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 PANIC/ANXIETY ATTACK TO DO NOT TO DO Ask the person if this is the first time they have felt this way. If in doubt, if it is the first time, call for help.   Ask how you can help. If the patient has already experienced a panic attack, they may know what could help them (e.g. having someone close by, having someone hold their hand, walking).   Use a calm but firm tone of voice.   If possible, accompany the person to a quiet place.   Suggest breathing exercises and do them together with the person (e.g. box breathing   a deep breathing technique that can help you relax and manage stress. It's a simple, four-step exercise that involves inhaling, holding, exhaling, and holding again).   Suggest, as an alternative to breathing, identifying and counting all the objects of the same colour in the room.   Help regulate body temperature (e.g. providing a blanket).   Don t minimise what s happening by saying  calm down,   it s nothing.    Don t force the person to talk, drink, or move.   Don t leave the person alone.   Role-play PROBLEM A person is in a state of anxiety or having a panic attack Validate the patient's emotions Reassure that symptoms are temporary   Offer choices and support   Monitor symptoms   AIMS   Location: waiting room of a medical centre Characters: calm and reassuring nurse and person having a severe panic attack   Case-study: the nurse notices that the man is having a crisis and approaches, takes him to a quiet room, and supports him. The man describes his symptoms and says that it often happens to him and that he has already ended up in hospital. The nurse suggests a  box breathing  exercise and does it with him, continuing to reassure him that he is not alone and that the situation is temporary.     EXERCISE 1 Location: high school Characters: a student experiencing a panic attack for the first time, a teacher, classmates (max 3 people)   Case-study: During a maths test, Marco begins to show signs of discomfort, shaking his chair, sweating, and breathing heavily. The teacher and classmates notice his symptoms, and the teacher helps him calm down, trying to figure out if it's the first time this has happened. A few days later, the teacher suggests a class discussion about the incident to raise awareness among the students about what happened.     EXERCISE 2 364 extra 

Dealing with a panic/anxiety attack

TALKING TO AN ADDICTED PERSON TO DO NOT TO DO Create a welcoming and safe environment, showing 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 their history and journey to recovery, avoiding judgments and prejudices.   Ensure confidentiality and discretion to foster a climate of mutual trust.   Encourage active listening: nod, rephrase what is said to show understanding, and avoid interruptions.   Learn about addictions and recovery processes to facilitate communication and prevent misunderstandings.   If necessary, use professional mediation to improve dialogue and mutual understanding.   Provide information about available support services, such as counselling, rehabilitation programs, and legal assistance.   Do not judge or use stereotypes about addiction, personal choices, or past mistakes.   Do not force the person to share personal experiences without considering their comfort level.   Do not offer solutions or advice without first understanding the individual s context and needs.   Do not use a patronising or devaluing tone in the conversation.   Do not interrupt or abruptly interrupt the conversation.   Do not ask intrusive or persistent questions about traumatic events.   Do not assume that the person will immediately understand and accept local support systems without adequate explanation.   Role-play PROBLEM Exercise 1: a man with addiction has difficulty communicating and initially feels distrustful, struggles to express his experience and his needs Exercise 2: a woman openly expresses her difficulties but needs support to access services and feel integrated into a support network Create a safe and welcoming environment Use active listening   Provide information about available services   Promote inclusion and emotional support   AIMS   Location: rehabilitation centre   Characters: support worker and person in early recovery   Case-study: Alex has recently started a recovery programme, but he struggles to open up because of feelings of shame and fear of judgment. He needs reassurance and a safe space to express his thoughts. The worker reassures him, explaining that he is in a safe environment and that his emotions are important. Alex explains that he feels guilty and inadequate, and the worker encourages him to proceed slowly, respecting his time. As an immediate solution, she suggests that he learn about some group activities and support services that could help him feel less alone. Alex agrees, finding comfort in knowing that he does not have to go through this alone.   EXERCISE 1 Location: community support office Characters: counsellor and relative of a person with addiction problems   Case-study: Maria is concerned about her brother s substance use and wants to learn how to communicate effectively and encourage him to seek help without being intrusive or judgmental. The counsellor reassures her and suggests using an empathetic approach, expressing support without being intrusive. Maria is still concerned that her brother might withdraw, so the counsellor suggests she choose a quiet time to talk and learn about available support services. As an immediate solution, the counsellor provides her with materials and information about recovery centres and support groups, helping her better structure her intervention. Maria feels more confident and ready to take the next step to help her brother.     EXERCISE 2 8.1   HANDS ON 365 

Talking to an addicted person

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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