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

MODALS, SEMI-MODALS AND SIMILAR VERBS: PRESENT AND FUTURE CATEGORY Ability MODALS + base form   invariable   work as auxiliaries   CAN + base form Possibility   Probability     > I can/can t finish this report by tonight. SEMI-MODALS & SIMILAR VERBS + base form   variable   do not work as auxiliaries   BE ABLE TO (present/future tense) + base form   > I m not able to understand these figures. CAN + base form > You can have your results sent by email. COULD + base form   > We could book your next inspection now.   BE LIKELY TO (present/future tense) + base form > The conference is likely to start late, the speaker is not here yet. MAY/MIGHT + base form > It may/might be changed if it s damaged. Advice   SHOULD/OUGHT TO + base form   >  What should we do with this complaint? You ought to give > You d better go or you ll get there late. them a refund.   HAD BETTER MUST + base form > You must answer the email by tonight, it s important! Requests   CAN/COULD + base form > Can/Could you spell your name, please?   MAY/WILL/WOULD + base form > May/Will/Would you fill in the form, please? Permission   CAN/COULD + base form   > Can/Could I check your ID card, please?   BE ALLOWED TO (present/future tense) + base form > Are we allowed to ask for some compensation? MAY + base form > May I ask you for your personal details, please? Offer / Suggestion   CAN/COULD + base form > Can/Could I help you with the document?   WILL/SHALL + base form > I ll help you/Shall I help you with the form? Prohibition   CAN T + base form   > You can t use the photocopier unless you re allowed to.   NOT BE ALLOWED TO (present/future tense) + base form > Employees aren t allowed to enter the operating room. MUSTN T + base form > You mustn t wear jewellery at work. Obligation   MUST + base form   > You must answer the phone very rapidly. Lack of obligation HAVE TO (present/future tense) + base form > We have to wear uniforms at school.   NOT NEED TO (present/future tense) + base form > They don t need to hurry, they ve still got time!   NOT HAVE TO (present/future tense) + base form > They don t have to send the order today, tomorrow is fine as well. Necessity   NEEDN T + base form   > She needn t take notes, the conference is recorded. HAVE TO (present/future tense) + base form > You have to ask quality control first.   NEED TO (present/future tense) + base form > You need to enclose your medical history. Deduction   MUST + base form > The carrier must be late, it hasn t arrived yet.   CAN T + base form > It can t be our delivery, it s too early! 388 extra 

Modals, semi-modals and similar verbs: present and future

31   Say what category each of these modal verbs belongs to in these sentences. 1. Visitors and family members aren t allowed to enter the post-operative cure unit.  .................................................... 2. You must follow and respect safety measures while working.  .................................................... 3. The sign says that you mustn t smoke in this area.  .................................................... 4. We might help the students to change their lifestyle.  .................................................... 5. Could you please wash your hands before eating?  .................................................... 6. The Government has to support immigrants.  .................................................... 7. Some animals and plants won t be able to survive because of climate change.  .................................................... 8. We should reduce the amount of pre-cooked food we buy and eat more vegetables.  .................................................... 9. I can tell you how maternity leave works.   .................................................... 10. All our nutritionists can choose the perfect diet for your lifestyle.   32   .................................................... Choose the most appropriate option. 1. Can / Should / Must you help me choose the most appropriate toy for my nephew? 2. Rhonda mustn t / doesn t have to / can t be in the office at this time, it s 9 pm! 3. All Europeans are able to / are allowed to / could enter Italy with their ID cards. 4. People shouldn t / mustn t / needn t be asked to work at weekends! 5. Caroline mustn t / can t / doesn t have to work overtime if she doesn t want to. 6. We shouldn t / need to / mustn t use more electric cars to reduce air pollution. 7. People shouldn t / need to / must leave the lights on when they go out. 8. You needn t / should / mustn t waste food because of hunger in some other parts of the world. 9. We must / needn t / should print so many things on paper. It s a waste! 10. She should / must / need eat fruit instead of ice-cream. 33   Transform these sentences so that they mean the same. Use no more than 5 words including the given one. 1. I can t go to the meeting tonight, I m afraid. BE I .......................................................................................... go to the meeting tonight, I m afraid. 2. You should buy this product with less sugar. BETTER You .......................................................................................... this product with less sugar. 3. Teenagers aren t allowed to drink alcohol. NOT Teenagers .......................................................................................... alcohol. 4. We need to cut down on fats to be able to lose weight. HAVE Fats .......................................................................................... be cut down on for us to be able to lose weight. 5. We could create a new vaccine soon. LIKELY We .......................................................................................... a new vaccine soon. 6. We needn t work longer hours today. HAVE We .......................................................................................... longer hours today. 7. I m sure asylum seekers are not happy people. They had to leave their homes. BE Asylum seekers .......................................................................................... , they had to leave their homes. 8. We should know what to do in case of students with epilepsy or other neurological disorders. TO We .......................................................................................... do in case of students with epilepsy or other neurological disorders. 8.2   Grammar 389 

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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