Patrizia Careggio

Elisabetta Indraccolo

L’argomento
 The Green Planet è rivolto in particolare agli studenti dei corsi a indirizzo Agrario, Agroalimentare, Agroindustria e per i Servizi per l’Agricoltura e lo Sviluppo rurale; più in generale, a coloro che hanno l’esigenza di utilizzare la lingua inglese come strumento di studio e/o di lavoro in questi settori.
 
 I contenuti sono ordinati secondo criteri di graduale complessità concettuale e linguistica e vengono esplorati utilizzando le quattro abilità in modo omogeneo e integrato. I brani offrono un assortimento di stili, registri e livelli di difficoltà.
 
 La struttura
 The Green Planet è diviso in sei Moduli, ognuno dei quali è ripartito in un numero variabile di Unità.
 
 Ogni Unità è suddivisa in brevi Capitoli su due pagine – teoria ed esercizi – per favorire uno studio più parcellizzato e la scelta antologica da parte dell’insegnante. Brevi link (curiosità, ampliamenti, rimandi, attività o mini-approfondimenti) arricchiscono i brani per consentire una maggiore interattività. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 Al termine di ogni Unità è presente la seguente sezione:
 
 Mapping your mind: Mappa riepilogativa.
 Alla fine dei primi sei Moduli, il testo propone ulteriori attività: <ul><li>Vocabulary: Esercizi di revisione e consolidamento;
</li><li>Real-life skills: Compiti di realtà e collaborativi, lavori di gruppo con un taglio di tipo pratico calato nella realtà;
</li><li>Case study: Argomento di attualità corredato di esercizi mirati all’approfondimento e alla discussione;
</li><li>Clip: Breve clip tratta da film o documentari attinenti agli argomenti del Modulo;
</li><li>Debate time: Spunti tratti da articoli giornalistici che stimolano riflessioni legate all’educazione civica secondo la tecnica del Debate.</li></ul>

Module 1 - Agriculture

Unit 1.1 Trends in agriculture

Unit 1.2 Technology, automation and robotics

Unit 1.3 Not only agriculture

Vocabulary

Real-life skills

Case study - An example to follow

Clip documentary - Food, inc.

Debate time

Module 2 - Ecology and Forestry

Unit 2.1 Ecology, climate and pollution

Unit 2.2 Energy sources

Unit 2.3 Forestry

Unit 2.4 Forest biodiversity

Case study - Agrivoltaics: the dual use of the land

Clip documentary - Before the Flood

Module 3 - Soil, water and plants

Unit 3.1 Soil

Unit 3.2 Water

Unit 3.3 Plants

Unit 3.4 Seeds and fertilisers

Case study - Transforming coffee waste into fertiliser

Clip documentary - Kiss the Ground

Module 4 - Cultivation

Unit 4.1 Crops

Unit 4.2 Oil plants

Unit 4.3 Vineyards

Unit 4.4 Gardening and landscaping

Case study - SAIRISI, sustainable Italian rice project

Clip film - A little Chaos

Module 5 - Food processing

Unit 5.1 Food production

Unit 5.2 Dairy products

Unit 5.3 The edible oil industry

Unit 5.4 Alcoholic beverages

Unit 5.5 Italian excellence

Case study - Ageing wine underwater

Clip film - A Good Year

Module 6 - Livestock

Unit 6.1 Ruminant livestock

Unit 6.2 Non-ruminant livestock

Unit 6.3 Alternative forms of breeding

Unit 6.4 Livestock management

Case study - Honey Care Africa

Clip documentary - Vanishing of the Bees

Module 7 - Extra

1. Cross-curricular topics

2. Grammar

3. How to…

4. Glossary

REAL-LIFE SKILLS 4 PAIr WorK read the text and follow the instructions. How many planets would we need if everyone lived like you? An ecological footprint measures the total amount of land and resources you use. See how your choices affect the environment and whether you are living beyond the capacity of the planet.       Ask questions about your lifestyles in turn with your partner. Write the answers in both columns. Check your score and compare it with your partner s. Whose ecological footprint is lower? You Your partner 5. a0, b3 convenience food: cibi pronti 1. I mostly get around  a. on foot / by bicycle. b. by car. c. by motorbike. d. by bus / train. 2. My electricity comes from  a. non-renewable resources. b. solar panels/other renewable sources. 3. I usually eat  a. a mix of fresh and convenience food. b. mostly fresh, seasonal, locally grown produce. c. mostly convenience food. 4. I produce  a. below the average amount (~500kg) of domestic waste. b. above the average amount of domestic waste. c. half the average amount of domestic waste. 5. Do I recycle most of the waste I produce? a. Yes. b. No. 1. a0, b3, c2, d1 2. a3, b0 3. a2, b1, c3 4. a2, b3, c1 5 groUP WorK Go online and look for speci  c information about the most signi  cant areas in your region as regards biodiversity. Analyse the key factors of the chosen area and prepare a written report. 3. Human elements of the 1. Natural elements of the landscape   landscape   historic morphology of mountains, hills,   atlands, towns and villages, roads coastlines; rivers and lakes; climate, natural and industrial sites; new urban areas. vegetation, wildlife, endangered species. 4. Impact of human activities on the 2. Networks of roads and railroads, main ecological balance. economic activities. 6 Write an email/a letter asking the European Union solidarity fund (EUsf) to allocate funds for farmers, because of adverse weather conditions in ... (specify the area). Follow these prompts, specifying:   who you are (farmers trade union,   the weather conditions committee for rural development, others)   the compromised crops   the area involved   your requests. 110 Ecology And forEstry 

CASE STUDY AgrIVoltAIcs: tHE dUAl UsE of tHE lAnd A synergy between photovoltaics and agriculture   agrivoltaics   was originally conceived by German scientists in 1981, but the concept did not become popular until the last decade. The shade from the panels cast on the crops partly affects their productivity, since the crops now receive slightly less light, but energy production compensates for this loss.   Le Greenhouse, an agri-tech startup The application of agrivoltaics in Italy, started, for example, in 2011 with cedar tree groves in the Tyrrhenian and Ionian coast of the Cosenza province. After an experience in the development of photovoltaic energy, two agricultural companies, Lao Greenhouse and Sybaris Greenhouse, decided to unite their expertise and build photovoltaic greenhouses to reduce greenhouse gas emissions released into the atmosphere, while carrying out agricultural activity. Le Greenhouse became the   rst Consortium of companies specialised in cultivation in agrophotovoltaic environments.   The success of the experiment Thanks to photovoltaic greenhouses, Le Greenhouse have been able to:   How agrivoltaics works As cedar trees grow well in light shade, the Consortium s goal was to combine the need for photovoltaic shading structures with energy production. Therefore, they equipped their plant with   xed support systems to elevate some solar panels a few metres above the groves. This allowed farm machinery access to the crops below, while using the same area of land to obtain both solar energy and agricultural products. 7 Write a list of the possible main disadvantages of this high-tech farming application.   preserve a thousand-year-old tradition for the cultivation of the Calabrian cedar , innovating it and making it sustainable;   guarantee high crop quality, eliminating production scrap;   use a reduced amount of water;   reduce the carbon footprint of the farm thanks to the local and simultaneous production of clean energy ;   increase their economic value, as the electricity generated by solar panels has improved land-use ef  ciency and yields;   create job opportunities in places with a strong tendency for youth emigration.   The future In the future, solar panels might be developed using semi-transparent polymers that allow the wavelengths of sunlight needed for photosynthesis to pass through and absorb the rest to generate energy. In the following years, the project was replicated in Umbria and later in Sardinia, starting up new enterprises, where cedars, pomp a sarda, lemons, limes, oranges, clementines and veggies are cultivated. This is crucial to achieving many of the Sustainable Development Goals   from poverty eradication via advancements in health, education, water supply and industrialisation to mitigating climate change. In particular for SDG 7   Ensure access to affordable, reliable, sustainable and modern energy for all. Ecology And forEstry 111 

Manuale di inglese per studenti di corsi a indirizzo Agrario, Agroalimentare, Agroindustria e per i Servizi per l’Agricoltura e lo Sviluppo rurale.

The Green Planet

English for Agriculture, Land Management and Rural Development

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