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

PAST TENSES PAST SIMPLE Structure +   Subj + to inf + -ed (reg: to inf-ed   irreg: 2nd column of paradigm)    Subj + Aux (DO) past simple + not + to inf ?  Aux (DO) past simple + Subj + to inf Use PAST CONTINUOUS + Subj + Aux (BE ) past simple + to inf + -ing    Subj + Aux (BE ) past simple + not + to inf + -ing ?  Aux (BE ) past simple + Subj + to inf + -ing 1. Finished actions with time reference 1. Action happening at a certain moment in the past 2. Series of actions in the past 2. Interrupted past action >  Dr Frensill operated her first patient in 1998. >  The doctor visited me, checked my blood tests, and prescribed me some medicine. 3. Finished durations >  The doctor was operating yesterday at 4.30. >  Gina was doing the photocopying when her boss called her. 3. Contemporaneity in the past >  Dr Lucas was studying the patient s medical record while Dr Jonas >  Paula worked at Saint Clara s hospital for three years when was checking the tests. she was in her thirties. Indicators y  esterday, last + time expression, when, time expression + ago, how long ago    this time + time expression, while   PAST PERFECT SIMPLE Structure + Subj + Aux (HAVE ) past simple + Past Participle ?  Aux (HAVE ) past simple + Subj + Past Participle 1.   Action finished before another finished action 1.   Action happened over a period up to a particular past time  > When I arrived at the hospital, I realised I had left my  > When I finally closed the office, I realised I had been working for 11 in the past documents at home. Time indicators       Just, already, never By the time, when, as soon as, after, once, until For sequences of actions, use the past simple >  When the inspection started, everybody took out their documents, signed a privacy form, and left the office. 372 extra +  Subj + Aux (HAVE ) past simple + Aux (BE ) past participle + to inf + -ing    Subj + Aux (HAVE ) past simple + not + Aux (BE ) past participle + to inf + -ing ?  Aux (HAVE ) past simple + Subj + Aux (BE ) past participle + to inf + -ing   Subj + Aux (HAVE ) past simple + Past Participle Use PAST PERFECT CONTINUOUS or until shortly before it hours straight.     All + time expression, for a long time For, since 

Past tenses

5   Past simple vs continuous: complete the sentences with correct form of the verbs. 1. They .................................................... (wait) for their blood test results when they .................................................... (get) a call from the hospital. boss .................................................... (walk) into the lab. 4. While Paul .................................................... (head) to the hospital, the doctors in the ambulance 2. First, Oliver .................................................... (look for) the .................................................... (talk) to him all the time. ingredients, .................................................... (check) the 5. Last month I .................................................... (start) my new label of what he .................................................... (buy), .................................................... (put) everything into his basket and .................................................... (pay) for it. diet and .................................................... (lose) 3 kg. 6. A: When .................................................... (you, get) a vaccine against a mumps? - B: In 1995, when 3. She .................................................... (work) on the project and I .................................................... (be) a child and .................................................... (use) a microscope when her .................................................... (live) in the UK. 6   Past perfect simple vs continuous: complete the sentences with the correct form of the verbs. 1. Peter was Liam s best friend: they .................................................... (work) together for 30 years in raise awareness about drugs, bullying, and peer the same hospital. pressure among all the students of his school. 2. She tried to contact her paediatrician, but he .................................................... (change) his phone number. 3. She .................................................... (read) her baby a story and he fell asleep afterwards. 4. The volunteers .................................................... (help) elderly people in the care house for 3 months. 7   5. The headmaster .................................................... (decide) to 6. She was exhausted because she .................................................... (work) since eight that morning. 7. I .................................................... (suffer) from a long period of stress when I finally went back to work. 8. We .................................................... (try) to take up many new sports but in the end we gave up. Complete the text with the correct past tense. Yesterday, I 1. ............................................................. (read) a story about Amanda Todd, a young girl who 2. ............................................................. (become) a victim of cyberbullying. She 3. ............................................................. (die) because she 4. ............................................................. (be) desperate and 5. ............................................................. (decide) to commit a suicide. She 6. ............................................................. (bully) continuously for three years and 7. ............................................................. (become) depressed. Her parents 8. ............................................................. (try) to help her for a long time and they 9. ............................................................. (do) everything for her. Amanda 10. ............................................................. (change) school many times but it 11. ............................................................. (not help): other students 12. ............................................................. (keep) teasing her. Before her death she 13. ............................................................. (post) a short video in which she 14. ............................................................. (tell) about her experience. Sadly, even after her terrible death, people 15. ............................................................. (leave) horrible comments on her Facebook page. 8.2   Grammar 373 

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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