD) certification. He shows difficulties in reading comprehension and calculation. During maths lessons he struggles to solve written problems, but, if they are read aloud to him, he understands better. The maths teacher asks the SEN coordinator for support in interpreting the certification and finding appropriate strategies to apply in class.   EXERCISE 1 Location: teachers' room of a secondary school   Characters: Italian teacher and SEN coordinator   Case-study: Luca, a student with ADHD certification, has difficulty maintaining attention and respecting school time. He is easily distracted, intervenes without waiting for his turn and struggles to complete activities. The Italian teacher, Mr Verdi, consults with the SEN coordinator, Mr Neri, to identify practical strategies that can help him manage his behaviour in class and improve learning.   EXERCISE 2 362 extra 

Reading a certification of an SEN student

CALMING A CRYING BABY TO DO NOT TO DO Keep in mind that crying is a signal that the child's autonomic nervous system is in difficulty and under stress and that the perception of threats is active.   Crying provides information: it is necessary to provide relational support and connection, calm the child, and support their brain-body connection.   If the child becomes physically aggressive, set a boundary: physically contain them by showing the palm of your hands saying "Don't hit me, don't bite me, don't kick me" and move away from the place where you are if, for example, the aggression is directed at another child.   If the crying is inconsolable, use physical containment: hug the child securely and speak calmly (the goal should be to calm excessive crying, provide a protective hug leaving aside the reason why it started).   Enhance emotional expression taking into account the child's age (e.g. "It's okay if you feel that way, sometimes when you're sad or angry you cry", "It happens to me too, when...").   Don't think that children use crying to manipulate. Don't believe that, in a certain age group, children are able to control their behaviours and emotions (this ability is acquired and matures between the ages of 3 and 26).   Don't use rewards to try to stop crying.   Don't use force to physically restrain a child (e.g. by putting your arms around them) or let them cry continuously.   Don't use devaluation (e.g. "Boys don't cry", "There's no point in crying, it makes the situation worse", "Don't do that, mommy/daddy gets angry", "You always cry, you're always exaggerating").     Role-play PROBLEM A child is afraid of a medical intervention Empathise and normalise what children are feeling   Provide emotional connection, support and emotional containment   Use simple and child-friendly language   AIMS Location: waiting room of a vaccination clinic Characters: Marco, his mother, and the doctor   Case-study: Marco, 4 years old, is very afraid of being vaccinated, he cries and gets agitated. The doctor makes the concept of vaccination more understandable to him by using simple language and metaphors to explain how a vaccine works (e.g. army of warriors, gym for antibodies); he actively involves Marco by asking him to imagine a pleasant place that helps him to distract himself and relax; he praises his courage.     EXERCISE 1 Location: emergency room of a hospital Characters: Anna, her mother, and the doctor   Case-study: Anna, 8 years old, is in the emergency room after an accident, she has a broken arm and is crying and struggling because of the pain. Her mother is visibly worried and tries to calm the child. The doctor enters the room with an empathetic and reassuring approach, trying to explain in a simple and understandable way the process of the cast treatment.     EXERCISE 2 8.1   HANDS ON 363 

Calming a crying baby

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

Flowbooks è una piattaforma di distribuzione dedicata al mondo della scuola e dell'università.  Con questa piattaforma di distribuzione, il team di sviluppo Flowbooks  si impegna a soddisfare le esigenze degli utenti digitali, rendendo l'utilizzo accessibile e piacevole.  Entra nella tua area di interesse!

Edisco è una Casa editrice indipendente che opera prevalentemente nel settore educativo.

Edisco

Flowbooks è innovazione didattica a portata di click