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 ASSESSING A SCHOOL BUILDING Renovate or build a new one? The question goes beyond renovation or new construction of school buildings. It is about providing the best and the safest place for students to grow and learn. 8 Consider your school building. Follow the guidelines below and prepare a PowerPoint presentation of your school. Share and discuss it with your classmates and your teacher.   Age of the school (historical building or built in the last 50 years).   Building suitably sized for the school population of today and of the future.   Location of the school (urban area, rural area, plain, hill, mountain).   Building well lit, spacious and comfortable.   Parts of the building that should be preserved or sections that should be replaced.   Cafeteria/school canteen.   Possible renovation in order to implement the 21st-century teaching-learning modalities and modern technology (TIC, interactive white boards, etc.).   Removal of hazardous material (e.g. asbestos).   Proper access for students with disabilities. E.g.: 1st slide 204 PUBLIC WORKS   Library accessible to students and teachers.   Gym/outdoor sports facilities/garden.   Possible seismic risks in the area where the school is located.   Assessment according to the Italian anti-seismic legislation. Istituto Tecnico Costruzioni, Ambiente e Territorio  Filippo Brunelleschi  Year of construction: 1950 Location: Siena (urban area) Current conditions: quite good, main building can be preserved   the gym needs to be renovated 

CASE STUDY THE SAN GIORGIO BRIDGE, GENOA (ITALY) 9 Read the passage and answer the questions below. The San Giorgio Bridge in Genoa, designed by the architect Renzo Piano, is the replacement for the Morandi Bridge* that collapsed in August 2018, killing 43 people. The design and construction of the new bridge over the Polcevera River was completed in less than two years, respecting the construction time plan. The bridge deck is supported by 18 slender reinforced concrete piers spaced 50 metres apart, except in the central section where they are separated by 100 metres. Each of the piers has an elliptical section designed to allow the light to  slip  on the surface and help mitigate the impact on the neighbourhood below. The piers support a steel and concrete deck that is isolated by a system of devices designed to protect the structure from seismic hazards. According to Piano Studio, the underside of the deck is curved because it evokes the form of a ship. Along the sides of the bridge deck there are rows of photovoltaic panels that power its lighting and a 2.5-metre-high protective glass barrier.  The transparency of the glass makes it possible to observe the surrounding landscape by crossing the new bridge,  said the Piano Studio. The Morandi Bridge, Genova bridge is constantly monitored using a system of internal sensors which are supplemented by robots that run along rails on the bridge s edge to monitor the superstructure externally and also clean the photovoltaic panels. Adapted from: https://www.dezeen.com/2020/08/05/renzopiano-genoa-san-giorgio-bridge-morandi-bridge/ *The Morandi Bridge was designed by the Italian engineer Riccardo Morandi. It was a concrete cable-stayed bridge, completed in 1967. 1. Why was the San Giorgio Bridge constructed? 2. Who is the designer? 3. Where is it located? 4. How long did it take to build it? 5. What is the bridge deck supported by? 6. What special form do the piers have? 7. How is the steel and concrete deck isolated? 8. What form does the underside of the deck have? 9. What function do the photovoltaic panels have? 10. What did the Piano Studio say about the protective glass barrier? 11. How is the bridge monitored? 12. What is the purpose of the robots? San Giorgio Bridge, Genova PUBLIC WORKS 205 

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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