ESP English for Specific Purposes A Caring society...sviluppare le quattro abilità linguistiche:...

Doretta Ardu • Raffaella Beolé • Roy PalmerESPnew series

English for Specific Purposes

A Caring SocietyE

SP

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A Caring societyA Caring societyEnglish for Health and Social Services

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Doretta Ardu • Raffaella Beolé • Roy Palmer

A Caring SocietyEnglish for Health and Social Services

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Printed in Italy

Ristampe

5 4 3 2 1 0 2020 2019 2018 2017 2016 2015

A Caring SocietyRealizzazione editoriale:

– Progetto e consulenza: Raffaele Polichetti

– Impaginazione: C.G.M. - Napoli

– Disegni: Mauro Borgarello

– Revisione testi: Lunella Luzi, Annabel Pope

– Registrazione audio: Ivano Atzori

3

PRESENTAZIONE

L’ARGOMENTO

A Caring Society è rivolto agli studenti del 2° Biennio e del 5° anno dei Nuovi Istituti

Professionali per i Servizi Socio-Sanitari.

Grazie alla ricchezza del materiale proposto, A Caring Society – concepito per promuovere

un apprendimento attivo basato sui contenuti (content based learning) – offre la possibilità

di scegliere gli argomenti sia in base ai programmi delle materie di indirizzo, sia in base agli

interessi e al livello di competenza linguistica degli studenti.

I contenuti sono stati ordinati secondo criteri di graduale complessità concettuale e linguistica

(A2, B1 e B2) e vengono esplorati utilizzando le quattro abilità in modo omogeneo ed

integrato. I brani, tutti autentici, offrono un assortimento di stili, registri e livelli di difficoltà

e sono tratti da fonti diverse: libri, giornali e riviste specializzate, materiale promozionale,

manuali settoriali e siti internet.

4

GLI OBIETTIVI

A Caring Society si propone di

• far acquisire le competenze necessarie per leggere e comprendere testi che presentano

termini, espressioni, strutture sintattiche e modalità discorsive specifiche del linguaggio

settoriale;

• migliorare le capacità di ricezione e produzione orale e scritta, anche tramite attività tipo

PET per il conseguimento del livello B1 del CEFR;

• arricchire il patrimonio lessicale;

• consolidare abitudini grammaticali corrette o approfondire alcune strutture;

• stimolare l’interesse e la partecipazione attiva degli studenti, dando spazio alla loro

esperienza personale e a problematiche di attualità.

5

LA STRUTTURA

A Caring Society è diviso in sei Moduli ognuno dei quali è ripartito in due sezioni:

1 Contents Section – Divisa in Unità, contiene testi e attività che riguardano i contenuti

specifici della specializzazione già affrontati in L1. Ogni Unità è suddivisa in Capitoli per favorire non solo uno studio più parcellizzato, ma anche la scelta antologica da parte

dell’insegnante. I testi vengono affrontati in modo graduale, attraverso esercizi di Before

Reading, While Reading, esplorazione del lessico specifico, comprensione scritta e/o

orale, globale e specifica. Brevi ‘box’ di approfondimento, denominati Moving Deeper,

permettono di ampliare le conoscenze sull’argomento. Un ricco apparato iconografico

(con funzioni esplicative, non solo esornative) correda i brani di lettura, per ognuno dei

quali è previsto un esauriente glossario.

6

2 Revision and Practice – Si occupa di contenuti inerenti alla disciplina ponendo

particolare attenzione all’arricchimento lessicale, strutturale e allo sviluppo delle quattro

abilità linguistiche. Presenta le seguenti ripartizioni:

• Vocabulary. Comprende specifiche attività per il consolidamento del lessico più

importante del Modulo. Costituisce anche uno strumento che gli studenti possono

utilizzare come rinforzo e ripasso degli argomenti del Modulo.

• Grammar. Propone il rinforzo delle strutture morfosintattiche più ricorrenti.

• Communication. Offre testi e attività di consolidamento dei contenuti appresi per

sviluppare le quattro abilità linguistiche: Reading, Listening, Speaking, Writing.

• PET in Context. Alla fine di ogni Modulo sono presenti diversi esempi di Cambridge

English Pet/Preliminary for Schools Practice Tests, simulazioni per il conseguimento

della certificazione linguistica del livello B1 del CEFR, basate sugli argomenti di studio.

Disponibili sul sito www.edisco.it:

– file audio formato MP3 con la registrazione delle attività di ascolto;

– materiali extra per attività di approfondimento e di esercitazione;

– Teacher’s Guide: soluzioni degli esercizi – audioscripts delle attività di ascolto –

note didattiche – prove di verifica collegate ai singoli Moduli – simulazioni della

terza prova dell’Esame di Stato.

RISORSE NLINE

CONTENTS

Unit 1 Inside the machine

A. Anatomy, physiology and structural

organisation of the body .................................. 12

B. Cells and tissues ................................................... 14

C. The skeletal and muscular systems ................ 16

D. The nervous and endocrine systems ............. 18

E. The cardiovascular and respiratory systems .. 20

F. The digestive and urinary systems ................. 22

G. The reproductive system ................................... 24

Unit 2 Diseases

A. Inflammation ........................................................ 26

B. Immunodeficiency ............................................... 28

C. Infectious agents: viruses, bacteria and fungi 30

D. Congenital syndromes ....................................... 32

E. Neoplasia ............................................................... 34

F. Vaccines .................................................................. 36

Unit 3 The hospital

A. Organizational structure of a hospital .......... 38

B. The emergency room ......................................... 44

C. The operating room ............................................ 48

Unit 4 Doctors and nurses

A. Hospital doctors ................................................... 50

B. What is a nurse? .................................................. 54

REVISION AND PRACTICE

VOCABULARY (Plurals, Prepositions of place) ............ 58

GRAMMAR ........................................................................... 60

COMMUNICATION

Listening (Making an appointment with the

doctor) ..................................................................... 62

Speaking (At the doctor’s) .................................. 64

Reading (Gray’s Anatomy) ................................. 65

Writing (From biography to fact file

and vice versa) .......................................................... 66

PET IN CONTEXT (Reading Part 1, Part 2) ...................... 67

THE HUMAN BODY:

A PERFECT MACHINE1

MO

DU

LE

Unit 1 How the brain works

A. The brain ................................................................ 70

B. Inside the brain: neurons and neural circuits .. 74

C. What is memory? ................................................ 76

D. What is a headache? .......................................... 78

Unit 2 Mental illness

A. Adult disorders: bipolar, depression and panic disorders ............................................. 80

B. Adult disorders: schizophrenia ........................ 82

C. Childhood disorders: autism, intellectual disability and attention deficit ......................... 84

D. Old age diseases: Alzheimer’s and Parkinson’s diseases ................................... 86

E. Personality disorders: dissociative identity, obsessive-compulsive personality and paranoia 88

F. Eating disorders: anorexia and bulimia ........ 90

Unit 3 Caring for the mind

A. Deinstitutionalization: from asylums to

community centres ............................................. 92

B. Deinstitutionalization around the world ...... 96

C. Mental Health Services in Italy ....................... 98

Unit 4 Mental health professionals

A. Psychologists, psychiatrists and

psychotherapists .................................................. 100

B. Other mental care professions ........................ 102


VOCABULARY ...................................................................... 104

GRAMMAR (Prefixes and Suffixes) ................................ 106

COMMUNICATION

Listening (Dr. Jekyll and his double personality) 108

Speaking (Graphs on eating disorders) ............ 109

Reading (Anorexia, a desperate cry for love) 110

Writing (Has Mum got Alzheimer’s?) .............. 111

PET IN CONTEXT (Reading Part 5, Speaking Part 3) .... 112

THE HUMAN MIND: A COMPLEX MACHINE2

MO

DU

LE

8

Unit 1 The family: parents and children

A. Being parents ........................................................ 116

B. Family forms ......................................................... 120

Unit 2 Becoming parents

A. Having a baby: preconception health and

genetic counselling ............................................. 122

B. Pregnancy .............................................................. 126

C. Childbirth: labour and delivery ....................... 128

D. Maternal bond ..................................................... 130

Unit 3 Babies and children

A. Little kids ................................................................ 132

B. Playing means learning ..................................... 134

C. It’s not just a toy – toys as learning objects 136

D. The child care system in Italy .......................... 138


VOCABULARY ...................................................................... 140

GRAMMAR (Main verb tenses) ....................................... 142

COMMUNICATION

Listening (How to manage your life) ............... 144

Speaking (A family is...) ...................................... 145

Reading (The family: a historical overview) .. 146

Writing (Advantages of having a large

family) ..................................................................... 147

PET IN CONTEXT (Reading Part 1, Part 2, Part 3) ......... 148

CARING FOR FAMILIES AND CHILDREN3

MO

DU

LE

Unit 1 I and myself

A. An overview of adolescence ............................ 152

B. Looking for an identity ...................................... 154

C. Gender identity and sexual orientation ........ 156

UNIT 2 Me and the others

A. Parental pressure ................................................. 158

B. Peer pressure ........................................................ 160

C. Toxic friends: when friendship is no longer healthy ...................................................... 162

UNIT 3 Teen issues

A. Love ......................................................................... 164

B. The impact of social networks ........................ 168

C. Smoking .................................................................. 170

D. Alcohol: what is binge drinking? .................... 172

E. Drugs ....................................................................... 174


VOCABULARY ...................................................................... 178

GRAMMAR (Articles, Indefinites, Comparative

Forms) ............................................................................. 180

COMMUNICATION

Listening (Hanging Fire) ..................................... 182

Speaking (How to overcome shyness) ............. 183

Reading (Adolescence in mammals) ................ 184

Writing (I hate the way I look) .......................... 185

PET IN CONTEXT (Listening Part 1) .................................. 186

ADOLESCENCE: AN AGE OF TRANSITION4

MO

DU

LE

9

Unit 1 Adults in need

A. Unemployment in Italy ...................................... 190

B. Unemployment benefits ................................... 192

C. Poverty and food aid ......................................... 194

Unit 2 The elderly

A. Senior volunteers ................................................. 196

B. The benefits of volunteer work for the elderly ....................................................... 198

C. Examples of volunteering activities for the elderly ....................................................... 200

Unit 3 Elderly care

A. Social care for the elderly ................................. 202

B. Residential homes and sheltered housing ... 204

C. Home care and enablement services .................................................................... 206

Unit 4 Towards social inclusion

A. Drug rehabilitation centres: the model of San Patrignano ..................................................... 208

B. Prisoner rehabilitation in Italy .......................... 210

C. Cultural mediation for immigrants ................ 212

D. Helping the homeless – the example of Street Friends ................................................... 214

E. Asylum seekers and refugees in Italy ............ 216


VOCABULARY ...................................................................... 218

GRAMMAR (Compound nouns) ...................................... 220

COMMUNICATION

Listening (The tramp in American Literature:

Walt Whitman’s Song of the Open Road) ..... 222

Speaking (The truth about unemployment) ... 223

Reading (Driving Miss Daisy) ............................ 224

Writing (A birthday letter) ................................. 225

PET IN CONTEXT (Listening Part 2, Part 3) ..................... 226

5

MO

DU

LE

SOCIAL SERVICES FOR ADULTS

UNIT 1 Social legislation and security

at work

A. Social legislation and social security .............. 230

B. Social security in Italy ......................................... 232

C. Safety at work and law 626/94 ..................... 234

D. National insurance against accidents

at work .................................................................... 236

E. European charter of patients’ rights .............. 238

UNIT 2 Sanitary legislation and services for the disabled

A. The Healthcare System in Italy ....................... 240

B. Physical disability ................................................. 242

C. Laws and benefits for the disabled ................ 244


VOCABULARY ...................................................................... 246

GRAMMAR (The Passive Voice) ...................................... 248

COMMUNICATION

Listening (Workplace accidents: know your

rights to make sure you’re safe) ........................ 250

Speaking (Disabled in action) ............................ 251

Reading (Reporting an accident at work) ....... 252

Writing (Making a hotel reservation) .............. 253

PET IN CONTEXT (Reading Part 3, Part 4) ...................... 254

MO

DU

LE

6 SOCIAL AND SANITARY LEGISLATION

MO

DU

LE

UNIT 1 Adults in need A. Unemployment in ItalyB. Unemployment benefits C. Poverty and food aid

UNIT 2 The elderlyA. Senior volunteersB. The benefits of volunteer work for the elderlyC. Examples of volunteering activities for the

elderly

UNIT 3 Elderly careA. Social care for the elderlyB. Residential homes and sheltered housingC. Home care and enablement services

UNIT 4 Towards social inclusionA. Drug rehabilitation centres: the model of San

PatrignanoB. Prisoner rehabilitation in ItalyC. Cultural mediation for immigrantsD. Helping the homeless – the example of Street

FriendsE. Asylum seekers and refugees in Italy

SOCIAL SERVICES FOR ADULTS5

Why study this Module?

This Module deals with

various types of social services

provided to different categories

of adult people: people with

problems like unemployment,

the elderly and people that for

a variety of reasons are socially

"excluded".

• Avram Noham Chomsky (7th December 1928).

American linguist, philosopher, cognitive

scientist, logician and political commentator who

is sometimes described as the “father of modern

linguistics”. He has spent most of his career at

the Massachusetts Institute of Technology (MIT)

where he is currently Professor Emeritus.

"The more you can increase fear of drugs and crime, welfare mothers, immigrants

and aliens, the more you control all the people".

Noam Chomsky

190

A. UNEMPLOYMENT IN ITALY

UN

IT

1 ADULTS IN NEED

In this Unit you will learn about unemployment in Italy and about the beneits

granted to people who lose their job. Moreover, this Unit will show and analyse

statistics on poverty and its causes, and cite initiatives of food aid.

Listen to this short extract and choose the best answer, looking at the graph as well.

1. The unemployment rate increased to … in October 2014.

a. 13.2 b. 14.2 c. 30.2

2. The unemployment rate in September 2014 was …

a. 20.9 b. 12.9 c. 10.9

3. Employment fell in October to …

a. 22,000,374 b. 22,374,000 c. 22,374

4. The employment rate in September 2014 was …

a. 55.6 b. 56.6 c. 55.8

5. Youth unemployment rate was … in October 2014.

a. 33.3 b. 43.4 c. 43.3

1

12.2

2013 2014

12.4

12.6

12.8

13.0

13.2

ITALY’S UNEMPLOYMENT RATE

Percentage of the Labour Force

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com

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of

Sta

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(ISTA

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NO

V

DEC

JAN

FEB

MA

R

APR

MA

Y

JUN

JUL

AU

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SEP

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191

Look at the table on European unemployment in 2013 and complete the following report.

The European country with the highest level of unemployment is (1)....................... with

(2)........ %, followed by (3)...................... with (4)........%. (5)..................... is in 3rd position with

(6) ........ %. Italy is in (7) ............... position with (8) ...... %.

Romania and the UK have a similar percentage, about (9)........%.

Three countries, (10)......................., (11).............................. and (12).............................. have the same

percentage, (13).......%. (14).................... has the lowest unemployment rate in Europe.

Practice reading the two bar charts in pairs: Italian and European unemployment. Use Activity 2 for model sentences.

2

3

Look at the picture on the right and choose the correct answer.

a. People are so desperate that they are going to accept

a bad job.

b. People are so desperate that they are going to pay

for a job interview.

c. People are so desperate that they are going to pay

for a job.

m o d u l e 5

192

to aim: avere lo scopo di

to apply for: fare domanda per

bankruptcy: bancarotta

to be entitled: avere diritto

cash transfer: indennità di disoccupazione

to dismiss: licenziare

to enrol: iscriversi

mobility allowance: indennità di mobilità

provision: fornitura

public dept: debito pubblico

redundancy worker: lavoratore in esubero

Redundancy Fund: Cassa Integrazione

to relieve: alleviare

Solidarity Contract: contratto di solidarietà

to take over: (qui) accettare

trade union: sindacato

GLOSSARY

B. UNEMPLOYMENT BENEFITSThe Italian Constitution guarantees unemployment benefits; in fact, Article 38 states that

workers have the right to the provision of financial support sufficient to meet their needs in

case of accidents at work, ill health, disability, old age and involuntary unemployment.

State benefits, in the form of cash transfers based on contributions, are one of the ways to

face the unemployment problem. Workers who have been previously employed for at least

52 weeks over a two-year period are enrolled for insurance and have paid contributions,

are entitled to these benefits. Unfortunately, the high unemployment rates in Italy in the 1980s

made unemployment benefits the fastest-growing component of social security spending, and

contributed to the rise of the Italian public debt.

Since 1947, another form of cash contribution has been the Redundancy Fund which aims at

helping factories in financial difficulties by relieving them from the costs of unused workforce,

supporting those workers that might lose part of their income as well. The Ordinary Redundancy

Fund applies for temporary situations not attributable to the employer or to the workers, such

as a temporary market crisis. The Extraordinary Redundancy Fund applies, on the contrary, to

other cases in which the production completely stops for long periods because of the employer’s

decision. This may happen, after the authorization of the Ministry of Labour, in the case

of industrial reorganizations, technological unemployment, crisis in the sector or bankruptcy.

Since 1984 companies have also been able to apply for Solidarity Contracts. After negotiation

with the local trade unions, the company can establish contracts with reduced work time, in

order to avoid dismissing redundancy workers. The state will grant those workers 60% of their

lost wages.

If the Redundancy Fund does not

allow the company to re-establish

a stable financial situation,

the workers can be entitled to

mobility allowances, if they

have a continuative employment

contract and they have been

employed in the previous twelve

months. Other companies are

provided with incentives for

employing them. To remain

entitled to allowances, workers

cannot refuse to attend training

courses, or to take over a similar

job with a wage over 90% of

their former one.

ADULTS IN NEED u n i t 1

193

Answer the following questions.

a. How does the Italian Constitution guarantee unemployment benefits?

b. Who is eligible for cash transfers?

c. How many types of Redundancy Funds are there? How do they differ?

d. What is a solidarity contract?

e. What do people with mobility allowances have to do?

Read the text again and decide if the following are benefits for the worker, the unemployed or the company.

WORKER UNEMPLOYED COMPANY

cash transfers

Redundancy Fund

solidarity contract

mobility allowance

4

5

to date back: risalire (nel tempo)

dole: sussidio di disoccupazione

GLOSSARY

The origin of unemployment beneits

The history of unemployment benefits dates back to 1911 when the first unemployment benefit

scheme was introduced in the UK with the National Insurance Act, thanks to the liberal government

of H.H. Asquith. The measures were introduced to contrast the increasing popularity of the Labour

Party among the working class population.

The system provided British workers with a contributory

system of insurance against illness and unemployment. It

was funded by a fixed amount paid by workers, employers

and citizens. Later in 1920, the Unemployment Insurance

Act created the dole system of payment for unemployed

workers.

In Germany, unemployment benefits were introduced in

1927 and in most European countries after the Second

World War. In the USA, the first Unemployment Insurance

originated in Wisconsin in 1932.

H.H. Asquith, British Prime Minister.

m o d u l e 5

194

C. POVERTY AND FOOD AIDAccording to a report prepared by the Fondazione Banco Alimentare, a non-profit food bank, three

and a half million people, 4.4 % of the Italian population, are living below the food poverty line.

The report considers a family of two in Italy to be living in “food poverty” if their monthly

expenditure on food and drinks is under 222.29 euro per month.

Over 80% of the poor is made up of blue-collar workers, most of them unemployed. Well-off families

spend 370 euro more per month in food and drink expenditure than poor ones, the report

found. A well-off family will spend 525 euro per month, compared to 155 euro for poor ones.

Italy’s average poor person is unemployed, with a diploma, a large family and from the south

of the country, according to the report. It said that at least 10.3 percent of couples with three or

more children live below the food poverty line. At least 2.3 million people in this country receive

some sort of food aid, mostly from private corporations, but this does not solve the problem.

Low-income groups who find it difficult to achieve a balanced healthy diet are often referred

to as experiencing “food poverty” or “food insecurity”. The biggest cause of poverty – and thus

food poverty – is unemployment, at 59 percent. Health and disability accounts for 30 percent

of the poor and the death of a family member for 15 percent, the report said. The problem is

bound to get worse.

(Adapted from http://www1.adnkronos.com/AKI/English)

Banco Alimentare volunteers.

to account for: rappresentare

blue-collar worker: operaio

bound: destinato

food poverty line: soglia di povertà da cibo

expenditure: spesa

low-income: basso reddito

report: rapporto, relazione

thus: pertanto

well-off: benestante

GLOSSARY

ADULTS IN NEED u n i t 1

195

PET Decide if the following statements are true (T) or false (F).

T F

a. Poor people are mainly employees who have lost their job.

b. Wealthy families spend about three times more than poor people on food.

c. Poor people are often illiterate.

d. Poor people often have large families.

e. More than 2 million people receive food from private organisations.

f. Unemployment is a minor cause of poverty.

Now correct the false statements.

Discuss with a partner.

What does “being poor in a rich industrialised

country” mean?

With the help of a dictionary write a definition of poverty and poverty line.

Listen and repeat the following words.

allowance bankruptcy debt

enrolled provision redundancy

6A

6B

7

8

9

Council houses

In Italy, the problem of cheap and healthy housing for low-income people led to the passing of the

1903 Luzzati Act, which stipulated the setting up of public, non-profit, local Housing Agencies to build

and rent flats to meet the needs of an increasing urban population. Those agencies were reformed in

1938 but still deal with council houses; the ranking to get a council flat, and the fee, is means-tested and

open to immigrants. In 1962, the Act n.167 encouraged the purchase, by local authorities, of land to

be used for council houses; even if this intervention mitigated

the need for council flats, it led to the construction of dorm

quarters without residential services that were cut off from the

centre of towns and which since 1978, have had to be the

object of requalification policies. (adapted from Wikipedia)

An ATC (Agenzia Territoriale per la Casa),

i.e. a local housing agency, in Turin (Italy).

dorm: dormitorio

means-tested: analisi della situazione patrimoniale

GLOSSARY

196

UN

IT

THE ELDERLY2 This Unit is about elderly people who still have an active role in society, often

working as volunteers in various ields, rather than receiving beneits from social

assistance. Volunteering helps them stay healthy and live longer.

charity: ente di beneficienza

commitment: impegno

increase: aumento

keen: entusiasta

to look to: occuparsi

on the rise: in aumento

to split: dividere

willing: desideroso

word of mouth: passaparola

GLOSSARY

A. SENIOR VOLUNTEERSThe number of people aged 65 and over is on the rise all over Europe and it is estimated that

in the U.K it will increase by 61% over the next ten years, making the U.K home to 13 million

older people. In Italy, they make up 26.5% of the total population with an increase of 150% in

the last twenty years.

Older people largely contribute to the volunteering that takes place all over Europe and the

number of people involved will increase in the future. However, with older people so willing

to split their time between several different organizations and other commitments, this could

mean charities having to work harder to offer appropriate volunteering experiences.

The elderly are not a homogenous category but have some features in common. For example,

they often decide to volunteer when something happens in their lives, e.g. an illness; and men

and women make different choices. Women are generally attracted to caring roles, while men

tend to look for roles in community transport or sports clubs.

39% of elderly people choose volunteering because members of their family volunteer. Word of

mouth is the most powerful form of advertising. However, there are other aspects to volunteering

that also influence participation, such as flexibility. Older people do not just sit around waiting

to be useful. They might spend a lot of time looking after grandchildren, or those with more

money to spend might look to travel or develop their hobbies.

15% of older volunteers are keen on continuing to learn and so choose roles where they can

learn new skills or where they can make the most of their professional experience. People aged

over 70 are very modest about what they can and cannot do. They just want to do something

that is useful and need a positive feedback for what they do.

197

Look at the picture on the right and read the statements below. Find the wrong one.

a. Nature makes young people beautiful.

b. Old people are responsible for their own beauty.

c. The quotation refers to physical beauty.


a. What is happening all around Europe according to the text?

b. Why do older people get involved in volunteering?

c. How do the activities chosen by women and those chosen by men differ? Why?

d. What other activities do older people do or like doing?

e. What are the advantages of volunteering?

In pairs, discuss and complete the list with possible volunteering activities for old people.

CARING ACTIVITIES COMMUNITY TRANSPORT OR SPORTS CLUBS

1

2

Senior disabled volunteers

Because of lack of transportation, time constraints, a disability

or other reasons, many people prefer to volunteer via phone or

computer. Writing and graphic design lends itself to working

at home, and in today’s digital age many organizations might

also need help with email and websites.

Many organizations work with home-based volunteers

and offer initial training and periodical meetings as well as

the opportunity to be in touch with other members.

Disabled volunteers can work on helplines, information

services or other creative tasks that do not require them

to leave their home.

constraint: limite

helpline: assistenza telefonica

to lend oneself: prestarsi

GLOSSARY

m o d u l e 5

198

B. THE BENEFITS OF VOLUNTEER WORK FOR THE ELDERLY

New research suggests

that doing volunteer work

prolongs the life of the

elderly. It is the conclusion

of a study published in 2010

in the Journal of Social

Science and Medicine, which

examined the death rates of

a representative sample of

American seniors. It found

that difficulties with basic

daily activities, including

those caused by decreased

mobility, are associated with

an increased risk of dying

only among participants

who had almost never or

never volunteered.

The study shows a strong link

between volunteering and health, and between well-being and longevity, and suggests that this

association may be particularly significant toward the end of life. Although it may be more difficult

for older adults with functional limitations to volunteer, they may gain a lot from doing so.

Why does volunteering have such a positive effect? Psychologist Morris Okun and his

colleagues from Arizona State University offer several possible explanations. According to

them, volunteering may offset the loss of purpose in life that occurs with aging and that may

be amplified by functional limitations; in fact, a sense of purpose not only makes younger

people more attractive, but has the power to postpone mortality in older people.

Seniors may also get a health boost from the sense of personal competence and accomplishment

that volunteer work can provide. Perhaps the ingredients for a long life can be found in the

appreciative faces of the people we have helped.

PET Decide if the following statements are true (T) or false (F). T F

a. A study published in 2010 examined the death rate of all American citizens.

b. The link between volunteering and good health is stronger in older people.

c. Volunteering provides the elderly with an objective.

d. A sense of purpose makes older people more attractive.

e. Older people are gratified by the appreciation of the people they help.

3A

accomplishment: realizzazione

appreciative: riconoscente

boost: aumento

death rate: tasso di mortalità

to decrease: diminuire

to offset: compensare

purpose: scopo

senior: anziano

GLOSSARY

THE ELDERLY u n i t 2

199


Read the following paragraphs and match them with the appropriate headings listed below.

Benefits of volunteering

A. ....................................................................................................................................................................................

One of the best-known benefits of volunteering is the impact on the community. Unpaid

volunteers are often the glue that holds a community together. Volunteering allows you to

connect to your community and make it a better place. Even helping out with the smallest

tasks can make a real difference to the lives of people, animals, and organizations in need.

B. ....................................................................................................................................................................................

One of the best ways to make new friends and strengthen existing relationships is to do

a shared activity together. Volunteering is a great way to meet new people, especially if

you are new to an area, exposing you to people with common interests, neighbourhood

resources, and fun and satisfying activities.

C. ....................................................................................................................................................................................

While some people are naturally extrovert, others are shy and have a hard time meeting new

people. Volunteering gives you the opportunity to practise and develop your social skills,

since you are meeting regularly with a group of people with common interests.

D. ....................................................................................................................................................................................

Your role as a volunteer can also give you a sense of pride and identity. And the better you

feel about yourself, the more likely you are to have a positive view of your life and future

goals.

E. ....................................................................................................................................................................................

A key risk factor for depression is social isolation. Volunteering keeps you in regular contact

with others and helps you develop a solid support system, which in turn protects you

against stress and depression when you are going through difficult times.

1. Volunteering helps you make new

friends and contacts.

2. Volunteering increases your

self-confidence.

3. Volunteering increases your social

and relationship skills.

4. Volunteering connects you to others.

5. Volunteering fights depression.

3B

4

m o d u l e 5

200

C. EXAMPLES OF VOLUNTEERING ACTIVITIES FOR THE ELDERLY

The elderly can be active in different fields

such as working in museums, schools, libraries

or taking part in cultural initiatives. One of

the first programmes for senior volunteers in

museums started in Spain in the 1990s.

The programme initially started with a few

museums, but over time, new museums

joined the initiative. Nowadays, it involves

more than 1,200 volunteers who carry out

their work in more than 130 museums

across the country and attend to 100,000

people every year. Its main objective is to

promote museums in order to increase

visitor numbers, facilitate knowledge of

cultural heritage among children and young

people as well as to promote quality of life

in elderly people, offering them greater

participation in society and cultural life.

People aged 55 years and over can access

the programme. The long survival of the

programme has resulted in a gradual ageing

of the volunteers; they surpass 80 years

or even 90 in many cases. However, there

is a constant arrival of new and younger

volunteers at museums.

The proportion between men and women

is very balanced, although there is a certain

preference for certain museums. The profile

of volunteers varies: psychologists, doctors,

economists, engineers, lawyers, professors

of different disciplines, employees and

housewives, with medium or higher education.

There is a difference between older and younger

volunteers as many younger volunteers have a

higher degree of educational training.

Most of the volunteers have more than ten

years of volunteering experience and some

fifteen years. This statistic has been steady

since the beginning of the programme

towards the mid-1990s. This demonstrates a

high degree of loyalty among volunteers. They

identify with the museum and enjoy showing

exhibitions and coordinating activities with

school groups and senior citizens. Most of

them volunteer one or two days per week and

spend about two hours delivering activities.

Another interesting volunteering experience is

carried out in Italy. In many towns, you see

special traffic wardens near primary schools.

They are neither official policemen nor official

wardens and all of them are old people. They

are senior volunteers who stop the cars and

help children cross the road in front of schools.

They wear a yellow waistcoat, have a whistle

and in case of need, a mobile to call the police.

The project started in 8 schools in Turin in

2003, and the following year the schools grew

to 14 in different areas of the city. Now, these

volunteers also keep an eye on playing grounds

and green areas. They protect children from

any danger and public areas from vandalism.

Children and their families are very happy

and feel much safer. Senior wardens do their

job very seriously and very proudly.

A volunteer at school.

attend to: assistere

to carry out: svolgersi

cultural heritage: patrimonio culturale

educational training: istruzione

to join: aggiungersi

loyalty: lealtà

neither... nor: né... né

nowadays: oggigiorno

playing ground: area giochi

proudly: orgogliosamnete

to result in: causare

to surpass: superare

waistcoat: panciotto, gilè

whistle: fischietto

GLOSSARY

THE ELDERLY u n i t 2

201

Complete the table about museum volunteers in Spain.

Number of volunteers

Number of museums

Museum visitors

Volunteers’ ages

Volunteers’ profiles

Average experience

PET Decide if the following sentences about traffic volunteers in Italy are true (T) or false (F).

T F

a. Volunteer traffic wardens are active in front of all schools.

b. Volunteer traffic wardens are former policemen and traffic wardens.

c. If the situation is problematic, they have to call the police.

d. Volunteer traffic wardens are active only in front of schools.

e. In places where these volunteers are present, families feel more protected.


PROJECT. Find out what initiatives for senior volunteers are organised in your town/city.

5

6A

6B

7

Senior volunteer exchanges in Europe

In 2007 SPES – Centro di Sevizio per il Volontariato del Lazio

– in collaboration with CEV – the European Volunteer Centre –

set up a new volunteer programme, called “think future, volunteer

together”, to facilitate senior volunteer exchanges. Three years

later, volunteers and participating organizations met up – together

with representatives from national and local authorities, European

networks of volunteer organizations, trade unions and European

institutions – at the European Parliament to present the results of

the project and share perspectives on possible future initiatives.

During the next two years, 100 senior volunteers from Italy,

Slovenia, Slovakia, Hungary and Romania participated in volunteer

exchanges. Some of them came to Brussels to share their experience

at the European Parliament. Among the topics discussed, there

were issues linked to the preparation of the exchanges and the

importance of building partnerships through the project. 100

volunteers went from one country to another, but actually many

more people were involved in the project, connecting with other

volunteers, helping them to get around, and also making friends.

issue: tematica

perspective: prospettiva, punto di vista

to set up: dare inizio

to share: condividere

GLOSSARY

202

A. SOCIAL CARE FOR THE ELDERLYThe elderly now constitute the

largest single-client group using

personal social services worldwide.

In all advanced industrial societies

the proportion of infirm elderly is

on the increase and although they

make up only a small minority of

the retired population, their claim on

social services is disproportionately

heavy. Social care for the elderly

is often labour-intensive, so most

countries give full support to the

promotion of family care and the

expansion and rationalization of

informal care on a voluntary or

quasi-voluntary basis. Paradoxically,

the majority of elderly people lead

independent lives, seldom benefiting

from personal social services.

Local authorities, such as the City Council, health care units or authorised private structures

provide social care services for the elderly. They provide practical and financial support to old

people to enable them to live independently in their own homes, or guide them through the

options available if they are no longer able to live alone. Services are provided directly to the

person in need or as a sort of support to family members who take care of the elderly.

The services include: residential and nursing care, sheltered housing, day centres, lunch clubs,

“meals on wheels”, homecare services, financial help for pensioners, telecare and bus passes

for the elderly.

UN

IT

ELDERLY CARE3This Unit deals with different types of social and health care services for the

elderly, among which nursing care for inirm people and assistance to people

living on their own.

City Council: Comune, Consiglio Comunale

claim: richiesta

to enable: consentire

health care units: ASL (Aziende Sanitarie Locali)

labour-intensive: faticoso

meals on wheels: (lett.) "pasti sulle ruote”, (qui) pasti a domicilio

retired: pensionato

single client: monoclientelare

telecare: dispositivi salvavita a distanza

GLOSSARY

203

Look at the picture on the right and choose the correct statement.

a. The book is about a romantic love story.

b. The book is a manual for professional carers.

c. The book is a manual for non-professional carers

PET Describe the picture on the opposite page.


a. What is the impact of the elderly on society?

b. What is the impact of the infirm elderly?

c. What do most countries promote?

d. Who is responsible for social care?

e. What type of support do local authorities provide?

f. Are services directly provided to the people in need?

Match the pictures to the services and justify your choice.

day centre • lunch club • residential home • telecare

A = B = C = D =

1

2

Day centres

Day centres provide a range of activities and services for

older people who can take part in a particular activity, or

spend the whole day accessing activities and socialising. To

join a day centre, a referral can be made by the prospective

user, a relative, the GP or any other professional carer, to

arrange an assessment of needs.

assessment of needs: valutazione dei bisogni

GP (General Practitioner): medico di base

prospective: potenziale

referral: richiesta

GLOSSARY

m o d u l e 5

204

B. RESIDENTIAL HOMES AND SHELTERED HOUSINGNursing or residential home care can

provide permanent accommodation

when illness, disability or frailty

makes living independently difficult

or impossible. In a residential home

elderly people have their own bedrooms,

sometimes with a private bathroom, but

share communal facilities with other

people. Regular meals and personal

care, such as bathing, are provided, as

well as emotional support. A nursing home might be more suitable for people

who need nursing care on a more frequent

basis because of a disability, injury or

illness. The services offered are the same

as in residential homes, but a qualified

nurse is also on duty 24 hours a day.

Sheltered and supported housing is an option for older people or people with a disability who

wish to remain independent. Sheltered accommodation is usually a flat or a bungalow specially

designed and built with the needs of older people or people with a disability in mind. Sheltered

housing schemes usually provide fairly modern accommodation, with communal facilities such

as a lounge and a laundry, together with support and assistance. Many sheltered flats are

situated in popular areas close to bus routes. With this type of accommodation, people can take

part in activities with people of a similar age.

Supported housing is usually for people with disabilities who need housing-related or care-related

support. People can have their own tenancy and may live independently or three or four people may

live at the same address. This scheme provides the security and privacy of a private home, a range

of facilities on the premises, combined with access to 24-hour care/support services if required.

Decide to which category the following phrases refer to.

• a bedroom with a private bathroom

• a flat or a bungalow

• communal facilities

• communal lounge and laundry facilities

• facilities in the same building

• nursing care 24 hours a day

• support and assistance

• three/four people living at the same address

• 24-hour care services

• better for injured people

RESIDENTIAL HOME

NURSING HOME

SHELTERED ACCOMODATION

SUPPORTED HOUSING

3

ELDERLY CARE u n i t 3

205

bathing: fare il bagno

bus route: linea d’autobus

communal facilities: servizi comuni

frailty: fragilità

laundry: lavanderia

lounge: soggiorno

on the premises: (qui) nello stesso immobile, locale

tenancy: proprietà, (qui) casa

GLOSSARY

PET Read the text again and decide if the following statements are true (T) or false (F).

A T

a. In residential homes people receive emotional support.

b. A nursing home is more appropriate for disabled people.

c. The services offered in residential and nursing homes are the same.

d. Sheltered houses are old-fashioned flats.

e. In sheltered houses, people share common spaces like a laundry and a living room.

f. With a supported housing scheme, three or four people share the same flat.


4A

4B

Royal Voluntary Service Lunch Clubs

The Royal Voluntary Service Lunch Clubs bring older people together to enjoy a hot nutritious meal

and socialise with friends at the same time. There are 450 community centres and lunch clubs across

England, Scotland and Wales. They generally meet once a month, but the meal is just one part of

the lunchtime experience. It is a social occasion as much as a nutritional one.

The Royal Voluntary Service encourages healthy eating. For those not used to cooking for themselves,

usually men who have lost their wives, carers teach them how to cook a healthy meal.

m o d u l e 5

206

C. HOME CARE AND ENABLEMENT SERVICESHome carers assist with a range of tasks to

help people remain independent in their own

homes. They also support carers to maintain

their precious role when providing regular

assistance to friends, family or neighbours.

Home care services can provide support to

anyone who has been assessed as in need of

support within their own home.

Depending on the needs assessment, the

tasks may include: cleaning, gardening,

ordering shopping, pension collecting,

laundry, personal care of hair, teeth, food

preparation, assistance with dressing and

undressing, washing or bathing, any other

tasks which would normally be expected of

a carer. The cost of the service depends on an

assessment of a person’s financial position.

Enablement services provide people with

the support needed in everyday tasks so

that they can carry on living independently.

This might mean learning new skills or re-

learning ones lost because of an illness or

disability. The skills taught by professional

staff include: teaching how to prepare a

meal, washing and dressing, doing the

laundry and how to move safely in the house

to avoid having a fall.

For homebound individuals, a service called

Meals on Wheels provides nutritious meals

five days a week along with frozen meals

for the weekend. The drivers who carry

food also provide daily wellness checks.

Activities of this type are often carried out

by volunteers.

to assess: valutare

to carry out: svolgere

enablement services: servizi di supporto all’autosufficienza

fall: caduta

home carer: assistente domiciliare

homebound: bloccato in casa

pension collecting: ritirare la pensione

wellness: benessere, buona salute

GLOSSARY

ELDERLY CARE u n i t 3

207

Read the text and complete the table.

HOME CARE:CARER TASKS

ENABLEMENT SERVICES:SKILLS TAUGHT

MEALS ON WHEELS:SERVICES PROVIDED

Listen to a short extract and answer the questions.

a. What is the speaker’s job?

Home carer

Enablement service professional

Meals on wheels volunteer

b. What happened to Mrs Jones?

c. What does the speaker do for her?

d. What is Mrs Jones learning to do?

5

6

Listen and repeat the following words.

enablement homebound laundry

lounge prospective referral

telecare tenancy wellness

7

Telecare

Telecare is the term for offering remote care to elderly and

physically less able people, providing the care and reassurance

needed to allow them to remain living in their own homes. The

use of sensors may be part of a package which can provide support

for people with illnesses such as dementia, or people at risk of falling.

Some telecare, such as safety confirmation and lifestyle monitoring have a preventive function in

that a deterioration in the telecare user’s wellbeing can be spotted at an early stage.

Telecare is specifically different from telemedicine and telehealth.

Telecare refers to the idea of enabling people to remain

independent in their own homes by providing person-centred

technology to support the individual or their carers.package: pacchetto (di servizi)

remote: a distanza

to spot: localizzare

GLOSSARY

208

A. DRUG REHABILITATION CENTRES: THE MODEL OF SAN PATRIGNANO

The San Patrignano community near Rimini (Italy) is the largest drug rehabilitation centre in

the world, providing individualised drug treatment to young people completely free of charge.

The income comes from the wide variety of activities which provide those being rehabilitated

with job training, and a sense of meaning and dignity.

People have a long-term residential rehabilitation programme, which, according to experts of the

World Bank, guarantees a success rate of 72% for drug addicts who complete the programme, while

in the US shorter – about a month – and very expensive programmes guarantee less than 30%.

The funds required to maintain the young residents and the facilities come in part from the

activities and goods and services produced, based on the principle of self-management, and the

remaining part from private donations and contributions. For years, San Patrignano has also

been committed to the prevention of drug addiction and abuse through initiatives both inside

the community and throughout Italy. Each year, San Patrignano welcomes hundreds of people

and operators from dozens of countries all over the world.

The community is a “non-governmental organization” (NGO) that has been recognised and

accredited by the United Nations with the status of “special advisor to the Economic and Social

Council of the UN”.

UN

IT

TOWARDS SOCIAL INCLUSION4 This Unit deals with projects to help the social inclusion of former drug addicts,

and with recreational and work programmes for convicts. Moreover, it describes

the role of cultural mediators and explores different ways of helping homeless

people, asylum seekers and refugees.

advisor: consigliere

to be committed: dedicarsi

free of charge: gratis

funds: fondi

income: (qui) entrate

rate: tasso

to target: avere come obiettivo

UN: ONU

GLOSSARY

209

Since (0) 1978, San Patrignano has welcomed over (1) .......................... people, offering them a

home, legal and medical assistance and the opportunity to study and learn a job, to change

their life and return to being fully respected members of society. The rehabilitation community

operates thanks to (2) .......................... volunteers and (3) .......................... collaborators and

consultants; (4) .......................... of whom followed a rehabilitation programme here themselves.

The community is also home to about (5) .......................... children, born to the operators or

residents who are currently following a rehabilitation programme here, numerous family units

and over (6) .......................... minors who have had problems linked to marginalization and drug

abuse. Some of the people at San Patrignano are following a rehabilitation programme as an

alternative to a prison sentence. In the last (7) .......................... years, the community has replaced

over (8) .......................... years of custodial sentences with rehabilitation programmes, targeting

full recovery and reintegration into society and the workplace.

Read the definition of social inclusion and match it with the right explanation: “Social inclusion is both an outcome and a process of improving the terms on which people take part in society”.

a. Social inclusion means helping people take an active part in society.

b. Social inclusion is the result of actions to take active part in social life.

c. Social inclusion describes the way in which people take part in social life.

Read the first part of the text and answer the following questions.

a. What is San Patrignano and

what does it do?

b. Is the San Patrignano

programme successful?

c. Where do the funds come

from?

d. What sort of accreditation

has been given to San

Patrignano?

Read and listen to the second part of the text and complete it with the missing numbers.

1

2

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210

B. PRISONER REHABILITATION IN ITALYSince 1975, prison reform has required detention facilities to start work and recreation programmes.

Prison rehabilitation programmes include theatre groups, poetry clubs and agricultural and

artisanal productions such as the production of wine, oil and strawberries as in Velletri, near

Rome. The wine comes in a bottle labelled ‘Fuggiasco’ in elegant script on a gold background.

The primary goal is to train inmates to do useful things and to be part of the fabric of the country.

Velletri is Italy’s only winemaking prison. Its beginnings were original but, in a peculiar way,

logical. About one-tenth of the 350 inmates are employed, and some of those who are on good

behaviour work outside the walls. The produce is consumed within the prison.

A similar project is carried out in the penal colony of Gorgona, an island of the Tuscan archipelago.

The philosophy of the prison director is that wine-making helps overcome the problem of closure,

of being separated from the outside world. Convicts work in the vineyards and at various farming-

related activities and have free access to the grounds from dawn until late evening. However, it

is not easy to find a place there because inmates must apply to be admitted to the agricultural

colony, and there are long waiting lists.

Educators at Gorgona think that the best thanks a prisoner can show when he is released is not to

be sent back to prison. Unfortunately, there is little information on whether this programme or the

other rehabilitation projects actually help former convicts to go straight. One problem is that half the

prisoners in Italy are illegal immigrants who tend to disappear or go back to their homelands after

their release. Moreover, there is no systematic programme to track what happens to former inmates.

Velletri prison.

to apply: fare domanda

down: alba

fabric: tessuto

facilities: servizi, strutture

former convict: ex-detenuto

to go straight: rigare dritto

inmate: carcerato

to label: etichettare

release: rilascio

to track: tracciare

GLOSSARY


a. What did the 1975 Prison Reform state?

b. What do rehabilitation programmes include?

c. What is the main purpose of rehabilitation programmes?

d. What is the philosophy of the prison director at Gorgona?

e. How are the convicts ‘free’ at Gorgona?

f. What is the best result of a rehabilitation programme?

g. What is the main problem?

3

Gorgona prisoners in the vineyard.

TOWARDS SOCIAL INCLUSION u n i t 4

211


a. Do you know about any other rehabilitation programmes?

b. Where?

c. What do they produce or do?

Search the Internet to find out about rehabilitation programs and report to the class.

4

5

Caesar must die (2012)

Caesar must die is a film directed by the Taviani brothers in a high-security prison in Rome, Rebibbia,

and all the actors are real prisoners. The film, which won a Golden Bear at the Berlin Film Festival is

both poetic and realistic. During the rehearsals, the actors, mostly serving life sentences for murder

and drug-related crimes, reveal some truth about themselves and comment about how their roles

relate to their own lives.

After being released, three of the inmates became involved with art; two of them wrote books on

freedom, while one started acting. The film transformed both actors and the audience, allowing

them to communicate beneath the surface.

A scene from the film.

m o d u l e 5

212

C. CULTURAL MEDIATION FOR IMMIGRANTSWhile most countries have developed accredited, certified

interpreting services to facilitate communication between

migrant populations and public service providers, in Italy

service providers turned to the associations created to assist

the migrant populations. Rather than just interpreting, the

people sent by the associations also wished to act on the

migrants’ behalf as cultural mediators.

Cultural mediators are often adult immigrants who are

qualified and trained to act as the representative of their

own culture in schools, day care centres and educational

institutions. They aim to bridge the differences between

people from various cultures and bring them closer. They

play a crucial role in facilitating a good level of understanding

and initiating a comfortable level of conversation with the

students and families who speak other languages. In short,

they serve as a connecting link between the local culture

and the migrant’s culture in a very professional way.

The mediator is well versed in both the local language and other languages and possesses a

solid background in cultural competence. The nature of his task is to interpret the various rules,

regulations, proceedings, programmes, instruction and recommendations of the school to the

student and his family. As well as this, s/he also conveys details to the authorities of the school

about the background, history and dynamics of the family and information on past students in

the family and their concerns.

Choose the best option.

1. In Italy, cultural mediation is carried out by ...............................................

a. accredited interpreting services.

b. public service providers.

c. associations.

2. Mediators .........................................people’s needs.

a. interpret

b. act on behalf of

c. solve

3. Cultural mediators are ......................................... immigrants.

a. always

b. usually

c. in most cases

4. The mediator has good .........................................

a. cultural competence.

b. communicative competence.

c. social competence.

6


213

to bridge: colmare

on behalf: per conto di, a nome di

concern: preoccupazione

to convey: comunicare, trasmettere

proceedings: procedure

provider: fornitore

to turn to: rivolgersi

versed: esperto, pratico

GLOSSARY

5. The mediator conveys the details about

the .........................................

a. family of the students.

b. educational institution.

c. doubts of the students.


Cultural mediators work with educational

institutions on behalf of the families.

What do they actually do?

Listen to the following extract and fill in the text with the words: children, families or teachers.

Cultural mediator in the educational field

The role consists of:

• facilitating the communication between (1) ................................... and (2) ....................................

and between (3) ............................................. and (4) ............................................. ;

• offering assistance and consultancy to (5) ............................................. ;

• providing instruction to (6) ............................................. in refreshment courses;

• participating in meetings for (7) ............................................. and (8) ............................................. ;

• providing clarification to (9) ............................................. and (10) ............................................. on

educational models;

• helping with registration and admissions;

• rewriting registration forms in the pupils’

language;

• preparing educational material for the

children.

7

8

m o d u l e 5

214

D. HELPING THE HOMELESS – THE EXAMPLE OF STREET FRIENDS

There are almost 48,000 homeless people in

Italy, for the most part men of foreign origin

and of an average age of 42.2 years. About 3

out of 4 have at least a middle school diploma.

Before living on the streets, over 70% of

them had their own house. On average, the

duration of the homelessness is 2.5 years.

Volunteers take care of the homeless. They

walk the streets to distribute food and

blankets to homeless people in their spare

time. A very young group of students from

the province of Naples, called Street Friends,

decided to get into this social challenge

between work and study.

They do not ask for money, but only for

material goods: duvets, clothing, shoes

and, why not, even plastic dishes and

glasses, pre-cooked and ready meals and

a few minutes to listen to the stories of

people who have ended up on the streets

after the financial crisis. The hope is to

involve some benefactors in the heart of

the project, taking them onto the streets, so

that they can see the reality of the homeless

and build up a relationship of mutual trust

with them.

Street Friends is no ordinary association,

it is just four friends who regularly meet,

cook and get on a bus, train or car to

reach the most deprived areas of the

city, at their own expense, following

their philanthropic principles. Many

students and families have already

shown their interest in the association,

after the initiative was shared

on Facebook. The page, which is

collecting more and more Likes thanks

to the commitment of these young

people and their followers, explains

their goals in detail, provides times

and places for goods collection, and

also gives a mobile telephone number

for those who want to find out more

in person and become part of the

initiative. As they say: “We like facts,

because they make much more noise

than words”. The idea is to establish a

real association, create a soup kitchen

and write a book with the stories told

by the homeless. Without forgetting

the main objective, however: to find

as many volunteers as possible.

(adapted from http://www.west-info.eu/

west-news/topics/family/homelessness)

blanket: coperta

collection: raccolta

commitment: impegno

duvet: piumino (per letto)

to end up: finire

follower: seguace

homeless: senza tetto

trust: fiducia

GLOSSARY


215

Read the first paragraph of the text and complete the following table.

Total number of homeless people in Italy:

Average age:

People with a middle school diploma:

People who lived in a house before being on the streets:

Average duration of homelessness:

Read the rest of the text and answer the following questions.

a. What is Street Friends?

b. What do they give the homeless?

c. What do Street Friends hope for?

d. What can you find on their Facebook

page?

Discuss in pairs and agree on the main causes of homelessness. Here are some ideas to help you.

9

10

11

m o d u l e 5

216

E. ASYLUM SEEKERS AND REFUGEES IN ITALY

Read the text below and put the following questions in the right place.

1. Are there any free training programmes for asylum seekers or political refugees?

2. What can we do to show the Commission for Asylum Seekers the real political situation of

our country?

3. I applied for political asylum. I was refused it and I have made an appeal. What can I do

while I’m waiting? Can I go to school? Can I work? Can I get health care?

4. Why can’t people with the “humanitarian” Residence Permit ask to be reunited with their

families?

5. How many times can I renew the Humanitarian Residence Permit?

6. How many times is it possible to make an appeal against a refusal by the Commission?

12A

A. .................................................................................................................................................................................

While waiting for the appeal results you can attend courses recognized by the Italian State and,

for health assistance, you can register with the regional health services. You can start working

six months after having applied for asylum.

B. .................................................................................................................................................................................

Very often there are no specific courses, but always check, because sometimes public institutions

fund some free training or internships.

C. .................................................................................................................................................................................

Both the Commission and the Court should address the situation of your country of origin.

However, do some personal research and take the results to the Commission, or deliver them to

your lawyer, so that they are available to the Court.

D. .................................................................................................................................................................................

Three times is the maximum.

E. .................................................................................................................................................................................

Because Article 29 of the Immigration Law does not provide for family reunions.

F. .................................................................................................................................................................................

There is no limit to renewal. The problem is that renewal often takes a long time. The term

should be 20 days, but it frequently takes much longer. If after two or three months you have

not received a response, you should contact a lawyer.

(Adapted from: http://www.meltingpot.org/Efiubo-

The-right-of-asylum-seekers-and-a-refugees-in-Italy.html)

to address: riferirsi

to fund: finanziare

internship: tirocinio renewal: rinnovo

GLOSSARY


217

Now listen and check.

Read the text again and decide what the following numbers refer to.

3: .........................................................................................................................................................................

6: .........................................................................................................................................................................

20: .......................................................................................................................................................................

29: .......................................................................................................................................................................

Adelina wants to apply for asylum. You are a policeman/woman and have to ask her questions about her identity. Write down the questions, then in pairs, role-play the situation.

Listen and repeat.

advisor asylum concern convict

duvet funds homeless internship

permit proceeding refugee release

12B

13

14

15

XXX

218


5 MO

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LE

Find seven types of services for the elderly.

T E L K U T O R S O N T N Q R S T U V Z N

E N S T O N D A E O U N S R P B S N O N Q

L D Q R S S A A A E B C P Z N V B O R U S

E T I P U W Y Z Z A V B N M M O I P O R Y

C R S L U N C H C L U B D S A S W Q Q S E

A J H J K I E U I I Y T R R F D F F J I K

R E S I D E N T I A L H O M E Y B V B N K

E U I O L K T N M B C V G B G N M B B G L

N U K O P T E T T Y R T Y U X X C C V H L

S H E L T E R E D A C C O M O D A T I O N

U N B B F D E R S A A M N U U T R R W M H

S U P P O R T E D H O U S I N G Q V G E Y

Match the words on the left with their synonyms.

a. advisor 1. counsellor

b. assessment 2. doctor

c. claim 3. earnings

d. convict 4. evaluation

e. facility 5. prisoner

f. GP 6. request

g. income 7. service

Match the numbers on the left with the words on the right.

a. 1975 1. decimal

b. € 50 2. date

c. 72% 3. large number

d. 20,000 4. fraction

e. 14.2 5. percentage

f. 1/10 6. price

Read the texts on San Patrignano and Velletri prisons again and decide what the following numbers refer to.

a. 1978: ..............................................................................................................................................................................

b. 1975: ..............................................................................................................................................................................

c. 20,000: ...........................................................................................................................................................................

d. 72%: ...............................................................................................................................................................................

e. 1/10: ...............................................................................................................................................................................

f. 350: .................................................................................................................................................................................

1

2

3

4

VOCABULARY

219

R E V I S I O N A N D P R A C T I C E

Translate the following words/phrases into English.

a. Cassa Integrazione Speciale: ...................................................................................................................................

b. assegno di mobilità: ...................................................................................................................................................

c. indennità di disoccupazione: ...................................................................................................................................

d. contratto di solidarietà: ..............................................................................................................................................

e. Istituto Case Popolari: ...............................................................................................................................................

f. quartiere dormitorio: ..................................................................................................................................................

g. sindacato: ......................................................................................................................................................................

h. debito pubblico: ..........................................................................................................................................................

i. bancarotta: ....................................................................................................................................................................

j. tasso di disoccupazione: ...........................................................................................................................................

k. permesso di soggiorno: .............................................................................................................................................

Write eight sentences with any of the words/phrases in Activity 5.

a. ...........................................................................................................................................................................................

b. ...........................................................................................................................................................................................

c. ...........................................................................................................................................................................................

d. ...........................................................................................................................................................................................

e. ...........................................................................................................................................................................................

f. ...........................................................................................................................................................................................

g. ...........................................................................................................................................................................................

h. ...........................................................................................................................................................................................

Complete the text with the words in the box.

benefits • employees • millions • rate • unemployed • unemployment

America’s official unemployment (1) ........................................ is 7.7%. That doesn’t reflect the

millions of people who have dropped out of the labor force. (2) ........................................ are set

to lose their unemployment (3) ........................................ at the end of the year. Each week, we hear

on the radio true stories of unemployment, as told by the (4) ........................................ . This is what

is happening out there.

I am a software engineer. My (5) ........................................ story began in the spring of 2011, when

the company I had worked at for the past four years fired half its (6) ........................................ , myself

included.

5

6

6

220

m o d u l e 5

COMPOUND NOUNSCompound nouns usually consist of a noun with another item placed before it in a very close syn-tactic and semantic relationship. The initial item is often another noun, but can also be an adjective or a verb. However other combinations are possible.

adjective + noun

verb (-ing) + noun

noun + noun

noun + verb (-ing)

verb + preposition

preposition + noun

remote control

nursing home

health care

winemaking

check-out

inmate

The initial item identifies a type or class denoted by the final noun; for example, telecare is a type of care. The elements in a compound are closely linked and cannot be interrupted by other elements. They are, therefore, considered as single units.

SpellingCompounds can be written:1. spaced – with a space between the two words (nursing home)2. hyphenated – with a hyphen between the words (check-out)3. closed – with no space or hyphen between the two words (inmate)There are sometimes differences between British and American English and there are no definite rules as it is often a matter of style.

PronunciationThe preferred stress pattern for compounds is with the stress on the first item: health care

Plurals The plural of compound nouns is made by adding an -s to the base word, i.e. the most significant word. Note that with compound nouns made of noun + noun the first noun is like an adjective and therefore does not usually take an -s (day centre, day centres). Some compound nouns have no obvious base word and you may need to consult a dic-tionary to find the plural (check-out, check-outs).

GRAM

MAR

WRITING

221


Listen to the following words and underline the main stress.

e.g. health care

a. remote control; b. nursing home; c. winemaking; d. check-out; e. inmate

With the help of a dictionary make compounds with the words health and care.

health care

health care

health centre

day care

care service

Make the plural of the words in Activity 2 when possible.

In the following passage there are combinations of two or more words. Identify and translate them into Italian.

Access to health care varies across countries, groups, and individuals, largely influenced by

social and economic conditions. Countries have different policies and plans in relation to the

personal and population-based health care goals within their societies. Health care systems are

organizations established to meet the health needs of the population. In some countries, health

care planning is distributed among market participants, whereas in others, planning occurs more

centrally among governments or other coordinating bodies. In all cases, according to the World

Health Organization (WHO), a well-functioning health care system requires a robust financing

mechanism; a well-trained and adequately-paid workforce; reliable information on which to base

decisions and policies; and well maintained health facilities.

Rebuild the following groups of words into compound nouns.

Example: Contracts with a reduced time of work = Reduced work time contracts.

a. Increase of the rate of unemployment = ......................................................................................................

b. Experiences of voluntary work in charities = ...............................................................................................

c. Line of poverty in food = .................................................................................................................................

d. Provision of the financial support = ...............................................................................................................

e. Transfers of cash based on contributions = ..................................................................................................

f. First scheme of benefit for unemployment = ..............................................................................................

g. Contributory system of insurance against illness and unemployment = ................................................

...............................................................................................................................................................................

h. Housing for people with a low income = .....................................................................................................

With the help of a dictionary, make up sentences containing the following phrases.

health care provider • social care benefits • unemployment rate diagram •

food aid scheme • council house fees • help line professional

1

2

3

4

5

6

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m o d u l e 5

LISTENING

THE TRAMP IN AMERICAN LITERATURE: WALT WHITMAN’S SONG OF THE OPEN ROAD

Literary precursors to the tramp can be seen in the mid-nineteenth century. Walt Whitman’s Song of the

Open Road contained elements which would be seen in later works by Jack London, Mark Twain and

many others. In most of these texts, tramping was a carefree, often sublime experience and a sense of

freedom, adventure and opportunity underlies the stories. Tramp autobiographies began to appear in the

1870s and are still being published today.

Listen and complete the text with the missing words.

Afoot and light-hearted I take to the open road,

Healthy, (1) ........................... , the world before me,

The long brown path before me leading wherever I (2) ...........................

Henceforth I ask no good-fortune, I myself am good-fortune,

Henceforth I whimper no more, postpone no (3) ........................... , need nothing,

Done with indoor complaints, (4) ........................... , querulous criticisms,

Strong and content I (5) ........................... the open road.

The earth, that is sufficient,

I do not want the (6) ........................... any nearer,

I know they are very well where they are,

I know they suffice for those who (7) ........................... to them.

(Still here I carry my old delicious burdens,

I carry them, men and (8) ........................... , carry them with me wherever I go,

I swear it is impossible for me to get (9) ........................... of them,

I am fill’d with them, and I will fill them in (10) ........................... .

What are the poet’s feelings? Underline the correct alternatives.

pessimistic / optimistic; happy / unhappy; satisfied / unsatisfied

1

2

afoot: a piedi

burden: dovere, responsabilità

henceforth: da adesso in poi

light-hearted: felice, senza pensieri

querulous: lamentoso

to suffice: bastare

tramp: vagabondo, barbone

to whimper: piagnucolare

GLOSSARY

COM

MUNICATION

WRITING

223


THE TRUTH ABOUT UNEMPLOYMENT

With your partner discuss these statements on unemployment and decide which are true for you. Give reasons for your answers.

• Unemployment at a young age may

lead to employment and financial

problems in the future.

• Jobless people may lose their skills

through lack of use.

• Unemployed people may lose contact

with close friends.

• Unemployment may cause alcohol

addiction.

• Unemployment may increase the risk

of premature death.

USEFUL EXPRESSIONS

Expressing opinions Agreeing/disagreeing

I (personally) think / believe (that) … You’re right.

In my opinion / view … You’re absolutely right.

I’m (not) convinced that … I completely/partially agree with you.

I don’t think / believe (that) … I see your point, but …

It is true that … I have a different view/opinion on the matter.

I agree / don’t agree with this statement because …

I partially agree with this view …

For me, …

1

SPEAKING

READING

m o d u l e 5

DRIVING MISS DAISY

Five sentences have been removed from the text. Choose from sentences A-E the one which fits each gap.

Driving Miss Daisy is a 1989 American comedy-drama film adapted from the Alfred Uhry play

of the same name. (1) ........................... . The story defines Daisy and her point of view through a

network of relationships and emotions by focusing on her home life, synagogue, friends, family,

fears, and concerns over a 25-year period.

Mrs. (“Miss”) Daisy Werthan, a 73-year-old wealthy white Jewish widowed school teacher,

lives alone in Atlanta, Georgia, except for an African American housemaid named Idella.

(2) ........................... Miss Daisy at first refuses to let Hoke drive her, but gradually starts to accept him.

When Miss Daisy finds out that Hoke is illiterate, she teaches him how to read. As Miss Daisy

and Hoke spend more time together, she begins to appreciate his many skills and the two

become friends. After Idella dies in 1963, rather than hire a new maid, Miss Daisy decides to

care for her own house and cook her own meals. (3) ...........................

The film explores racism against African Americans, which affects Hoke at that time. After

her synagogue is bombed, Miss Daisy realizes that she is also a victim of prejudice. But

American society is undergoing radical changes, and Miss Daisy attends a dinner at which

Dr. Martin Luther King gives a speech. (4) ........................... However, Miss Daisy only asks him

to be her guest during the car ride to the event and ends up attending the dinner alone, with

Hoke, insulted by the manner of the invitation, listening to the speech on the car radio outside.

Hoke arrives at the house one morning in 1971 to find Miss Daisy agitated and showing

signs of dementia. Hoke calms her down and Miss Daisy tells Hoke that he is her best friend.

Boolie arranges for Miss Daisy to enter a retirement home. In 1973, Hoke, now 81, retires.

(5) ........................... As Hoke feeds her and reminds her of the many years he spent driving her

everywhere, the image of a car is seen

driving into the distance.

A. Boolie and Hoke drive to the

retirement home to visit Miss Daisy,

now 97.

B. Hoke assists with the cooking and the two plant a vegetable garden.

C. She initially invites Boolie to the dinner, but he declines, and suggests that Miss Daisy invites Hoke.

D. The film was directed by Bruce Beresford, with Morgan Freeman as Hoke Colburn, the

chauffeur, and Jessica Tandy playing Miss Daisy.

E. When Miss Daisy wrecks her car, her son, Boolie, hires Hoke Coleburn, an African American chauffeur

for a local judge who had recently died.

After completing the text, read it again and find the 2 themes which are not dealt with in the film.

friendship • human dignity • integrity • love • old age • poverty • prejudice

• race relations • trust • unemployment

1

2

concern: preoccupazione

to feed: dare da mangiare

housemaid: cameriera

illiterate: analfabeta

to remind: ricordare (a qualcuno)

wealthy: facoltosa

widowed: vedova

GLOSSARY

COM

MUNICATION

224

WRITING

A BIRTHDAY LETTERThis is an extract from a letter written by Nelson Mandela to his

daughter Zenani for her birthday while he was in prison.

March 1st 1971

My Darling,

Friday 5th February this year was your 12th birthday and in January I sent you a card containing

my congratulations and good wishes. Did you get it? Again I say: many happy returns.

It is not easy for me to believe that Zenani, who was only a baby when I last saw her, is now

a big girl in Standard V at a boarding school, and doing subjects I never learnt at school, like

French, Physical Science and Maths.

I still remember clearly the night when you were born in 1959. On February 4th that year, I

returned home very late and found mummy highly restless. I rushed for the late aunt Phyllis

Mzaidume, and the two of us drove mummy to Baragwanath Hospital. There was a remarkable

coincidence. Aunt Phyllis was herself born on 5th February and on our way to Bara she hoped

that you would be born on the same date, and that is exactly what happened. When she heard

of the news of your arrival, she was as happy as if she had created you herself.

Your birth was a great relief for us. Only three months before this, mummy had spent fifteen

days in jail under circumstances that were dangerous for a person in her condition. We did not

know what harm might have been done to you and to her health, and were happy indeed to be

blessed with a healthy and lovely daughter. Do you understand that you were nearly born in

prison? Not many people have had your experience of having been in jail before you were born.

You were only 25 months old when I left home and, though I met you frequently thereafter until

January 1962 when I left the country for a short period, we never lived together again.

...............................................................................................................................................................................

...............................................................................................................................................................................

...............................................................................................................................................................................

Love,

Daddy

Read the letter and write a short final paragraph.

Imagine you are Zenani and answer the letter. Remember to:

• Par. 1: thank your father for the letter and answer the underlined questions.

• Par. 2: write about school and school subjects.

• Par. 3: describe how you celebrated your birthday.

• Par. 4: make a comment on the question in Paragraph 4.

• Write a closing sentence and a final goodbye.

1

2

Mandela

and Zenani

in 1994.


225

226

PET IN CO

NTEXT

LISTENING PART 2

You will hear an interview with Debbie Hubbard, a home health nurse, talking about a typical day at work. For each question, put a tick (✓) in the correct box.

1. She gets started for the new day A. at about 6 a.m.

B. before 8 a.m.

C. after 8 p.m.

2. The time schedule is usually ready A. at 8 a.m.

B. at 9 a.m.

C. at 10 p.m.

3. She gets information about the patients A. by GPS.

B. on her smartphone.

C. from the computer.

4. The time with patients depends on A. their education.

B. the treatment.

C. a safe situation.

5. Some days, she drives A. as far as 60 miles.

B. as far as100 miles.

C. 60 miles in total.

6 To avoid problems, she has A. a big car.

B. an emergency plan.

C. a friend with her.

227227

P E T I N C O N T E X T

READING PART 2

You will hear a series of instructions on how to apply for political asylum. For each question, fill in the missing information in the numbered spaces.

LISTENING PART 3

Application for political asylum

Upon entry to Italy, people seeking to claim political asylum have to report to the Border

Police or to the Questura.

The applicants will be (1) .................................... and fingerprinted and their application will be sent

to the local Commission for the recognition of the Refugee (2) .................................... .

Applicants are required to submit:

• an application form in their (3) ................................................ ;

• a copy of their passport;

• any documents supporting their (4) ................................................ .

A leaflet is available in Italian, English, French, Spanish and (5) .................................... .

Since (6) .................................... there have been new provisions to regulate the state of refugee.

MO

DU

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UNIT 1 Social legislation and security at work A. Social legislation and social securityB. Social security in Italy C. Safety at work and law 626/94D. National insurance against accidents at workE. European charter of patients’ rights

UNIT 2 Sanitary legislation and services for the disabledA. The healthcare system in ItalyB. Physical disabilityC. Laws and benefits for the disabled

SOCIAL AND SANITARY LEGISLATION6

Why study this Module?

This Module deals with both

social and sanitary legislation

and in particular with how

social security and national

healthcare are organised in

Italy. Moreover, it will explore

safety at work and different

types of disability from an

accident at work or other

causes.

• Scott Scovell Hamilton (born August 28, 1958) is

a retired American figure-skater and Olympic gold

medallist. He won four consecutive U.S. championships

(1981-1984), four consecutive World Championships

(1981-1984) and a gold medal in the 1984 Olympics.

“The only disability in life is bad attitude.”

Scott Scovell Hamilton

A Caring Society is designed for students who have already taken

a basic English course and study in the field of Health and Social

Services.

The wide range of materials aims to provide an insight into the typical

topics students deal with, at different levels of the CEFR (from A2

and B1, up to B2).

The ESP Series is planned to:

• strengthen cognitive skills necessary for general and detailed

comprehension of subject-related texts;

• develop and practise receptive and productive skills;

• widen students’ vocabulary;

• consolidate and deepen knowledge of useful grammar structures;

• arouse students’ interest in topic-related issues and actively

involve them.

Other titles are:

• New I-Tech

• New Electr-on

• Chemistry

• Landscapes

• Agriways

NLINE RESOURCES • Teacher’s Guide • mp3 audio file • Further Activities

• New A Matter of Life

• New Mechways

• Images & Messages

• The World of Fashion

ESPnew series

English for Specific Purposes

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