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: PAST CATEGORY MODALS + base form/perfect base form   invariable   work as auxiliaries   Ability   Possibility   Probability   COULD + base form SEMI-MODALS & SIMILAR VERBS + base form variable   do not work as auxiliaries       > I couldn t speak French when I was 12. BE ABLE TO (past tense) + base form > I wasn t able to understand the figures. COULD + base form > I couldn t enter: it was forbidden. COULD + perfect base form > We could have got a better solution if we had asked.   MAY/MIGHT + perfect base form >  The surgery may/might have been delayed because of the emergency, but it wasn t. Advice   SHOULD/OUGHT TO + perfect base form >  What should we have done with this complaint? We ought to have given them a refund. Permission   Prohibition   COULD + base form   COULDN T + base form   > Could you cancel the order? > Were we allowed to ask for some compensation? >  You couldn t use the photocopier because you didn t have Lack of obligation NOT BE ALLOWED TO (past tense) + base form > The employees weren t allowed to ask for a pay rise. your badge with you. Obligation BE ALLOWED TO (past tense) + base form   HAVE TO (past tense) + base form > We had to fill in the form online.   NEEDN T + perfect base form   >  They needn t have replied, there was an automatic service DID NOT NEED TO + base form >  They didn t need to reply, there was an automatic service that did it. (They replied because they didn t know it was unnecessary) doing it. (They didn t reply because they knew it was unnecessary)   NOT HAVE TO (past tense) + base form >  They didn t have to send the application yesterday because they put off the deadline. Necessity   HAVE TO (past tense) + base form >  B efore sending the goods back, you had to ask quality control first.   NEED TO (past tense) + base form >  You needed to enclose your medical history, that s why they had sent you that form. Deduction   MUST + perfect base form >  The carrier must have had some problems, it isn t late, usually.   CAN T + perfect base form >  It can t have been our CT scanner to break down, it s new! 390 extra 

Modals, semi-modals and similar verbs: past

34   Say if the verbs in italics in these sentences are correct ( ). If not errore: ( ), correct them. 1. We aren t allowed to eat in the laboratory because it is forbidden.  .................................................... 2. There was an epidemic of measles last spring. Many people might have be infected if they had not been vaccinated.  .................................................... 3. Though there were plenty of people in the queue, we were able get a vaccine.  .................................................... 4. If they had helped him, he could has repaired the computer in time.  .................................................... 5. You can t saw Mr Winston at the hospital this morning, he was here with me.  .................................................... 6. How could you finish the report on your own? It must have taken you a long time!   .................................................... 7. What could we do for our health? We might have avoid smoke, for example.  .................................................... 8. People should has recycled more instead of throwing things away.  .................................................... 35   Choose the most appropriate option. 1. Considering the different possibilities and their decision, they should / must / needn t have found the perfect material to use. 5. The public can t have attend / couldn t to attend / weren t allowed to attend the conference on the greenhouse effect if they didn t show the invitation. 2. Despite the terrible noise in the classroom, the teacher was able to / could to / might introduce a new classmate. 6. We needn t to ask / needn t have asked / didn t have to ask for ingredients as we had already read them on the label. 3. That project was really interesting, you may / shouldn t / mustn t have rejected it. 4. Did you have / Had you / Needed you to interview all those candidates? 36   7. Mr Travis hasn t come to work yet. He has never been late for work. He must / can t / should have missed the bus. 8. Tom can t / must / might have written this application letter because it is in French, and Tom doesn t know French. Rewrite the sentences using modals in the past. 1. She knew everything about our plans. She had certainly listened to our conversation.                                                                                                                                                                                                                                                                                                                   2. He looked so tired when I saw him. I m not sure but probably he had worked long hours.                                                                                                                                                                                                                                                                                                                   3. Mr White has bought a Porsche! I m sure he has won the lottery.                                                                                                                                                                                                                                                                                                                   4. I called Mr Tomson in his office, but the telephone was possibly out of order.                                                                                                                                                                                                                                                                                                                   5. You came to the office unnecessarily. It was a public holiday.                                                                                                                                                                                                                                                                                                                   6. It was a public holiday, so I didn t go to work.                                                                                                                                                                                                                                                                                                                   8.2   Grammar 391 

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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