Antonella Linsalata

Norma Masenga

Emanuela Simoncini

Argomento e obiettivi del testo
 It Works! è un corso di inglese tecnico per gli studenti dei corsi con indirizzo Elettronica, Elettrotecnica e Meccanica, con focus sulla Manutenzione e Assistenza Tecnica.
 
 I contenuti, veicolati attraverso testi di livelli di diversa complessità, vengono esplorati utilizzando le quattro abilità in modo omogeneo ed integrato. Il testo dà inoltre grande importanza alla pratica linguistica attraverso attività che agevolano la revisione e la ripetizione dei contenuti studiati, favorendone l'apprendimento e l'interiorizzazione.
 I brani offrono un assortimento di stili, registri e livelli di difficoltà, e sono tratti da fonti diverse ed autentiche: libri e manuali, riviste e quotidiani online e siti web, anche specialistici.
 
 Il testo si propone di:
 
 <ul><li>far acquisire le competenze necessarie per comprendere testi che presentano termini, espressioni, strutture sintattiche e modalità discorsive specifiche del linguaggio settoriale;
</li><li>migliorare le capacità di ricezione e produzione orale e scritta;
</li><li>consolidare abitudini grammaticali corrette;
</li><li>incoraggiare l'autonomia linguistica e la soluzione di problemi;
</li><li>stimolare l'interesse e la partecipazione attiva degli studenti, dando spazio alla loro esperienza personale e a problematiche di attualità.
</li></ul>La struttura
 It Works! è diviso in cinque Moduli, ognuno dei quali ripartito in un numero variabile di Unità.
 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.
 
 Brevi link (curiosità, ampliamenti, rimandi, attività o mini-approfondimenti) arricchiscono i brani per consentire una maggiore interattività. Il primo esercizio di ogni capitolo è sempre una mappa riepilogativa da completare che aiuta a focalizzarsi sulle key words e i contenuti chiavi del testo proposto.
 Un ricco apparato iconografico, infine, accompagna i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 Ogni Unità si conclude con tre sezioni:
 
 <ul><li>Vocabulary and Praseology: attività di revisione e consolidamento del lessico;
</li><li>Case study: argomento di attualità corredato di esercizi mirati all'approfondimento e alla discussione;
</li><li>Mapping your Mind: mappa riepilogativa per rappresentare la rete di relazioni tra i vari argomenti delle unità e a fissare le key words.
</li></ul>Alla fine di ogni Modulo, il testo propone ulteriori attività:
 
 <ul><li>Real-Life skills: compiti di realtà reali e collaborativi, con un taglio di tipo pratico calato nella realtà;
</li><li>Clip: brevi filmati tratti da opere cinematografiche.
</li></ul>Contenuti digitali integrativi
 
 <ul><li>Video per attività di listening e speaking
</li><li>Tracce audio in formato mp3
</li><li>Schemi e mappe interattive
</li><li>Testi per attività di approfondimento e di esercitazione
</li><li>Schede di civiltà comparata UK vs US
</li></ul>Teacher's Book. Disponibile sia in formato cartaceo sia digitale.
 
 <ul><li>Programmazione didattica / Piano di lavoro
</li><li>Didattica inclusiva e BES
</li><li>Agenda 2030
</li><li>Test di verifica di tutte le Unità e i Moduli, in formato editabile
</li><li>Soluzioni degli esercizi e note didattiche
</li><li>Audioscript delle attività di ascolto e dei video</li></ul>

SECTION 1 – COMMON GROUND

Unit 1.1 – Health and safety

Safety rules and signs

Dealing with emergency: fire and chemicals

Dealing with emergency: electricity and machinery

Safety in an office

Data safety and security

VOCABULARY & PHRASEOLOGY

CASE STUDY – Deadly explosion at hydroelectric power plant

MAPPING YOUR MIND

Unit 1.2 – Common language

Systems of measurement

Reading numbers and formulae

Hand tools

Electrical tools

CASE STUDY – The comeback of DIY in Italy

REAL-LIFE SKILLS

CLIP FILM – Gran Torino

SECTION 2 – ELECTRICITY

Unit 2.1 – The basics of electricity

Electricity

Conductors and insulators

Electric circuits

DC and AC current

Energy sources

Batteries

Electricity and magnetism

Generators

CASE STUDY – Maglev trains

Unit 2.2 – Electricity production

Fossil fuels

Nuclear energy

Bioenergy

Wind power

Water power

Solar power

CASE STUDY – Air-gen technology

Unit 2.3 – Electricity distribution

The electrical grid

Transformers

Energy problems and the smart grid

CASE STUDY – Why America's outdated energy grid is a climate problem

Unit 2.4 – Applications

Electricity in use

Electric motors

Types of electric motors

Lighting

CASE STUDY – The environmental impact of led bulbs

CLIP FILM – Back to the Future

SECTION 3 – ELECTRONICS AND ELECTROTECHNOLOGY

Unit 3.1 – The basics of electronics

Electronics and electrotechnology

Semiconductors

Transistors

Other electronic components

Colour coding in electronic components

Integrated circuits

CASE STUDY – The global chip shortage

Unit 3.2 – Digital electronics

Analogue vs digital

The binary system and logic gates

From input to output

Microprocessors

Microchips

CASE STUDY – Microcontrollers: Arduino®

Unit 3.3 – Telecommunications

An introduction

Transmission via cables

Wireless transmission

Other forms of transmission

CASE STUDY – Mettler-Toledo International Inc.

Unit 3.4 – Automation

What is automation?

PLCs

Sensors and actuators

Mechatronics

Domotics

CASE STUDY – Apple Homekit

CLIP FILM – I, Robot

SECTION 4 – MECHANICS

CLIP FILM BACK TO THE FUTURE   PRODUCTION: USA 1985, Amblin Entertainment   DIRECTOR: Robert Zemeckis   CAST: Michael J. Fox (Marty McFly), Christopher Lloyd (Emmett  Doc  Brown), Lea Thompson (Lorraine McFly), Crispin Glover (George McFly), Thomas F. Wilson (Biff Tannen) SYNOPSIS In 1985, 17-year-old Marty Mc Fly lives with his depressed alcoholic mother, Lorraine, his older siblings, who are professional and social failures, and his father, George, who is bullied by his supervisor, Biff Tannen. One night, Marty meets his eccentric scientist friend, Emmett  Doc  Brown, in the parking of a mall. Doc shows Marty a time machine built from a modified DeLorean car, powered by plutonium. After Doc inputs a destination time of November 5, 1955   the day he first conceived his time machine   a group of Libyan terrorists suddenly arrive in a van and shoot Doc for having stolen the plutonium. Marty runs away in the DeLorean, activating time travel as soon as he reaches 88 miles per hour. Arriving in 1955, Marty discovers he has no plutonium to return. While exploring his hometown, Marty meets his teenage father and discovers Biff was bullying George even then; he also meets his young mother and her family. Marty then looks for young Doc and convinces him to be from the future, telling him he wants to go back there. However, Doc explains the only source capable of generating the power required for time travel in 1955 is a lightning bolt. Marty shows Doc a leaflet from the future that documents that a lightning bolt is going to strike the city hall tower on the following Saturday night. During his stay, Marty unwillingly interferes with his young parents  lives and Lorraine develops a crush on him. As Marty s siblings begin to fade from a photo that he is carrying with him, Doc realizes Marty s actions are changing the future. For this reason, Marty has to do all he can to make his parents kiss for the first time at the school ball. After a lot of difficulties, he eventually succeeds. Doc and Marty are getting the DeLorean car ready to send Marty back to 1985, when Doc discovers a letter from Marty, warning him about his future, and tears it into pieces. The lightning bolt strikes, sending Marty back to 1985, at the exact time Doc is being shot. While Marty desperately cries at his side, Doc wakes up, revealing he had put the pieces of Marty s note back together and was wearing a bulletproof vest. The next morning, Marty discovers his father is now a confident and successful science fiction author, his mother is fit and happy, his siblings are successful, and Biff works for his father. BEFORE WATCHING 6 PAIR WORK Imagine you are travelling back to 1955. In what ways do you think life was different from now? Write sentences comparing the items suggested. Search the Internet for further information.   Traffic: I think traffic was less heavy than today, as there were fewer cars. 1. Telephones bulletproof vest: giubbotto antiproiettile to conceive: concepire 106 ELECTRICITY 2. TVs crush: cotta fade: svanire failure: fallimento 3. Household appliances to harness: imbrigliare leaflet: volantino lightning bolt: fulmine 4. Personal computers sibling: fratello o sorella 

CLIP WHILE WATCHING 7 Match each of the sentences from the  lm to the one that has the same meaning. There are two extra sentences which you do not need to use. 1. What the hell is a gigawatt? a. A gigawatt is a unit for measuring power. b. I can only rely on you. 2.   plutonium is available in every corner drugstore  c. If it were possible to catch  3.   it s a little hard to come by. d. It is a bit difficult to obtain. 4.   you re stuck here. e. You will return to the time you are from. f. I don t know what  gigawatt  means. 5.   you re my only hope. g. You can t leave. 6.   you never know when or where it s ever gonna strike. h. Plutonium is easy to find. 7. If we could somehow harness  i. Plutonium is the best for the flux capacitor. 8.   we re sending you back to the future. j. It is impossible to forecast the place or the time of its coming. AFTER WATCHING 8 O R D W S Read the text and complete it with the words given below. aerial   challenges   harnessing   powering   rods   safety   strikes   theoretical   time   unpredictability The Challenge of Harnessing the Energy of Lightning Harnessing the energy of lightning for 1. ............................................ electrical devices or for light has been matter of experiments for centuries. However, it presents significant 2. ............................................. The first is 3. ............................................: lightning strikes occur randomly, making it difficult to be ready to capture their energy. Moreover, lightning bolts deliver immense power over a very short 4. ............................................; this requires specialised equipment to capture and store the energy without being damaged. Finally, because capturing lightning is extremely dangerous, it requires 5. ............................................ measures to protect people and equipment. Scientists are currently exploring ways to induce lightning 6. ............................................ in controlled environments for research purposes: this could potentially lead to a better understanding of lightning and how to harness its energy. Some experiments, for example, have been done using lightning 7. ............................................: while protecting buildings, they could potentially be used to direct strikes towards energy-capturing devices. Together with them, drones or other 8. ............................................ devices could potentially intercept lightning strikes, but this method presents significant engineering difficulties. In conclusion, however fascinating the idea of 9. ............................................ lightning energy is, it remains highly challenging and largely 10. ............................................. Adapted from: https://science.howstuffworks.com/ environmental/energy/harvest-energy-lightning.htm ELECTRICITY 107 

Corso di inglese tecnico per Elettronica, Elettrotecnica e Meccanica: testi specialistici, esercizi pratici, contenuti digitali e approfondimenti.

It Works! Inglese Tecnico per Elettronica e Meccanica

It Works! - 2nd Edition

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