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

3 ENERGY SOURCES NON-RENEWABLE ENERGY SOURCES   What was the most important fuel during the Industrial Revolution in the 19th and 20th centuries? a. oil b. natural gas c. coal d. gasolin What kind of products does petrochemical industry produce from refining crude oil? Surf the net to find information. Russia is home to the world s largest natural gas reserves, around 19% of the world s total reserves. They are located in Siberia. barrel: barile clay: argilla crude oil: petrolio grezzo drilling: trivellazione fern: felce gas leak: fuoriuscita di gas mining: estrazione mineraria mud: fango oil spill: sversamento di petrolio peat: torba petrochemicals: prodotti petrolchimici to pile on: sovrapporsi spongy: spugnoso supply: fornitura, approviggionamento swamp: palude turning point: punto di svolta 36 THE ENVIROMENT   Oil Crude oil is a liquid fuel located underground. It was created 400 million years ago when prehistoric plants and plankton fell to the bottom of the ocean. The layer, covered by mud and sediments, heated by pressure, changed into crude oil. The most common method of extraction is drilling and the global production is at the rate of several million barrels a day. Crude oil cannot be replaced naturally and is, therefore, a limited resource. Crude oil can be refined to produce products such as gasoline, diesel, and various other forms of petrochemicals .   Natural gas Natural gas often formed underground along with oil hundreds of millions of years ago. Its main component is methane. Like oil, it is a finite source, but there is a large supply still available. Natural gas is burned to produce electricity, to cook and to heat buildings. It is also used as fuel for natural gas vehicles. Natural gas   Coal Coal is extracted from the Earth by mining, which damages the environment; when burned, it releases greenhouse gases. About two-thirds of the coal mined today is burned in power stations to make electricity. Oil rig   Impact on the environment Burning fossil fuels such as oil, coal and gas results in the production of carbon dioxide and other greenhouse gases, which cause global warming. The risk of oil spills and gas leaks is very high and when such accidents happen, they cause terrible damage to the environment.   Economic and social aspects While almost every country in the world depends on oil, not all countries produce it. The top five oil producing countries are: Saudi Arabia, Russia, United States, Iran and China. At the current rate of consumption, it is estimated that worldwide oil reserves will be extinguished by the 2050s. However, this problem could also become the turning point which makes us move from oil and utilise renewable resources. 

1 Answer the following questions. 1. Where is crude oil located? 2. How did crude oil form? 3. How can crude oil be extracted? 4. What is the main component of natural gas? 5. What is natural gas used for? No future in fossils 6. How is coal extracted? 7. How can the environment be damaged by burning fossil fuels? 8. What other accidents may happen? 9. What countries produce most oil? 10. When is it estimated that oil reserves will be extinguished? O R 3 1.7 Where fossil fuels come from. Listen to the recording and complete the sentences with the words in the box. age   bottom   coal   element   finally   heavier   hundreds   land   material   name   natural gas   oil   plants   rock   seas   squeezed D 2 WS Write the words that correspond to the following definitions. You can find them in the reading passage on the previous page. 1. Activity that involves taking materials out of the natural environment: .......................................................................... 2. Soft, sticky matter resulting from the mixing of earth and water: ........................................................................................ 3. Matter deposited as a layer of solid particles on the bottom of a body of water: ............................................................ 1. There are three major forms of fossil fuels: .........................................., .......................................... and ........................................... All three were formed many hundreds of millions of years ago. 2. The .......................................... they were formed in is called the Carboniferous Period, part of the Palaeozoic Era.  Carboniferous  gets its .......................................... from carbon, the basic .......................................... in coal and other fossil fuels. 4. Fuel made from crude oil and used for cars: ....................... 3. At that time, the .......................................... was covered 5. The action of using up a resource: ........................................... with swamps filled with huge trees, ferns and 6. Throughout the world: ....................................................................... Coal extraction other large leafy ........................................... The water and .......................................... were filled with algae. 4. As the trees and plants died, they sank to the .......................................... of swamps and oceans. They formed layers of a spongy .......................................... called peat. 5. Over many .......................................... of years, the peat was covered by sand and clay and other minerals, which turned into a type of .......................................... called sedimentary rock. 6. Rock piled on top of more rock and became .......................................... and heavier. It began to press down on the peat. 7. The peat was .......................................... until the water came out of it and .........................................., over millions of years, it turned into coal, oil or petroleum and natural gas. 3   ENERGY SOURCES 37 

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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