Donatella Bottero

Raffaella Beolé

L'argomento Landmarks è un testo rivolto in particolare agli studenti dei corsi con indirizzo Costruzioni, Ambiente e Territorio e, più in generale a tutti coloro che hanno l’esigenza di utilizzare la lingua inglese come strumento di studio e/o di lavoro in questi settori. La struttura Landmarks è diviso in otto Moduli, ognuno dei quali è ripartito in due sezioni: Unità del Modulo – Contiene testi e attività che riguardano i contenuti specifici della specializzazione già affrontati in L1. Ogni Unità è suddivisa in brevi Capitoli su due pagine – teoria ed esercizi – per favorire sia uno studio più parcellizzato, sia la scelta antologica da parte dell’insegnante. I contenuti dei capitoli sono enucleati, cioè sono divisi in più paragrafi titolati per rendere la comprensione più agevole. Brevi link (verdi per i link attivi con attività, arancioni per quelli informativi senza attività) arricchiscono i brani per consentire una maggiore interattività con gli allievi. Alcune rubriche di approfondimento o curiosità, inoltre, permettono di ampliare le conoscenze sugli argomenti. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario. Ogni Unità si chiude con una pagina di grammatica e una dedicata ad un’abilità linguistica. Alcune pagine sono strutturate secondo le indicazioni delle Prove Nazionali INVALSI.

MODULE 1 - THE ENVIRONMENT

Unit 1 - Ecology

Unit 2 - Pollution

Unit 3 - Energy Sources

VOCABULARY

REAL-LIFE SKILLS Reading charts

CASE STUDY Sundarbans, the sinking islands

FLIPPED CLASSROOM Tracking plastic in the ocean

BUILDING HIGHER Geopedology – Glaciers

ROUND-UP

MAPPING YOUR MIND

MODULE 2 - BIO AND MAN-MADE CONSTRUCTIONS

Unit 1 - Landscapes

Unit 2 - Eco-architecture

Unit 3 - Building materials

REAL-LIFE SKILLS Projecting eco houses

CASE STUDY The Edge, Amsterdam

FLIPPED CLASSROOM Twenty-one sustainable home ideas

BUILDING HIGHER Geology – Classification of common rocks

MODULE 3 - SURVEYING AND DESIGN

Unit 1 - Profession and equipment

Unit 2 - Mapping

Unit 3 - Building design

REAL-LIFE SKILLS A cover letter

CASE STUDY Cliff erosion pictured from the skies

FLIPPED CLASSROOM Architectural sketches

CLIL History – James Cook, navigator and cartographer

MODULE 4 -  BUILDING CONSTRUCTION

Unit 1 - Building elements

Unit 2 - Technical system

Unit 3 - Building renovation and restoration

REAL-LIFE SKILLS Understanding an energy performance certificate

CASE STUDY San Francisco’s Victorian ‘painted lady’ houses

FLIPPED CLASSROOM IoT, the future is already upon us

BUILDING HIGHER Building Construction – The Royal Palace of Venaria

MODULE 5 - PUBLIC WORKS

Unit 1 - Public transports

Unit 2 - Health, education and culture

Unit 3 - Entertainment and sport

REAL-LIFE SKILLS Assessing a school building

CASE STUDY The San Giorgio bridge, Genoa (Italy)

FLIPPED CLASSROOM The Metropolitan Museum of Arts

CLIL Literature – John Steinbeck, the voice of farmers’ migration

MODULE 6 - THE WORKPLACE

Unit 1 - Civil engineering

Unit 2 - Architecture and architects

Unit 3 - Safety in the yard

REAL-LIFE SKILLS Local wonders

CASE STUDY Saving Venice? – The MOSE system

FLIPPED CLASSROOM The future of earthquake – proof buildings

BUILDING HIGHER Land Management – Earthquakes

MODULE 7 - SETTLEMENTS

Unit 1 - The history of city planning

Unit 2 - Urbanisation

Unit 3 - The sustainable city

REAL-LIFE SKILLS How to describe a city

CASE STUDY A park will save Bangkok

FLIPPED CLASSROOM The charm of small towns

CLIL Physical Education – The Olympic Games

MODULE 8 - HISTORY OF ARCHITECTURE

Unit 1 - From the beginnings to the 18th century

Unit 2 - Architecture of the 19th century

Unit 3 - The masters of modern architecture

Unit 4 - Contemporary architecture

REAL-LIFE SKILLS Describing architecture: city landmarks

CASE STUDY John Hancock Tower

FLIPPED CLASSROOM Renaissance in Florence

CLIL Mathematics – Proportions: the Golden Ratio

FURTHER MATERIAL

Film Clips

Architecture around the world

Conversion tables

2030 Agenda

Technical Glossary

ACQUISTA VERSIONE CARTACEA

REAL-LIFE SKILLS A COVER LETTER A cover letter can be written in response to an advertisement or be an unsolicited letter to enquire about vacancies.   Applying for a temporary summer job  Preserve our Past  Project Stefano De Giorgis, a student of Engineering at the Polytechnic in Turin, is sending an email to apply for a temporary summer job in Scotland as an assistant Surveying Engineer for the  Preserve our Past  Project, an upto-date survey of Callanish Stones* on the Hebrides Islands. 8 9 *The Callanish Stones are an extraordinary cross-shaped setting of stones erected 5,000 years ago on the Isle of Lewis, in the Outer Hebrides. Put the sentences below into the correct order, then rewrite the text in your exercise book to make a complete mail. a. I am available for a Skype interview any weekday afternoon. b. as a Pdf document. c. Dear Mr. Johnson, // I saw your advertisement in the specialized magazine  Modern Surveying . I am interested in applying d. as I can use the most modern surveying technology. I am a very reliable and conscientious person. e. I attach my CV, with the names of two referees, f. First Certificate with grade A last year. I would be grateful if you would consider my application. g. After my university degree, I would like to follow a career as a surveyor in any form of historical man-made structures h. I look forward to hearing from you soon. Yours sincerely, i. At the moment I am studying at the Polytechnic in Turin. j. so I am interested in coming to Scotland. I am sure that I am well-suited for this job. k. This summer I would like to do something challenging, l. My English is quite good. I got the m. Last summer I worked as an assistant surveying engineer on an archaeological site in Italy and this experience helped me develop the skills you require. n. Stefano De Giorgis o. for the position of assistant Surveying Engineer for the  Preserve our Past  project. Following the sample email, write a personal email applying for a temporary job in a project. Include the clues below: 1. name of the project 5. personal qualities 2. specific interest in it 6. future plans 3. previous working experiences 7. knowledge of English 4. current university studies 8. closing 122 SURVEYING AND DESIGN 

CASE STUDY CLIFF EROSION PICTURED FROM THE SKIES Last month, a small drone flew in the skies on behalf of East Devon District Council to photograph Sidmouth* beach and cliffs to provide evidence of coastal erosion for its Beach Management Plan Project. The drone   weighing just   kg and fitted with a compact computer and camera   flew for 45 minute periods at speeds of around 45kmph, surveying 3 km of the coast over two days. On each programmed flight, the drone captured 250 high-resolution images of the beach and cliffs taken at different angles. The 1500 photographs that were taken have been  stitched  together electronically to produce a detailed contour survey of the coast, which can be used to see and measure changes to the coastline. The drone was capable of avoiding aggressive seagulls and was fitted with a wind sensor, which tells it to come home if the weather gets too bad. Mark Elliott, assistant Project Manager, said:  Existing photogrammetric aerial imagery of the coastline is for 1946, 1950, 1988, 2006, 2009 and 2012. We decided it was important to update our data with this survey and fill in the gaps with other information, so we have the best possible evidence of how the beach and cliffs have changed over time . The Beach Management Plan will look at maintaining and improving the town s costal defences in the long-term. Adapted from: http://futuresforumvgs.blogspot. com/2015/03/sidmouth-beach-management-plan.html Sidmouth Clifs *Sidmouth (Devon, UK) is a beautiful coastal town which lies on the Jurassic Coast (World Heritage site) whose coastline is dominated by the vivid red sandstone cliffs which date back to the Triassic period. 10 Answer the following questions. 1. What was the goal of the aerial surveying over Sidmouth? 2. What were the technical features of the drone? 3. How long did each flight last and what speed did the drone fly at? 4. What kind of images did the drone capture? 5. How have the images taken by the drone been used? 6. What was the drone fitted with? 7. When were previous surveys of the coastline made? 8. Why was this survey so important, according to Mark Elliott? 9. What was the final result of the survey? 10. What is the future purpose of the plan? SURVEYING AND DESIGN 123 

Manuale di inglese per studenti di Costruzioni, Ambiente e Territorio, con teoria, esercizi, glossario e attività interattive.

Landmarks

English for the Construction Industry, the Environment and Land Management

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