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

22 To understand how we remember things, neuroscientists study amnesia, the loss of memory (retrograde amnesia) or the ability to learn (anterograde amnesia). MEMORY Memory refers to a complex process divided into four stages:   acquiring information;   encoding it into a form that can be stored after choosing what is important to keep;   storing it appropriately;   retrieving it. Did you know that quick talkers have a better working memory? Have you heard of a  d j  vu ? What is it? Memory can be classified into different types, though some scientists argue that there are no  types  of memory but only  stages  of memory.   Short-term memory Short-term memory enables the brain to remember a small amount of information for a short period of time. It includes:   working memory, which allows us to hold information in our head for as long as we perform our cognitive processes;   sensory memory, which allows us to register sensory input. It can be further divided into:   iconic memory (through sight);   echoic memory (though hearing);   haptic memory (through touch);   visual-spatial memory (how objects are organised in space);   olfactory memory (through smell).   Long-term memory Whenever an experience keeps recurring or whenever emotions are attached to it, the memory of that experience is moved to long-term memory. Long-term memory allows for the storing of a wide range of experiences and information over time. It includes:   explicit (or declarative) memory, which refers to conscious memories of events, facts, or things we learn. It includes:   episodic memory, memory of particular events of life;   semantic memory, memory of general knowledge about the world;   prospective memory, memory of future intentions and planned actions.   implicit (or non-declarative) memory, which refers to unconscious memories that influence a person s behaviour. It includes:   priming, which occurs when experience influences our brain s response to another one;   procedural memory, when it involves learned motor skills and familiar tasks. priming: caricamento, innesco to recur: ripetersi 50 BODY AND MIND 

Frontal regions D  W S What memory is dedicated to remembering the following? 1. Particular events of life. 2. Sensory input coming from touch. 3. Experiences that will influence our future behaviour. 4. Information necessary to process a cognitive process in that moment. 5. General facts about the world. 6. Acquired motor skills and familiar tasks. O 9     R D W S 2. A number you have calculated as part of a mental maths problem. 3. The appearance of someone you met a minute ago. 5. To call someone back. 6. The capital of a foreign country. O R D  W S 9. Facts we learn. 10. Intentions about future actions we have planned. Parietal lobe Parietal lobe 7. The appearance of a car that drove by. 8. Knowing how to get dressed. 9. Craving a cigarette after a meal. Parietal lobe 10. The sound of a piano note that was just played. Cerebellum Long term 4. The smell of a restaurant you passed. Parietal lobe 8. How objects are organised in space. What memory are the following examples of? 1. What it was like to receive your high-school diploma. 10 7. Sensory input coming from hearing. Short term 8 R O Complete the text by changing the word given in brackets into a suitable form. Learning and Memory Psychologists have found that new memories can interfere with old ones, making us believe that something happened even if it never did. This 1. ........................................... (FIND) is of great importance in criminal prosecutions, when 2. ........................................... (WITNESS) try to recall some critical events, or when adults who previously thought they had had a normal 3. ........................................... (CHILD) begin to recall traumatic events such as sexual abuse. As we get older, our 4. ........................................... (ABLE) to learn and remember changes. Due, for example, to  infantile amnesia , most of us can t remember anything about being a toddler. We don t know why. The memories might still be there but not easily 5. ........................................... (ACCESS). Around adolescence, our prefrontal cortex develops significantly: our ability to plan for the future improves and we can process more information when deciding between different options. Our ability to remember new information peaks in our 20s, and then starts to decline 6. ........................................... (NOTICE) from our 50s or 60s. Dementia, which is experienced by 10% of people older than 65, occurs when 7. ........................................... (NORM) proteins accumulate inside and around neurons. These proteins are thought to affect our memories by killing the synapses and ultimately the neurons that hold memories togethers. It is really 8. ........................................... (FUNDAMENT) to train our brain, also through learning languages. Important changes occur when we do so. Emil Krebs, a 19th century German polyglot, was able to speak and write 68 different languages. A post-mortem study of his brain found anatomical differences in the Broca region, an area of the frontal lobe important for speech 9. ........................................... (PRODUCE). Researchers, however, were 10. ........................................... (ABLE) to determine whether the structure of his brain was unique from birth or resulted from his language learning. From: https://qbi.uq.edu.au/brain/learning-memory/ speaking-multiple-languages/ 1.3   THE HUMAN BRAIN AND MIND 51 

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

Flowbooks è una piattaforma di distribuzione dedicata al mondo della scuola e dell'università.  Con questa piattaforma di distribuzione, il team di sviluppo Flowbooks  si impegna a soddisfare le esigenze degli utenti digitali, rendendo l'utilizzo accessibile e piacevole.  Entra nella tua area di interesse!

Edisco è una Casa editrice indipendente che opera prevalentemente nel settore educativo.

Edisco

Flowbooks è innovazione didattica a portata di click