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

45 Do you know what the first toys for babies were? NEEDS Babies have many needs which have to be taken care of. They may roughly be divided into the following categories.   Physical needs   Feeding: babies require adequate nutrition according to their age and dietary requirements.   Sleep: babies need sufficient and quality sleep to support their physical growth, cognitive function, emotional regulation, and overall happiness.   Cleanliness: regular nappy changes and bathing, together with adequate clothing, are crucial to guarantee the baby s comfort and well-being.   Safety needs   Healthcare: regular paediatric visits are important to check growth and development and keep up to date with vaccinations.   Place: babies need a childproofed home, a safe environment where to eat, sleep, bath, move, play, and grow.   Transport: babies need to be transported following the safety regulations set by law.   Movement: babies need adequate and safe spaces and opportunities for engaging in physical activities.   Emotional and cognitive needs   Love: babies need to be loved and build strong bonds with their caregivers to provide a sense of security and attachment.   Physical engagement: babies need and look for comfort through physical closeness so as to be reassured and connected.   Responsive caregiving and consistency: parents should be responsive to a baby s unique cues and needs trying to follow similar values and patterns of behaviour both to offer stability and provide a common example of how to approach life.   Sensory stimulation: parents and caregivers should offer a variety of sensory experiences that allow babies to experience different sounds, textures, and visual stimuli since babies learn about the world through their senses.   Play: playing with age-appropriate toys and activities that stimulate all the baby s senses and curiosity is the best way for a baby to learn about the world.   Social needs childproofed: a prova di bambino consistency: coerenza cue: segnale overall: complessivo rattle: sonaglio shape sorter: gioco a incastro to thrive: prosperare, fiorire 96 BABIES AND CHILDREN   Social interaction: babies need to interact with parents, caregivers, other adults and children so as to develop social skills and learn to cope with their emotions. This kind of interaction means that they can observe and imitate social behaviours, learn turn-taking, and develop communication skills. 

20   21   Write a short summary of the text on the previous page. O R D Read the text and transform the words given in brackets into an appropriate form (adjective, noun, verb, or adverb). W S What are a Baby s Needs Relating to Self-actualisation? As your baby grows, they begin to develop a sense of 1. ........................................... (CURIOUS) and a natural inclination to explore their environment. This stage of development is crucial for their cognitive and intellectual growth. To support their self-actualisation, it is important to provide them with opportunities for exploration, cognitive 2. ........................................... (STIMULUS), and new challenges. Babies have an innate desire to discover: provide a safe and stimulating environment that allows them to explore freely and create a space where they can crawl, move around, and interact with their 3. ........................................... (SURROUND). This freedom to roam not only fosters their physical development but also encourages their natural curiosity. Stimulating a baby s cognitive development is important during this stage. Introduce ageappropriate toys, games and activities that 4. ........................................... (ENGAGEMENT) their senses and promote learning. Simple toys, such as rattles, textured objects and shape sorters, can enhance their sensory perception, fine motor skills and problem-solving abilities. Babies also thrive when 5. ........................................... (PRESENT) with new challenges that match their developmental abilities. 6. ........................................... (GRADUAL) introduce activities that require them to think, problem-solve, and develop new skills. For example, caregivers can encourage them to stack blocks, explore different textures, or engage in simple puzzles. These challenges help stimulate their cognitive growth and build their confidence. Language also plays a 7. ........................................... (VITALITY) role in cognitive stimulation. Talking to a baby, singing songs, reading books, and engaging in conversations is essential. This not only fosters their language skills but also supports their cognitive development, as they begin to understand and communicate their thoughts and feelings. While encouraging exploration and cognitive stimulation, it is also essential to create a safe 8. ........................................... (LEARN) environment. Babyproofing the surroundings ensures that potential hazards are minimised, allowing a baby to explore and engage in activities without unnecessary risks. Adapted from: https://cpdonline.co.uk/knowledge-base/ safeguarding/all-about-a-babys-basic-needs/ How do I bath my baby? |  Match each expression with its description. Then tick the appropriate NHS posted by NHS tips about how to bath a baby and watch the video and check. 22 1. To top and tail 2. To strip off 3. Fold 4. Nooks and crannies a. To take a baby s clothes off. b. To wash the head and the bottom of a baby. c. Every smallest and hidden part. d. A part of skin (in this case) that is bent over upon itself. 5. Water temperature should be about 40-45 °C. 6. Top and tail after the bath. 7. Dry accurately, not forgetting about the folds. 8. Use two separate pieces of cotton wool to wipe the baby s eyes and ears. 9. Do not talk to the baby while bathing. 10. Bath the baby no more than 2-3 times a week. 2.2   BABIES 97 

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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