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

CLIP FILM INSIDE OUT   PRODUCTION: USA 2015 Pixar Animated Studios, Jonas Rivera   DIRECTOR: Pete Docter   STARRING and VOICES: Amy Poehler (Joy), Phyllis Smith (Sadness), Bill Hader (Fear), Lewis Black (Anger), Mindy Kaling (Disgust), Kaitlyn Dias (Riley) SYNOPSIS A girl named Riley lives with her parents in Minnesota but at the age of 11 she moves to San Francisco following her dad s new job. Five personi cations of her core emotions that live in her head work on how to approach this new situation. The emotions are: Joy, Sadness, Disgust, Fear, and Anger. They help her understand the world that surrounds her, and they in uence her actions and memories by using a control console in her mind. Neither the new house nor the  rst days of school create happy memories for Riley; on the contrary, the challenges of her new life start to make her feel confused. Emotions, which were responsible for her good mood and always helped her to face everyday life situations, now create chaos. When Sadness starts in uencing even her best and happiest childhood BEFORE WATCHING 3 Answer the questions. memories, Joy comes into play and tries to keep Sadness isolated. Riley struggles with her new reality and the  ght between Sadness and Joy damages her core memories, the ones which hold a particular emotional value, making some of her personality traits fall and some others unstable. Anger, Disgust, and Fear do their best to maintain Riley s emotional state, but Riley misses her friends and her old life, so her personality traits (represented as islands) slowly fall into the Memory Dump, a place where faded memories are left and forgotten. Riley tries to escape and go back to her beloved Minnesota. In the meantime, Joy and Sadness, while exploring Riley s long-last memory, meet her old imaginary friend, Bing Bong. They all want to help the girl and look for her old memories. In doing so they understand the real importance of Sadness. Every time Riley goes through a dif cult moment, in fact, Sadness alerts her parents and friends who come to comfort the girl. Sadness eventually manages to re-install some core memories and Riley comes back home and confesses to her parents how she misses her old life. Her parents comfort her, and this creates a new core memory that reinforces a new personality island. After some time, Riley adapts perfectly to her reality and her emotions work together as a team to help her approach a more complex emotional life. core: fondamentale, di base to struggle: faticare temper tantrum: capriccio 1. What do you think is the message of the  lm? 2. The characters in the story are each associated to a different colour. Why do you think this is? 3. What is the core emotion in your life, the one which represents your personality best? 70 BODY AND MIND 

CLIP WHILE WATCHING 4 O R D W S Watch the video and  ll in the blanks. Dad: Riley, if you don t eat your dinner, you re not gonna get any dessert. Anger: Wait, did he just say we couldn t have dessert?! Joy: That s Anger. He 6. ........................................... very deeply about things being 7. ........................................... . Anger: So that s how you wanna play it, old man?! No dessert?! Oh sure, we ll eat our dinner, right after you eat this!!!! Riley: Aaaaaargggghhhh!!!! Dad: Right, here 8. ........................................... an airplane  Anger: Oh, airplane, we got an airplane, everybody. All emotions: Ohhhh  Dad: Here we go, all right. Open. Joy: This looks new. Fear: I think it s 1. ........................................... . Sadness: What is it? Disgust: Ok, 2. ........................................... ! There is a dangerous smell, people, hold on. What is that?! Joy: This is Disgust. She basically keeps Riley from being 3. ..........................................., physically and socially. Disgust: That is not brightly 4. ........................................... or shaped like a dinosaur. Hold on, guys! It s broccoli! Riley: Yucky! Disgust: Well, I just 5. ........................................... our lives, yeah, you re welcome. 5 Watch the clip again and answer the questions. 1. What is the initial scene of the clip? Describe it. 2. What does Riley do when she sees broccoli coming towards her mouth? 3. What happens inside her mind in that moment? 4. Why does Anger intervene? 5. What is her dad s reaction to Riley s anger? 6. How do all the emotions react? AFTER WATCHING 6 Think back to the  lm, what you have learned, and what you know, and answer the questions. 1. Positive emotions are necessary for a good relationship, why? 4. What happens when an emotion is recognised by our body? 2. Why can negative feelings create distance between two people? 5. Can we keep our emotions under control? 3. Do we know where emotions come from? 6. Discuss with your classmates and write down a list of all the feelings you can think of. TEMPER TANTRUMS In this  lm scene we can observe a common emotional outburst among children called temper tantrum. This outburst can happen to adults, too: when they don t get what they want, they react extremely aggressively. This usually happens to adults who struggle to control and express their emotions, and sometimes it might be related to some mental health conditions, including personality disorders like: Tourette syndrome, tic disorders, extreme stress, explosive disorder, borderline personality disorder, bipolar disorder, obsessive-compulsive disorder, post-traumatic stress disorder, depression, and anxiety. BODY AND MIND 71 

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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