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

REACTING TO AN EPILEPSY SEIZURE TO DO NOT TO DO Intervene calmly and in a controlled manner (especially in public), observe and note the time and duration of the seizure.   Be aware of the symptoms:   jerks and abnormal movements;   sensory disturbances and difficulty speaking;   behavioural changes;   tingling, d j -vu sensation;   feeling of strangeness;   sensory disturbances (appearance of visual and/or gustatory phenomena).   Remove dangerous objects (e.g. glasses).   If the place is dangerous, move the person away by grabbing them from the chest or under the armpits.   Place something soft under the head.   Loosen tight clothing to facilitate breathing.   After the seizure, place the person on their side; the position keeps the airways clear, preventing saliva and vomit from blocking the pharynx and ending up in the lungs.   Call the doctor or an ambulance if:   the seizures last more than 3 minutes;   the seizures repeat in series;   the person remains unconscious;   the person is injured;   complications have arisen.   After the seizure, ask whether it is appropriate to notify the family to return home or whether it is necessary to call an ambulance.   Do not interrupt the seizure by convincing, yelling, shaking the person, or making them smell any substance.   Do not try to open the clenched hands.   Do not attempt  resuscitation .   Do not hinder muscle contractions by holding the limbs: do not grab the person by the arms or hold them during and after the seizures.   Do not try to hold the teeth open or insert objects between the upper and lower jaws.   Do not place the person on their side during the seizures (risk of causing a dislocation of the arm joint).   Do not administer medication (risk of asphyxiation).   Do not call the ambulance or the doctor every time in case of known epilepsy and if the seizure does not have complications.   Do not wake the person in the short phase of deep sleep following the seizure or try to activate their functions.   Do not leave the person alone during a seizure.   Do not give anything to drink immediately after the episode.   Role-play PROBLEM A person exhibits symptoms of an epileptic seizure AIMS     Know how to recognise the signs of an epileptic seizure Protect and assist the patient Location: hospital dining room Characters: Giulia, doctor, and nurse   Case-study: Giulia, a 32-year-old medical intern, is sipping coffee with her tutor and during the conversation, she suddenly begins to show warning signs of an epileptic seizure. Dr Marini notices what is happening and intervenes together with the nurse Marco, who is with her.     EXERCISE 1 Location: waiting room of a doctor's office Characters: 30-year-old patient, a patient witnessing the scene, other patients   Case-study: a patient is sitting in one of the armchairs, reading a magazine, but suddenly he blinks faster than usual. A slight grimace crosses his face. The patient puts down the magazine and puts a hand to his temple, as if he feels slight discomfort. His movements become a little awkward and he begins to look around with a confused expression.     EXERCISE 2 366 extra 

Reacting to an epilepsy seizure

TALKING TO A FLUID PERSON TO DO NOT TO DO Actively listen to the person and respect their identity.   Ask for pronouns and preferred name and use them correctly.   Adapt to changes in gender identity if the person changes over time.   Respect the person's self-determination and right to privacy regarding their gender identity.   Create a safe and inclusive environment where people can express themselves freely.   Respond with empathy to the person's experiences of discrimination or hardship.   Promote self-awareness and psychological support, when necessary.   Be flexible in your approach and ready to adapt to the person's needs.   Don t make assumptions about a person s gender or identity. Don t use the wrong name or pronoun or ignore a person s preference.   Don t judge or invalidate a gender fluid identity with phrases like  make up your mind  or  get it straight .   Don t minimise a gender fluid person s experience by saying it s just a phase or a whim.   Don t impose rigid gender categories or force a person to conform to a traditional norm.   Don t ignore or overlook any challenges they may face with discrimination or social inclusion.   Don t use offensive language or gender-related derisive terms.   Don t ask for intimate details about their identity if they re not ready to share them.   Don t exclude gender fluid people from conversations or social activities for fear of making mistakes.   Don t assume that all non-binary or gender fluid people have the same experiences or desires.     Role-play PROBLEM Exercise 1: A health worker supports a patient who is anxious about an appointment Exercise 2: A person who normally identifies as a woman has a masculine appearance Respect gender identity   Use sensitive communication   Create an inclusive environment   Promote respect and understanding   AIMS Location: hospital waiting room Characters: health worker, patient   Case-study: Alex communicates that she wants to be called by the name of Anna and the health worker, seeing her agitated, tells her that if she likes, she can find a quieter place for her to wait. Anna thanks her, saying that she is fine where she is and that she appreciates having been able to express her need to be called by another name.     EXERCISE 1 Location: dentist s office Characters: patient and dental assistant   Case-study: Martina shows up dressed in typical men's clothing for a dental visit. The dental assistant, Claudia, doesn't know her very well yet, but she has noticed the outfit. She asks Martina's preferred pronouns, and she asks to be called "he" or "they". Claudia respects Martina's preferences, creating an inclusive and comfortable environment.     EXERCISE 2 8.1   HANDS ON 367 

Talking to a fluid 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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