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 role-play a phone dialogue between a seller and a farmer who is going to buy a tractor. Follow the instructions. go online for more useful information. Seller Customer Answer the phone and offer help. Introduce yourself and say you are interested in buying a tractor. Ask about the property size and future plans. Reply that you need accessories. Guarantee versatility of all the products. Ask if you can find any bargains in used tractors. Dissuade from buying used vehicles. Ask for a catalogue with prices. Agree and invite the customer to fill in a form with all they need. Ask for the customer s email address. Spell your address and say goodbye. Say goodbye and thank them for calling. 5 grOuP WOrK Split up in groups. each group chooses a product (a piece of machinery or equipment) to advertise and creates a brochure with technical data, including the following.   Company name, logo and a slogan   Company address   Dealers  address   Description of the product   Unit price for base models with/ without accessories, if any   Payment terms   Guarantee terms   After-sale service and availability of spare parts   Contact information   Reference to the company blog/ website 6 clASS WOrK Whose side are you on? Decide on one of the given topics. Split up in two groups, one in favour of and one against these di  erent farming techniques. Agree on three main arguments to support your thesis and then discuss. 54   Hydroponics   Conventional farming   Organic farming   Biodynamic farming Agriculture 

CASE STUDY AN eXAMPle tO FOllOW   A country at the forefront Japan, where commercial drone technology has been on the market since the late 1970s, can be described as the motherland of agricultural drone use. In fact, it was one of the earliest countries in the world to adopt drones, robots, and AI in the agriculture sector, and the market of these products is booming. Not surprisingly, in 1983 it was Japanese farmers who pioneered the use of drones for the aerial application of fertilisers.   Advantages Japanese farmers realised that employing aircrafts had many advantages:   it enabled more ef  ciency and precision; could apply pesticides and fertiliser to a rice   eld in about 15 minutes, instead of taking more than an hour by hand;   compared to larger radio-controlled minihelicopters with spray equipment, a drone is smaller and cheaper;   the small-scale land use in Japan was well adapted to the use of drones: due to poorly accessible terrain and the extensive use of manual labour, the potential for increasing output in agricultural production was high. For all of the above reasons, the acceptance and use of drone technology in Japan is around 70% and thus far higher than for example in the USA (at about 40%), which has large agricultural land on easily accessible terrain.   it increased crop output and income;   it saved time when spraying pesticides and monitoring crop conditions;   farmers could be protected from prolonged exposure to potentially harmful chemicals;   the physical burden was eased, productivity was increased and youth migration to urban areas was reduced. Japanese agriculture was being affected by a decrease in the number of farmers due to ageing and young people s avoidance of labour-intensive work; a drone 7   Government support Most importantly, in recent years, Japan s government has demonstrated a commitment to the drone industry: it has actively promoted a campaign for vocational high schools to begin offering drone and robotics courses. Moreover, it has reformed its outdated legislation to make the new technologies more easily available for farming operations. Adapted from: https://viewpoints.dji.com/blog/japan-dronelaws-transforming-to-save-agriculture Answer the questions. 1. How long has the drone technology been on the market in Japan? 684 ha 9,690 ha 1,000,000 ha actual, FY2016 estimated, FY2017 target, FY2022 2. When did Japanese farmers start using drones for aerial application of fertilisers? 3. What were the advantages of using aircraft in farming? 4. Do students in Japanese vocational high schools receive suitable training in new technologies? Source: MAFF Agriculture Drone Expansion Plan Agriculture 55 

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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