new series

ESP
English for Specific Purposes
Nadia Sanità • Antonio Saraceno • Donatella Bottero

New Edition
Images & Messages
English for Graphic Arts, Communication and Audio-Visual Productions

Teacher’s Book
Professional Competences
Skills for life
Focus on Careers
Authentic videos
Case Studies
Mapping your mind

EDIZIONE MISTA
+ LIBRO DIGITALE
Nadia Sanità • Antonio Saraceno • Donatella Bottero

IMAGES & MESSAGES

English for Graphic Arts, Communication and Audio-Visual Productions

New Edition

Teacher’s Book
Images and Messages, N.E. • Teacher’s Book
Realizzazione editoriale:
– Progetto e consulenza: Manuela Barbero
– Revisione linguistica: Annabel Pope
– Direzione grafica: Manuela Piacenti
– Progetto e impaginazione: Fabio Gallo (Studio Pagina32)
– Revisione testi: Lunella Luzi
– Registrazione audio: Ivano Atzori

Il progetto e la stesura dei contenuti sono stati condotti in stretta collaborazione dagli autori. In parti-
colare: Nadia Sanità ha curato i Moduli 2 e 6; Antonio Saraceno ha curato i Moduli 1, 3 e 4; Donatella
Bottero ha curato il Modulo 5; Patrizia Gorgerino ha, infine, curato il Modulo 7.
La sezione “Didattica inclusiva e BES” è opera di Nadia Sanità
L’Editore desidera esprimere uno speciale ringraziamento a Manuela Barbero e Patrizia Gorgerino
per il prezioso contributo offerto nella realizzazione di quest’opera.

In linea con le disposizioni di legge e le indicazioni ministeriali, si attesta che l’opera è realizzata in “forma
MISTA”, cartacea e digitale. L’Editore mette a disposizione gratuitamente sul proprio sito diverse risorse
didattiche online: materiali extra per attività di approfondimento e di esercitazione in parte ad accesso
libero e in parte riservati al docente.

L’opera è altresì disponibile in edizione DIGITALE per gli studenti diversamente abili e i loro docenti. L’Editore mette
a disposizione degli studenti non vedenti, ipovedenti, disabili motori o con disturbi specifici di apprendimento i
file pdf in cui sono memorizzate le pagine di questo libro. Il formato del file permette l’ingrandimento dei caratteri
del testo e la lettura mediante software screen reader.

Copyright © Edisco Editrice, Torino

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né li esaurisce.

Le immagini del testo (disegni e fotografie) che rappresentano nomi, marchi o prodotti commerciali hanno un
valore puramente didattico di esemplificazione. L’autore e l’editore non intendono cioè sostenere che i prodotti
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esiste alcun rapporto di nessun genere con i relativi produttori: Nomi e marchi sono generalmente depositati o
registrati dalle rispettive case produttrici.

L’Editore è a disposizione degli aventi diritto con i quali non gli è stato possibile comunicare, nonché per eventuali
omissioni e inesattezze nella citazione delle fonti dei brani, illustrazioni e fotografie riprodotti nel presente volume.

Stampato per conto della Casa editrice presso

La Grafica, Boves (CN), Italia

Printed in Italy

Ristampe
5 4 3 2 1 0
INDICE
INTRODUZIONE ................................................... 5 DIDATTICA INCLUSIVA E BES
• Normativa e inquadramento
OBIETTIVI DEL TESTO ................................. 5 scolastico ................................................................ 21
• Dislessia, didattica ....................................... 29
STRUTTURA DEL TESTO ........................... 6
• Didattica inclusiva e resilienza ........ 43
MATERIALE DEL TESTO • Altri tipi di Bisogni Educativi
Speciali ...................................................................... 50
• Audio ......................................................................... 7
• Suggerimenti e modelli per la
• Digitale ..................................................................... 7 valutazione .......................................................... 53
• Esame di stato .................................................. 7
PROGRAMMAZIONE DIDATTICA .... 63
• Test ............................................................................... 7
UDA • UNITÀ DIDATTICHE
• BES ............................................................................... 8
DI APPRENDIMENTO
• Recupero e potenziamento .................. 8 INTERDISCIPLINARI ....................................... 83
• Scuola e lavoro ................................................ 8
UNIT MAPS & DIAGRAMS
GLI ISTITUTI TECNICI Unit 1.1 ............................................................................. 101
Unit 1.2 ............................................................................. 102
• L’identità degli istituti tecnici.............. 9
Unit 2.1 ............................................................................. 103
• La scuola e il mondo del lavoro ..... 10 Unit 2.2 ............................................................................. 104

Unit 2.3 ............................................................................. 105

I NUOVI ISTITUTI PROFESSIONALI
Unit 3.1 ............................................................................. 106
• La nuova identità dei percorsi di Unit 3.2 ............................................................................. 107

istruzione professionale (IP) .............. 11 Unit 3.3 ............................................................................. 108

• I nuovi indirizzi .............................................. 11 Unit 4.1 ............................................................................. 109

Unit 4.2 ............................................................................. 110

• Nuovo assetto organizzativo ............. 12
Unit 5.1 ............................................................................. 111
• Pianificazione didattica triennale
Unit 5.2 ............................................................................. 112
interdisciplinare .............................................. 12
Unit 5.3 ............................................................................. 113

• La personalizzazione e il PFI ............ 12 Unit 6.1 ............................................................................. 114

• La valutazione degli Unit 6.2 ............................................................................. 115

apprendimenti .................................................. 13 Unit 7.1 ............................................................................. 116

Unit 7.2 ............................................................................. 117

LE ABILITÀ LINGUISTICHE .................... 14 Unit 7.3 ............................................................................. 118

CLIL ................................................................................... 16 ESAME DI STATO

Sample model ............................................................ 121
• Il profilo del docente CLIL ................... 17
• Module 1 ................................................................ 125
• Iniziative dell’Unione Europea • Module 2 ................................................................ 127
per supportare l’apprendimento • Module 3 ................................................................ 131
attraverso le lingue ...................................... 17 • Module 4 ................................................................ 134
• Il percorso normativo in Italia ......... 17 • Module 5 ................................................................ 137
• Module 6 ................................................................ 140
PROGETTARE PER COMPETENZE ... 18 • Module 7 ................................................................ 143
 UNIT TESTS
Unit 1.1 ............................................................................. 149
Unit 1.2 ............................................................................. 155
Unit 2.1 ............................................................................. 159
Unit 2.2 ............................................................................. 164
Unit 2.3 ............................................................................. 170
Unit 3.1 ............................................................................. 176
Unit 3.2 ............................................................................. 180
Unit 3.3 ............................................................................. 186
Unit 4.1 ............................................................................. 192
Unit 4.2 ............................................................................. 197
Unit 5.1 ............................................................................. 203
Unit 5.2 ............................................................................. 209
Unit 5.3 ............................................................................. 215
Unit 6.1 ............................................................................. 221
Unit 6.2 ............................................................................. 227
Unit 7.1 ............................................................................. 234
Unit 7.2 ............................................................................. 242
Unit 7.3 ............................................................................. 248
KEYS • UNIT TESTS .................................................. 254
MODULE TESTS
• Module 1 ................................................................ 275
• Module 2 ................................................................ 279
• Module 3 ................................................................ 285
• Module 4 ................................................................ 291
• Module 5 ................................................................ 297
• Module 6 ................................................................ 301
• Module 7 ................................................................ 307
KEYS • MODULE TESTS ........................................ 313
STUDENT’S BOOK ANSWER KEYS,
AUDIOSCRIPTS AND TEACHER’S NOTE
• Module 1
Unit 1.1 328
.....................................................................
Unit 1.2 ..................................................................... 335
Vocabulary ...................................................................... 338
Life skills .......................................................................... 338
Case Study ....................................................................... 339
CLIP ................................................................................... 339
• Module 2
Unit 2.1 340
.....................................................................
Unit 2.2 ..................................................................... 344
Unit 2.3 ..................................................................... 347
Vocabulary 353
......................................................................
Life skills 353
..........................................................................
Case Study ....................................................................... 353
CLIP ................................................................................... 353
• Module 3
Unit 3.1 355
.....................................................................
Unit 3.2 359
.....................................................................
Unit 3.3 ..................................................................... 364
Vocabulary ...................................................................... 367
Life skills .......................................................................... 367
Case Study ....................................................................... 368
CLIP ................................................................................... 368
• Module 4
Unit 4.1 370
.....................................................................
Unit 4.2 ..................................................................... 374
Vocabulary ...................................................................... 379
Life skills .......................................................................... 379
Case Study ....................................................................... 379
CLIP ................................................................................... 380
• Module 5
Unit 5.1 381
.....................................................................
Unit 5.2 ..................................................................... 385
Unit 5.3 ..................................................................... 388
Vocabulary ...................................................................... 392
Life skills .......................................................................... 392
Case Study ....................................................................... 392
CLIP ................................................................................... 393
• Module 6
Unit 6.1 394
.....................................................................
Unit 6.2 ..................................................................... 397
Vocabulary ...................................................................... 400
Life skills .......................................................................... 401
Case Study ....................................................................... 401
CLIP ................................................................................... 401
• Module 7
Unit 7.1 403
.....................................................................
Unit 7.2 ..................................................................... 407
Unit 7.3 ..................................................................... 410
Vocabulary ...................................................................... 413
Life skills .......................................................................... 413
Case Study ....................................................................... 414
CLIP ................................................................................... 414
INTRODUZIONE
Images & Messages N.E. è un testo rivolto agli studenti dei corsi con indirizzo
Grafica, Design, Comunicazione visiva e pubblicitaria e, 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.
Grazie alla ricchezza del materiale proposto, Images & Messages N.E. –
concepito per promuovere un apprendimento attivo basato sui contenuti
(content-based learning) – offre la possibilità di scegliere gli argomenti sia in base
ai programmi delle materie di indirizzo, sia in base agli interessi e al livello di
competenza linguistica degli studenti in modo da garantire l’interdisciplinarità
dell’apprendimento lungo tutto il secondo biennio e quinto anno.

OBIETTIVI DEL TESTO

La finalità educativa generale del testo è quella di fornire una sintesi che integri
al suo interno competenze di carattere comunicativo e pratico-operativo con
elementi culturali. Images & Messages N.E. pone l’accento sull’apprendimento
autonomo fornendo materiali di facile consultazione e utilizzo finalizzati
all’acquisizione non solo di contenuti ma anche di strategie di apprendimento.
Nello specifico, gli obiettivi che ci si propone di raggiungere sono i seguenti:
• formare un tecnico che possa lavorare nel settore della grafica multimediale,
produzione audio-video e fotografia;
• offrire un percorso sistematico, ma allo stesso tempo flessibile e facilmente
personalizzabile, in grado di soddisfare i diversi e numerosi bisogni di
docenti e studenti del settore;
• sviluppare la consapevolezza di un sapere unico, le competenze culturali
trasversali, soprattutto nel settore della grafica multimediale produzione
audio video e fotografia, indispensabili per operare nel settore;
• favorire l’acquisizione di specifiche abilità orali e scritte di comprensione e
produzione;
• proporre un lessico specifico ampio e moderno che tenga anche conto della
lingua del web;
• stimolare la produzione di testi scritti e presentazioni orali molto
diversificate nei contenuti, nella struttura e nel registro linguistico;
• favorire l’autonomia linguistica e operativa nell’affrontare le varie richieste
orali e scritte;
• sviluppare strategie per il lavoro in team;
• offrire spunti per moduli e percorsi trasversali;
• proporre materiali fruibili anche da allievi BES;
• stimolare la soluzione di problemi.

5
STRUTTURA DEL TESTO
Images & Messages N.E. è diviso in sette Moduli, ognuno dei quali è ripartito
in un numero variabile di unità.
• UNITÀ
Ogni Unità è suddivisa in brevi Capitoli su due pagine – teoria ed esercizi
– per favorire non solo uno studio più parcellizzato, ma anche la scelta
dei contenuti antologica da parte dell’insegnante. I contenuti dei capitoli
sono divisi in paragrafi titolari per renderne la comprensione più agevole.
I testi vengono affrontati in modo graduale, attraverso esercizi di
esplorazione del lessico specifico, comprensione scritta e orale, globale e
specifica, reimpiego dei termici tecnici e produzione scritta e orale.
Brevi link arricchiscono i brani per consentire una maggiore interattività con
l’allievo. Si tratta di curiosità, ampliamenti, rimandi, citazioni, attività o mini-
approfondimenti che hanno l’intenzione di favorire una lettura più interessante
ed offrire spunti di riflessione o interazione. Sono cromaticamente differenziati:
verdi per i link con attività, arancioni per quelli informativi.
Alcune rubriche di approfondimento o curiosità, inoltre, corredano la pagina
degli esercizi. Un ricco apparato iconografico correda i brani di lettura, per
ognuno dei quali è previsto un esauriente glossario.
Al termine di ogni Unità si trovano le seguenti sezioni, ognuna costituita da
una pagina:
– Grammar – Pagina di revisione delle strutture grammaticali più comuni
accompagnata da esercizi di rinforzo calati nel contesto;
– Round up – Pagina di esercizi ricapitolativi su lessico e contenuti
dell’Unità per consentire un efficace consolidamento.
• FINE MODULO
Al termine di ognuno dei sette Moduli, il testo propone delle ulteriori
attività, suddivise nelle seguenti parti, ognuna costituita di due pagine:
– Vocabulary – Pagina di esercizi di revisione e consolidamento del lessico
introdotto nel Modulo.
– Life skills – In questa parte gli studenti sono chiamati a mettere in pratica
quanto studiato attraverso attività varie, compiti di realtà e collaborativi,
lavori di gruppo e a coppie, che, sempre avendo l’apprendimento linguistico
come obiettivo principale, hanno un taglio di tipo pratico calato nella realtà.
– Case study – Presentazione di un argomento di attualità collegato ai
contenuti introdotti, tratto da fonti autentiche e corredato di esercizi,
mirati anche all’approfondimento e alla discussione tra gli studenti
dell’argomento presentato.
– Clip – Attività relative una breve clip tratta da diverse tipologie di filmati
le cui tematiche sono attinenti ai contenuti presentati nel Modulo.
– Mapping your mind – Mappa concettuale, strumento utile per
rappresentare la rete di relazioni tra i vari argomenti del Modulo.

6
MATERIALE DEL TESTO
Audio
Per le tracce audio viene proposto un elevato numero di attività di ascolto
in tutte le Unità; il contesto è prevalentemente collegato agli argomenti
trattati nella sezione. La lunghezza e la complessità sono diversificate e gli
audioscript sono tutti riportati nel Teacher’s Book. Dal punto di vista lessicale
gli ascolti riprendono i vocaboli chiave dell’Unità, inseriti in contesti reali e
di vita professionale con l’utilizzo di registri linguistici diversi, da informale e
familiare a più formale, e accenti di diversa provenienza geografica.

Digitale
Disponibili sul sito www.edisco.it:
– file audio formato MP3 con la registrazione delle attività di ascolto;
– clip di tutti i video presenti nel testo;
– numerosi materiali per attività di approfondimento e di esercitazione;
– attività per la preparazione alle prove INVALSI.
Un’ampia sezione di risorse online è collegata al testo. I vari materiali proposti
possono essere utilizzati in modo flessibile: possono offrire spunti per altre attività,
anche di gruppo, e offrono la possibilità di impostare percorsi personalizzati e in
armonia con il livello di competenza raggiunto da ogni singolo allievo.
Il materiale della parte online del testo è organizzato in sezioni:
– Extra material
– Civilisation
– Literary Bits

Esame di stato
In accordo con le modalità di attuazione dell’Esame di Stato che prevede un
colloquio interdisciplinare, il testo offre numerosi spunti per collegamenti con altre
discipline e l’apposita sezione in questo volume consente di confrontarsi con alcune
proposte di possibili simulazioni di Colloquio che partano dalla lingua inglese.

Test
Il Teacher’s Book contiene test formativi (due per ogni singola Unità) e test
sommativi (due per ogni singolo Modulo). Ciascun test propone diverse
tipologie di esercizi ed è molto ricco di attività che esercitano le quattro abilità
di base; può essere dunque adattato alle diverse esigenze dei docenti a seconda
degli studenti con cui si trovano a lavorare.
Tutti i test sono disponibili in una versione adattata BES (e quindi con
caratteristiche di layout secondo le linee guida per studenti con DSA). Ogni test
è anche disponibile in formato editabile per poter garantire al docente la scelta
della lunghezza della verifica, l’eventuale ulteriore riduzione del numero degli
item/esercizi e la scelta della tipologia di esercizi da proporre.
Le chiavi di ogni test sono disponibili all’interno del Teacher’s Book.

7
BES
Images & Messages N.E. comprende attività adatte o progettate anche per
allievi con Bisogni Educativi Speciali:
• la grafica del testo tende a tener conto delle difficoltà di lettura di alcuni DSA e
le pagine chiuse che caratterizzano il libro possono anch’esse rappresentare una
risorsa perché facilmente consultabili per lo studio e nei momenti di verifica;
• il libro di testo in formato digitale può favorire il lavoro in classe e a casa;
• le mappe ed il glossario possono rientrare nelle misure compensative suggerite
nella maggior parte dei casi per lo svolgimento delle prove in classe;
• le tipologie di attività, sia del testo che dei test, sono molto spesso adatte a
studenti con problematiche di dislessia o difficoltà di apprendimento:
Images & Messages N.E. è molto ricco di esercizi a risposta chiusa, quali
vero/falso, abbinamento, scelta multipla e riconoscimento – attività
generalmente suggerite per le prove d’esame;
• i test per il docente sono forniti in formato editabile per facilitarne la
personalizzazione a seconda delle esigenze particolari di ciascun studente,
in conformità con le misure dispensative o compensative individuate.

Per ulteriori informazioni si può consultare la normativa di riferimento

composta dalle Legge n. 170/2010 e dai Decreti Attuativi n. 5669 del 12 luglio
2011 con le relative Linee Guida.

Recupero e potenziamento
Il testo è strutturato in modo tale che sia possibile organizzare attività di
revisione da gestire in classe come recupero in itinere e/o autonomo; le sezioni
di Vocabulary, Grammar e Round Up propongono infatti attività di ripresa delle
strutture grammaticali, del lessico e dei contenuti specifici. All’interno delle
pagine di Clip gli studenti potranno ampliare la conoscenza dei contenuti di
settore attraverso approfondimenti culturali.

Percorsi per le Competenze Trasversali e l’Orientamento

All’interno del libro sono presenti numerose tipologie di attività orientate
all’ingresso nel mondo del lavoro, sia per l’argomento trattato sia per le
strategie utilizzate. È prevista infatti una specifica sezione, denominata Life
Skills che propone attività sul campo per la realizzazione di progetti, anche
di gruppo, e che sono intese a sviluppare quelle abilità trasversali e di team
working che saranno richieste una volta inseriti nel mondo del lavoro.

Certificazioni linguistiche
Images & Messages N.E. presenta attività specifiche per il conseguimento delle
certificazioni linguistiche di livello B1 e B2, come delineate dal CEFR (Common
European Framework of Reference for Languages). Le tipologie di esercizi del
testo sono dunque ispirate ai test Preliminary, First, IELTS e INVALSI.

8
GLI ISTITUTI TECNICI
L’identità degli istituti tecnici
I nuovi ordinamenti del secondo ciclo del sistema educativo di istruzione e
formazione di cui al decreto legislativo n. 226/05 e che ebbero attuazione
dall’anno scolastico 2010/11, sono fondati sul principio dell’equivalenza
formativa di tutti i percorsi con il fine di valorizzare i diversi stili di
apprendimento degli studenti e dare una risposta articolata alle domande
del mondo del lavoro e delle professioni. La diversificazione dei percorsi
di istruzione e formazione ha proprio lo scopo di valorizzare le diverse
intelligenze e vocazioni dei giovani, anche per prevenire i fenomeni di
disaffezione allo studio e la dispersione scolastica, ferma restando l’esigenza
di garantire a ciascuno la possibilità di acquisire una solida ed unitaria cultura
generale per divenire cittadini consapevoli, attivi e responsabili.
Nel quadro sopra delineato, il rilancio dell’istruzione tecnica si fonda sulla
consapevolezza del ruolo decisivo della scuola e della cultura nella nostra
società non solo per lo sviluppo della persona, ma anche per il progresso
economico e sociale; richiede perciò il superamento di concezioni culturali
fondate su un rapporto sequenziale tra teoria/pratica e sul primato dei saperi
teorici.
Agli istituti tecnici è affidato il compito di far acquisire agli studenti non solo
le competenze necessarie al mondo del lavoro e delle professioni, ma anche
le capacità di comprensione e applicazione delle innovazioni che lo sviluppo
della scienza e della tecnica continuamente produce. Per diventare vere
“scuole dell’innovazione”, gli istituti tecnici sono chiamati ad operare scelte
orientate permanentemente al cambiamento e, allo stesso tempo, a favorire
attitudini all’autoapprendimento, al lavoro di gruppo e alla formazione
continua.
In questo quadro, orientato al raggiungimento delle competenze richieste
dal mondo del lavoro e delle professioni, le discipline mantengono la loro
specificità, ma è molto importante che i docenti scelgano metodologie
didattiche coerenti con l’impostazione culturale dell’istruzione tecnica
che siano capaci di realizzare il coinvolgimento e la motivazione
all’apprendimento degli studenti. Sono necessari, quindi, l’utilizzo di metodi
induttivi, di metodologie partecipative, una intensa e diffusa didattica
di laboratorio, da estendere anche alle discipline dell’area di istruzione
generale, con l’utilizzo, in particolare, delle tecnologie dell’informazione
e della comunicazione, di attività progettuali e di alternanza scuola-lavoro
per sviluppare il rapporto col territorio e le sue risorse formative in ambito
aziendale e sociale.

9
La scuola e il mondo del lavoro
Soprattutto negli istituti tecnici, che offrono un’ampia possibilità, dopo il diploma,
di intraprendere subito un percorso professionale, è auspicabile che gli studenti
imparino il prima possibile ad elaborare le acquisizioni che la scuola propone loro
attraverso lo studio delle discipline, arricchendole e integrandole con esperienze
che li mettano in grado di confrontarsi con crescente autonomia con le richieste
dal mondo del lavoro e delle professioni, per mettere in relazione questi dati con
gli interessi e le aspirazioni personali. Nel rispetto dell’autonomia organizzativa
e didattica di ciascuna istituzione scolastica, è auspicabile infine che l’impegno
della scuola si concentri prevalentemente su principi che sviluppino gli aspetti
educativi più intimamente connessi con la dimensione della progettualità
personale, in funzione di una facilitazione oggettiva delle scelte degli studenti.
Si tratta di valorizzare le potenzialità di ciascun allievo, soddisfare le aspettative
di crescita e di miglioramento e individuare percorsi rispondenti ai bisogni degli
studenti. In altre parole, promuovere un orientamento che sostenga l’esplorazione
delle possibilità di sviluppo personale e professionale, che valorizzi la dimensione
orientativa delle discipline, che favorisca il collegamento e l’interazione della
scuola con il territorio e il mondo produttivo, soprattutto attraverso gli stage
e l’alternanza e che proponga agli studenti attività coinvolgenti, utilizzando
diffusamente metodologie attive e contesti applicativi.
Per svolgere questo delicato compito, gli istituti tecnici possono contare su
alleanze consolidate, a livello locale, regionale e nazionale, con le istituzioni e
le associazioni professionali e imprenditoriali.
L’apertura della scuola al mondo del lavoro e delle professioni è, tra l’altro,
un’opportunità, unanimemente riconosciuta, per prevenire e contrastare la
dispersione scolastica, oltre che per favorire l’occupabilità. Per mantenere
elevati i livelli di occupazione occorre puntare su livelli di istruzione più elevati,
ma anche sull’apertura a esperienze e linguaggi diversi: contenuti specialistici
e suddivisioni disciplinari tendono ad una crescente interdipendenza e
contaminazione tra i saperi. Per far fronte alle nuove sfide dell’educazione,
l’Unione Europea raccomanda ai paesi membri di rinnovare i sistemi educativi
nazionali in modo da superare la contrapposizione tra cultura generale e
cultura tecnica e professionale, creare nuovi ponti tra scuola, società e impresa,
considerando quest’ultima anche come ambiente formativo, per garantire ai
cittadini e ai lavoratori un apprendimento lungo l’intero corso della vita.
In questo contesto sono sempre più necessari l’interazione e il dialogo, in
forme non episodiche, tra le imprese, che per sopravvivere e svilupparsi devono
divenire “fabbriche di conoscenza”, e le scuole, tradizionali “fabbriche della
conoscenza e della cittadinanza”.
L’impianto del nuovo ordinamento accentua la rilevanza dell’istruzione tecnica come
canale formativo dotato di una propria identità culturale e pedagogica, fondata
sulla filiera scientifica e sulle tecnologie che caratterizzano gli indirizzi di studio.

10
I NUOVI ISTITUTI PROFESSIONALI
La “Buona Scuola” (legge n. 107 del 13 luglio 2015), all’articolo 1, commi 180
e 181, lett. d, ha previsto un’apposita delega legislativa sulla “revisione dei
percorsi dell’istruzione professionale” e sul “raccordo” di questi ultimi con
i percorsi della IeFP. Questo Decreto ha ridisegnato radicalmente l’impianto
dell’istruzione professionale italiana tentando di integrare meglio i due
sottosistemi, quello a regia statale e quello a regia regionale. La riforma ha
preso avvio con le prime classi dall’anno scolastico 2018-2019, e si concluderà
nell’anno scolastico 2022/2023.

La nuova identità dei percorsi di istruzione professionale (IP)

Le istituzioni scolastiche della IP sono definite come “scuole territoriali
dell’innovazione, aperte e concepite come laboratori di ricerca,
sperimentazione ed innovazione”. In tal modo, si sottolineano gli aspetti
qualificanti e identitari degli Istituti professionali: da un lato, in quanto
“scuole territoriali”, essi sono strettamente collegati al territorio nel quale
agiscono; dall’altro lato, gli istituti professionali debbono sempre essere volti
a favorire processi di innovazione.
Per questo essi devono agire nel triplice senso della “apertura” nei confronti
dei fattori esterni, dell’approfondimento e dell’elevazione degli studi
impartiti mediante il ricorso alle attività di “ricerca”, e, infine, dell’impiego
di metodi sperimentali ed innovativi.
Inoltre, viene incentivata la possibilità di indirizzare gli studenti verso un
“...inserimento nel mercato del lavoro, anche attraverso l’apprendistato
formativo di primo livello”. Viene prevista infine una rete nazionale di “scuole
professionali” di cui faranno parte sia l’istruzione professionale statale che
la formazione professionale regionale. Tale Rete dovrà poi raccordarsi con la
“Rete nazionale dei servizi per le politiche del lavoro”.

I nuovi indirizzi
Per corrispondere alla nuova domanda di competenze a livello settoriale e
territoriali, gli indirizzi previsti sono passati da 6 a 11 ed è stato aumentato il
monte ore dedicato alle attività pratiche, di laboratorio e in alternanza presso
le imprese, nonché la quota di flessibilità oraria a disposizione delle scuole
per poter adattare meglio l’offerta formativa alla domanda del territorio e dei
giovani stessi. Agli 11 indirizzi di studio corrispondono specifici “profili di
uscita e risultati di apprendimento declinati in termini di competenze, abilità e
conoscenza” (art. 3, comma 3).

11
Nuovo assetto organizzativo
Il decreto legislativo prevede un nuovo assetto organizzativo, articolando
la strutturazione quinquennale dei percorsi in un biennio e un successivo
triennio, prevedendo, in particolare per il biennio, che le attività e gli
insegnamenti di istruzione generale, così come quelli di indirizzo, siano
“aggregati in assi culturali”, e consentendo per di più l’organizzazione delle
azioni didattiche in “periodi didattici”.

Pianificazione didattica triennale interdisciplinare

È adottata una didattica modulare per Unità di Apprendimento (UdA), con
percorsi didattici caratterizzati dalla progettazione interdisciplinare riguardante
gli assi culturali che, partendo da obiettivi formativi adatti e significativi per
lo studente, sviluppano appositi percorsi di metodo e di contenuto, tramite
i quali si valuta il livello delle conoscenze, delle abilità e delle competenze
acquisite.
Alle UdA è riferita la certificazione delle competenze al termine del biennio e
del triennio; competenze che rappresentano l’altrettanto necessario riferimento
per il riconoscimento dei crediti posseduti, soprattutto nel caso di passaggi ad
altri percorsi di istruzione e formazione.
Per la più efficace organizzazione della didattica secondo le coordinate sopra
riassunte, le istituzioni scolastiche, nella stesura del PTOF, potranno utilizzare
la quota di autonomia per l’orario complessivo del Biennio e del Triennio,
pari al 20% delle discipline di studio e delle attività di laboratorio (ai sensi
del D.P.R. 275/99) al fine di meglio perseguire gli obiettivi di apprendimento
previsti dal PECUP.

La personalizzazione e il PFI
Elemento fondamentale del nuovo assetto didattico ed organizzativo è il
progetto formativo individuale (PFI) che ciascun consiglio di classe redige
per ciascuno studente entro il 31 gennaio del primo anno di frequenza,
aggiornandolo durante l’intero percorso scolastico “a partire dal bilancio
personale”. Il PFI è lo strumento che serve sia per evidenziare i saperi e le
competenze acquisiti dagli studenti anche in modo non formale e informale,
sia per rilevare potenzialità e carenze riscontate al fine di motivare e orientare
gli studenti “nella progressiva costruzione del proprio percorso formativo
e lavorativo”. Spetterà al dirigente scolastico, sentito il consiglio di classe,
individuare all’interno di quest’ultimo i docenti che, in qualità di tutor,
sosterranno gli studenti nell’attuazione del PFI.

12
La valutazione degli apprendimenti
La valutazione intermedia e finale dei risultati di apprendimento è effettuata
accertando il livello delle competenze, abilità e conoscenze maturate in
relazione alle unità di apprendimento (UdA) nelle quali è strutturato il
Progetto formativo individuale (PFI). Pertanto, le UdA rappresentano anche il
riferimento per la valutazione, la certificazione e il riconoscimento dei crediti
attribuiti agli studenti, anche ai fini del passaggio ad altri percorsi dei sistemi
formativi professionalizzanti. Circa la valutazione al termine del primo anno
del biennio, si prevede che si proceda alla valutazione intermedia dei risultati
relativi alle UdA inserite nel PFI, e che, a seguito di questa valutazione, il
consiglio di classe comunichi agli studenti interessati le carenze riscontrate ai
fini della revisione del PFI e la definizione delle “misure di recupero, sostegno
ed eventuale ri-orientamento”.
I percorsi di IP terminano con l’esame di Stato (disciplinato con il recente
d.lgs. n. 62/2017) il cui superamento consente il rilascio del diploma finale
che attesta l’indirizzo di studio seguito, la durata del corso, il punteggio
complessivo conseguito, e l’indicazione del codice ATECO attribuito
all’indirizzo. Al diploma è allegato il curriculum dello studente, così come i
crediti maturati per l’acquisizione del certificato di specializzazione tecnica
superiore (rilasciato dagli IFTS).

13
LE ABILITÀ LINGUISTICHE
Le quattro abilità linguistiche fondamentali (lettura, ascolto, scrittura e parlato)
possono essere divise in due gruppi:
1) abilità ricettive o di input (lettura e ascolto) vs. abilità produttive o di output
(scrittura e parlato);
2) abilità orali (ascolto e parlato) vs. abilità scritte (scrittura e lettura).

La prima distinzione nasce dalla consapevolezza che nella comunicazione

sono coinvolte due distinte sfere (e quindi capacità) che, pur influenzandosi a
vicenda, si sviluppano secondo meccanismi differenti.
Quando si studia una lingua, infatti, è frequente trovare studenti che possono
mostrare più difficoltà in entrambe le abilità linguistiche dello stesso gruppo.
È probabile che uno studente che non riesce ad esprimersi compiutamente
quando cerca di comunicare nella lingua straniera abbia problemi anche quando
scrive in quella lingua oppure quando deve capire che cosa ha detto un parlante
madrelingua, mentre è meno probabile che riscontri tali problemi quando legge.
Ciò può naturalmente variare da individuo a individuo e/o con il passaggio
da un livello linguistico all’altro; potenziando le abilità più carenti o facendo
leva sulla language skill più sviluppata all’interno dello stesso gruppo, è infatti
possibile equilibrare il livello delle varie abilità.

Ascolto (Listening)
È la prima language skill che mettiamo in pratica nella vita. Implica
l’identificazione di suoni, accenti, inflessioni, intonazioni, ecc. e la
comprensione di parole e frasi a livello orale per recepire un messaggio.
Di solito ci sono due tipi di situazioni in cui possiamo ritrovarci a utilizzare
questa abilità linguistica: situazioni interattive e situazioni non-interattive.
Le prime sono rappresentate da conversazioni faccia a faccia o al telefono e
comportano un’interazione con un altro parlante, a cui possiamo chiedere
spiegazioni, chiarimenti o semplicemente di ripetere e parlare più lentamente.
Le seconde, invece, sono costituite da tutte quelle situazioni in cui l’ascolto è
“passivo”: radio, televisione, registrazioni, conferenze, ecc. In questi casi non
abbiamo l’opportunità di interagire con il parlante e pertanto esse richiedono
solitamente uno sforzo maggiore.
È importante che lo studente non si scoraggi e pertanto è importante che
capisca che il raffinamento di questa abilità richiede esercizio costante, che
l’insegnante provvederà a fornire. Si deve insistere sulla concentrazione,
nel caso di ascolto di test registrati, poiché gli stimoli non uditivi possono
distrarre dal task. Inoltre, l’insegnante provvederà ad incoraggiare gli studenti
a riconoscere parole/segmenti chiave della registrazione e li inviterà a non
preoccuparsi eccessivamente di stringhe linguistiche non funzionali alla
comprensione in oggetto.

14
Parlato (Speaking)
È strettamente legato alla capacità di ascolto, in quanto insieme rappresentano
il fulcro primario della comunicazione. Parlare, così come scrivere, implica
tante altre micro-abilità che permettono di veicolare al meglio un messaggio:
ad esempio, il tono, il registro, la pronuncia, il ritmo, l’intonazione, ecc.
Tutte queste caratteristiche sono parte integrante di questa abilità linguistica
e, di conseguenza, la mancanza di anche una sola di tali caratteristiche può
compromettere l’efficacia comunicativa del messaggio che vogliamo veicolare.
Anche in questo caso, l’insegnante offrirà uno stimolo/pretesto per la
comunicazione, preferibilmente basato sugli interessi personali o le curiosità
disciplinari degli studenti. L’insegnante, inoltre, incoraggerà gli studenti al
raggiungimento della comunicazione orale attraverso frasi non complesse ed
alla ricerca di equivalenti comunicativi per veicolare concetti troppo complessi
o al ricorso ad esempi per raggiungere lo scopo comunicativo.

Lettura (Reading)
È una delle skills che, anche nella propria lingua madre, richiede formazione
e pratica. Oltre al riconoscimento dei caratteri, la lettura necessità anche la
comprensione del significato delle varie parole codificate in quei caratteri
e delle frasi che a loro volta queste formano. È importante incoraggiare gli
studenti ad acquisire metodi di lettura selettiva come lo skimming (leggere
velocemente un testo per estrapolarne un’idea generale – general gist) o
lo scanning (andare alla ricerca selettiva dell’informazione richiesta dalla
consegna) attraverso un esercizio alternato e costante di entrambi. Un’ottima
attività introduttiva alla lettura di testi tecnici e quindi piuttosto specializzati
linguisticamente, consiste in un’attività introduttiva di brainstorming su parole/
concetti chiave che si incontreranno nel testo. Questo consente agli studenti di
affrontare la lettura dotati di un minimo di pre-conoscenze.
Scrittura (Writing)
Pur sottostando a quasi tutte le norme che regolano il parlato, l’ascolto e la
lettura, ha peculiarità proprie, specialmente in L2 poiché le regole stilistiche
e la strutturazione della frase non sono sovrapponibili a quelle della lingua
madre. È importante innanzitutto che gli studenti siano consapevoli dei
diversi tipi di testo scritto (lettera, riassunto, relazione, messaggio, email,
ecc.) e dei relativi registri (formale/informale) che si realizzano attraverso
l’impiego di strutture linguistiche e lessico diversificati. Pertanto sarà cura
dell’insegnante offrire esempi e modelli di tali testi ed evidenziarne le
peculiarità. I testi scritti dovranno preferibilmente aderire ad una traccia,
inizialmente più dettagliata e via via più generica. È importante anche
determinare la lunghezza del testo richiesto, segnalando le parole, da un
minimo ad un massimo. Cura particolare nella correzione degli elaborati
andrà nel tentativo di distinguere il tipo di errore (vocabulary, word order,
punctuation, grammar, appropriacy, ecc.)

15
CLIL
Content and Language Integrated Learning (CLIL), o Apprendimento Integrato
di Lingua e Contenuto, è un approccio educativo centrato su due obiettivi in
cui una seconda lingua viene usata per insegnare ed imparare sia lingua che
contenuti.
Fu introdotto da David Marsh e Anne Maljers nel 1994. Il CLIL è una
metodologia di insegnamento che si è sviluppata in diversi Paesi Europei a
partire dalla metà degli anni ’90; in questo periodo, anche in Italia, grazie allo
sviluppo di progetti europei organizzati da varie istituzioni e Università, alcune
scuole hanno attivato sperimentazioni di insegnamenti di contenuti disciplinari
in lingua straniera.
Il CLIL è diventato un’innovazione che implica la costruzione di competenza
linguistica e comunicativa contestualmente allo sviluppo ed acquisizione
di conoscenze ed abilità disciplinari; non è apprendimento di lingua ma
nemmeno di una materia, bensì una fusione di entrambe. L’approccio CLIL
comprende sempre un duplice obiettivo in quanto in una lezione CLIL si presta
contemporaneamente attenzione sia alla disciplina insegnata sia alla lingua
straniera veicolare.
Grazie al suo approccio a doppia focalizzazione, il CLIL offre un contesto
più naturale per lo sviluppo della lingua che porta immediatezza, rilevanza
e valore aggiunto al processo di apprendimento della stessa, sviluppando
competenze sia nella disciplina non linguistica sia nella lingua straniera in cui
questa è insegnata. Conseguire questo duplice obiettivo richiede lo sviluppo
di uno speciale approccio integrato sia all’insegnamento sia all’apprendimento
e richiede che gli insegnanti dedichino attenzione speciale non solo a come
insegnare la lingua, ma anche al processo educativo più in generale. Il CLIL
si dimostra efficace in tutti i settori dell’istruzione, dalla scuola primaria fino
all’istruzione degli adulti ed istruzione accademica.
Gli insegnanti che lavorano con il CLIL normalmente parlano fluentemente
la lingua obiettivo, oppure sono bilingui o madrelingua. In molte istituzioni
gli insegnanti di lingua lavorano in collaborazione con altri dipartimenti che
offrono il CLIL in diverse materie. Il fattore chiave è che il discente acquisisce
nuove conoscenze su una materia che non implica di per sé l’insegnamento
della lingua, ma in realtà usa ed impara una lingua straniera. Le metodologie e
le strategie usate sono spesso legate all’area della materia di riferimento, in cui
sono i contenuti che guidano le attività. Inoltre, il CLIL permette alle lingue di
essere insegnate in modo relativamente intenso senza richiedere una eccessiva
parte dell’orario scolastico.

16
Il profilo del docente CLIL
Il profilo del docente CLIL della scuola secondaria di secondo grado è
caratterizzato da:
• competenze linguistico-comunicative nella lingua straniera veicolare di
livello C1 del Quadro Comune Europeo di Riferimento per le lingue (QCER)
• competenze metodologico-didattiche acquisite al termine di un corso di
perfezionamento universitario del valore di 60 CFU (Credito Formativo
Universitario) per i docenti in formazione iniziale e di 20 CFU per i docenti
in servizio.

Iniziative dell’Unione Europea per supportare l’apprendimento attraverso le lingue

Data la sua efficacia e l’abilità di motivare i discenti, il CLIL è indicato
come un’area prioritaria nel Piano d’Azione per l’Apprendimento delle Lingue
e la Diversità Linguistica (Sezione 1 1.2). Il Simposio Europeo su “La classe
europea che cambia – il Potenziale dell’Istruzione Plurilinguistica”, che si tenne
nel marzo 2005, ribadì il bisogno di assicurare che alunni e studenti partecipino
al CLIL a differenti livelli dell’istruzione scolastica. Fu anche enfatizzato il fatto
che gli insegnanti dovrebbero ricevere una speciale formazione per il CLIL.
In quello stesso anno, l’Unione Europea pubblicò uno studio approfondito su
come il CLIL si stava svolgendo nelle scuole in tutta Europa. L’Unione Europea
ha anche supportato molti progetti CLIL insieme allo sviluppo di un network
europeo per Classi di Contenuto e Apprendimento Integrato.

Il percorso normativo in Italia

La Legge 53 del 2003 ha riorganizzato la Scuola Secondaria di Secondo Grado
e i Regolamenti Attuativi del 2010 hanno introdotto l’insegnamento di una
disciplina non linguistica (DNL) in una lingua straniera nell’ultimo anno
dei Licei e degli Istituti Tecnici e di due discipline non linguistiche in lingua
straniera nei Licei Linguistici a partire dal terzo e quarto anno.
La Legge 107 del 2015, all’articolo 7, definisce come obiettivi formativi prioritari
“la valorizzazione e il potenziamento delle competenze linguistiche, con
particolare riferimento all’italiano nonché alla lingua inglese e ad altre lingue
dell’Unione Europea, anche mediante l’utilizzo della metodologia CLIL”. Il Piano
per la Formazione dei docenti 2016-2019, nel punto 4.4 Competenze di lingua
straniera, evidenzia che i percorsi di metodologia CLIL sono fondamentali per:
• attuare pienamente quanto prescritto dai Regolamenti del 2010;
• ampliare l’offerta formativa attraverso contenuti veicolati in lingua straniera in
tutte le classi delle scuole primarie e delle scuole secondarie di primo e secondo
grado.

Il nostro è il primo paese dell’Unione Europea a introdurre il CLIL in modo

ordinamentale nella Scuola Secondaria di Secondo Grado.

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PROGETTARE PER COMPETENZE
I saperi e le competenze, articolati in conoscenze e abilità, con l’indicazione
degli assi culturali di riferimento, sono descritti nel documento tecnico
allegato al regolamento emanato con decreto del Ministro della Pubblica
Istruzione n. 139 del 22 agosto 2007. La certificazione dei saperi e delle
competenze acquisite dagli studenti nell’assolvimento dell’obbligo di
istruzione è prevista all’art. 4, comma 3, del citato regolamento, in linea con
le indicazioni dell’Unione europea, con particolare riferimento al Quadro
Europeo dei titoli e delle qualifiche EQF.
“COMPETENZA: comprovata capacità di usare conoscenze, abilità e capacità
personali, sociali e/o metodologiche, in situazioni di lavoro o di studio e nello
sviluppo professionale e/o personale”.
(European Qualifications Framework - Quadro europeo delle Qualifiche e dei Titoli)

La certificazione delle competenze è uno strumento utile per sostenere e orientare

gli studenti nel loro percorso di apprendimento sino al conseguimento di un
titolo di studio o, almeno, di una qualifica professionale di durata triennale
entro il diciottesimo anno di età e si configura come “espressione dell’autonomia
professionale propria della funzione docente, nella sua dimensione sia individuale
che collegiale, nonché dell’autonomia didattica delle istituzioni scolastiche”
(articolo 1, comma 2, del D.P.R. 22 giugno 2009, n. 122). I consigli di classe
utilizzano le valutazioni effettuate nel percorso di istruzione di ogni studente in
modo che la certificazione descriva compiutamente l’avvenuta acquisizione delle
competenze di base, che si traduce nella capacità dello studente di utilizzare
conoscenze e abilità personali e sociali in contesti reali, con riferimento alle
discipline/ambiti disciplinari che caratterizzano ciascun asse culturale. Questo
significa che l’insegnamento si deve slegare progressivamente dal nozionismo e
far sì che l’allievo sappia utilizzare in modo autonomo, originale e consapevole
quanto appreso in ambito scolastico. Quindi, è possibile apprezzare precise
competenze solo in azione per affrontare e risolvere situazioni problematiche
in cui occorre mobilitare conoscenze, abilità e disponibilità all’agire. Secondo le
Linee Guida, la competenza si può “accertare facendo ricorso a compiti di realtà”
che devono essere autentici e rispettare alcuni parametri:
• proporre tematiche che possono essere affrontate nel mondo reale, personale
o professionale;
• offrire l’occasione di esaminare i problemi da diverse prospettive teoriche e
pratiche;
• permettere più soluzioni alternative;
• fornire l’occasione di collaborare;
• estendere i loro risultati al di là di specifiche discipline;
• essere strettamente integrati con la valutazione;
• sfociare in un prodotto finale completo autosufficiente.

18
 DIDATTICA INCLUSIVA E BES

Suggerimenti per la programmazione e la valutazione

di Nadia Sanità

1. Normativa e inquadramento scolastico

2. Dislessia, didattica e inglese
3. Didattica inclusiva e resilienza
4. Altri tipi di Bisogni Educativi
5. Suggerimenti e modelli per la valutazione
1. NORMATIVA E INQUADRAMENTO SCOLASTICO

1.1 Introduzione
La presente sezione non ambisce a fornire un’illusoria ricetta di didattica miracolosa ai
docenti, ma, nella pletora dei testi sul medesimo argomento, si impegna a chiarire
alcuni punti e a fornire suggerimenti orientativi a quegli insegnanti di lingua inglese
che sempre più intendono riuscire ad “includere” tutti gli studenti nelle proprie lezioni.
La prima parte sarà dedicata alla normativa quadro che ci consente di categorizzare e
definire il fenomeno – normativa intesa dunque come risorsa e non come qualcosa di
noioso e astratto; si cercherà poi di inquadrare meglio il fenomeno della dislessia,
poiché la lingua inglese, non essendo trasparente fonologicamente (cioè non avendo
corrispondenza tra scritto e parlato come in larga misura sono l’italiano e il tedesco),
causa notevoli problemi di decodifica agli studenti affetti da tale disturbo; infine, scopo
ambizioso di tale pubblicazione sarà anche quello di tentare di contribuire a superare
lo schema “misure compensative e dispensative”, provando a suggerire una didattica
qualitativamente diversa da inserire in un Piano Didattico Personalizzato che recepisca
pienamente la CM n. 8 del 6/3/2013 e che diventi davvero adatta a tutta la classe:
«Il piano Didattico Personalizzato non può più essere inteso come mera
esplicitazione di strumenti compensativi e dispensativi per gli alunni con DSA».

1.2 La normativa inclusiva italiana: breve excursus

La normativa inclusiva italiana ha visto i propri albori negli anni Settanta, con
l’inserimento degli alunni con disabilità nelle scuole statali e si è ampliata con la
legge 62/2000 che sancì il diritto all’integrazione degli alunni con disabilità anche
nelle scuole paritarie. Precedentemente, l’obbligo scolastico era esteso solo ai ciechi e
ai sordi (Riforma Gentile del 1923). In seguito, l’istruzione speciale prevedeva classi
differenziali per gli allievi con lievi ritardi, ospitate nei plessi scolastici ordinari e
scuole speciali per sordi, ciechi e “anormali psichici” ospitati in plessi distinti.
I casi più gravi venivano separati dalle famiglie per lunghi periodi e ospitati in istituti
speciali. Le classi differenziali, tuttavia, erano destinate anche agli allievi con problemi
di condotta o disagio sociale o familiare. Talvolta il disagio familiare consisteva nel
parlare esclusivamente un dialetto del sud. Si deve attendere il 1971 con la legge 118
per superare la logica della separazione in cui il disabile veniva percepito come un
malato e come potenziale elemento di disturbo. Tale legge però non accennava
minimamente né alla didattica speciale, né allo sviluppo potenziale o alle risorse da
impegnare. Con la legge 104/1992 si giunge, invece, ad una legge quadro che non si
concentra solo sull’assistenza, ma anche sull’integrazione e sui diritti dei disabili al
fine di promuoverne la massima autonomia individuale, specificando che
l’integrazione deve avvenire in ogni ciclo, università compresa, nelle classi comuni.

21
Negli altri paesi europei, invece, si era diffusa una normativa inclusiva che
riguardava alunni con difficoltà di apprendimento non dovute a cause sanitarie ma
a svantaggi socioculturali, ambientali, familiari e/o personali. Tali alunni venivano
considerati alunni con SEN (Special Educational Needs), di cui l’acronimo italiano
BES è la traduzione. L’apertura a questo nuovo approccio è stata la traduzione
italiana degli ICF1 (International Classification of Functioning, Disability and Health)
dell’Organizzazione Mondiale della Sanità. Il modello diagnostico degli ICF
considera la persona in modo olistico, in una prospettiva globale – dunque
biologica, psicologica e anche sociale – prendendo quindi in considerazione la
totalità e la complessità dei funzionamenti delle persone e non solo gli aspetti bio-
strutturali. La direttiva ministeriale 27 del dicembre del 2012 basa, quindi, il
concetto di bisogno educativo speciale proprio sugli ICF:
«Gli alunni con disabilità si trovano inseriti all’interno di un contesto sempre più
variegato, dove la discriminante tradizionale – alunni con disabilità/alunni senza
disabilità – non rispecchia pienamente la complessa realtà delle nostre classi. Anzi,
è opportuno assumere un approccio decisamente educativo, per il quale
l’identificazione degli alunni con disabilità non avviene sulla base della eventuale
certificazione, che certamente mantiene utilità per una serie di benefici e di
garanzie, ma allo stesso tempo rischia di chiuderli in una cornice ristretta. A questo
riguardo è rilevante l’apporto, anche sul piano culturale, del modello diagnostico
ICF (International Classification of Functioning) dell’OMS, che considera la persona
nella sua totalità, in una prospettiva bio-psico-sociale. Fondandosi sul profilo di
funzionamento e sull’analisi del contesto, il modello ICF consente di individuare i
Bisogni Educativi Speciali (BES) dell’alunno prescindendo da preclusive
tipizzazioni. In questo senso, ogni alunno, con continuità o per determinati periodi,
può presentare Bisogni Educativi Speciali: o per motivi fisici, biologici, fisiologici o
anche per motivi psicologici, sociali, rispetto ai quali è necessario che le scuole
offrano adeguata e personalizzata risposta».
Nel 2007, quindi diversi anni prima della direttiva ministeriale di cui sopra, la
Regione Piemonte emise una delibera in cui si parlava di EES (Esigenze Educative
Speciali). Successivamente, alcuni confusero i due acronimi, immaginando che
fossero la stessa cosa. In realtà i BES (Bisogni Educativi Speciali) non devono
essere intesi come una nuova categoria, ma come una macro-categoria, un
termine-ombrello che comprende al suo interno tre sottocategorie:
• la prima fascia, corrispondente alla disabilità
• la seconda fascia, riguardante i disturbi evolutivi specifici e a sua volta divisa
in DSA (Disturbi Specifici di Apprendimento) e EES (per la Regione Piemonte)
• la terza fascia, comprendente le difficoltà che nascono da uno svantaggio
socio/economico, linguistico e culturale.
Di seguito, una tabella riepilogativa aiuterà a comprendere il quadro normativo di
riferimento.

1. https://www.reteclassificazioni.it/portal_main.php?portal_view=public_custom_page&id=25

22
FASCIA NORMATIVA OGGETTO PUNTI CHIAVE
Prima L. 104/92 Legge quadro per Tratta della certificazione di disabilità e invita a una lettura
l’assistenza, l’integrazione equa dei bisogni. Il Profilo Dinamico Funzionale e il Piano
sociale e Educativo sono, per tale legge quadro fondamentale, i
i diritti delle persone momenti concreti in cui si esercita il diritto all’istruzione e
handicappate all’educazione dell’alunno con disabilità.
L. 17/1999 Integrazione e modifica Garantisce agli studenti handicappati iscritti all’università
della legge quadro 104/1992 sussidi tecnici e didattici specifici.
L. 62/2000 Norme per la parità Stabilisce che le scuole paritarie, svolgendo un servizio
scolastica e disposizioni pubblico, devono accogliere chiunque, compresi gli alunni e
sul diritto allo studio e gli studenti con handicap.
all’istruzione
DM 185 del Regolamento recante Prevede che ai fini della individuazione dell’alunno come
23/02/2006 modalità e criteri per soggetto in situazione di handicap, le Aziende Sanitarie
l’individuazione dispongano, su richiesta documentata dei genitori o degli
dell’alunno come soggetto esercenti la potestà parentale o la tutela dell’alunno, appositi
in situazione accertamenti collegiali, documentati attraverso la redazione di
di handicap un verbale che rechi l’indicazione della patologia accertata
con riferimento alle classificazioni internazionali dell’OMS.
Nota MIUR Linee guida Le direttive mirano ad innalzare il livello qualitativo degli
del sull’integrazione degli interventi formativi ed educativi sugli alunni portatori di
4/08/2009 alunni con disabilità disabilità fisiche, psichiche e sensoriali, a garanzia di una più
piena conformità ai principi dell’integrazione da parte di tutti
gli operatori nel mondo della scuola. La prima parte consta di
una panoramica sui principi generali (norma costituzionale del
diritto allo studio, DPR 275/1999, Convenzione ONU per i
diritti delle persone con disabilità, L. 18/2009) ribadendo il
modello sociale della disabilità. La seconda parte entra nelle
pratiche scolastiche, riconoscendo la responsabilità educativa
di tutto il personale della scuola e ribadendo la necessità della
corretta e puntuale progettazione individualizzata per l’alunno
con disabilità, in accordo con gli Enti Locali, l’ASL e le
famiglie. La terza parte prende in considerazione la
dimensione inclusiva della scuola: il POF è inclusivo quando
prevede nella quotidianità azioni da compiere per dare risposte
precise ad esigenze educative individuali e non concepisce
nella pratica scolastica la presenza dei disabili come un
“incidente di percorso” da affidare al docente di sostegno.
D. L.ivo Norme per la promozione Il decreto aggiorna, riorganizza e razionalizza i provvedimenti
66 del dell'inclusione scolastica vigenti in materia, tenendo conto della nuova prospettiva
13/04/2017 degli studenti con nazionale ed internazionale dell’inclusione scolastica,
disabilità riconosciuta quale identità culturale, educativa e progettuale
del sistema di istruzione e formazione in Italia.
Seconda L. 170/2010 Norme in materia di Tratta della diagnosi del disturbo, della personalizzazione e
Disturbi Specifici di relativa necessità di flessibilità. Riconosce la dislessia, la
Apprendimento in ambito disgrafia, la disortografia e la discalculia quali disturbi
scolastico specifici dell’apprendimento, “che si manifestano in presenza
di capacità cognitive adeguate, in assenza di patologie
neurologiche e di deficit sensoriali, ma [che] possono
costituire una limitazione importante per alcune attività della
vita quotidiana”. Stabilisce inoltre misure educative
e didattiche di supporto (strumenti compensativi e dispensativi). ➤

23
FASCIA NORMATIVA OGGETTO PUNTI CHIAVE
Seconda DM Linee guida per il diritto Fornisce precisazioni sulle lingue straniere, invitando le
5669/2011 allo studio degli alunni e istituzioni scolastiche ad attuare ogni strategia didattica
degli studenti con per consentire agli studenti con DSA l’apprendimento delle
Disturbi Specifici di lingue straniere (valorizzazione delle modalità attraverso
Apprendimento cui il discente meglio può esprimere le sue competenze e
dell’espressione orale, strumenti compensativi e misure
dispensative). “In sede di esami di Stato, conclusivi del
primo e del secondo ciclo di istruzione, modalità e
contenuti delle prove orali – sostitutive delle prove scritte
– sono stabiliti dalle Commissioni, sulla base della
documentazione fornita dai consigli di classe.
I candidati con DSA che superano l’esame di Stato
conseguono il titolo valido per l’iscrizione alla scuola
secondaria di secondo grado ovvero all’università. […]
Solo in casi di particolari gravità del disturbo di
apprendimento, anche in co-morbilità con altri disturbi o
patologie, risultanti dal certificato diagnostico, l’alunno o
lo studente possono – su richiesta delle famiglie e
conseguente approvazione del consiglio di classe – essere
esonerati dall’insegnamento delle lingue straniere e
seguire un percorso didattico differenziato. In sede di
esami di Stato, i candidati con DSA che hanno seguito un
percorso didattico differenziato e sono stati valutati dal
consiglio di classe con l’attribuzione di voti e di un credito
scolastico relativi unicamente allo svolgimento di tale
piano, possono sostenere prove differenziate, coerenti con
il percorso svolto, finalizzate solo al rilascio
dell’attestazione di cui all’art. 13 del DPR n. 323/1998.”

Nota MIUR Diagnosi alunni con DSA Stabilisce che gli alunni e gli studenti con diagnosi di DSA
3573 del precedente all’entrata in redatta anteriormente all’entrata in vigore della Legge 8
26/05/2011 vigore della L. 170/2010 ottobre 2010 n. 170 potranno regolarmente usufruire degli
strumenti compensativi e delle misure dispensative previsti,
sia nella normale attività didattica sia nell’ambito degli Esami
di Stato.

Dir. Min. Strumenti di intervento Delinea e precisa la strategia inclusiva della scuola italiana.
27/2012 per alunni con Bisogni Estende il campo di intervento e di responsabilità di tutta la
Educativi Speciali e comunità educante all’intera area dei Bisogni Educativi
organizzazione Speciali, comprendente: “svantaggio sociale e culturale,
territoriale per disturbi specifici di apprendimento e/o disturbi evolutivi
l’inclusione scolastica specifici, difficoltà derivanti dalla non conoscenza della
cultura e della lingua italiana perché appartenenti a culture
diverse”. Stabilisce la redazione del Piano Didattico
Personalizzato, strumento in cui si potranno includere
“progettazioni didattico-educative calibrate sui livelli
minimi attesi per le competenze in uscita, e strumenti
programmatici utili in maggior misura rispetto a
compensazioni o dispense”.

24
FASCIA NORMATIVA OGGETTO PUNTI CHIAVE
Seconda CM 8/2013 Indicazioni operative Ribadisce il nucleo fondante della Direttiva, aggiungendo che
(esplicativa alunni con BES per gli alunni in possesso di una diagnosi di DSA rilasciata da
della DM una struttura privata, si devono adottare le misure della 170
27/2012) nelle more del rilascio della certificazione da parte di
strutture sanitarie pubbliche o accreditate. Richiama inoltre
l’attenzione sul fatto che ogni alunno può manifestare
Bisogni Educativi Speciali anche in modo temporaneo e che
essi devono essere suffragati da elementi oggettivi. Per gli
alunni stranieri è possibile attivare percorsi individualizzati
e personalizzati, nonché strumenti compensativi e
dispensativi. Rammenta infine che le due ore di
insegnamento della seconda lingua comunitaria nella
secondaria di primo grado possono essere utilizzate per
potenziare l’insegnamento della lingua italiana.

Nota MIUR Strumenti di intervento Richiama l’attenzione sulla distinzione tra ordinarie difficoltà
2563 del per alunni con Bisogni di apprendimento, gravi difficoltà e disturbi di
22/11/2013 Educativi Speciali. apprendimento che hanno carattere permanente e base
Chiarimenti neurobiologica. La scuola può intervenire nella
personalizzazione in tanti modi diversi, informali o
strutturati, secondo i bisogni e la convenienza; pertanto la
rilevazione di una mera difficoltà di apprendimento non
dovrebbe indurre all’attivazione di un percorso specifico con
la conseguente compilazione di un Piano Didattico
Personalizzato.

Terza Dir. Min. Strumenti di intervento Identifica l’area dello svantaggio, e chiarisce la responsabilità
27/2012 per alunni con Bisogni pedagogico-didattica versus delega biomedica: “[o]ve non sia
Educativi Speciali e presente certificazione clinica o diagnosi, il consiglio di
organizzazione classe o il team dei docenti motiveranno opportunamente,
territoriale per verbalizzandole, le decisioni assunte sulla base di ben
l’inclusione scolastica fondate considerazioni pedagogiche e didattiche;
ciò al fine di evitare contenzioso.” (CM 6/03/13).
Vedi sopra.

CM 8/2013 Indicazioni operative Vedi sopra.

alunni con BES

Nota MIUR Strumenti di intervento Vedi sopra.

2563 del per alunni con Bisogni
22/11/2013 Educativi Speciali.
Chiarimenti

25
 1.3 Bisogni Educativi Speciali: inquadramento scolastico
Per cercare di semplificare quanto attiene ai Bisogni Educativi Speciali, seguono un
paio di tabelle riepilogative circa le varie tipologie, i vari gruppi/organi interessati e gli
adempimenti didattico-burocratici che vedono il coinvolgimento del consiglio di classe
a tutela del diritto allo studio e all’inclusione di tutti gli studenti.

BISOGNI EDUCATIVI SPECIALI (BES)

FASCIA Prima Seconda Terza

DEFINIZIONE Disabilità Disturbi evolutivi specifici Svantaggio socio-economico,

linguistico, culturale

CERTIFICAZIONE Sì No No

DIAGNOSI2 Sì Sì No

TIPOLOGIE • Minorati psicofisici EES • Difficoltà derivanti da

• Minorati vista Esigenze Educative elementi oggettivi
• Minorati udito Speciali (segnalazione servizi
• Disturbi del linguaggio sociali, per esempio)
• Disturbi delle abilità non oppure
verbali (disturbo
• Fondate considerazioni
visuospaziale)
psico-pedagogiche e
• Disturbi della didattiche rilevate dal
coordinazione motoria/ Consiglio di Classe
disprassia
• Disturbi da deficit di
attenzione/iperattività
(ADHD)3
• Disturbo
da comportamento
dirompente
• Disturbi d’ansia,
disturbi dell’umore
• Disturbo evolutivo
specifico misto4
• Funzionamento
cognitivo limite
(o borderline)

2. La diagnosi deve essere a cura delle ASL (o dalle Aziende Ospedaliere e Universitarie e dalle IRCSS, ossia Istituti di Ricovero e Cura a Carattere
Scientifico) o di un medico privato in attesa di quella dell’ente pubblico.
3. Nel caso di alunni con iperattività all’interno di un quadro clinico grave, anche per co-morbilità con altre patologie, può venire assegnato il docente
di sostegno.
4. Qualora sia lieve e non rientri nelle previsioni della L. 104/1992.

26
 DSA
Disturbi Specifici
dell’Apprendimento
• Dislessia (disturbo che
impedisce la decodificazione
del testo scritto)
• Disortografia (disturbo
specifico della scrittura che
riguarda l’ortografia)
• Discalculia (disturbo
che riguarda il sistema
numerico e i calcoli)
• Disgrafia (disturbo
specifico della scrittura che
riguarda il tratto grafico)

DIRITTI • Insegnante di sostegno • Personalizzazione del • Personalizzazione del

• PEI percorso di studio percorso di studio

DOCUMENTAZIONE PEI (Piano Educativo
DA PRODURRE Individualizzato):
DA PARTE documento obbligatorio
DEL CONSIGLIO (redatto congiuntamente
DI CLASSE dalla scuola e dai servizi
socio-sanitari che hanno in
carico l’alunno in
collaborazione con la
famiglia) e parte integrante
della programmazione
educativo-didattica di classe.
Le azioni definite nel PEI
sono coerenti con le
indicazioni espresse nella
Diagnosi Funzionale e nel
Profilo Educativo Funzionale
(documenti predisposti dalla
Neuro-psichiatria Infantile) e
descrivono annualmente:
– obiettivi educativi e didattici
– metodi e criteri di
valutazione.
PDP (Piano Didattico
Personalizzato): documento
obbligatorio redatto dal
consiglio di classe entro tre
mesi dalla ricezione della
diagnosi da parte dell’istituto.
Include:
– la tipologia del disturbo
– le attività didattiche
personalizzate
– gli strumenti compensativi
– le misure dispensative
– le modalità di verifica e
valutazione personalizzate
e comprende tutti i supporti e
le strategie che possono portare
al successo formativo
dell’alunno. Le azioni in esso
definite devono essere
coerenti con le indicazioni
espresse nella diagnosi
consegnata alla scuola.
PDP (Piano Didattico
Personalizzato): documento non
obbligatorio ma consigliato
redatto dal consiglio di classe
entro tre mesi dalla ricezione di
eventuali relazioni di esperti
da parte dell’istituto o dalla
rilevazione dell’area di
svantaggio. Include:
– la problematica rilevata
– le attività didattiche
personalizzate
– gli strumenti compensativi
– le misure dispensative
– le modalità di verifica e
valutazione personalizzate
e comprende tutti i supporti e
le strategie che possono portare
al successo formativo dell’alunno.
Deve tenere conto di eventuali
relazioni cliniche, di esperti o
educatori consegnate alla scuola.

TITOLI DI • Attestato di credito • Diploma • Diploma

STUDIO formativo, nel caso di • Attestazione, nel caso
CONSEGUIBILI allievo con percorso di studenti DSA con
AL didattico differenziato (art. esonero totale delle
TERMINE DELLA 13, DPR 323/98) lingue straniere5
SCUOLA • Diploma, nel caso di allievo
SECONDARIA con programma ad obiettivi
SUPERIORE differenziati (DPR 323/98)

5. Vedi tabella normativa, DM 5669/2011.

27
ACRONIMO SIGNIFICATO NORMA FUNZIONE
CTS Centri CM 6/03/13 Interfaccia fra l’Amministrazione e le scuole, e tra le scuole
Territoriali di stesse e rete di supporto al processo di integrazione, allo
Supporto sviluppo professionale dei docenti e alla diffusione delle
migliori pratiche.

CTI Centri L. 35/2012 Definire, per ciascuna istituzione scolastica, “un organico per
Territoriali per l’autonomia, funzionale all’ordinaria attività didattica,
l’Inclusione educativa, amministrativa, tecnica e ausiliaria, alle esigenze
di sviluppo delle eccellenze, di recupero, di integrazione e
sostegno agli alunni con bisogni speciali e di programmazione
dei fabbisogni di personale”. Si occupano anche della
costituzione di reti di scuole, della prevenzione dell’abbandono
scolastico e di contrasto alla dispersione scolastica e formativa
e al bullismo.

GLI Gruppo di Lavoro Istituito dalla Rilevazione dei BES presenti nella scuola, raccolta e
per l’Inclusione L. 104/92 e documentazione degli interventi didattico-educativi posti in
ripreso nella essere; focus/confronto sui casi, consulenza e supporto ai
CM 8/2013 colleghi sulle strategie e metodologie di gestione delle classi;
rilevazione, monitoraggio e valutazione del livello di inclusività
della scuola; raccolta e coordinamento delle proposte formulate
dai singoli GLHI.

GLIP o GLH Gruppo Istituito dalla Il GLIP è composto da operatori della scuola e delle altre
di Lavoro L. 104/92 e Istituzioni che operano sul territorio. Svolge funzioni di
Interistituzionale definito nel consulenza alle scuole per quanto riguarda l’integrazione
e Provinciale DM 216/1992 e promuove la piena attuazione del diritto allo studio.

GLHI o GLIS Gruppo L. 104/92, Consulenza e proposta al Dirigente scolastico regionale e alle
di Lavoro art. 15 singole scuole, collaborazione con enti locali e unità sanitarie
e di Studio locali per la conclusione e la verifica dell’esecuzione degli
d’Istituto accordi di programma per l’impostazione e l’attuazione dei piani
educativi individualizzati, nonché per qualsiasi altra attività
inerente all’integrazione degli alunni in difficoltà di apprendimento.

GLHO Gruppo di Lavoro L. 104/92 Per ogni alunno con disabilità certificata, in genere, viene
per l’Handicap costituita un’equipe di lavoro, composta dal Dirigente scolastico,
Operativo da almeno un rappresentante degli insegnanti di classe,
dall’insegnante specializzato sul sostegno, dall’assistente
educatore eventualmente presente, dagli operatori della ASL o
ente privato convenzionato che si occupano del caso, dai genitori
o dai facenti funzione e da qualunque altra figura significativa che
operi nei confronti dell’alunno. Per esercitare le sue funzioni di
competenza, il gruppo elabora il Profilo Dinamico Funzionale e
formula il Piano Educativo Individualizzato.

PAI Piano Istituito dalla Formulare, da parte del GLI, un’ipotesi globale di utilizzo
Annuale per L. 122/2010 funzionale delle risorse specifiche, istituzionali e non, per
l’Inclusività incrementare il livello di inclusività generale della scuola.
È riferito a tutti gli alunni con BES e si deve redigere al termine
di ogni anno scolastico.

28
2. DISLESSIA, DIDATTICA E INGLESE

2.1 Dislessia: una breve analisi

La dislessia non è una malattia, ma una neuro-diversità, cioè uno sviluppo neurologico
atipico che è espressione della varianza della popolazione. Lo sviluppo atipico interessa i
processi di apprendimento impliciti che non sono facilmente identificabili in maniera
isolata e che partecipano alla costruzione dei macro-apprendimenti, tra cui quelli scolastici.
La Classificazione internazionale ICD101 (International Statistical Classification of Diseases
and Related Health Problems) dell’Organizzazione Mondiale della Sanità registra i disturbi
specifici di apprendimento nell’asse F81. Si tratta di disturbi evolutivi specifici delle abilità
scolastiche, disordini in cui le normali modalità di acquisizione delle competenze sono
disturbate fin dai primi stadi di sviluppo. Ciò, però, non in diretta conseguenza di una
mancata opportunità di apprendimento, non come risultato di un ritardo mentale e non in
conseguenza di alcuna forma di trauma cerebrale o di deficit.
Tali disturbi, che possono occorrere tutti insieme perché vi è spesso comorbilità, sono:

F81.0 – Disturbo specifico della lettura

F81.1 – Disturbo specifico della compitazione
F81.2 – Disturbo specifico delle abilità aritmetiche
F81.3 – Disturbi misti delle abilità scolastiche
F81.8 – Altri disturbi evolutivi delle abilità scolastiche
F81.9 – Disordine evolutivo di abilità scolastiche non meglio specificato.

Leggere vuol dire decodificare, ossia dover fare continue traduzioni, ma se la

corrispondenza tra grafemi e fonemi non è stabilizzata, come nel caso della dislessia, le
lettere vengono invertite, le desinenze dimenticate, la frase
“Whatyouthinkdyslexialookslike” diventa “whatewtinhkdyxlesiaklooslke”. La metafora che
si usa più frequentemente è quella delle lettere che galleggiano2.
Lo sviluppo delle tecniche di neuroimaging ha dato un contributo notevole alla ricerca
sulla dislessia, arrivando a identificare un’elaborazione fonologica disfunzionale dei
soggetti nella regione perisilviana, ossia tutta l’area intorno alla scissura laterale fra il lobo
temporale e il lobo parietale. Sulla base dei risultati delle ricerche condotte sui task di
discriminazione visiva, i sostenitori di tale ipotesi ritengono che le difficoltà correlate alla
dislessia si manifestino a causa di una impossibilità di filtrare contemporaneamente i vari
input e, pertanto, a categorizzare le informazioni in modo da distinguere i dati sensoriali
importanti da quelli meno rilevanti.
Alternativa a tale ipotesi è quella del deficit fonologico, la Rapid auditory processing
theory, in base alla quale il deficit principale risiede nella percezione di brevi e rapidi suoni

1. Cfr. http://www.who.int/classifications/apps/icd/icd10online/
2. Si consiglia la visione del seguente filmato: http://indy100.independent.co.uk/article/this-website-shows-what-its-like-to-
read-when-you-have-dyslexia—bkvKwiQlJW

29
e nella valutazione dell’ordine temporale, fenomeno che spiegherebbe la difficoltà nel
percepire, decodificare o riprodurre i suoni nella giusta posizione.
Per quanto concerne l’apprendimento della lingua inglese, si è sviluppato un filone di
ricerche su studenti di nazionalità diverse che ha messo in luce come, nelle lingue in cui la
dimensione grafica e quella fonetica è “trasparente”3, l’incidenza delle difficoltà
fonologiche derivanti dalla dislessia sia inferiore.
Secondo tali ricerche, tre fattori principali concorrono allo sviluppo delle attività di
lettura. Il primo è costituito dalla disponibilità di diverse unità fonologiche pre-esistenti
alla lettura; il secondo è rappresentato dalla coerenza nelle associazioni tra dimensione
fonetica e dimensione grafica; il terzo è la granularity, per cui il numero di unità
ortografiche da imparare è maggiore del numero di unità fonologiche utilizzate. Un
sistema viene considerato completamente trasparente quando a ogni suono corrisponde
un segno, cioè, nei sistemi cosiddetti alfabetici, quando a ogni fonema corrisponde una
lettera (rapporto 1:1). Il grado di trasparenza si riduce quando la trascrizione ortografica
di un fonema richiede più di una lettera e il rapporto fra fonemi e lettere non è più 1:1,
ma diventa 1:2, come, per esempio, per il fonema che si riproduce con 2 lettere (il
digramma GN in italiano, per esempio). Questa differenza di “granularità” dipende dalla
difformità fra il numero di fonemi di una lingua e il numero di lettere di ciascun alfabeto.
Per esempio, per l’italiano ci sono circa 30 fonemi, che devono essere trascritti con 21
lettere, anche se nella pratica sono utilizzate altre 5 lettere di origine non-latina (j, k, w,
x, y). Il grado di trasparenza non può quindi essere perfetto perché il numero di lettere
dovrebbe essere uguale a quello dei fonemi, tuttavia non c’è paragone con la lingua
inglese: la regolarità dell’italiano è notevolmente maggiore di quella della lingua inglese,
che ha circa 44 fonemi, ma solo 26 lettere a disposizione per la loro trascrizione.
Sulla base di questo criterio, è stata costruita la teoria della dimensione della granularità
in base alla quale:
• nei sistemi ortografici ad alta regolarità la scrittura viene acquisita in tempi più rapidi;
• nei sistemi regolari la didattica di insegnamento della lettura e della scrittura più consona è
quella sillabico/alfabetica, in quanto la segmentazione e la fusione fonemica risultano
molto facili e si prestano a una transcodifica assemblativa (il metodo fonico-sillabico);
• nei sistemi regolari sia la lettura sia la scrittura vengono acquisite in tempi più rapidi
che nei sistemi meno regolari;
• i bambini che imparano con i sistemi regolari commettono meno errori ortografici e di lettura
di quelli che apprendono un sistema ortografico irregolare come quello inglese.

Secondo tale approccio, la lettura dipenderebbe quindi dall’astrazione di mappe ottimali

tra unità grafiche e fonologiche della lingua e l’organizzazione lessicale, così come le
strategie che servono a processare le parole al fine di leggere sarebbero fortemente
influenzate dai limiti imposti dai diversi sistemi di scrittura. L’apprendimento di una lingua
seconda, inoltre, non è inconscio come quello della lingua madre quindi non vi è solo la
difficoltà dell’aspetto decifrativo, ma anche quello della fatica cosciente richiesta che è

3. Vedi capitolo 1, introduzione, paragrafo 1.1.

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necessaria per apprendere una seconda lingua, come l’inglese, con divergenze notevoli ma
non omogenee e regolari tra pronuncia e resa grafica.
La letteratura scientifica attesta che le abilità di codifica (produzione in forma scritta e
orale) e decodifica (comprensione di forme scritte e orali) richieste e quelle necessarie per
processare l’aspetto fonologico-ortografico hanno bisogno di una motivazione molto forte che,
nel caso dei dislessici, può essere pregiudicata dal basso livello di successo percepito e che
quindi deve essere accresciuta con stimoli che rendano piacevole un apprendimento così ostico.

2.2 Dislessia: le difficoltà principali

Si elencano ora una serie di difficoltà che possono presentare gli studenti dislessici, con
l’avvertenza, tuttavia, che esse potrebbero essere presenti solo in parte o solo in alcuni, o
che, ancora, potrebbero essere già state compensate nell’età che qui si prende in
considerazione (ossia quella degli alunni della scuola secondaria di primo e secondo
grado), poiché gli alunni dislessici non rappresentano una popolazione scolastica
omogenea – li accomuna la difficoltà di lettura, ma le differenze soggettive possono essere
decisamente consistenti:
• lentezza nell’apprendere e nello stabilizzare la corrispondenza tra le lettere e i suoni
nella lingua straniera
• difficoltà con parole funzionali (preposizioni, congiunzioni, ecc.)
• tendenza a non ricordare le elencazioni (nomi, cose, numeri, ecc.), specie se in sequenza
• la comprensione in lettura potrebbe essere compromessa per via della poca accuratezza,
velocità e scorrevolezza di lettura
• difficoltà nell’indicare destra o sinistra, l’ordine dei giorni della settimana, dei mesi, ecc.
• difficoltà nella sintassi e nella punteggiatura
• difficoltà a riassumere e a sintetizzare
• difficoltà a prendere appunti o a copiare dalla lavagna
• difficoltà nell’uso del dizionario
• lentezza nel rispondere alle domande, soprattutto quelle aperte che richiedono una
risposta articolata
• lentezza nel memorizzare.

In particolare, in inglese, i problemi di decodifica più frequenti sono:

• il cosiddetto spoonerism, ossia lo scambio di iniziali di due termini, ad esempio: fips
and chish per fish and chips
• d per b, ad esempio dog al posto di bog
• confusione tra m e w
• parole lette al contrario (tip per pit)
• parole scambiate (home per house)
• confusione tra sequenze di lettere (ad esempio soiled per solid; left per felt)
• spelling incoerente: dolls/dols, thanks/thinks, natulal/natural
• conversione fonema/grafema: ajsrink (icerink), distroyd (destroyed)
• addizione/sottrazione di lettere: ekspresioning (expressing), stoy (story)
• scelte non interpretabili: witol (vehicle), endangires (endangered).

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2.3 Qualche suggerimento operativo di facile attuazione
STRUMENTI COMPENSATIVI
• Uso di organizzatori anticipati per gli argomenti complessi, ossia schemi o mappe
• Possibilità di registrare le lezioni per uso personale
• Possibilità di usare il computer o il tablet
• Uso dei programmi di sintesi vocale
• Uso di dizionari elettronici
• Uso di calcolatrice, formulari e tabelle
• Uso di programmi di videoscrittura con correttori automatici

MISURE DISPENSATIVE
• Dispensa dalla lettura ad alta voce
• Dispensa dallo scrivere sotto dettatura
• Dispensa dal prendere appunti
• Dispensa dal copiare dalla lavagna
• Dispensa dalla scrittura alla lavagna
• Dispensa dallo studio mnemonico (es. poesie, forme verbali, sequenze…)
• Dispensa di un eccessivo carico di compiti con riadattamento e riduzione delle pagine
da studiare mantenendo gli stessi obiettivi

VERIFICHE E VALUTAZIONI
• Interrogazioni programmate e/o concordate
• Dispensa dalle prove scritte in lingua straniera
• Prove orali equipollenti in sostituzione delle prove scritte
• Utilizzo di schemi/mappe/formulari durante le verifiche scritte
• Utilizzo di schemi/mappe/formulari durante le verifiche orali
• Valutazione attenta più ai contenuti che alla forma
• Diminuzione del numero di item per esercizio
• Tempi più lunghi nelle verifiche scritte
• Verifiche su porzioni ridotte di programma
• Utilizzo prevalente di domanda a risposta chiusa
• Lettura delle consegne degli esercizi
• Fornitura delle prove su supporto digitalizzato
• Consegne in italiano delle verifiche di lingua straniera
• Peso maggiore delle verifiche orali rispetto alle prove scritte di lingua straniera
• Tempi più lunghi ai fini del recupero
• Possibilità di utilizzare il dizionario bilingue cartaceo o su supporto informatico

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LEZIONI
• Chiarire esplicitamente il piano della lezione e, a ogni passaggio a fase successiva,
ricordare il piano
• Se si usa la LIM o un proiettore, fornire alla fine della lezione i file allo studente
• Prevedere esercizi di discriminazione fonologica (ad esempio distinzione tra fonemi
dell’inglese che in italiano non hanno valore distintivo /n/ e /ŋ/)
• Ricordarsi di spiegare agli studenti che per motivi storici la lingua inglese è molto “opaca”
e quindi…
– Una lettera, diversi fonemi: that’s the problem!
O → 17 fonemi
A → 10 fonemi
E → 9 fonemi
– Una lettera → nessun fonema
gave, castle, subtle
– Un grafema multi-lettera → diversi fonemi
EA → lead, meadow, sea
– Grafemi diversi → uno stesso fonema
Be, chief, key
– Omografi non omofoni
Pear/pair
– Omofoni non omografi
Right, rite, wright, write

Quest’ultimo è un problema per tutti gli apprendenti, non solo per i dislessici.
Sottolineare le difficoltà dovute alla scarsa “trasparenza” della lingua è molto importante,
così come far conoscere agli studenti le seguenti percentuali di errori nella decifrazione
delle parole al termine del primo anno di scolarità nel Regno Unito rispetto agli altri paesi
europei la cui lingua è più “trasparente”:
Regno Unito: 67% – Germania: 7% – Spagna: 6% – Italia: 5%

2.4 Qualche accorgimento nella didattica quotidiana

Spesso, purtroppo, nonostante i numerosi corsi di aggiornamento e le pubblicazioni su
questo argomento – per tacere dell’ottimo e corposo materiale pubblicato online e
dell’impegno dell’Associazione Italiana Dislessia – l’associazione tra dislessia e pigrizia è
ancora molto frequente.
Gli studenti affetti da tale disturbo, talvolta, oltre a essere visti come problematici e
trattati con malcelata insofferenza, vengono anche definiti svogliati, a riprova del fatto che
il misoneismo – ossia il timore di ciò che è nuovo e scardina, o anche solo intacca,
abitudini e stili di insegnamento, convincimenti e mode didattiche – è ancora molto
diffuso.

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 Limitarsi infatti ad applicare misure compensative e dispensative in modo meccanico,
senza invece pensare a una didattica inclusiva ad ampio raggio, per poi concludere che
sono gli studenti DSA a non voler vedere applicate le misure o le strategie suggerite, non è
forse la strada migliore da intraprendere per chi ha a cuore i propri studenti.
Sapere di dover svolgere la verifica in modo diverso dagli altri, per esempio, molte volte
spinge gli adolescenti a non avvalersi delle misure compensative e dispensative proposte
perché vengono intese come marcatori di differenza. Usare il tablet o un notebook quando i
compagni usano il foglio protocollo, non è concepito come una strategia strumentale
equiparabile a mettersi gli occhiali se non si vede la lavagna. E queste differenze, seppur
minime, possono avere conseguenze serie per gli apprendenti.
Come osserva Giacomo Stella4: “Alla scuola superiore il problema viene accentuato
dal rifiuto da parte degli studenti di utilizzare strumenti compensativi e misure
dispensative per non essere identificati come ‘diversi’”. Quindi, oltre ai fattori di rischio
di insuccesso, ci sono anche fattori di rischio psicosociale e psicopatologico. “Ci
vorrebbe”, sempre secondo Stella, “una scuola completamente diversa, basata
sull’apprendimento e non sull’insegnamento. Questo significa non valutare unicamente le
risposte alle nozioni, ma far crescere gli studenti agendo sulle loro potenzialità, senza
diversificare chi necessita di computer o di tavola pitagorica da chi non ne ha la
necessità. Inoltre, è necessario un nuovo contratto educativo in cui ciascuno viene
riconosciuto per quello che può dare e superare, almeno alla primaria, l’attuale modello
classificatorio. È importante una scuola senza compiti, ma con attività di potenziamento
e di allenamento diversificate condotte all’interno della scuola, anche se affidate ad
agenzie diverse. Insomma, una scuola amica che consideri l’apprendimento
un’opportunità per tutti e non una punizione per alcuni.”
Chi vive quotidianamente la realtà scolastica, che si sa essere fatta non solo di didattica
ma anche di burocrazia, edilizia, sicurezza, arredi e programmazioni talvolta eccessivi e/o
inadeguati, potrà considerare quanto sopra utopico, se non la solita aria fritta, ma, come si
spera di poter dimostrare con alcuni esempi, basta estendere alcuni accorgimenti a tutta la
classe per creare un ambiente inclusivo a costo zero.
La dislessia, da “problema” che affatica la vita dei docenti e la riempie di ulteriori e
lunghi documenti e doppi lavori, che stigmatizza gli studenti in “diversi” e “difficili”, può
trasformarsi in “opportunità”, occasione di dare una svolta al proprio metodo di
insegnamento, riuscendo finalmente a trasformare la propria didattica, talvolta cattedratica,
monodiscente e frontale, in una didattica più personalizzata, ricca e coinvolgente, a misura
di ogni studente.
Gli accorgimenti che seguono tengono anche conto delle differenze tra le difficoltà di
apprendimento nella scuola primaria e in adolescenza, momento nel quale il problema è

4. Professore ordinario di Psicologia clinica all’Università di Modena e Reggio Emilia, fondatore dell’Associazione Italiana
Dislessia, membro del comitato tecnico-scientifico per l’attuazione della legge 170 e del comitato promotore per il panel di
aggiornamento e revisione della Consensus conference sui DSA, direttore scientifico della rete di centri clinici S.O.S. Dislessia
per diagnosi e rieducazione dei DSA e di I.RI.DE, Istituto di Ricerca sulla dislessia evolutiva. Citazione tratta da
http://www.sardegnamedicina.it/content/dislessia-e-dsa-sotto-la-lente-di-giacomo-stella.

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più della memoria di lavoro che non nelle difficoltà di letto-scrittura, ossia la capacità di
mantenere in mente e manipolare le informazioni per un breve periodo di tempo.
Essa è implicata in molteplici attività della vita quotidiana, come farsi la cartella e capire
informazioni stradali, ma anche nell’attività scolastica, come ripetere una parola in una
lingua straniera e memorizzare consegne complesse. Infatti, il recupero delle informazioni
a lungo termine che opera quando l’insegnante spiega e lo studente ascolta oppure legge e
prende appunti, interviene nell’organizzazione del discorso e nella comprensione del testo.
Se si producono enunciati troppo complessi, si sollecita in modo eccessivo la memoria di
lavoro, perché non si riesce a mantenere il collegamento tra l’inizio dell’enunciato e la fine,
il che è necessario al fine dell’apprendimento.
Un esempio molto facile da capire è quello delle indicazioni stradali: “Svolta alla prima
a destra e poi di nuovo a sinistra in corrispondenza del semaforo di fronte alla farmacia,
poi procedi sempre dritto e, dopo aver oltrepassato alla tua destra il tabaccaio, svolta a
destra e in corrispondenza della rotonda…”. Questo tipo di informazione, nella vita reale,
sarebbe interrotta dall’interlocutore con DSA che deciderebbe di chiedere la ripetizione
della sequenza già dalla prima svolta oppure di affidarsi a un navigatore. In classe ciò non
è possibile, ecco quindi che una modalità diversa di trasmettere i contenuti può essere
risolutiva, poiché è il sovraccarico di informazione nella memoria che porta lo studente
DSA a distrarsi e a cancellare anche le poche informazioni trattenute.
Nella scuola, spesso, il problema della memoria di lavoro non viene identificato, ma
attribuito a scarsa attenzione5. Una capacità di memoria di lavoro inefficiente impedisce di
manipolare le informazioni. Una semplice verifica per rendersi conto del problema
potrebbe essere quella di far ripetere in ordine inverso sequenze di numeri o parole. A
sviluppo di memoria terminato, ossia a 15 anni, si dovrebbe essere in grado di ricordare tra
le 5 e le 6 parole dette in sequenza.

Accorgimento 1: abbassare il filtro affettivo

Secondo il celebre linguista statunitense Stephen Krashen, per acquisire una nozione è
necessario che non sia inserito il filtro affettivo, altrimenti ciò che si comprende viene
collocato nella memoria a breve termine e non diventa acquisizione stabile e definitiva.
Nelle situazioni di sfida piacevole, nella convinzione di poter riuscire, l’organismo
rilascia neurotrasmettitori (come la noroadrenalina) necessari per fissare la “traccia
mnestica”, ossia per fare proprio l’input che viene recepito, mentre in stato di paura e
stress si produce uno steroide che blocca la noradrenalina e fa andare in conflitto
l’amigdala – la ghiandola “emotiva” che vuole difendere la mente da eventi spiacevoli – e
l’ippocampo – la ghiandola che invece ha un ruolo attivo nell’attivare i lobi frontali e
iniziare la memorizzazione.
Il filtro affettivo è dunque un preciso meccanismo di autodifesa che viene attivato da
stati di ansia e condiziona negativamente il passaggio dei dati. In sostanza, lo stato

5. G. Stella, La dislessia in adolescenza, in https://www.youtube.com/watch?v=iiGNykzaAPI

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emozionale del soggetto, causato dall’ansia di fronte al compito, può favorire o impedire
l’elaborazione mentale di ciò che sente: in presenza di un filtro affettivo attivato non si può
avere acquisizione, ma solo apprendimento.
Le modalità e l’intensità attraverso le quali il filtro agisce sull’apprendimento del
soggetto dipendono dalle sue caratteristiche personali, ma anche e, in alcuni casi
soprattutto, da come l’ambiente è in grado di “leggere” e di soddisfare le sue motivazioni
profonde in relazione ai contenuti da apprendere, e di come questo possa procurare al
soggetto benessere emozionale, in quanto “lo stato mentale rilassato dello studente […]
aumenta la recettività verso la nuova materia”6.
La soluzione dunque è quella di non far innescare tale filtro affettivo, solitamente
attivato da:
• stati di ansia: ad esempio, un dettato autocorretto non è ansiogeno, ma solo una sfida
con se stessi, mentre un dettato che poi viene corretto dall’insegnante crea ansia;
• attività che pongono a rischio l’immagine di sé che lo studente vuole offrire al resto
della classe: ad esempio, chiedere a uno studente di parlare o dialogare in lingua
straniera prima che egli si senta sicuro di riuscirci;
• attività che minano l’autostima: per esempio, la procedura cloze (tecniche di incastro),
gli esercizi in cui occorre rimettere in ordine le parole e gli esercizi in cui si deve trovare
un sinonimo sono attività che pongono lo studente di fronte alla propria capacità di
problem solving, che può parere inadeguata;
• attività che provocano la sensazione di non essere in grado di apprendere: ad
esempio, le attività di comprensione che aprono un’unità d’apprendimento devono
facilitare al massimo il primo contatto con un nuovo testo in lingua straniera,
evitando l’inserimento del filtro affettivo7. Un accorgimento quindi potrebbe essere
quello di scegliere testi di questo tipo in modo da alzare il livello di autostima.

Quanto elencato non si riferisce esclusivamente a studenti con BES, si può dunque
facilmente cogliere come la dislessia possa concorrere a moltiplicare gli stati d’ansia di
fronte a una qualsiasi attività di apprendimento.
La chiave è, forse, aiutare chi la dislessia non ce l’ha, ossia rendere i docenti
consapevoli che la didattica trasmissiva e gli esercizi di cui sopra escludono e non
includono, e spingerli a chiedersi se abbassare il filtro affettivo non giovi a tutta la classe e
non solo ai dislessici.

Accorgimento 2: multisensorialità
Come già accennato, occorre puntare sulla motivazione e su strategie didattiche
appropriate, come l’approccio multisensoriale, per esempio, il cui principio fondante è che
“gli studenti percepiscono l’input linguistico mediante il ricorso a più di un canale

6. Cfr. P. E. Balboni, Le sfide di Babele. Insegnare le lingue nelle società complesse, UTET, 2012, p. 39.
7. Ibidem, p. 40.

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sensoriale, facendo sì che si realizzi simultaneamente un’elaborazione visiva, uditiva, e
tattile-cinestetica dell’informazione”8.
Scrivere e pronunciare le nuove parole sollecitando l’associazione a un simbolo visivo,
compitare le parole ad alta voce, far percepire che quando si pronuncia la lettera “h” in
inglese si emette dell’aria (espirazione) che ad esempio sposta una pallina di carta che
l’insegnante tiene in mano, aiuta ad associare struttura grafica, pronuncia e significato della
parole.
Trasformare la classe in un laboratorio multisensoriale o poter disporre di un laboratorio
linguistico sarebbe l’optimum, ma, partendo da ipotesi più realistiche e cioè che non sia
possibile accedere ad un siffatto laboratorio, che non vi sia una LIM in classe, né un
proiettore collegato a un computer, si può chiedere agli studenti di portare i loro apparecchi
in base alla nota strategia BYOD (Bring Your Own Device) oppure almeno reperire delle
casse per il PC d’aula.

Accorgimento 3: flessibilità e clima relazionale positivo

Un’altra parola chiave è flessibilità, perché non esiste un alunno dislessico standard e
spesso vi è un disturbo misto: si tratta quindi di trovare insieme allo studente strategie
diverse che vanno adattate di volta in volta.
Ogni insegnante di lingua inglese conosce molto bene quale sia il ciclo di
apprendimento delle lingue straniere: comprehension-assimilation-production. Tuttavia,
talvolta non attribuiamo abbastanza valore all’aspetto della ricezione-comprensione,
tendendo a darlo quasi per scontato. Ciò capita soprattutto con l’inglese, sia perché è la più
romanza tra le lingue germaniche, sia perché nel registro formale annovera molti termini di
derivazione greca o latina che la maggior parte degli studenti italiani non ha eccessiva
difficoltà a comprendere. Valorizzare la comprensione del testo e non sottovalutarla
potrebbe aiutare gli studenti ad elevare il livello di autostima e a rafforzare la fiducia nelle
proprie abilità di comprensione, anche se si tratta di testi puramente referenziali, in questo
modo affronterebbero con meno timore testi in cui abbondano verbi fraseologici, figure
retoriche, polirematiche e proverbi.
Flessibilità significa anche non procedere per tappe forzate, ma privilegiare le attività in
cui gli studenti riescono meglio in modo da trarre gratificazione da ciò che fanno.
Alcuni suggerimenti potrebbero essere:
• contestualizzare sempre i vocaboli anche rispetto a campi semantici vicini agli interessi
dei ragazzi, come la musica, il calcio, la danza, per esempio, e rinunciare a un paragrafo
del libro su una corrente letteraria o su un autore
• parlare di un autore raccontando aneddoti sulla sua vita privata che attirino l’attenzione
degli studenti
• dire che Shakespeare non sapeva scrivere il proprio cognome e lo scriveva in modi
sempre diversi

8. P. Aiello et alii, “Dislessia e complessità didattica della lingua inglese nei contesti scolastici italiani: proposta di un approccio
multisensoriale ed interattivo” in Italian Journal of Special Education for Inclusion, anno I, n. 2, 2013, p. 113.

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• raccontare le difficoltà che avevano a scuola letterati di primo piano, e, soprattutto,
raccontare le proprie difficoltà di quando eravate voi gli studenti
• non aver paura di usare l’italiano per attirare l’attenzione: se gli studenti non capiscono,
si distraggono, pensano che l’inglese sia troppo difficile e assumono atteggiamenti
rinunciatari
• usare colori per le parole chiave
• usare lo stampatello e chiedere se capiscono, o scusarsi per la propria brutta grafia sono
strategie che non costano niente e migliorano la relazione tra docenti e studenti,
permettendo agli alunni dislessici di capire le parole meglio senza rivolgersi al
compagno di banco
• sorridere, chiedere agli studenti come stanno, come si sentono, soprattutto se ci si rende
conto che è successo qualcosa che li ha rattristati o agitati nell’ora precedente e
rinunciare a spiegare quello che ci si era prefissi o a interrogare o a svolgere la verifica
scritta è un esempio di flessibilità che influisce molto positivamente sull’aspetto
emotivo-motivazionale, perché gli studenti associano inevitabilmente il docente alla
materia e se il docente li considera persone e non secchi da riempire – per citare la
celebre metafora di Yeats9 – la fiamma prima o poi si accenderà
• lodarli: gli insegnanti madrelingua dicono continuamente “good” o “excellent”: è una
buona tecnica motivazionale
• mimate: mettetevi sotto la cattedra se dovete spiegare “under”o fate cadere una biro per
spiegare “to drop”: oltre a catturare la loro attenzione innescherete un altro canale di
riconoscimento del nuovo vocabolo.
Liberate la vostra fantasia: in fondo le indicazioni nazionali stesse sottolineano
l’importanza di programmare un’azione educativa che tenga in considerazione
principalmente le risorse dell’individuo, puntando su un’accoglienza educativa che gli
permetta di affrontare con serenità le attività richieste.

Accorgimento 4: lavori di gruppo o di coppia e cooperative learning

Lavorare in coppia o in gruppo è più delicato perché una cosa è doversi esporre di fronte
all’insegnante e alla classe, altra cosa è, invece, relazionarsi tra pari, in un’intervista, in un
role play o in un’attività di work in pairs.
Il confronto ridotto consente anche di lavorare sulle dinamiche relazionali della classe:
gli studenti imparano a confrontarsi anche con i compagni meno simpatici o meno
conosciuti e non solo con il compagno di banco; se il clima è positivo, si possono creare
dei gruppi basandosi sulle date di nascita e associando tutti coloro che sono nati nello
stesso mese o tutti coloro che sono nati in primavera o in estate in modo da evitare che
qualcuno si senta escluso. Associare studenti che ottengono risultati molto positivi ad altri
che non li ottengono, non è sempre una buona idea, perché talvolta il criterio è troppo
ovvio e finirebbe per umiliare questi ultimi, se non si sa mediare e far accettare un
messaggio di aiuto tra pari.

9. “Education is not the filling of a pail, but the lighting of a fire”, W.B. Yeats.

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 L’importante è sempre chiarire perché si deve svolgere un determinato esercizio e che
cosa si impara facendolo: se l’insegnante sa dove deve andare, gli alunni lo seguono, ma in
coppia o in gruppo è più divertente.
Il metodo principe per quanto riguarda l’apprendimento cooperativo formale e
strutturato, molto differente quindi dall’approccio grammatico-traduttivo, è il cooperative
learning, ispirato alle teorie costruttiviste e alla teoria della valutazione autentica. Per
quanto riguarda la didattica delle lingue straniere, l’approccio di Spencer Kagan10 ha il
vantaggio di essere di facile implementazione e di non richiedere una lunga progettazione
preparatoria.
Nell’interazione “a stella”, tipica della lezione frontale, al centro vi è sempre
l’insegnante, mentre nelle attività di apprendimento cooperativo l’interazione è reticolare e
coinvolge tutti gli allievi in modo olistico senza essere mediata dal docente.
Nell’interazione “a stella” gli alunni considerano importante solo il parlato di quest’ultimo
e si sentono esonerati dall’ascoltare i compagni11. L’attività didattica suddivisa in momenti
di spiegazione e interrogazione instaura un rapporto solitario, a due, tra alunni e
insegnante, che alza il livello del filtro affettivo. L’interrogazione, tipico esempio di
conversazione diseguale, è un unicum italiano che causa noia e distrazione, soprattutto nel
caso delle interrogazioni cosiddette “programmate”, negative soprattutto
nell’apprendimento di una lingua straniera, in particolare nel caso di alunni dislessici che
necessitano di sistematicità e non possono affrontare molte pagine di contenuti tutte
insieme, anche se, ovviamente, devono sapere quando e su che cosa saranno interrogati.

Accorgimento 5: schemi/tabelle/quaderno compensativo/mappe

L’utilizzo di poster didattici, la realizzazione di schemi con la reiterazione di forme
linguistiche di difficile memorizzazione, un formulario di rielaborazioni sintetiche da
realizzare insieme, sono strategie che funzionano sempre. Tali attività sono socializzanti e
favoriscono l’integrazione piuttosto che la differenziazione. Difficilmente gli studenti le
rifiuteranno o le troveranno banali, soprattutto se si dirà loro che possono utilizzare tali
materiali anche durante le verifiche scritte o orali (le neuroscienze hanno dimostrato che
scrivendo si memorizza, tanto più se lo si fa con colori diversi). Gli studenti dislessici
potrebbero disegnare i mediatori iconici oppure si occuperanno di reperire mappe e sintesi
sul loro apparecchio elettronico in base alle loro preferenze.
In alcune facoltà universitarie si permette agli studenti di tenere aperto il libro di
testo durante gli esami, perché se l’argomento non è stato compreso e non si è acquisito
un metodo di studio adeguato, non si riesce comunque a svolgere il compito assegnato
in maniera adeguata; quindi, perché puntare sulla memorizzazione non contestualizzata
delle preposizioni dei phrasal verbs, per esempio, quando si apprendono in modo più
proficuo utilizzandoli e magari disegnando delle vignette che li illustrino? Anche le flash
card sono efficaci e divertenti. Si possono coinvolgere gli studenti nella loro creazione e

10. S. Kagan, L’apprendimento cooperativo: l’approccio strutturale, Edizioni Lavoro, 2000, Roma.
11. C. Lavinio, Comunicazione e Linguaggi disciplinari, Carocci, Milano, 2006, p. 190.

39
sono utili per ripassare il lessico e alcune regole grammaticali. O, ancora, si possono
realizzare dei poster… per esempio dal titolo “Attenti a quei due” per elementi
grammaticali o lessicali a confronto e soggetti a interferenze o “Usare solo in caso
di necessità” (ma la creatività degli studenti sarà certamente più accattivante),
oppure conseguenze temporali con traduzione a fianco per ricordare la differenza
di uso tra L1 e L2…

Mangio una mela ogni giorno. I eat an apple every day.

Oggi a pranzo mangio una mela.
Adesso mangio una mela.
Ho fame: mangio una mela.
Mangio solo una mela a pranzo
da una settimana.
I’m going to eat an apple at lunch.
I’m eating an apple now.
I’m hungry. I’ll eat an apple.
I’ve been eating just an apple
at lunch for a week.

Agli studenti si può chiedere di osservare l’economicità dell’italiano rispetto all’inglese,

una volta tanto, oppure semplicemente che in inglese cambia sempre il tempo e in italiano
si usa sempre il presente indicativo per indicare azioni che si svolgono in tempi diversi,
oppure si può parlare dell’aspetto del verbo, delle funzioni linguistiche, ecc., ma è
importante che ce l’abbiano sempre davanti quando svolgono un esercizio di produzione
scritta.
È fondamentale chiarire che questa differenza causa errori di interferenza e che ci
sbagliavamo anche noi quando avevamo la loro età perché tutti traducono dalla lingua
madre. È inutile ipotizzare situazioni di “bagno linguistico” e di metodo comunicativo puro
che difficilmente sono praticabili in una classe con 24 studenti per tre sole ore alla
settimana in cui si deve anche spiegare, correggere e valutare e che, comunque, funzionano
solo con i bambini piccoli: l’adolescente vuole sapere perché e fa confronti con la lingua
italiana. Rispondiamogli o, meglio ancora, anticipiamolo.
Lo studente dislessico potrebbe utilizzare un quaderno compensativo in cui inserire gli
ostacoli alla memoria sia durante le verifiche scritte sia durante quelle orali. Ciò ovvierebbe
al problema di confondere una parola con un’altra e consentirebbe di testare più la sua
comprensione che la sua memoria.
La mappa concettuale è un altro strumento utile. Si tratta della rappresentazione grafica
di un concetto, un’informazione o una conoscenza. L’utilizzo delle mappe concettuali nella
didattica permette non solo un apprendimento significativo, ma anche lo sviluppo della
meta-cognizione, intesa come la consapevolezza che un soggetto ha della propria capacità
cognitiva. Non è da dimenticare, inoltre, che le mappe concettuali disegnano l’articolazione
della rete cognitiva in cui un dato sapere è collocato e collegato ad altre conoscenze,
pertanto la sua rappresentazione grafica obbliga ad una lettura di tipo ipertestuale e abitua
chi le utilizza ad abbandonare il pensiero lineare/sequenziale e ad utilizzare il cosiddetto
pensiero reticolare.
Imparare ad usare ed insegnare ad usare software specifici può essere una buona
strategia. Tali software infatti solitamente utilizzano due strategie peculiari affinché una

40
mappa sia effettivamente utile: la riduzione del numero di informazioni e della complessità
visiva e l’aumento del valore informativo del singolo nodo. Alcuni esempi sono:
‘IperMAPPE’ (studiato appositamente per gli apprendenti dislessici), ‘cmap’, ‘XMind’, e
‘Mindomo’ (quest’ultima applicazione presenta anche la possibilità di collaborazione in
tempo reale poiché più utenti possono lavorare contemporaneamente sulla stessa mappa).
Tali mappe possono anche essere integrate da altre applicazioni o piattaforme eLearning
(Moodle, Blackboard, Desire2Learn, Clever, itslearning).
In ogni caso, le mappe non si devono improvvisare e bisogna imparare a costruirle e a
farle costruire, altrimenti si rischia di ottenere esiti opposti che confondono gli studenti. Le
mappe non devono essere ricche, ma essenziali e con chiare relazioni. I ragazzi con DSA
tendono a perdersi quando devono preparare un’argomentazione, sia scritta sia orale, a
causa delle difficoltà che hanno nei processi di automatizzazione delle informazioni. La
mappa aiuta a minimizzare i punti deboli dello studente, compensando la lentezza nella
lettura, la stanchezza nella lezione, la disorganizzazione e la struttura sintattica
esclusivamente paratattica, a patto che:
• si eviti la prima progettazione a mano libera da parte dello studente: la dislessia severa
rende arduo individuare nel testo le parole grafiche, la memoria a breve termine fa
dimenticare i collegamenti, la disgrafia rende incomprensibile la rilettura
• si faccia utilizzare il PC con sintesi vocale guidandoli nell’uso, non delegando al PC ciò
che è peculiare del docente
• si forniscano le mappe nel caso di contenuti complessi di genere storico-letterario
ricordandosi di individuare i nodi e i concetti associati, assegnando loro etichette
significative (parole-concetto)
• si individuino i collegamenti (anche quelli che al docente paiono scontati) e si
assegnino le parole-collegamento
• si facciano svolgere attività di preparazione alla costruzione delle mappe come, per
esempio, imparare a scegliere il significato in base al contesto o saper ricavare
informazioni dagli espedienti grafici dei libri di testo, dai mediatori iconici, dalle
fotografie e dai titoli dei paragrafi.

Accorgimento 6: provare la flipped classroom

Anche la flipped classroom può essere una strategia per abbassare il filtro affettivo. L’idea è
quella di fornire agli studenti dei materiali didattici appositamente selezionati o predisposti
dall’insegnante prima di affrontarne il contenuto insieme in classe.
La prima cosa che gli studenti fanno diventa quindi quella di studiare guardando
video, consultando i materiali ed adoperandoli più volte fino a quando i concetti non
sono sufficientemente chiari. Visto che lo studente dislessico non può permettersi lo
stesso metodo di studio dei normolettori – ossia leggere più volte il materiale di studio –
dato che la difficoltà di lettura rallenta i tempi e affatica in modo eccessivo rendendo
precari i processi di comprensione e elaborazione del testo, occorre spiegare quali siano
le strategie per ottimizzare il metodo di studio. In questo caso il concetto di classe
capovolta funziona solo se il docente conosce e fornisce prima il materiale da preparare

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 a casa e lo correda di una traccia per creare aspettative e focalizzare l’attenzione su
determinati argomenti. L’insegnante potrebbe quindi, per esempio, dare come consegna
di leggere il titolo e individuare l’argomento centrale del titolo e i sotto-argomenti;
fornire un glossario evidenziando prima le parole più difficili che si troveranno nel testo;
suggerire di gerarchizzare le informazioni utilizzando le congiunzioni, dopo aver fornito
una tabella con i linking signals; o ancora usare colori diversi per far ricordare meglio le
informazioni più importanti e le parole chiave.
La seconda parte del lavoro avviene invece in classe dove l’insegnante si troverà
(almeno dal punto di vista teorico) un gruppo di studenti già preparato e, a detta dei
sostenitori, finalmente omogeneo ed “allineato”12. Nella terza parte c’è un momento di
recupero e sistematizzazione delle informazioni e una simulazione di verifica.
In sintesi:

SÌ NO
Ridondanza (riutilizzo in vari contesti dei medesimi vocaboli) Uso di sinonimi
Multisensorialità (vari linguaggi: paraverbali, iconici, uditivi) Metodo ‘talk and chalk’
Input segmentato Assegnazione di contenuti
(tempi più lunghi e compiti scorporati in più fasi) da studiare “da pagina a pagina”
Input sistematico Scarso rinforzo, digressioni,
(schemi di riferimento e ricapitolazioni) pianificazione disordinata della lezione
Input ludico Assegnazione di elenchi di vocaboli
o verbi da sapere a memoria
Usare organizzatori anticipati: schemi, tabelle, mappe con uso Non dare come consegna la rilettura
di colori diversi per gerarchizzare le informazioni, le desinenze, di argomenti nuovi o poco chiari
l’ordine delle parole che devono imparare e controllare
l’aggiornamento sistematico del quaderno compensativo

12. In realtà non è proprio così, perché dipende dall’ambiente di apprendimento domestico e dalla possibilità di
consultare il materiale o di farsi aiutare, ma è un tentativo che val la pena fare.

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3. DIDATTICA INCLUSIVA E RESILIENZA

3.1 Superare la logica compensativa

In considerazione di una visione pedagogica che si proponga come ponte e non come
muro e che non deleghi alle tecnologie il lavoro dell’insegnante, fatto di relazione e
accompagnamento, si propone in questa sezione un approccio didattico orientato a
superare la logica compensativa e a sviluppare le potenzialità individuali. Le misure
compensative previste dalla normativa vigente sono già state accennate e sono in genere
ormai note a tutti i docenti, ciò che forse è più opportuno ricordare è la differenza tra
didattica individualizzata e didattica personalizzata1.
Mentre “individualizzato” è l’intervento didattico misurato su ogni singolo individuo,
tale intervento diventa “personalizzato” quando è ideato ad hoc per ogni studente,
calibrato sulle sue necessità.
L’azione formativa individualizzata si prefigge obiettivi comuni per tutti gli studenti della
classe, ma è concepita modellando le metodologie in funzione delle caratteristiche individuali
dei singoli studenti. La didattica individualizzata si caratterizza per l’assegnazione di
determinate attività individuali che può svolgere il singolo discente per potenziare specifiche
competenze: ad esempio nella classe terminale della secondaria di secondo grado scrivere
una mail all’Ufficio Relazioni con il Pubblico per lamentarsi della qualità del servizio,
gerarchizzare le informazioni di un testo storico o in una biografia, individuare le
informazioni referenziali e inferenziali in un dato testo, scrivere un testo argomentativo,
svolgere un esercizio di scrittura documentata, individuare le figure retoriche di un testo
poetico, scrivere un testo utilizzando solo termini denotativi e non connotativi e viceversa,
o ancora distinguere il registro formale da quello informale in un articolo di giornale.
La didattica personalizzata, invece, gestisce l’offerta didattica e le modalità relazionali
sulla specificità e univocità a livello personale dei bisogni educativi considerando le
differenze individuali sotto il profilo qualitativo, accrescendo i punti di forza di ciascun
allievo. Gli individui apprendono in maniera diversa l’uno dall’altro secondo le modalità
e le strategie con cui ciascuno elabora le informazioni e quindi la didattica inclusiva deve
tener conto degli stili di apprendimento che differiscono da studente a studente. Quando
si usano mappe concettuali, organizzatori anticipati, mediatori iconici calibrati sul
singolo studente e adeguati al suo particolare stile di apprendimento, si usa la didattica
personalizzata. La sinergia tra didattica individualizzata e personalizzata crea le
condizioni più favorevoli per l’apprendimento.
Non si tratta più dunque di far fare a ciascuno la stessa cosa nello stesso modo, ma di
adattare a necessità e stili diversi attività che rimangano simili negli obiettivi ma diverse
nella modalità di somministrazione, gestione e valutazione.

1. Cfr. AA. VV., Dislessia e altri DSA a scuola. Strategie efficaci per insegnanti, Erickson, Trento 2013, p. 79.

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 Il primo passo per diventare un docente inclusivo è l’analisi dei prerequisiti degli
studenti. Dando per scontato che il docente debba credere egli stesso nell’inclusione
perché possa riuscire a realizzarla, per quanto riguarda i discenti occorre conoscere il
retroterra scolastico di ogni alunno dislessico per capire se vi sia stata una presa in carico
tempestiva o meno e capire le specifiche difficoltà di ciascuno. Le differenze soggettive,
come già chiarito, sono infatti essenziali per la scelta adeguata degli strumenti
compensativi da adottare.
Alcuni studenti incontrano difficoltà nella comprensione del testo e quindi la sintesi
vocale o l’uso di programmi di video-scrittura con correttore ortografico bastano da un
punto di vista legale, ma potrebbero non essere sufficienti da un punto di vista
didattico. Il computer funziona solo se l’alunno lo sa usare bene, sapendolo adattare
alle proprie esigenze di studio, tuttavia difficilmente gli studenti dislessici sono
dattilografi provetti che conoscono perfettamente i programmi di video-scrittura, pur
essendo molto veloci nello scaricare film e musica o interagire sui social network.
Inoltre, raramente gli studenti sanno filtrare le fonti, se non glielo si insegna a scuola,
per cui le teorie sconclusionate di un blogger qualsiasi spesso sono considerate alla pari
di quelle di accademici di fama. Occorre dunque insegnare loro la differenza, così come
è necessario spiegare il divario culturale e di affidabilità che corre tra l’enciclopedia
Treccani online, ad esempio, e Wikipedia, nonché informarli sull’esistenza di Google
Scholar e scoraggiarli, invece, dall’utilizzare Google traduttore, dato che traduce “tu sei”
con “you six”2!
Più che affidarsi unicamente a strumenti digitali, è invece essenziale potenziare le
capacità di ascolto degli alunni dislessici e rafforzare le loro relazioni sociali, così come
la competenza sociale di saper chiedere aiuto è una competenza che molti studenti
devono ancora apprendere: un progetto di autonomia non significa infatti imparare a
fare a meno degli altri, ma significa imparare a chiedere aiuto e a ringraziare per averlo
ricevuto3.
Il PC non basta se il modello di lezione è quello trasmissivo in cui il docente parla e
scrive date e nomi alla lavagna in corsivo! Forse adottare strategie è più opportuno che
adottare tecnologie, come suggerito dalla seguente tabella4:

2. Un sistema infallibile è, per esempio, quello di prendere un testo autentico, letterario o giornalistico, che loro conoscono e
farlo tradurre da Google traduttore, mettendo a fronte la traduzione di un anglista.
3. Cfr. F. Fogarolo, “Tecnologie per compensare la dislessia: che cosa fare perché siano efficaci” e E. Ghidoni, D. Angelini,
“La dislessia negli adolescenti e negli adulti”, in La Dislessia e i Disturbi specifici dell’Apprendimento, in Annali della
Pubblica istruzione 2/2010.
4. Vedi F. Fogarolo, op. cit., p. 111.

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STRATEGIE COMPENSATIVE
Vengono spesso acquisite, e anche individuate,
autonomamente dagli alunni.
Raramente hanno controindicazioni. Possono
essere più o meno efficaci ma è molto raro che
possano essere considerate dannose.
Spesso le strategie sono utili a tutti i ragazzi e
quindi possono essere proposte a tutta la classe.
Non hanno alcuna caratteristica stigmatizzante
e vengono accettate molto più facilmente dagli
alunni con problemi di vario tipo.
Le strategie, almeno quelle di base, non hanno
costi e possono essere usate con tutti gli alunni
senza problemi. Questo facilita l’accettazione e la
condivisione.
Possono essere introdotte o suggerite anche in
modo strutturato o informale, in base ai più
svariati stimoli o suggerimenti educativi.
TECNOLOGIE COMPENSATIVE
Almeno all’inizio, l’intervento degli adulti è
indispensabile.
Le tecnologie mal somministrate possono essere
seriamente controproducenti: calo di motivazione
e autostima, netta diversificazione dalla classe,
complicazione operativa, allungamento dei tempi…
L’uso delle tecnologie usate in funzione
compensativa è davvero conveniente solo in
presenza di un serio disturbo; per gli altri alunni
sarebbero un’inutile complicazione in più.
Problemi di rifiuto e/o accettazione sono molto
frequenti.
Molte tecnologie richiedono prodotti software
distribuiti con licenza unica e che non possono
pertanto essere usati da tutti i compagni.
È necessario un percorso di formazione e
addestramento, almeno in certi momenti più
significativi, per acquisire alcune abilità per una
efficace competenza.

Diventare un insegnante inclusivo è molto difficile perché richiede molto tempo e la

messa in discussione della propria routine didattica, ma è anche una sfida emozionante che
si può vincere se si riesce a sviluppare resilienza e ad accettare che è un percorso ad
ostacoli con poche gratificazioni a breve termine. Non bisogna stancarsi di provare e
cambiare strategia quando questa non funziona, evitando sia i conflitti che a volte si
creano, ma anche il pietismo, per cui “la sufficienza è scontata dato che l’alunno è
dislessico”. Cerchiamo di ricordarci ogni giorno le parole di Thomas Jefferson: “There is
nothing more unequal than the equal treatment of unequal people”.

3.2 Come sviluppare la resilienza e l’autoefficacia nell’ora di inglese

La resilienza è definita come un processo di adattamento funzionale per affrontare le
avversità, le situazioni stressanti e traumatiche della vita (Masten, 1994), o come la capacità
di “rimbalzare” (rebound) o far fronte con successo alle avversità, o, secondo la definizione
di Froma Walsh (2003), come l’abilità di resistere e affrontare senza soccombere alle sfide
che la vita impone, come un processo che coinvolge aspetti dinamici che sostengono,
incoraggiano e promuovono l’abilità di contrastare e opporsi. Essere resilienti implica lo
sviluppo di quelle competenze emotive, sociali, e cognitive necessarie al superamento delle
difficoltà nonostante l’individuo sia esposto a notevole fonte di stress5. Tuttavia, le
definizioni proposte dagli esperti sono ben più numerose di quelle sopra citate.

5. Cfr. V. Cavioni, M. Lupica Spagnolo, G. Beddia, M. A. Zanetti, “Promuovere la resilienza a scuola. Un curricolo europeo per
docenti e studenti”, in Psicologia e Scuola, maggio-giugno 2015.

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 In ambito anglofono, associato alla resilienza si trova il concetto di empowerment,
termine di difficile traduzione perché sintetizza in una parola la capacità di padroneggiare
una situazione e la consapevolezza di avere il potere di influire sull’ambiente grazie alle
proprie competenze in quel determinato ambito. Secondo questo approccio, gli indicatori
dell’empowerment personale sono principalmente fondati sulla capacità di controllo
personale e di autonomia e rimandano ai concetti di auto-apprezzamento/valutazione delle
competenze e alla stima di sé. Per questo concetto, i ricercatori canadesi francofoni usano
il termine habilitation (accrescimento dell’abilità)6. Al di là della questione terminologica, a
scuola interessano gli aspetti operativi delle componenti dell’empowerment, identificate
dagli studiosi Zimmerman, Bandura e Mechanic7:
1. attribuzione di causalità interna
2. percezione di auto-efficacia
3. speranza appresa (traduzione di learned hopefulness)
4. pensiero positivo operativo.
Si potrebbe obiettare, ironicamente, “Vasto programma!”. In classe, però, gli studenti
trascorrono parecchie ore e quindi ci sarebbe il tempo per tentare di far sviluppare tali
atteggiamenti nei confronti delle difficoltà scolastiche.
Nel caso del fattore uno – ossia l’attribuzione di causalità interna –, è tipico di alcuni
adolescenti attribuire i risultati delle proprie azioni e dei propri risultati scolastici negativi
all’insegnante del momento, al sistema scolastico, al libro di testo, agli insegnanti degli
ordini di scuola precedenti, ossia a forze esterne e indipendenti dai propri comportamenti.
Nei confronti dell’inglese, l’atteggiamento di alcuni studenti dislessici è rinunciatario
perché esso è da sempre fonte di frustrazione e diminuzione del livello di auto-stima. Altri
adolescenti, invece, come meccanismo di difesa, per non riconoscere che c’è qualcosa che
non va, si attribuiscono tutte le responsabilità: “non lo imparo perché non ho voglia di
studiarlo”, “mi annoia”, “non mi va”. Anche questo è un modo per reagire allo stress
causato dall’insuccesso scolastico, è una strategia di coping, ossia un processo di
adattamento, uno sforzo cognitivo e comportamentale per far fronte a una difficoltà, al fine
di ridurre la minaccia che stressa l’individuo. Meglio dire di non aver voglia di studiare,
meglio convincersi che il problema è la mancanza di volontà, piuttosto che chiedere aiuto e
riconoscere che c’è un problema. Questo atteggiamento è anche influenzato
dall’egocentrismo dell’adolescente oppure dal meccanismo psicologico della profezia che si
auto-avvera (self-fulfilling prophecy) per cui l’individuo mette in atto comportamenti atti a
provocare ciò che egli teme.
Per rispondere a ciò in modo positivo, si può cominciare con il chiedere agli studenti
dislessici due parole che associano all’inglese: purtroppo, si sentiranno risposte molto
negative, sempre collegate alla materia scolastica e mai alla lingua in cui sono cantate la
maggior parte delle canzoni che ascoltano o in cui sono scritte quasi tutte le frasi delle
magliette che indossano. Partire da questa considerazione e insegnare loro ad associare

6. Cfr. E. Malaguti, “Articolazioni teoriche della resilienza”, in B. Cyrulnik, E. Malaguti, Costruire la resilienza, Erickson, Trento
2015.
7. Ibidem.

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immagini positive all’inglese può essere un modo per farli riflettere sul fatto che
l’atteggiamento negativo condiziona i risultati.
Per quanto riguarda il punto due, ossia la percezione di auto-efficacia, occorre far
riflettere questi studenti su che cosa intendano per imparare l’inglese e far loro capire che
sanno già fare molte cose con questa lingua, ma che le sottovalutano, perché hanno
deciso di concentrarsi su altre materie, dato che l’inglese “tanto è troppo difficile”, “si
scrive in un modo e si legge in un altro”, “non ci sono regole fisse”, ecc. Una strategia
vincente per l’auto-efficacia è spiegare perché l’inglese è così, fare esercizi di
consapevolezza fonologia e scoprire che una logica c’è, suddividendo ad esempio le
parole in gruppi fonologici, evidenziandoli con colori diversi per ricordarsi che tutte
corrispondono a un suono preciso:
• cat, sat, bat…
• but, duck, mug…
• see, bee, teen…
• food, soon, moon…

Il concetto di “speranza attesa” e di “pensiero positivo operativo” sono collegati. Il primo

è definibile come la tendenza a ritenere che determinati eventi siano gestibili e controllabili,
anche la grammatica inglese con le sue deviazioni dalla norma così ampie rispetto alle
lingue romanze! Vi sono insegnanti di inglese italiani dislessici, si tratta quindi di sviluppare
abilità e conoscenze per influire sul proprio apprendimento perché nulla può avvenire di
default. A volte gli studenti hanno dei falsi miti sull’apprendimento della lingua inglese:
“l’inglese si impara solo andando sul posto, non sui libri, non a scuola”, “così non serve a
niente”, ma tale mito si sfata facilmente anche semplicemente citando i tanti immigrati
italiani del passato che non lo parlavano neanche dopo molti anni di permanenza, perché
non l’avevano studiato e frequentavano solo italiani in quartieri abitati da italiani, mentre i
figli che lo hanno studiato a scuola l’hanno imparato molto bene. Un altro esempio sono gli
studenti dei paesi ex-membri del Patto di Varsavia che, pur non potendo soggiornare in Paesi
anglofoni, conoscevano ugualmente la lingua molto bene. È necessario affaticarsi per
imparare l’inglese, così come per qualsiasi altra materia, e l’impegno dura tutta la vita. Gli
alunni dislessici si stancano prima degli altri ed è per questo che hanno diritto a più tempo.
Un modo efficace per creare un pensiero operativo positivo collegato alla materia è, per
esempio, usare attività inconsuete o che scatenino ilarità e collaborazione, come per
esempio insegnare l’aspetto continuo del verbo chiedendo agli studenti di disegnare delle
vignette illustrando frasi assurde o comiche per presentare, sdrammatizzare e interiorizzare
la spesso ostica duration form. Un altro esempio potrebbe essere cercare di coinvolgerli
maggiormente attraverso le canzoni, ottimo spunto con cui affrontare i tempi verbali8.
Anche YouTube può essere fonte di ispirazione, ma se non si dispone di LIM o di PC
collegato a un proiettore, si può usare comunque il metodo BYOD. Perché non chiedere poi
agli studenti di preparare una verifica sul tempo verbale affrontato utilizzando le canzoni e

8. Al link http://www.tefltunes.com/grammarsongs.aspx si può trovare una tabella indicante, per ogni testo verbale, quale
canzone potrebbe essere utile e il link relativo al testo.

47
inventando esercizi collegati ad esse? Qualsiasi occasione di protagonismo (spesso anche
proposta dagli stessi studenti) non può che motivare e lavorare nella giusta direzione.
Per concludere: l’alunno dislessico non può diventare resiliente da solo, la comunità
educante tutta, le associazioni, le istituzioni sul territorio devono interagire per aiutarlo, ma
anche la didattica spicciola e il singolo docente possono fare molto e ciò migliorerà
l’ambiente di apprendimento e avrà risultati positivi su tutti gli studenti. Val la pena quindi
di pensare a una rilettura in chiave di empowerment delle misure compensative e
dispensative per un Piano Glottodidattico Resiliente:

1. Sviluppare il pensiero positivo per incoraggiare l’ottimismo e l’umorismo

nell’affrontare la dislessia
2. Potenziare i punti di forza degli studenti deboli, diagnosticati e non, per aiutarli
nell’utilizzo delle proprie abilità e potenzialità per il successo scolastico e sociale
aumentandone l’autoefficacia e l’autostima
3. Sviluppare l’autodeterminazione per stimolare l’impegno, l’autonomia e la tenacia
degli studenti dislessici mediante attività di problem solving e decision making
4. Potenziare le capacità di listening e speaking che non sono condizionate dalla dislessia
5. Potenziare l’assertività e la capacità di chiedere aiuto
6. Incoraggiare la costruzione di relazioni amicali sviluppando le capacità di
cooperazione, di imparare a studiare insieme ai compagni e l’empatia. Le schede, le
mappe e le sintesi servono a tutti e trasformare la propria difficoltà nell’opportunità di
aiutare gli altri, insegnando loro un metodo di studio efficace, è una arma potentissima
7. Promuovere processi metacognitivi fa riflettere sulle proprie difficoltà e trovare il
modo di aggirarle
8. Evitare verifiche a sorpresa per tutti, non solo per gli studenti con DSA. Anche
all’università gli studenti sanno con largo anticipo quando vi sarà l’esame e su cosa
verterà. Inoltre, far sempre fare a tutta la classe una simulazione di verifica è utile a tutti
9. Consentire l’uso del dizionario a tutti, ma non prima di aver insegnato come
utilizzarlo. La traduzione è un esercizio di problem solving di elevata difficoltà,
dunque esercitarla è un ottimo sistema per stimolare i giusti processi di
apprendimento
10. Usare gradualità nell’affidarsi agli strumenti compensativi e adattarli in base a ciò che
si deve valutare di volta in volta, personalizzandoli
11. Stare attenti ai prerequisiti: se l’alunno dislessico non ha mai usato programmi di
videoscrittura con correttore ortografico e non vuole cominciare a 16 anni, non si
deve insistere, ci si limiterà a non tener conto dei tipici errori di spelling che vengono
compiuti. Anche per quanto riguarda il tempo a disposizione, che può essere più
ampio, è meglio lasciare allo studente la facoltà di scegliere questo tipo di misura
oppure di avvalersi della possibilità di svolgere un esercizio in meno

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12. Insegnare a tutti a tenere un diario di bordo è fondamentale. Lo studente migliore non
è mai il più intelligente o il più creativo, bensì il meglio organizzato. Alcuni, anche se
non sono dislessici, non riescono a scrivere i compiti e le date delle verifiche sul
diario perché i docenti le dettano troppo velocemente. Scrivere sempre sulla lavagna
la data e l’argomento della lezione, suddividendola nelle varie sezioni è, per esempio,
uno dei modi per aiutare a compilare un diario di bordo
13. Suddividere spiegazioni e verifiche in porzioni idonee. Non serve rispettare sempre e
comunque la scansione del libro di testo, è più efficace adattare il testo alle esigenze
della propria classe. Un’unità di apprendimento si suddivide in unità didattiche, ma
non è detto che le varie sezioni strutturate per uno studente immaginario funzionino
a livello pratico. In fondo, il programma non esiste più: esistono gli studenti e le loro
esigenze formative che non sono mai omogenee
14. Coinvolgere lo studente dislessico nella redazione del PDP, di cui è il protagonista, in
questo modo diventerà sempre più consapevole delle proprie modalità di
“funzionamento” e si sentirà parte attiva del processo.

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4. ALTRI TIPI DI BISOGNI EDUCATIVI

4.1 Quando il Bisogno Educativo è raro e superspeciale

All’interno degli alunni con Bisogni Educativi Speciali devono anche essere inclusi i
cosiddetti “gifted”, ossia gli studenti plusdotati definiti anche “ad altissimo potenziale
intellettivo”. Si tratta di studenti con un QI più alto di 25/30 punti rispetto al 100, che è il
punteggio standard per un’intelligenza media. A causa della rapidità di pensiero1, questi
studenti svolgono le attività assegnate prima degli altri e si annoiano nell’attesa che gli altri
terminino. Nel 2014 l’Organizzazione Mondiale della Sanità ha segnalato che questi alunni
sono a rischio di insuccesso formativo se non riescono a realizzare i propri talenti cognitivi.
Tuttavia, non solo coloro che hanno un QI al di sopra della media possono essere
considerati superdotati. Infatti, una seconda linea teorica sostiene che si debbano tenere in
considerazione anche altri indici. Non si tratta quindi di alunni geniali, non ci si riferisce
agli enfants prodiges, a novelli Mozart, ma ad alunni che hanno qualcosa in più da un
punto di vista qualitativo, più che un QI superiore alla media, anche perché nella maggior
parte dei casi gli insegnanti ignorano il QI dei loro studenti. La Regione Veneto,
all’avanguardia su questo aspetto, ha pubblicato un documento con le linee guida sui
“gifted”, al quale si rimanda2, in cui vengono prese in considerazione caratteristiche quali
creatività, pensiero divergente, autoregolazione e intelligenza emotiva.
Pertanto non si tratta neanche delle “eccellenze”, non sono gli alunni con tutti 9 e 10
in pagella, anche perché come è noto, spesso gli studenti che ottengono voti migliori a
scuola coincidono con gli studenti meglio organizzati e con un migliore metodo di studio,
ma non sempre questi ultimi sono anche i più intelligenti o i più creativi. Infatti, fattori
come l’istruzione ricevuta nel ciclo precedente, la famiglia di origine e la motivazione
contribuiscono notevolmente ad avere una media di voti molto alta.
Si tratta quindi, nel complesso, qualsiasi sia il loro talento in più, di studenti che
occorre non demotivare e, soprattutto, scoprire. A volte, infatti, soprattutto nella secondaria
di secondo grado, essi tendono a nascondersi, perché gli adolescenti sono molto
conformisti, non vogliono differenziarsi dal gruppo dei pari ed essere considerati
“secchioni”. Una volta “scoperti” tali alunni, gli errori da non compiere sono i seguenti:
non considerarli assistenti dei docenti, non chiedere loro di spiegare qualcosa che gli altri
non hanno capito, non considerarli adulti da un punto di visto emotivo e affettivo – le loro
intelligenze infatti si sono sviluppate in modo asincrono e potrebbero avere dei problemi
relazionali, non assegnare loro un numero di esercizi superiore a quello assegnato ai
compagni o approfondimenti personali non supervisionati dal docente. Anche aspettarsi
che siano eccellenti in tutte le materie è sbagliato.

1. Cfr. http://gcq.sagepub.com/content/51/4/342.refs VanTassel-Baska& Brown, “Toward Best Practice: An Analysis of the

Efficacy of Curriculum Models in Gifted Education”, in Gifted Child Quarterly, Fall 2007 51: 342-358, 2007.
2. http://www.istruzioneveneto.it/wpusr/wp-content/uploads/2015/05.

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 Come fare dunque a identificarli? In genere tali alunni condividono alcune o tutte le
seguenti caratteristiche:
• sono lettori avidi
• hanno senso dell’umorismo
• dimostrano curiosità intellettuale prolungata nel tempo su alcuni argomenti
• si esprimono con notevole proprietà di linguaggio
• operano collegamenti originali
• amano le attività di problem solving e i giochi enigmistici
• hanno un’immaginazione particolarmente vivida
• sono interessati all’equità e alla giustizia
• si annoiano facilmente
• preferiscono la compagnia di persone adulte
• tendono a mettere in discussione l’autorità
• sono abili con i numeri
• sono molto creativi
• sono molto sensibili e dimostrano empatia per chi ha subito un torto o è in difficoltà
• sono particolarmente vulnerabili a livello emotivo
• hanno acquisito le abilità di letto-scrittura precocemente.

Che cosa fare quindi, quando si ha la fortuna di avere alunni con queste caratteristiche
intellettive? Coltivare il talento di ciascuno. Sembra uno slogan, difficilmente applicabile
nella prassi, ma, soprattutto nell’insegnamento della lingua straniera, sperimentare e
individualizzare è facile e possibile.
Supponiamo di dover affrontare un’unità didattica su Il mercante di Venezia nell’ambito
di un’unità di apprendimento su Shakespeare. Si potrebbe ipotizzare di partire dal
monologo di Shylock e chiedere agli studenti di cercare su YouTube i vari contributi
presenti. A ciascuno poi si potrebbero assegnare compiti differenziati: distinguere tra le
rappresentazioni degli attori professionisti e quelle dei dilettanti, classificare le sequenze
tratte dalle riduzioni cinematografiche, chiedersi come mai tale monologo è così famoso e
così rappresentato anche a livello di recite scolastiche e provare a dare più risposte. Agli
alunni “gifted” si potrebbe chiedere, invece, di capire come mai il monologo di Shylock è
allo stesso tempo sublime e pericoloso, qual è il rapporto con il denaro dei veneziani così
ben rappresentato da Shakespeare, di spiegare perché i critici hanno accostato quest’opera
a Il Timone d’Atene e sostenuto che Shakespeare ha anticipato Marx, in che modo nella
Germania nazista è stato rappresentato Il Mercante di Venezia, oppure di individuare gli
errori di traduzione nel doppiaggio e nei sottotitoli in italiano nella riduzione
cinematografica più famosa, quella del 2004 in cui Shylock è interpretato da Al Pacino
diretto da Michael Radford. Gli studenti in cui il pensiero divergente è meno sviluppato, ma
che possiedono buona memoria, potrebbero imparare a memoria il monologo e recitarlo.
In generale, quando si assegnano attività di problem solving, vi è una fase che riguarda
la produzione delle idee che si chiama “fase divergente”, in cui alcuni allievi sono più
versati, e una “fase convergente”, in cui si selezionano le idee. Gli alunni “gifted” hanno
bisogno di compiti sfidanti, che stimolino la loro curiosità intellettuale e mettano in gioco il

51
pensiero divergente. Si può chiedere loro di confrontare due traduzioni di due brani di
narrativa tratti da un classico della letteratura o due poesie, oppure di rispondere a
domande aperte che richiedano capacità argomentative e di ricerca delle informazioni
particolarmente impegnative.
Ad esempio, se si propone l’analisi di una recensione cinematografica oltre alle solite
domande di comprensione del testo e a quelle sulle caratteristiche testuali della recensione,
sul contenuto, sull’opinione del critico, e su quale tipo di film preferiscano gli studenti, si
può chiedere, a livello facoltativo, di scoprire se vi siano tycoon donne, in quale romanzo
Fitzgerald tratta dei magnati hollywoodiani, di approfondire la storia della censura a
Hollywood. A questo punto si potrebbero ulteriormente differenziare i compiti: ad alcuni si
chiede di scoprire perché nei film degli anni Cinquanta anche le coppie sposate venivano
rappresentate sempre in stanze con letti gemelli, ai “gifted” di scrivere una relazione sulla
censura a Hollywood durante il Maccartismo; ad altri di scoprire esempi di product
placement (pubblicità indiretta) nei film di James Bond; ai “gifted” di studiare la questione
dal punto di vista giuridico. Esistono contratti in cui una casa di produzione “vende” un
certo numero di inquadrature dell’acqua minerale San Pellegrino? Quali termini del
linguaggio settoriale giuridico vengono usati in questi contesti?
Se si affronta una lettura tratta da un qualsiasi quality paper britannico, si potrebbe
assegnare loro il compito di esaminare molto attentamente il paratesto e poi di confrontarlo
con un’altra testata britannica e, successivamente, con una testata statunitense e italiana,
oltre alle usuali domande di comprensione del testo.
Per quanto riguarda l’aspetto grammaticale, quando si spiega used to, per esempio, si
può chiedere loro di scoprire che cos’è il would iterativo e di scrivere degli esempi. Oppure
quando si trattano i verbi fraseologici chiedere di analizzare e tradurre in italiano frasi
come He drank himself into the hospital, In 1931 England was forced off the gold standard,
o The rain washed out the match.

In conclusione, la creatività, il senso critico e l’empatia sono doti con cui si nasce, sta
all’insegnante cercare di farle venire fuori e, ciò che più conta, è che spesso esse non sono
così limitate. Compito dei docenti è quindi insegnare a chi le possiede a mettersi in
relazione in modo positivo con gli altri, a conoscere i propri punti di forza ma anche quelli
deboli, a gestire lo stress e le emozioni, creando un ambiente di apprendimento in cui tutti
si impegnano per risolvere un problema contribuendo con le proprie capacità e
collaborando. L’importante è far capire che tutti contano e sono utili: chi riesce a trovare
soluzioni originali ma magari è disordinato sarà aiutato da chi è meno creativo ma più
sistematico. Poiché ormai è scientificamente accertato che le intelligenze sono multiple e
gli stili di apprendimento sono diversi, un insegnante inclusivo dovrebbe cercare di far star
bene in classe sia il timido insicuro di sé, sia l’estroverso creativo che si spazientisce se ci
sono esercizi ripetitivi.

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5. SUGGERIMENTI E MODELLI PER LA VALUTAZIONE

5.1 Suggerimenti di formattazione per documenti dyslexic-friendly

Le tipologie di esercizi da utilizzarsi nelle verifiche qui di seguito proposti si basano sui
seguenti criteri di accessibilità suggeriti dagli esperti:
• usare font ‘bastoni’ come Arial o Verdana a grandezza 14, con interlinea almeno 1,5 (i
font graziati, infatti, ossia quelli con allungamenti ortogonali alle estremità delle lettere
detti appunto ‘grazie’, sono di più difficile leggibilità) oppure usare font creati ad hoc e
scaricabili gratuitamente: 1. Open Dyslexic, le cui lettere hanno una forma particolare;
2. TestMe, i cui caratteri sono senza grazie, con spaziatura abbondante e lettere
ascendenti e discendenti lunghe; 3. Bianconero che rende molto più leggibili le lettere
che più spesso vengono confuse: p-b, p-q, a-e
• usare carta opaca, color bianco avorio: lo sfondo non bianco stanca meno la vista
• non spezzare la parola per andare a capo
• utilizzo del colore quando possibile
• giustificazione a sinistra
• sottolineamento delle frasi per evitare errori dovuti alla confusione tra la riga di sopra e
quella di sotto
• adoperare molte tabelle e numerare gli elenchi
• non usare più di 60-70 caratteri per rigo
• aumentare i margini della pagina
• consentire la verticalizzazione del testo con un leggio
• predisporre due cartoncini colorati tagliati a L per inquadrare il paragrafo da leggere
• evitare testi fotocopiati.

5.2 Suggerimenti per la predisposizione di verifiche

Di seguito, un insieme di buone pratiche per impostare nella maniera corretta i testi
necessari a valutare gli studenti:
• ridotta quantità di produzione scritta con esercizi non strutturati
• esercizi strutturati costituiti per lo più da attività di abbinamento e T/F o scelta multipla
limitate a 2 o 3 sole opzioni
• assenza di esercizi che richiedono una riflessione astratta sulla lingua
• assenza di esercizi che si focalizzano sullo spelling
• evitare esercizi del tutto decontestualizzati tipo riordinamento di frasi, esercizi con
verbi all’infinito tra parentesi da coniugare nella forma corretta
• fornire un glossario riferito alla tematica da trattare e un elenco di linking signals con a
fronte la traduzione in italiano. Infatti, anche se viene concesso l’uso del bilingue

53
 cartaceo nella ricerca del lemma e del traducente corretto, lo studente può perdere
tempo sia per problemi nell’individuare il corretto ordine alfabetico sia nell’individuare
il contesto corretto al quale si riferisce il traducente, anche a causa dei caratteri molto
ridotti dei traducenti e delle glosse esplicative dei dizionari in commercio. Qualora,
invece, sia possibile far utilizzare un dizionario on line, il problema non si pone e si può
fornire solo un elenco di linking signals, tipo quello suggerito.

ADDITION SIMILARITY LIMITATION CONTRADICTION RESULT CONDITION

not only… but also as well as although however accordingly as long as
non solo… ma anche così come sebbene tuttavia in base a purché

as well as likewise despite instead hence provided that

oltre a allo stesso modo (+nome) invece quindi a patto che
malgrado

moreover/furthermore together even though conversely therefore unless

inoltre with anche se viceversa perciò a meno che
insieme con/a non

in addition to this in spite of nevertheless thus due to

inoltre (+verbo) ciò nonostante dunque a causa di
nonostante

on the one hand,

... on the other hand
da un lato...
dall’altro

while/whereas
mentre

5.3 Modelli di verifica per studenti dislessici

Nelle domande aperte, gli esercizi non possono differire per contenuto da quelli del resto
degli studenti. Sono possibili solo accorgimenti grafici, l’uso del dizionario bilingue,
nonché la possibilità di rispondere a un quesito in meno, oppure più tempo a disposizione.
Il tutto, ovviamente, deve essere specificato nel PDP ed essere stato applicato nelle
simulazioni.
Al fondo della sezione, dopo alcuni modelli di verifica che hanno il semplice scopo di
mostrare alcune tipologie di esercizi impostati nella maniera corretta e formattati secondo i
suggerimenti consigliati, sarà possibile anche trovare un paio di esempi di griglie valutative
che valorizzano la comprensione globale del testo o la capacità di esprimere la propria
opinione in modo efficace, non penalizzando gli errori che non inficiano la comunicazione,
in particolare gli errori ortografici, la punteggiatura, la non differenziazione tra minuscole e
maiuscole, gli errori dovuti a distrazione o stanchezza. Per gli esercizi puramente
grammaticali si consiglia di trascurare gli errori ortografici, valutando quindi maggiormente
il contenuto rispetto alla forma.

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 Prima di valutare, comunque, ricordiamo sempre che la legge 170 (art. 5, c. 4) parla di
“adeguate forme di verifica e di valutazione”, e pertanto i ragazzi con DSA devono essere
valutati in rapporto alle loro capacità e alle loro difficoltà, senza paura di discostarsi da
come in genere si valuta in classe, ma secondo il principio della personalizzazione. Si deve
tenere conto delle caratteristiche personali del disturbo dell’allievo, del punto di partenza e
dei risultati conseguiti, premiando i progressi e gli sforzi: è importante che l’insegnante
ricordi che la valutazione è un processo di natura psicologica, perché tocca il giudizio che
ciascuno ha di sé, pertanto dovrebbe essere pensata e progettata come un processo per
migliorare i risultati degli studenti e non solo per verificarli.

Ricapitolando, un docente, per una attenta e accurata valutazione, deve:

• valutare più il contenuto e meno la forma
• considerare le conoscenze e non le carenze
• applicare una valutazione formativa e non sommativa dei processi di apprendimento
• fornire copia delle verifiche per una riflessione consapevole
• dimostrarsi ottimista sulle capacità di recupero.

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Livello B1 – Grammar

1. Complete the chart with the right words.

Will, Could, Perfect (3), Past continuous, Past simple

DIRECT SPEECH REPORTED SPEECH

Present simple …
Present continuous …
Past simple Past…
Present … Past…
Can …
... Would

2. Tick (✔) the right option.

1. If you … practise, you won’t pass.
a. don’t b. won’t c. will

2. They will be scolded if they… arrive late.

a. will b. / c. do

3. Paula’s daughters … fail their exams if they don’t study harder.

a. will b. won’t c. don’t

4. If she doesn’t apologise, I … talk to her again.

a. don’t b. won’t c. will

5. My phone plays a Leonard Cohen song when someone … me.

a. will call b. calls c. won’t call

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3. Complete with the participle adjectives of these verbs.
ADJECTIVE + -ED / -ING
0. INTEREST: She’s INTERESTED in old books, she’s just
bought one.
1. TIRE: The journey was ___________________, it lasted
nearly ten hours.
2. EXCITE: I like windsurfing, it’s so ___________________.
3. FRIGHTEN: He was so ___________________ he couldn’t
speak.
4. AMUSE: He’s an ___________________ person. He always
tells jokes and stories.

4. Match the two parts of the sentences and add the correct
relative pronoun to complete them.
THAT – WHAT – WHICH – WHO – WHOSE
1. The film _____________________ ................
2. I’d never met a person ____________________ ................
3. My country house, ____________________ ................
4. Carl, ____________________ ................
5. This is ___________________ ................

a. I would like to receive for my anniversary.

b. speaks so badly before.
c. we saw yesterday won two Oscars.
d. wife you met last Christmas, has just left for India for two
months.
e. is in Lake District, is very old but I’ve renovated it.

57
Livello B1 – Reading Comprehension (Istituti Tecnici o Professionali)

1. Read the text.

THE DISTANCES TOURISTS TRAVEL AND THE SEASONABILITY1
OF THEIR TRIPS
Efficient and cheaper travel allows people to travel all over the
world as tourists. The numbers travelling tend to decrease with
distance. In the UK, Europe remains the most popular
destination, while in the USA, California and Florida are popular.
Some people enjoy returning to familiar places and following the
same routine year after year. Others search for new experiences
in unfamiliar locations. These people travel increasing
distances. The mountains of South America, the foothills2 of the
Himalayas and Antarctica have become tourist goals.
Tourism can be a very seasonal activity with people looking for
sunshine and coasts in the summer. In winter a significant
number of tourists seek out snow for winter sports. This
seasonability can cause problems for destination areas.
People managing resorts attempt to extend their season, for
example:
• seaside resorts use elaborate illuminations and put on
carnival events to attract visitors out of the season
• ski resorts have summer walking routes
• Mediterranean resorts offer long breaks for the over-60s
during cooler autumn and spring periods
• extensive indoor facilities provide resorts that are not
dependent on the weather.
Adapted from J. Hancock and Alan Bilham-Boult, Revise GCSE, Letts 2009, p. 176

Glossary
1. SEASONABILITY = stagionalità
2. FOOTHILLS = colline pedemontane

58
2. Now, say whether these statements are true (T) or false (F).
1. Both busy and quiet seasons pose problems for holiday
resorts. _____
2. Tourism develops everywhere. ______
3. Most people like unfamiliar locations. ______
4. Italy, France and Spain are popular destinations in Britain.
______
5. The numbers travelling tend to increase with distance. ______
6. People managing resorts try to attract tourists out of
season. ______
7. Few people like returning to familiar places. ______
8. In winter tourists stay at home. ______
9. People over 50 do not travel abroad. ______
10. Very few people enjoy skiing. ______

3. Match the first part of the sentence to the final one.

1. This e-mail message a. that any use of this

is intended… message is unauthorized
and may be unlawful.

2. If you are not the intended b. delete this message from

recipient, … your system.

3. … by replying to this message c. please, notify us

and then… immediately…

4. You are hereby notified… d. only for the use of the

individual or entity to which
it is addressed.

1. ______; 2. ______; 3. ______; 4. ______

59
Livello B2 – Production

1. Read the text.

HEALTH HAZARDS FOR OFFICE WORKERS
Much progress has been made in the past decade in addressing
carpal tunnel syndrome and other repetitive stress injuries
through the use of ergonomic keyboards and computer stands.
But less focus has been given to correcting how people sit in
front of their screens all day, according to Brian McKeon, M.D.,
chief medical officer for the Boston Celtics and an orthopaedist
at the Boston Sports & Shoulder Center. Poor posture, coupled
with the natural process of losing bone density and flexibility as
we age, sets up a perfect storm for a host of back, neck and
shoulders problems.
The increasing popularity of portable computers only compounds
the problem, because “the design of laptops violates a basic
ergonomic requirement for a computer, because the keyboard
and screen should be separated”, according to the Cornell
University Ergonomics Web, which recommends a host of
posture-positive tips for laptop users. Bad posture is something
we don’t take as a serious matter, McKeon says. “If we treated
posture aggressively from the outset, shoulder, elbow and hand
injuries would dramatically decrease.”

Answer the questions about the passage above.

1. What does the passage deal with?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

60
2. What does McKeon complain about?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

3. What are the consequences of poor posture?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

61
Griglia – Domande aperte

Parametri Descrittori Punti Quesiti

Primo Secondo Terzo
Aderenza Non coerente 0
alla traccia Coerente 1

Conoscenza Gravemente insufficiente 1

dei contenuti Insufficiente 2
Sufficiente 3
Discreta 4
Buona 5
Ottima 6

Complessità della Minima 1

struttura linguistica Sufficiente 2
e del lessico Buona 3
Totale 10

VALUTAZIONE COMPLESSIVA DELLA PROVA ......./10

Griglia – Essay

Parametri Descrittori Punteggio

Capacità argomentativa Insufficiente 1
Sufficiente 2
Buona 3
Ottima 4
Organizzazione dei contenuti Scarsa 1
Sufficiente 2
Buona 3

Complessità della struttura linguistica Minima 1

e del lessico Sufficiente 2
Buona 3
Totale 10

VALUTAZIONE COMPLESSIVA DELLA PROVA ......./10

62
PROGRAMMAZIONE DIDATTICA
La seguente programmazione didattica vuole essere una guida e un supporto ai docenti
nella scrittura dei piani di lavoro e delle programmazioni di dipartimento. Può essere
facilmente adattata e modificata dal file editabile pubblicato sul sito della casa editrice:
www.edisco.it.
UNIT 1.1 – COMMUNICATION

CONTENUTI
Teoria Lessico Grammatica
• Definizione, scopi ed elementi del processo • Elementi del processo Gli articoli
comunicativo comunicativo determinativo,
• Scopo della comunicazione • Tipi di indeterminativo e zero
• Tipi di comunicazione comunicazione
• Canali di comunicazione • Canali di
• Comunicazione visive e attraverso la musica comunicazione
• Comunicazione subliminale
• Grandi comunicatori

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Risposte a domande • Vero/falso • Descrizione • Creazione
aperte • Risposte a domande di un diagramma di una mappa
• Completamento di un aperte • Commento • Completamento
testo con parole date • Abbinamento di immagini di un’immagine di frasi
• Abbinamento e funzioni • Presentazione • Creazione di una
di termini e definizioni • Domande a risposta dei risultati linea del tempo
• Domande a risposta multipla di una ricerca • Riassunto
multipla • Completamento di tabelle di un testo

COMPETENZE
• Usare terminologia specifica
• Descrivere le fasi di un processo
• Sostenere il proprio punto di vista
• Identificare il contesto
• Riassumere in poche parole un concetto
• Completare frasi
• Prendere appunti
• Fare e presentare i risultati di una ricerca
• Saper identificare gli elementi e le barriere
di un processo comunicativo
• Saper distinguere vantaggi e svantaggi
dei vari canali comunicativi
• Saper scegliere il giusto canale
comunicativo
• Saper identificare probabili fruitori,
mandanti e messaggi di una comunicazione
visiva
• Saper applicare i principi della
comunicazione

RISORSE EXTRA VALUTAZIONE

• La televisione e i nuovi media • Test formativi: unità 1.1 e 1.2 (standard e BES)
• Vantaggi e svantaggi dei nuovi media • Test sommativi: modulo 1 (standard e BES)
• La musico-terapia

• Mappa di unità
• Mappa di modulo

65
UNIT 1.2 – GRAPHIC DESIGN

CONTENUTI
Teoria Lessico Grammatica
• Disegno grafico e competenze del grafico • Il racconto attraverso Le preposizioni
• Scopo e applicazioni del progetto grafico le immagini di tempo, luogo
• Evoluzione e futuro del graphic design: • Le specializzazioni grafiche e moto
la realtà virtuale, aumentata e i digital media • I principi della
• Grandi grafici della storia comunicazione grafica

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Risposte a domande • Risposte a domande • Descrizione • Uso di sinonimi
aperte aperte di competenze • Creazione
• Creazione di una • Abbinamento • Ricerche su origine di una mappa
linea del tempo di immagini e autori di immagini • Corrispondenza
• Creazione di una e funzioni e loghi tra parole e loro
mappa • Domande a risposta definizione
• Completamento multipla • Corrispondenza
di un testo con tra tipi di lavoro
parole date e competenze

COMPETENZE
• Usare terminologia specifica • Sostenere il proprio punto di vista
• Dare una definizione e descrivere le origini • Identificare il contesto
di una professione • Riassumere in poche parole un concetto
• Individuare le competenze di una professione • Prendere appunti
• Identificare gli scopi di una disciplina • Saper raccontare di grandi autori
• Saper declinare l’evoluzione di una disciplina
• Riconoscere l’evoluzione e prevedere
lo sviluppo di una materia

RISORSE EXTRA VALUTAZIONE

• L’attivismo sociale e il graphic design • Test formativi: unità 1.2 (standard e BES)
• Il design come impegno politico e sociale: • Test sommativi: modulo 1 (standard e BES)
Albe Steiner
• Dagli artisti Bohémien al moderno graphic
design
• Identità del marchio e graphic design

• Mappa di unità
• Mappa di modulo

66
UNIT 2.1 – PSYCHOLOGY

CONTENUTI
Teoria Lessico Grammatica
• Rapporto tra psicologia e marketing • Termini chiave • Tempi presenti
• Sensory e multisensory marketing del marketing
• Shockvertising
• Campagne pubblicitarie che suscitano
empatia, paura, senso di colpa o puntano
sull’empowerment
• Campagne pubblicitarie che usano
immagini di bambini e animali d’affezione
• Grandi strateghi del marketing
internazionale

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Completamento di frasi • Riassunto dei punti • Dialogo • Espressione della
• Domande con risposte principali di un testo confrontandosi propria opinione
aperte • Domande con su opinioni • Traduzione
• Vero/Falso/Non risposte aperte • Analisi • Risposta
dato con correzione • Completamento di un’immagine a domande aperte
dell’errore di frasi giustificando con espressione
• Abbinamenti • Vero/Falso con le proprie della propria
• Correzione di frasi correzione dell’errore affermazioni opinione

COMPETENZE
• Utilizzare terminologia specifica
• Comprendere e fornire informazioni relative a un argomento noto
• Gerarchizzare le informazioni in forma orale e scritta
• Esprimere pareri documentati
• Tradurre mediando tra le due lingue

RISORSE EXTRA VALUTAZIONE

• Ricerca motivazionale • Test formativi unità 2.1 (standard e BES)
• La psicoanalisi dà forma alla cultura • Test sommativi modulo 2 (standard e BES)
del consumismo
• L’uso dei colori in pubblicità
• Appellarsi ai sentimenti e alla paura
• Una pubblicità molto particolare

• Mappa di unità
• Mappa di modulo

67
UNIT 2.2 – WHAT IS MARKETING?

CONTENUTI
Teoria Lessico Grammatica
• Definizione e storia del marketing • Aspetti e fasi • Tempi passati
• Concetti di merce, prezzo, promozione del marketing
• Aspetti sociali del marketing
• Grandi agenzie pubblicitarie e loro strategie
di marketing vincenti

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Domande con • Completamento • Confronto • Espressione della
risposte aperte di frasi e tabelle su opinioni propria opinione
• Completamento • Presentazione • Traduzione
di frasi di una mini-ricerca
• Vero/Falso
con correzione
dell’errore
• Abbinamenti

COMPETENZE
• Utilizzare terminologia specifica
• Comprendere e fornire informazioni relative a un argomento noto
• Gerarchizzare le informazioni in forma orale e scritta
• Esprimere pareri documentati
• Tradurre mediando tra le due lingue

RISORSE EXTRA VALUTAZIONE

• Pubblicità commerciale e non commerciale • Test formativi unità 2.2 (standard e BES)
• Test sommativi modulo 2 (standard e BES)
• Mappa di unità
• Mappa di modulo

68
UNIT 2.3 – MARKETING APPLICATIONS

CONTENUTI
Teoria Lessico Grammatica
• Brand • Applicazioni • Tempi futuri
• Logo del marketing
• Merchandising (mascotte e gadgets)
• Packaging
• Sponsorship
• Testimonial e influencer
• Product placement
• Storia di alcuni loghi celeberrimi

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Vero/Falso • Domande con • Espressione • Riposte a domande
con correzione risposte aperte di opinioni aperte
dell’errore • Domande con • Narrazione di eventi
• Completamento risposte brevi
di frasi • Completamento
• Domande con di frasi
risposte aperte
• Abbinamenti

COMPETENZE
• Utilizzare terminologia specifica
• Comprendere e fornire informazioni relative a un argomento noto
• Gerarchizzare le informazioni in forma orale e scritta
• Esprimere pareri documentati
• Tradurre mediando tra le due lingue

RISORSE EXTRA VALUTAZIONE

• Branding e posizionamento • Test formativi unità 2.3 (standard e BES)
• Analisi di un logo • Test sommativi modulo 2 (standard e BES)
• L’imballaggio: cos’è?
• LCA – Life Cycle Assessment
• L’uso degli influencer in pubblciità
• Mappa di unità
• Mappa di modulo

69
UNIT 3.1 – BASICS

CONTENUTI
Teoria Lessico Grammatica
• Layout: la sua funzione nel graphic design • Caratteri Comparativi
• Typeface: definizione, classificazione e uso • Classificazione e superlativi
• La ruota dei colori di caratteri
• Armonie di colori • Colori primari,
• Pitture, immagini, foto, illustrazioni e clipart secondari e terziari
• I principi della composizione • Diverse sfumature
• Una composizione efficace di colore
• Loghi e etichette
• Caratteri famosi: Helvetica

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Vero/falso • Vero/falso • Abbinamento di • Completamento
• Risposte a domande • Risposte a domande immagini e funzioni di frasi
aperte aperte • Commento • Completamento
• Riassunto • Completamento di un’immagine di tabelle
di un testo di tabelle

COMPETENZE
• Definire attraverso l’uso di una
terminologia specifica
• Saper individuare le caratteristiche
dei principali caratteri tipografici
• Saper individuare i colori primari
• Saper distinguere tra illustrazioni,
immagini e fotografie
• Saper distinguere e usare mappe, grafici,
infografiche e diagrammi
• Saper individuare una composizione efficace
e saperla riproporre
• Saper descrivere un logo nei suoi elementi
essenziali
• Individuare le differenze di diversi tipi
di etichette e le loro funzioni
• Sostenere il proprio punto di vista
• Riassumere in poche parole un concetto
• Prendere appunti

RISORSE EXTRA VALUTAZIONE

• Caratteri tipografici • Test formativi: unità 3.1 (standard e BES)
• Una nuova serie di caratteri tipografici • Test sommativi: modulo 3 (standard e BES)
• L’imballaggio: il design e le etichette

• Mappa di unità
• Mappa di modulo

70
UNIT 3.2 – PAPER

CONTENUTI
Teoria Lessico Grammatica
• Il layout di pagina: definizione e tipologie • L’analisi delle parti Aggettivi,
• Le basi del layout di pagina principali di un layout pronomi
• Volantini, opuscoli, pieghevoli: caratteristiche e usi e le gerarchie visive e avverbi
• Giornali, tabloid e riviste: caratteristiche comuni • I diversi tipi di pubblicità quantificativi
• Il libro e le sue parti su carta: dal volantino
• Il copyright all’opuscolo
• Origini e definizione di fumetti • Libri, riviste e giornali:
• Gli elementi principali dei fumetti nomenclatura e parti
• Manifesti e cartelloni: formati e caratteristiche essenziali
• Manifesti di film famosi: composizione • Parti essenziali di un fumetto
e caratteristiche comuni • Manifesti e cartellonistica

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Risposte a domande aperte • Risposte a • Descrizione • Creazione
• Corrispondenza tra parole domande aperte di caratteristiche di una mappa
e loro definizione • Abbinamento • Ricerche su • Corrispondenza
• Vero o Falso di immagini origine e autori di tra parole e loro
• Creazione di una tabella e funzioni immagini e loghi definizione
riassuntiva • Completamento • Breve analisi
• Creare una linea del tempo di una tabella di un cartellone
• Riempire una griglia • Vero o Falso pubblicitario

COMPETENZE
• Saper definire i diversi tipi e il processo estetico
della composizione su carta
• Saper usare le gerarchie visive delle regole
compositive
• Saper distinguere tra volantini pieghevoli e opuscoli
in base alle loro caratteristiche e al loro uso
• Saper riconoscere le caratteristiche comuni
di giornali e riviste
• Saper dare la definizione di tabloid
• Saper individuare le parti principali del libro
• Definire il concetto di diritti d’autore
• Saper descrivere e analizzare gli elementi
del fumetto
• Individuare le caratteristiche e le differenze
tra manifesti e cartelloni pubblicitari
• Sostenere il proprio punto di vista
• Riassumere in poche parole un concetto
• Prendere appunti

RISORSE EXTRA VALUTAZIONE

• Suggerimenti per una progettazione moderna • Test formativi: unità 3.2 (standard e BES)
dei giornali • Test sommativi: modulo 3 (standard e BES)
• Mappa di unità
• Mappa di modulo

71
UNIT 3.3 – IL LAYOUT DIGITALE

CONTENUTI
Teoria Lessico Grammatica
• Il concetto di Interfaccia digitale • Descrizione dei diversi I pronomi
• Diverse tipologie di interfaccia grafica tipi di interfaccia indefiniti
• La progettazione di un’interfaccia utente • Descrizione dei diversi
• La progettazione grafica sul Web dei siti modi di pubblicità
• La pubblicità via Internet: banner e pop-up on line
• Il layout dei dispositivi mobili • La composizione
• Diverse tipologie di layout per dispositivi mobili per i dispositivi mobili
• Le pubblicità in-app • Il layout delle reti social
• Il layout per i social media e le caratteristiche
• Caratteristiche comuni dei social network • I tipi di icone
• La pubblicità attraverso i social network
• Le grandi icone e lo sviluppo degli emoticon

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Risposte a domande • Abbinamento • Abbinamento • Produzione
aperte di concetti e frasi di definizioni di un testo libero
• Vero o Falso • Completamento e funzioni • Riassumere un testo
di spazi vuoti in • Abbinamento di
un testo definizioni e parole

COMPETENZE
• Saper dare una definizione di interfaccia
grafica
• Individuare le caratteristiche di ciascuna
interfaccia
• Saper definire una GUI
• Saper riconoscere le caratteristiche
del linguaggio HTML
• Saper parlare dei modelli di siti web
• Riconoscere un banner pubblicitario, un pop-up
• Saper descrivere le caratteristiche
di diversi layout per dispositivi mobili
• Saper riconoscere le parti che compongono
il layout dei social network
• Conoscere le origini delle icone e la loro
trasformazione d’uso
• Sostenere il proprio punto di vista
• Riassumere in poche parole un concetto
• Prendere appunti

RISORSE EXTRA VALUTAZIONE

• La pubblicità on line e il commercio elettronico • Test formativi: unità 3.3 (standard e BES)
• Il Web via dispositivo mobile • Test sommativi: modulo 3 (standard e BES)
• Mappa di unità
• Mappa di modulo

72
UNIT 4.1 – WHAT IS ADVERTISING?

CONTENUTI
Teoria Lessico Grammatica
• Definizione di pubblicità • I modelli linguistici I pronomi
• Scopi e finalità della pubblicità della pubblicità relativi
• Il modello AIDA e sue integrazioni e l’uso dei modi
• Il consumismo e le origini della pubblicità verbali
• Le ricerche motivazionali e la teoria di Maslow • L’analisi dei bisogni
• Le categorie della pubblicità • L’uso del lessico nelle
• La pubblicità e l’etica: il codice di autoregolamentazione differenti categorie
• Le agenzie pubblicitarie pubblicitarie
• Le campagne pubblicitarie: nazionali, internazionali e globali • Diverse strategie
• La preparazione di una campagna pubblicitaria di marketing
• L’uso dei canali comunicativi • Utilizzo delle
• Le diverse strategie di marketing diverse forme di
• Campagne pubblicitarie che hanno fatto la storia della pubblicità canali pubblicitari

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Vero/falso • Vero/falso • Identificazione • Descrizione di immagini
• Risposte a domande • Risposte a di immagini pubblicitarie
aperte domande aperte retoriche • Completamento
• Riassunto di un testo • Completamento • Analisi di una di tabelle
• Abbinamento di di tabelle pubblicità secondo • Analisi di una pubblicità
parole e definizioni una griglia data secondo una griglia data

COMPETENZE
• Saper dare una definizione di pubblicità
• Indicare gli scopi della pubblicità
• Definire il modello AIDA e il suo sviluppo
• Individuare i bisogni secondo la gerarchia
piramidale di Maslow
• Saper parlare del Codice
di autoregolamentazione pubblicitaria
• Saper individuare gli elementi e i passaggi
di una campagna pubblicitaria
• Descrivere i punti di forza e di debolezza
dei vari canali pubblicitari
• Saper descrivere le diverse campagne
di marketing
• Saper parlare delle principali campagne
pubblicitarie

RISORSE EXTRA VALUTAZIONE

• Il Consumismo • Test formativi: unità 4.1 (standard e BES)
• L’Autorità pubblicitaria britannica • Test sommativi: modulo 4 (standard e BES)
• Grandi pubblicitari
• Mappa di unità
• Mappa di modulo

73
UNIT 4.2 – FEATURES OF ADVERTISING

CONTENUTI
Teoria Lessico Grammatica
• Il linguaggio della pubblicità • Il linguaggio retorico, i giochi I verbi frasali
• Le figure retoriche di parole e i modi di dire
• Colori, immagini, musica e arte nella pubblicità • Gli elementi della pubblicità
• L’opera d’arte nella pubblicità • Gli elementi di un annuncio
• Efficacia e riscontro: gli indicatori pubblicitario
di prestazione
• Pubblicità stampata: analisi della struttura
• Pubblicità digitale: analisi di un annuncio
pubblicitario
• Pubblicità famose

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Risposte a domande • Completamento • Completamento • Descrizione
aperte di una tabella di una tabella di una pubblicità
• Corrispondenza • Descrizione e analisi • Analisi di una
tra parole e loro di una pubblicità pubblicità
definizione • Abbinamento • Completamento
• Vero o Falso di slogan e pubblicità di una tabella
• Identificazione
di figure retoriche

COMPETENZE
• Riconoscere gli elementi linguistici principali
del linguaggio pubblicitario
• Saper dare una definizione di figura retorica
• Definire le diverse figure retoriche e i loro
contesti di utilizzo
• Riconoscere il valore aggiunto dell’uso
di colori, musica, immagini e forme
artistiche nella pubblicità
• Indicare gli strumenti per misurare l’efficacia
e il livello di consapevolezza di un marchio
nel consumatore
• Saper descrivere gli elementi principali che
compongono una pubblicità stampata e un
annuncio pubblicitario
• Analizzare i motivi per cui una campagna
pubblicitaria ha fatto la storia nella pubblicità

RISORSE EXTRA VALUTAZIONE

• Pubblico sofisticato e stili di annunci: i riferimenti culturali • Test formativi: unità 4.2
• L’importanza della post-produzione nelle pubblicità (standard e BES)
• Test sommativi: modulo 4
• Mappa di unità
(standard e BES)
• Mappa di modulo

74
UNIT 5.1 – PHOTOGRAPHY

CONTENUTI
Teoria
• La luce in fotografia
• Evoluzione del fotogiornalismo
• La fotografia pubblicitaria
• La fotografia nel cinema
• Generi di fotografia
• Analisi di una fotografia
• Grandi fotografi
Lessico Grammatica
• Fonti di illuminazione • Il condizionale
• Tipi di fotografia per la pubblicità
• Tecniche di ripresa nel cinema
• Fotografia speciale
• Elementi tecnici per l’analisi
di una fotografia

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Vero/falso e correzione • Completamento • Formulazione • Formulazione
dell’errore di un brano di definizioni di definizioni
• Completamento di schemi • Discussione • Scrittura
• Completamento di testi con sulle scelte di brevi testi
parole mancanti • Abbinamenti
• Domande aperte • Spiegazione
• Completamento di un testo di differenze
con parole date • Pratica di un
• Abbinamento di termini dialogo seguendo
e definizioni uno schema

COMPETENZE
• Comprendere e usare il vocabolario specifico
• Conoscere le tipologie della fotografia pubblicitaria
• Conoscere il processo e le tecniche della fotografia cinematografica
• Saper distinguere le grandi aree tematiche della fotografia
• Conoscere i principali elementi utilizzati per l’analisi di un’immagine
• Conoscere i più importanti fotografi
• Definire persone e cose
• Organizzare i contenuti di uno schema
• Costruire e riorganizzare brani
• Paragonare

RISORSE EXTRA VALUTAZIONE

• Fotogiornalismo e i suoi eroi • Test formativi unità 5.1 (standard e BES)
• Leggermente fuori fuoco • Test sommativi modulo 5 (standard e BES)
• Documentare gli anni amari
• Mappa di unità
• Mappa di modulo

75
UNIT 5.2 – MUSIC

CONTENUTI
Teoria Lessico Grammatica
• Comunicare con la musica • Generi musicali • La forma passiva
• La musica nella vita quotidiana • Industria della musica del verbo
• Uso della musica nella pubblicità • Termini pubblicitari legati
• I video musicali all’uso della musica
• La musica nei film • Tipo e occorrenza della
• Grandi compositori di musiche da film musica nel film

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Vero/falso e correzione • Completamento • Formulazione • Completamento
dell’errore di un testo di definizioni di frasi
• Completamento di schemi di una canzone • Abbinamenti • Traduzione
• Completamento di testi • Completamento • Domande aperte
con parole mancanti di un brano
• Domande aperte
• Abbinamenti

COMPETENZE
• Comprendere e usare il vocabolario specifico
• Saper riconoscere il tipo di musica e i suoi effetti nella vita quotidiana
• Comprendere l’importanza della musica nella pubblicità
• Conoscere gli scopi della realizzazione di un video musicale
• Comprendere il ruolo della colonna sonora in un film, la tipologia e l’occorrenza della musica
in un film
• Conoscere i più famosi compositori di musiche da film
• Definire persone e cose
• Organizzare i contenuti di uno schema

RISORSE EXTRA VALUTAZIONE

• La canzone di protesta • Test formativi unità 5.2 (standard e BES)
• Cos’è il musical? • Test sommativi modulo 5 (standard e BES)

• Mappa di unità
• Mappa di modulo

76
UNIT 5.3 – STORYBOARD

CONTENUTI
Teoria Lessico Grammatica
• Definizione e applicazioni di una storyboard • Terminologia legata • Discorso indiretto
– nella produzione cinematografica alla creazione
– nella pubblicità televisiva di storyboard
– nei fumetti
• Grandi illustratori

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Vero/falso e correzione • Produzione • Presentazione • Scrittura
dell’errore di una storyboard di un grande di domande per
• Completamento di schemi secondo illustratore risposte già date
• Completamento di testi le indicazioni • Domande aperte
con parole mancanti • Completamento • Racconto di una
• Scelta dell’opzione corretta per di frasi storia attraverso
il completamento di un brano • Completamento una storyboard
• Domande aperte di un testo
• Abbinamenti

COMPETENZE
• Comprendere e usare il vocabolario specifico
• Saper definire una storyboard e le sue applicazioni
• Comprendere l’uso delle storyboard nella produzione cinematografica
• Comprendere l’uso delle storyboard nella pubblicità
• Saper confrontare una storyboard e un libro a fumetti
• Definire persone e cose
• Organizzare i contenuti di uno schema
• Costruire e riorganizzare brani

RISORSE EXTRA VALUTAZIONE

• Chi sono i Peanuts? • Test formativi unità 5.1 (standard e BES)
• Test sommativi modulo 5 (standard e BES)
• Mappa di unità
• Mappa di modulo

77
UNIT 6.1 – BIG SCREEN

CONTENUTI
Teoria Lessico Grammatica
• Breve excursus sulla storia • Teorie di classificazione • Morfologia
del cinema • Generi cinematografici • Connettivi
• Concetti di genere cinematografico
• Teorie di classificazione

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Completamento di frasi • Completamento • Dialogo • Analisi
• Domande con risposte aperte di frasi con confronto di un film
• Abbinamenti • Domande con su opinioni
• Esercizi di mediazione linguistica risposte aperte • Presentazione
con traduzione di termini del lessico • Vero/Falso/Non
settoriale dato
• Vero/Falso e correzione dell’errore
• Completamento di tabelle

COMPETENZE
• Utilizzare terminologia specifica
• Comprendere e fornire informazioni relative a un argomento noto
• Selezionare le informazioni in forma orale e scritta
• Esprimere pareri documentati
• Tradurre mediando tra le due lingue

RISORSE EXTRA VALUTAZIONE

• Adattamento filmico di storia e letteratura • Test formativi unità 6.1 (standard e BES)
• Cos’è un logline? • Test sommativi modulo 6 (standard e BES)
• Cosa fa un direttore della fotografia
• Dogme 95
• Come fare la recensione di un film

• Mappa di unità
• Mappa di modulo

78
UNIT 6.2 – SMALL SCREEN

CONTENUTI
Teoria Lessico Grammatica
• Breve excursus sulla storia • Teorie di classificazione • Verbi fraseologici
del cinema • Generi televisivi
• Concetti di genere televisivo
• Teorie di classificazione

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Completamento di frasi • Completamento • Dialogo • Analizzare
• Domande con risposte aperte di frasi con confronto un testo su
• Abbinamenti • Domande su opinioni un programma
• Esercizi di mediazione con risposte televisivo
linguistica con traduzione aperte
di termini del lessico settoriale • Vero/Falso/
• Vero/Falso e correzione Non dato
dell’errore
• Completamento di tabelle

COMPETENZE
• Utilizzare terminologia specifica
• Comprendere e fornire informazioni relative a un argomento noto
• Selezionare le informazioni in forma orale e scritta
• Esprimere pareri documentati
• Tradurre mediando tra le due lingue

RISORSE EXTRA VALUTAZIONE

• Mad Men: una questione di stile • Test formativi unità 6.2 (standard e BES)
• Test sommativi modulo 6 (standard e BES)
• Mappa di unità
• Mappa di modulo

79
UNIT 7.1 - PEOPLE

CONTENUTI
Teoria Lessico Grammatica
• Persone che lavorano • Lavori alla televisione • Used to/would
– alla televisione e nel cinema e nel cinema per abitudini passate
– per giornali, riviste o case editrici • Categorie di • Verbi causativi
– per la rete giornalisti televisivi
• Importanti svolte nella storia e della carta stampata
del giornalismo britannico • Romanzieri e scrittori
di saggi
• Redattori
• Progettisti e curatori
dei siti web

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Vero/falso e correzione • Completamento • Formulazione • Elaborazione
dell’errore di schemi di definizioni del profilo
• Completamento di schemi • Risposte a • Discussione di una persona
• Completamento di testi scelta multipla sulle scelte • Formulazione
con parole mancanti • Abbinamenti di definizioni
• Ricostruzione di un brano • Spiegazione
• Abbinamenti di differenze

COMPETENZE
• Comprendere e usare il vocabolario specifico
• Definire persone e cose
• Organizzare i contenuti di uno schema
• Costruire e riorganizzare brani
• Paragonare
• Individuare e correggere gli errori

RISORSE EXTRA VALUTAZIONE

• Persone che lavorano nel cinema • Test formativi unità 7.1 (standard e BES)
• Redattori di articoli di giornali e riviste • Test sommativi modulo 7 (standard e BES)
e di libri giornali
• Progettisti di siti web contro progettisti UX

• Mappa di unità
• Mappa di modulo

80
UNIT 7.2 – TOOLS

CONTENUTI
Teoria Lessico Grammatica
• Strumenti per lo schermo relativi: • Macchine • Prefissi
– alle riprese fotografiche • Suffissi
– all’audio • Supporti per
– alle luci macchine
• Strumenti per la stampa su carta: fotografiche
– macchine da stampa • Microfoni
– stampanti • Luci
– macchine per la stampa di fotografie
• Macchine da stampa
• Strumenti per la rete:
• Piattaforme web
– Web 3.0
• Nuvole
– piattaforme web
– nuvole

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Formulazione di definizioni • Vero/falso/non dato • Spiegazioni • Formulazione
• Risposte a scelta multipla e correzione delle di definizioni
• Completamento di testi risposte false
con parole mancanti • Completamento
• Individuazione e correzione di testi con parole
di errori mancanti

COMPETENZE
• Comprendere e usare il vocabolario specifico
• Comprendere procedure
• Comprendere le implicazioni della tecnologia
• Definire le cose
• Descrivere

RISORSE EXTRA VALUTAZIONE

• Sviluppi delle macchine fotografiche • Test formativi unità 7.2 (standard e BES)
• Procedure per stampare un libro • Test sommativi modulo 7 (standard e BES)
• Internet e il web

• Mappa di unità
• Mappa di modulo

81
UNIT 7.3 – SOFTWARE

CONTENUTI
Teoria Lessico Grammatica
• Software per lo schermo per: • Software per la • Gerundio/-ing form
– revisione del filmato e del suono revisione dei filmati • Infinito
– sottotitoli e dell’audio • Forma base
– cattura del movimento • Manipolazione
– effetti visivi delle immagini
• Software per la stampa per: • Software per la
– desktop publishing stampa su carta
– manipolazione delle immagini
• Progettazione di siti
– gestione di stampa
web
• Software di rete per la progettazione di pagine
e siti web
• Adobe Acrobat

ABILITÀ LINGUISTICHE
Reading Listening Speaking Writing
• Ricostruzione • Vero/falso • Spiegazioni • Traduzione
di un brano e correzione • Spiegazioni
• Risposte a scelta delle risposte false
multipla • Vero/falso/non dato
• Completamento e correzione
di testi con parole delle risposte false
mancanti • Completamento
• Abbinamenti di testi con parole
mancanti

COMPETENZE
• Comprendere e usare il vocabolario specifico
• Comprendere le procedure
• Comprendere le innovazioni
• Definire cose e procedure
• Costruire un brano

RISORSE EXTRA VALUTAZIONE

• Effetti speciali e effetti visivi fin dall’inizio • Test formativi unità 7.3 (standard e BES)
• Crea il tuo sito web • Test sommativi modulo 7 (standard e BES)

• Mappa dell’unità
• Mappa di modulo

82
UDA
UNITÀ DIDATTICHE DI APPRENDIMENTO
INTERDISCIPLINARI

Con la presente sezione si intende fornire un supporto e degli

esempi ai docenti nella formulazione delle Unità Didattiche
di Apprendimento interdisciplinari.
Module 1 – Teaching & Learning Unit

1. TITLE NEW COMMUNICATION SKILLS

2. PROJECT WORK This learning unit stimulates a complex and shared reflection on the definition,
forms and types of communication and barriers that can hinder an effective
process of communication.
The following themes are dealt with:
• respect for the rules and values of “active” citizenship as a basis for the
development of a community based on solidarity and freedom;
• mass communication in modern history;
• education about the conscious use of new media.
Aim: creating an advertising campaign that promotes the correct use of new
tools and forms of communication or creating a short commercial.
3. KEY European key competences:
COMPETENCES • Communication in native language
• Communication in foreign languages (English)
• Social and civic skills
• Digital competence

Citizenship competences:
• Communicate effectively by reducing barriers
• Collaborate and participate actively
• Take action autonomously and responsibly, in compliance with social rules
4. SUBJECTS Italian – History – Law – English – Graphics – Photograph – Video and
Professional Techniques – Information and Communication Technology
5. KNOWLEDGE KNOWLEDGE COMPETENCES
AND • Definition of the various kind of • To be able to accept/share the
COMPETENCES communication, objectives and objectives of a working group.
communication processes, mass • To be available to collaborate to
and interpersonal communication. plan together.
• The communication channels • To manage to plan, design, build
and the main means of and experiment.
communication. • To be able to research, select and
• Privacy, Safe Browsing Legislation. reprocess information.
• Activities of the postal police and • To manage how to solve problems,
cybercrime protection authorities. often complex because they are real.
• Subliminal communication and • To be able to evaluate options and
great communicators in history. make decisions.
• To reflect on the activated
processes.
• To know how to show, in different
ways, learning processes and
results.

84
6. RECIPIENTS Secondary School – 4th and 5th year
7. PERIOD AND First term
DURATION Three weeks
8. PROCEDURE 1. Prerequisite training: communication, history and genres.
STEPS 2. Scaffolding (questions to stir interest and curiosity).
3. Introduction of authentic documents.
4. Listening to audio and video material, working in small groups.
5. Cooperative teamwork on the Internet on technological media and related
issues (cyberbullying and the right to privacy).
6. Production of different aspects of an advertising campaign
on the conscious and correct use of social media.
9. METHODOLOGY Flipped Classroom – EAS (Episodes of Situated Learning) – Role Play –
Student-centred learning – Lab activities – Frontal instruction
10. HUMAN Class Teachers – Other experts
RESOURCES
11. TOOLS Computer – camera – multimedia interactive whiteboard – students’
smartphones/tablets – Wi-Fi
12. EVALUATION Outcome evaluation
Process evaluation
Self-evaluation

85
Module 2 – Teaching & Learning Unit

1. TITLE MARKETING CULTURE

2. PROJECT This learning unit stimulates a complex and shared reflection on marketing
WORK seen not just as a way to sell more, but with an insight into its positive
aspects and drawbacks.
Aim: organising a debate in which two teams will discuss the following statement:
Art and marketing are two strangers.
3. KEY European key competences:
COMPETENCES • Communication in native language: the six points identified by Calvino
for literature in his American Lectures fit today’s most effective marketing
strategies: lightness, quickness, exactitude, visibility, multiplicity,
consistency.
• Communication in foreign languages (English, French): Analysis of The
Marketing Song; Foucault’s vision of marketing as control; his relationship
with Calvino in Paris.
• Social and civic skills: Lawful data processing and SMS marketing. Italian
Constitution: analysis of article 9; how to manipulate history and memory
through marketing strategies.

Citizenship competences:
• Communicate effectively by reducing barriers
• Collaborate and participate actively
• Take action autonomously and responsibly, in compliance with social rules
• Develop critical skills
4. SUBJECTS Italian – History – Law – English – Economics
5. KNOWLEDGE KNOWLEDGE COMPETENCES
AND • Definition of the various • To be able to accept share the objectives
COMPETENCES kind of advertising of a working group.
communication. • To be available to collaborate to plan
• Communication channels together.
and main means • To manage to plan, design, build
of communication. and experiment.
• To be able to research, select
and reprocess information.
• To manage how to solve problems, often
complex because they are real.
• To be able to evaluate options and make
decisions.
• To reflect on the activated processes.
• To know how to show, in different ways,
learning processes and results.
6. RECIPIENTS Secondary School – 4th and 5th year

86
7. PERIOD AND Second term
DURATION Three weeks
8. PROCEDURE 1. Prerequisite training: Communication, history, text analysis in French
STEPS and English.
2. Scaffolding (questions to stir interest and curiosity).
3. Introduction of authentic documents.
4. Listening to audio and video material, working in small groups.
5. Debate.
9. METHODOLOGY Flipped Classroom – EAS (Episodes of Situated Learning) – Role Play –
Student-centred learning – Lab activities – Frontal instruction – BYOD
10. HUMAN Class Teachers
RESOURCES
11. TOOLS Computer – camera – multimedia interactive whiteboard –
students’ smartphones/tablets – Wi-Fi – Internet connection
12. EVALUATION • Outcome evaluation
• Process evaluation
• Self-evaluation

87
Module 3 – Teaching & Learning Unit

1. TITLE THE STORY-TELLER: FIVE WORDS TO TELL A STORY

2. PROJECT WORK The learning unit aims to catch students’ interest towards the character
of the storyteller. According to their professional skills portfolio, students
will be asked to produce a graphic design project based on a five-words
meaningful sentence, using layout and composition rules.

Learning objectives:
• Knowing how to use language to express emotions and feelings,
in the mother tongue, English and French;
• Increasing the ability to summarise a message through keywords;
• Achieving basic skills in typography and graphic language, with basic
terminology in Italian, but also in French and English.

The final products are:

1. the elaboration of a five-word concept in English and/or French
on the topic: “A phrase that each student would like to hear sooner
or later in their life.”
2. the creation of a sketch for a t-shirt and the realization of a graphic
design for a printed T-shirt (to be printed externally).
3. KEY European key competences:
COMPETENCES • Communication in native language
• Communication in foreign languages (English)
• Social and civic skills
• Digital competence

Citizenship competences:
• Communicate effectively by reducing barriers
• Collaborating and participating actively
• Take action autonomously and responsibly, in compliance with social
rules
4. SUBJECTS Italian – English – French – Graphics and Professional Techniques –
Information and Communication Technology

88
 5. KNOWLEDGE KNOWLEDGE COMPETENCES
AND • Definition of the different • To be able to accept/share the
COMPETENCES typographic and graphic objectives of a working group.
characters (serif, sans serif) • To be available to collaborate
and of the history of typography. and plan together.
• Several communication • To manage to plan, design, build
registries relating to different and experiment.
objectives and processes. • To be able to evaluate options
• The typographic composition and make decisions.
and Fonts composition • To reflect on the activated processes.
• The use of colours and the rules • To know how to show, in different
of composition. ways, learning processes and results.
• Layout and its rules.
6. RECIPIENTS Secondary School – 3rd and 4th year
7. PERIOD AND First term
DURATION Two weeks
8. PROCEDURE 1. Brainstorming: the character of the storyteller.
STEPS 2. Prerequisites: the history of typography.
3. Listening to audio and video material, working in small groups
for reading comprehension and exercises.
4. Cooperative work on historical research and on the main features
of most commonly used typefaces.
5. Individual production of a 5-word thought to tell a personal story.
6. Creation of a graphic sketch for a T-shirt to be printed (externally).
9. METHODOLOGY Flipped Classroom – EAS (Episodes of Situated Learning) – Role Play –
Student-centred learning – Lab activities – Frontal instructions
10. HUMAN Class Teachers
RESOURCES
11. TOOLS Computer – camera – multimedia interactive whiteboard – students’
smartphones/tablets – Wi-Fi
12. EVALUATION • Outcome evaluation
• Process evaluation
• Self-evaluation

89
Module 4 – Teaching & Learning Unit

1. TITLE HOW TO SHAPE AN ADVERTISING CAMPAIGN

2. PROJECT WORK This learning unit wants to train students to build up an advertising
campaign through press, radio, TV, flyers, Internet, and social media.
The project work is finalised to realise a coordinated set of advertisements
supported by a common creative idea, conveyed on one or more means
of communication (Media Mix campaign) that allow to maximise the
return on advertising investment (ROI) without overlapping or distortions
between the different communication channels and, therefore, without
dispersion of costs.
3. KEY European key competences:
COMPETENCES • Communication in native language
• Communication in foreign languages (English)
• Social and civic skills
• Digital competence

Citizenship competences:
• Collaborating and participating actively
• Taking action autonomously and responsibly, in compliance with
social rules
4. SUBJECTS Italian – Law – English – Arts – Graphics – Photograph – Video and
Professional Techniques – Information and Communication Technology
5. KNOWLEDGE and KNOWLEDGE COMPETENCES
COMPETENCES • Basics of the advertising • To be able to accept/share the
language both in printed objectives of a working group.
and online advertising. • To be available to collaborate
• How to communicate brand and plan together.
identity. • To manage to plan, design, build
• How to create a web site and and experiment.
how online marketing works. • To be able to research, select
• How to use banners and pop-up. and reprocess information.
• How to work in a team: • To manage how to solve problems,
the briefing. often complex because they are
• Photo editing, cropping real.
and post-production. • To be able to evaluate options
• How to use visual effects, and make decisions.
editing, fading, subtitles, • To reflect on the activated
dubbing, etc. processes.
• How to use different social media • To know how to show, in different
channels in the best way to ways, learning processes
communicate effective messages. and results.
6. RECIPIENTS Secondary High School - 5th year

90
7. PERIOD AND Second term
DURATION Two weeks
8. PROCEDURE Prerequisite training: the use of specified software to work out printed ads
STEPS or commercials.
1. Scaffolding (analysing and studying famous advertising campaigns).
2. Listening to audio and video material.
3. Working in small groups to identify the main phases of a media mix
campaign.
4. Cooperative teamwork: the briefing.
5. Defining the brand identity to represent in various channels such
as TV, radio, brochures, catalogues, flyers and social media.
6. Defining what the target audience is in order to choose the most
congenial channels.
7. Planning the advertising campaign using Google advertising, Instagram
advertising, and processing it from an SEO perspective.
8. Defining the objectives and the results to be achieved in the short,
medium and long term, with precise dates and times in which
to implement some actions.
9. Setting the budget to minimise spending.
10. Developing the campaign with design and advertising graphics.
11. Deciding on how to distribute the campaign and on what
communication channels.
12. Measuring the results to understand how effective the campaign
has been, what feedback has been received and what measures
are necessary to get the audience trust.
9. METHODOLOGY Flipped Classroom – EAS (Episodes of situated learning) – Role Play –
Student-centred learning – Lab activities – Frontal instructions
10. HUMAN Class Teachers; external experts
RESOURCES
11. TOOLS Computer – camera – multimedia interactive whiteboard – students’
smartphones – WI-FI
12. EVALUATION • Outcome evaluation
• Process evaluation
• Self-evaluation

91
Module 5 – Teaching & Learning Unit

1. TITLE LEARNING WITH PHOTOS

2. PROJECT WORK This learning unit wants to focus on visual history as a didactic concept.
Aim: organising a workshop in which two teams will discuss the following
statement:
The apparent legibility of the image hides its historical construction, the
ways in which the image was made, distributed, and read at the time it was
produced and since.
Also, discussing two photos and writing an essay about what these images
“hide”. The photos to be analysed are the following:
1. The Warsaw Genuflection, 1970, Photo Credit: Ullstein Bild/ Sven Simon/
Getty Images
2. Situation Room, 2011 by Pete Souza
3. KEY European key competences:
COMPETENCES • Find reliable information by surfing the net.
• Develop social and civic skills.

Citizenship competences:
• Communicate effectively
• Collaborate and participate actively
• Take action autonomously and responsibly, in compliance with social rules
• Develop critical skills, in particular reading images with a critical
approach
4. SUBJECTS English (Auden, Refugee Blues, McEwan, Black Dogs, Miller, Incident at
Vichy, http://edition.cnn.com/2011/US/05/05/iconic.photo/index.html) –
History – Visual Communication/Art – Photography
5. KNOWLEDGE KNOWLEDGE COMPETENCES
AND • Definition of the various kind of • To be able to accept and share the
COMPETENCES visual communication, focusing objectives of a working group.
in particular on photography. • To be available to collaborate
and to plan together.
• To manage to plan, design, build
and experiment.
• To be able to research, select
and reprocess information.
• To manage how to solve problems,
often complex because they are real.
• To be able to evaluate options and
make decisions.
• To reflect on the activated
processes.
• To know how to show, in different
ways, learning processes and results.

92
6. RECIPIENTS Secondary School – 4th and 5th year
7. PERIOD AND Second term
DURATION Two weeks
8. PROCEDURE 1. Prerequisite training: how to do a webquest.
STEPS 2. Scaffolding (questions to stir interest and curiosity).
3. Introduction of authentic documents.
4. Listening to audio and video material, working in small groups.
9. METHODOLOGY Flipped Classroom – EAS (Episodes of Situated Learning) – Role Play –
Student-centred learning – Lab activities – Frontal instruction, BYOD (how
to use your onw devices in an effective way).
10. HUMAN Class teachers
RESOURCES

11. TOOLS Computer – camera – multimedia interactive whiteboard – students’

smartphones/tablets – Wi-Fi – Internet connection
12. EVALUATION • Outcome evaluation
• Process evaluation
• Self-evaluation

93
Module 6 – Teaching & Learning Unit

1. TITLE PREJUDICE ON THE SCREEN

2. PROJECT WORK Cinematic stereotypes reflect and shape common prejudices. Perceptions
can be influenced by portrayals of Asians as nerdy, black men as dangerous
and Latinas as fiery. The aim is addressing the issue of how Hollywood
portrays various groups by analysing a few recent movies and TV series.
3. KEY European key competences:
COMPETENCES • Find reliable information by surfing the net.
• Develop social and civic skills.
Citizenship competences:
• Communicate effectively
• Collaborate and participate actively
• Take action autonomously and responsibly, in compliance with social
rules
• Develop critical skills, in particular reading images with a critical approach
4. SUBJECTS Law and Constitution (relevant articles of Italian Constitution) – Citizenship –
English (Conrad, Faulkner, Gordimer, Lessing, Morrison, Oates among the
many more who write on discrimination, racism, and prejudice) – History
(relevant historical periods) – Audiovisual Communication
5. KNOWLEDGE KNOWLEDGE COMPETENCES
AND • Issue of political correctness and • To be able to accept and share
COMPETENCES hate speech through different the objectives of a working group.
communication channels and the • To be available to collaborate
main means of communication. and to plan together.
• To manage to plan, design, build
and experiment.
• To be able to research, select
and reprocess information.
• To manage how to solve problems,
often complex because they are
real.
• To be able to evaluate options
and make decisions.
• To reflect on the activated
processes.
• To know how to show, in different
ways, learning processes
and results.
6. RECIPIENTS Secondary School – 4 and 5 year
th th

7. PERIOD AND Second term

DURATION Three weeks

94
8. PROCEDURE 1. Prerequisite training: how to do a webquest.
STEPS 2. Scaffolding (questions to stir interest and curiosity).
3. Introduction of authentic documents.
4. Listening to audio and video material, working in small groups.
9. METHODOLOGY Flipped Classroom – EAS (Episodes of Situated Learning) – Role Play –
Student-centred learning – Lab activities – Frontal instruction – BYOD
(How to use you own devices in an effective way)
10. HUMAN Class teachers
RESOURCES
11. TOOLS Computer – camera – multimedia interactive whiteboard – students’
smartphones/tablets – Wi-Fi – Internet connection
12. EVALUATION • Outcome evaluation
• Process evaluation
• Self-evaluation

95
Module 7 – Teaching & Learning Unit

1. TITLE THE USE OF SOFTWARE IN POST-PRODUCTION AND EDITING

2. PROJECT WORK This learning unit aims at getting students involved in the process of
increasing their competences in how to design printed ads in newspapers,
brochures or books.
They will be asked to analyse the relevant aspects of a print advertisement,
knowing how to recognize strengths and any weaknesses and decide if they
fit to the employed channel.
The project work is finalised to realise a brochure about the value of the
European Union according to different aspects: political, economic and social.
3. KEY European key competences:
COMPETENCES • Communication in native language
• Communication in foreign languages (English)
• Social and civic skills
• Digital competence

Citizenship competences:
• Collaborating and participating actively
• Taking action autonomously and responsibly, in compliance with social
rules
4. SUBJECTS Italian – Law – English – Arts – Graphics – Photograph – Video and
Professional Techniques – Information and Communication Technology
5. KNOWLEDGE and KNOWLEDGE COMPETENCES
COMPETENCES • The basics of layout and graphic • To be able to accept/share the
design. objectives of a working group.
• How to communicate the main • To be available to collaborate
ideas of a concept. and plan together.
• The difference between a • To manage to plan, design, build
brochure and a flyer. and experiment.
• How to work in a team. • To be able to research, select
• Photo editing. and reprocess information.
• Most common post-production • To manage how to solve problems,
software. often complex because they are real.
• To be able to evaluate options
and make decisions.
• To reflect on the activated
processes.
• To know how to show, in different
ways, learning processes and results.
6. RECIPIENTS Secondary High School – 4 year
th

7. TEMPI Second term

Two weeks

96
8. FASI DI LAVORO Prerequisite training: the use of specified software for post-production
and editing.
1. Scaffolding (Analysing and studying brochures).
2. Working in small groups to identify the main ideas and concepts to
represent.
3. Cooperative teamwork: deciding on roles, tasks and responsibilities.
4. Define the target audience.
5. Setting the budget to minimise spending.
6. Developing the campaign with design and advertising graphics.
7. How to distribute the campaign and choice of communication channels.
8. Measure the results to understand how effective the campaign has been.
9. METHODOLOGY Flipped Classroom – EAS (Episodes of situated learning) – Role Play –
Student-centred learning – Lab activities – Frontal instructions
10. HUMAN Class Teachers; external experts
RESOURCES
11. TOOLS Computer – camera – multimedia interactive whiteboard – students’
smartphones – WI-FI
12. EVALUATION • Outcome evaluation
• Process evaluation
• Self-evaluation

97
GRIGLIA DI VALUTAZIONE DELL’UDA
INDICATORI
Realizzazione di un prodotto
che soddisfa i criteri
stabiliti in progettazione
(PRODOTTO)
Precisione nell’utilizzo degli
strumenti e delle tecnologie
(PROCESSO)
Rispetto dei tempi
(PROCESSO)
Comunicazione e
socializzazione di esperienze
e conoscenze (PROCESSO)
Autonomia (PROCESSO)
Autovalutazione
(RELAZIONE FINALE
ALUNNO)
Uso del linguaggio settoriale- • Ha un linguaggio ricco e articolato e padroneggia
tecnico-professionale
(RELAZIONE FINALE
ALUNNO)
DESCRITTORI PUNTEGGI
• Aderente ai criteri stabiliti in progettazione 4
• Parziale aderenza 3
• Scarsa aderenza 2
• Il progetto non rispetta i criteri stabiliti in 1
progettazione
• Usa strumenti e tecnologie in modo appropriato 1
al fine di ricercare raccogliere e organizzare le
informazioni
• Usa strumenti e tecnologie al minimo delle loro 0.5
potenzialità e ricerca le informazioni essenziali
• Il rispetto dei tempi è conforme a quanto indicato 1
• Il rispetto dei tempi non è conforme a quanto 0.5
indicato
• Ha un’ottima comunicazione con i pari, condivide 1
esperienze e saperi interagendo attraverso l’ascolto
pro-attivo ed arricchendo/riorganizzando le proprie
idee in modo dinamico
• Ha una comunicazione essenziale con i pari, 0.5
condivide alcune esperienze e saperi, non è
costante nell’ascolto
• È completamente autonomo nello svolgere il 1
compito, nella scelta degli strumenti e informazioni
anche in situazioni nuove
• Ha un’autonomia limitata, chiede spesso 0.5
spiegazioni integrative e guida o pocede con fatica
e passivamente; non cerca percorsi risolutivi, né è
capace di chiedere aiuto agli adulti
• L’allievo dimostra di procedere con costante 1
attenzione valutativa del proprio lavoro e mira al
suo miglioramento
• L’allievo svolge in maniera minimale la valutazione 0.5
del suo lavoro e gli interventi di correzione
1
il lessico specialistico in modo pertinente
• Mostra di possedere un lessico specialistico minimo 0.5
98
MAPS AND DIAGRAMS
Questa sezione comprende la rappresentazione grafica dei contenuti di ciascuna unità
ed intende coadiuvare docente e studenti in diversi modi:
• può aiutare il docente nella presentazione e trasmissione dei contenuti;
• può aiutare nel lavoro di recupero gli studenti più deboli;
• può fungere da materiale compensativo per gli studenti BES e DSA;
• può servire per il ripasso e la preparazione dell’Esame di Stato.
 Unit 1.1 – Communication

COMMUNICATION

DEFINITION ELEMENTS BARRIERS PURPOSES TYPES

Process of meaningful interaction Sender Linguistic Share knowledge Verbal

among human beings

Message Psychological Imagine unreal situations Non-verbal

or stories

Encoding Emotional Formal

Influence

101
Channel Physical Informal
Meet social
can be expectations
Physiological Mass
traditional
Express feelings
digital Attitudinal Interpersonal
can be
print Cultural Visual

media
Music
broadcast

Receiver Subliminal

Decoding

Feedback
 Unit 1.2 – Graphic design
GRAPHIC DESIGN

is is influenced by aims at was born is present in will evolve thanks to

art of selecting and human psychology solving as a term in 1922, all areas that deal with virtual reality
combining visual communicative essay by Dwiggins communication
elements and text into an problems
effective message customer behavior augmented reality
books
as a form of expression
satisfying in prehistory (cave walls posters
environmental trends customer drawings) digital media
needs 3D
identity design (logos and brands)
in its modern form with
the Bauhaus School entertainment
(1920s-1930s)
advertising
importance of relating business
form to function
mobile apps

102
GRAPHIC DESIGNER

creates uses works with has famous ones are

visual concepts to composition many other many skills S. Bass

convey information professionals
passion Film + logo design
creative talent Simple/geometric
shapes + symbolism
flexibility
Casual appearance +
attention to details sophisticated message
communication skills
P. Rand

Logo design +
corporate branding
Less structured
freeform layouts
Swiss style
 Unit 2.1 – Psychology
MARKETING

is strictly linked with creates uses appeals to made great thanks to

PSYCHOLOGY CUSTOMER animals emotions ground-breaking

PERSONA marketers
in order to influence
children EMOTIONAL MARKETING
customer purchasing to get closer to W. Disney
decisions customers
for to be more powerful
"Customers are
KEWPIE DOLL EFFECT senses grown-up kids"

D. Ogilvy
SENSORY MARKETING
Concept of branding
to create an emotional association

surprise and shock

SHOCKVERTISING

103
to be remembered

dreams

to attract

empathy

to be relatable

humour

to connect and grab attention

guilt

to stimulate a reaction

fear

to create a sense of protection

empowerment

to arouse a feeling of power and trust

 Unit 2.2 – What is marketing?

MARKETING

DEFINITION EVOLUTION NEW TYPES PROCESS FAMOUS

Activities that direct the
flow of products from
producers to customers
Products can be
Goods
tangible
MARKETING
AGENCIES
Antiquity Societal marketing Market segmentation +
market research +
Evidence of advertising, Interests of society + SWOT analysis Saatchi&Saatchi
branding, packaging and profits for the company
labelling
Marketing mix BBH
Social marketing
1st Industrial revolution
Plan to reach customers
Education of population for Rosser Reeves
Birth of modern the benefit of society Original 4P's

104
marketing USP: proposition that
Product
Services explains a single quality
Early 20th century Place about a product that lets
intangible it stand out against
Price
Development and competition
People and ideas success of marketing Promotion
Service P's
Today
People
Digital marketing
Physical evidence
(thanks to big data)
Processes

Marketing
implementation

Marketing control
 Unit 2.3 – Marketing applications
MARKETING APPLICATIONS

Number 1 Number 2 Number 3 Number 4 Number 5

BRAND MERCHANDISING SPONSORSHIP PRODUCT PLACEMENT PACKAGING

Name or symbol that identifies a Everything done to promote Granting money to Embedded marketing Action of protecting the
seller's product on the market and sell products once the another company for (products featured in a video) goods in a container
customer is in store promotional benefits to create positive feelings for
It includes the brand It communicates emotional
and functional benefits
Culture MASCOTS ENDORSEMENT Can be
It identifies the product and
Identity
Product exposure reinforces the brand
Image Any animal/toy/object/puppet/person Having a celebrity
who reflects company's look and feel supporting the brand Verbal exposure
Personality
LABELLING
Brand signage
Character To boost
INFLUENCERS Action of giving
Reputation Brand identity
information about the
Brand recognition Normal people who product to the

105
TRADEMARK influence purchasing consumer
Brand awareness
decisions thanks to the
relationship they have with Important advertising
Registered name that legally message
their audience
represents a company

LOGO

Symbol that immediately

reminds customers of a brand

importance of
Typeface
Shape
Colours
Visual connection to
company's values
Some examples of great logos
Nike

I NY

Burger King
 Unit 3.1 – The basics
LAYOUT

gives origin to uses uses uses organised

(among others) according to
TYPEFACES COLOURS PICTURES
LOGOS COMPOSITION
can be classified into: differences among
Set of characters of the same
Symbol that design + variations 1 Image Principles
identifies a brand
Primary Photograph
can be Repetition
can be Secondary Illustration
Serif Contrast
Wordmark Tertiary Clipart
Sans serif Hierarchy
Letter mark Etc. Infograph
Script Proximity
Brand mark Neutral Map
Monospaced Alignment
Iconic/Combined 2 Graph
Display White space
Warm Diagram
LABELS a great example

106
Tips
Cool Charter
Helvetica
Piece of material on the product 3 Table Rule of thirds
which gives information
Hue can be Golden section
can be Tint Raster
Brand Shade Vector
Descriptive Tone
Grade are chosen to form
Informative
Harmonies

Monochromatic
Complementary
Split complementary
Analogous
Triadic
Square
Tetradic/Rectangle
 Unit 3.2 – Paper

LAYOUT ON PAPER

TYPES BASIC ELEMENTS FOR FOR FOR FOR FOR

PUBLICATIONS 1 PUBLICATIONS 2 PUBLICATIONS 3 PUBLICATIONS 4 PUBLICATIONS 5
Mondrian Hierarchy
Flyers Books Posters Comic strips Newspapers
Squared, Structure of
parallel lines the page Single, unbound, have different Stuck on a wall, are Broadsheet
low cost, low elements different sizes,
quality promote an Tabloid
Circus Flow sequence of
Page size idea/event boxed
Leaflets drawings with Magazines
Irregular Use of focal Typeface

107
composition point Billboards text
Margins
Single, unbound,
Multipanel Grouping inexpensive, Page Large posters have
superior quality numbering around
Different sections, Relationship high-trafficked balloons
Headers and areas
same shapes between Brochures
footers
elements dotted
Silhouette Folded, different Sections
types and shapes, bubbled
Alignment
have different parts
Use of shadows pictures, bold
Similarity expensive, durable Covers
flickering
Big type Layout
Grid Booklets
For headlines Spine
Vertical and Bound, many
pages, durable, Body
Alphabet-inspired horizontal lines
expensive
Use of letters
 Unit 3.3 – Digital layout

DIGITAL LAYOUT

uses is used for can be for can be for has helped to develop

INTERFACES WEB DESIGN MOBILE SOCIAL NETWORKS ICONS

can be done using can be Include which evolved into

Command line
Hand-coding pages
Static Advertising EMOJIS
Menu driven WYSIWYG
have two sections and are used also as
Content Liquid
Form based management Personal profile
system REACTIONS
Adaptive Exploratory section
Graphical user includes
have common features
WEB ADVERTISING Responsive

108
Touchscreen Posts
in the form of includes

Natural user Walls

Banner IN-APP ADVERTISING

Natural language Stories

Pop-up ad Video ads
to create Feedback
Intertistial
DESIGN Rewarded
Instream pre-roll
made up of
Outstream
Visual design
Display ads

Interactive design Banner

Medium rectangle
Information architecture
Interstitial
Native
 Unit 4.1 – The basics of advertising

ADVERTISING

is aims at was born resorted to uses is generally must respect can be classified into
prepared by
Marketing Informing with Psychology MASLOW'S Code of Marketing PRODUCT
tactic to CONSUMERISM PYRAMID OF ADVERTISING Communication ADVERTSING
promote NEEDS AGENCY Self-Regulation
a product Persuading Motivational
after the 1st research
aims at Pioneering
Industrial
Physiological Identifies USP
Reminding Revolution
making sure
commercial Competitive
using To make brand Safety Prepares campaign communications
names known are honest, true,
correct Comparative
AIDCAS model Local
Social
National
Attention Digital Chart INSTITUTIONAL

109
Esteem International ADVERTISING
Interest aims at
Desire Chooses media
Self-actualisation regulating Enhancing
channel
Confidence marketing corporate identity
communications
Action Print ad on the Internet
Satisfaction Broadcasting ad and social Advocacy
networks
Outdoor ad
PUBLIC SERVICE
Digital ad
ADVERTISING
Product/Brand
integration

Chooses strategy

ATL
BTL
TTL
 Unit 4.2 – Feautures of advertising

FEATURES OF
ADVERTISING

LANGUAGE COLOUR IMAGES MUSIC WORKS STRUCTURE EFFECTIVENESS

OF ART OF AN AD OF AN AD
Different
Prefixes
connotations Optional at the level of
Headline/Slogan
Noun compounds Overall response of
Body copy the target market

Ungradable adjectives use of

Payoff/Tagline
Second person KPIs

110
Caption
measuring
Imperative tense
Brand user behavior

Other tools marketing funnel

Visuals contribution generated
Puns by marketing activity
Idioms Packshot
Response of
the individual
Figures of speech
Call to action
use of
Hyperbole
Metaphor Brand recall
Metonymy
measuring
Simile
recollection of a brand
name when prompted
 Unit 5.1 – Photography

PHOTOGRAPHY

is uses used on used in used for used in some great

ANALYSIS OF photographers
Form of
A PHOTO
LIGHT SCREEN = ADVERTISING SPECIAL PHOTOJOURNALISM Ansel Adams
communication CINEMATOGRAPHY OCCASIONS
using light also used in Technical Henri Cartier-Bresson
Clean images Reporting on
Architecture features Richard Avedon
Ancient Purpose people and events
communication Business using photographs Robert Capa
Lifestyle images
Create a motion Composition
Art Celebrity Donald Mc Cullin
picture Golden Age:
Medicine Conceptual 30s-70s
Context Steve Mc Curry
Staff Magnum
is Family life Dorothea Lange
Photo Agency
Director of Fashion Subject
electromagnetic Documentary
photography
energy seen with Life

111
photography
the naked eye Crew Meaning
Nature Photos as agents for
in photography Shooting techniques Scientific and military transformation

Sports
Sources Bird's eye
Stage and set
Front lighting Extreme long shot
Politics
Side lighting Long shot

Back lighting Medium shot

Close-up shot
Types
Over-the shoulder
shot
Natural
Artificial

Magic hours

Golden
Blue
 Unit 5.2 – Music

MUSIC

can be found in can be found in can be found in is visualised with

EVERYDAY LIFE ADVERTISING FILMS MUSIC VIDEOS

because
Hospitals and Purposes Purposes
nursing homes
it makes the ad more
Emotion Sell songs and CD
memorable and emotive
Shopping centres Atmosphere Entertain
with
Rhythm Promote artist
Restaurants
different genres Commentary Increase marketing profits
Support to the plot

112
Breeding centres Classical History
Pop Location
1960s
Agriculture Old
Main titles Promos
Electronic
Fitness centres During the plot 1970s
In the form of
Inside the narration Top fo the Pops
jingles Out of the narration 1980s
MTV
End credits
Mid 1980s
It can be
Star image of artists
existing
2000, ...
written specifically
Song + choreography +
(score)
making of
It is called

Soundtrack
 Unit 5.3 – Storyboard

STORYBOARDING

affinities with used for

CONCEPTION DEFINITION APPLICATIONS ELEMENTS
Comic-book Commercials
1930s Visual Film industry writing Characters
representation
Structure
The Three of a sequence Position and
Commercials Similarities
Little Pigs into different movement
panels Opening
Sequences of drawings
1940s Children's Problem Dialogues
can be books Temporary statement

113
Gone with the summarised in
Use of film shooting Solution Positions of
Wind techniques
Script Emergency Call to cameramen
breakdown instructions action
Differences
shown as Shooting angles
can be preceded by
Comics Size and shape
of frames Animatic Frames
Thumbnailing
Movement
Animated storyboard
Small draft sketches (filmed drawn panels) Camera
movements
Photomatic
Purpose
Animated storyboard made
Pre-visualising with photographs
and planning
sequences
 Unit 6.1 – Big screen
BIG SCREEN

FILMS FILMS CINEMA GREAT FILM

DIRECTORS
are can be A brief history
Expressionists
Series of still photographs Animated 1891
projected in rapid succession
onto a screen Lang
Kinetoscope
Created by projecting 24
Wiene
frames per second
are classified 1895
according to O. Wells
Each frame is a still photograph Lumière brothers
Auteur system Neorealists
slightly varied form the previous one
1914
Rossellini
Genre Origins
Storytelling is the dominant form De Sica
Action/Adventure Complex backgrounds + World War I Visconti
moving figures
Comedy Space/time alterations

114
French cinema
Crime and gang/Thriller Evolution
1920s/1930s
Documentary Chabrol
Simplification +
Drama computerisation Beginning of Godard
animation films
Epic/Historical/War Recognised in 2002 with Truffaut

Horror 1932/33 S. Kubrick

Best animated
Musical/Dance Feature Oscar J. Campion
Technicolour
Romance Synchronised dialogue
Science fiction
1930s/1940s
Western
Golden Age of Hollywood
Directors from Europe (WW II)

1940s, ...

New challenges
Introduction of television
Digital technology
 Unit 6.2 – Small screen
SMALL SCREEN

Some examples
TELEVISION SHOOTING ENTERTAINMENT NICHE FACTUAL EDUCATIONAL
EVENTS PROGRAMMES PROGRAMMES PROGRAMMES PROGRAMMES Cartoons
A brief history
No post-production Soap operas Cartoons News
1949
Need of good Sitcoms Music Weather
1884 equipment and skills
Game/quiz shows Sports Reports First animated TV show
Nipkow disk Variety shows Religion Documentaries
Crusader Rabbit
1891 TV dramas
Chat shows Role
Cathode ray tube
Reality TV
Entertain
1907 Talent shows
and contests Foster moral values
Kinetoscope
Cookery shows Effects on children
and contests
1929
Music shows Positive
Low-definition TV and contests

115
Language
acquisition
1936
Negative
Electronic broadcasting Violence
system (UK)
Documentaries
1947

Full-scale commercial Allow to express a world view

TV broadcasting
Real TV
Evolution

Colour Shows how ordinary people

behave in everyday situations
Digital technology

Role News

Storytelling
Disseminates information
Source of information globally

Help decode everyday life

Great anchors
Help build identity-framing
W. Cronkite
R. Mac Neil
 Unit 7.1 – People
PEOPLE

ON SCREEN - ON SCREEN - ON SCREEN - ON THE WEB ON PAPER

For the TV For the cinema TV and cinema
Web designer
Journalists
Artists Artists Technicians Web editor
Reporter
Content manager
Comedian Actor/Actress Filming
Columnist
Photo editor
Presenter Dancer Cameraman
Editorialist
Website marketing manager
Impersonator Choreographer Cinematographer
Editors
Soubrette Extra/Walk-on Sound
Sound technician Sub-editor
Extras Production crew
Music director Proof-reader
Would-be artist Casting director
Lights Layout editor
Guest Director
Light technician/Gaffer Production editor
Executive producer
In the newsroom Electrician Assistant

116
Producer
Journalist Screenwriter Book writers
Anchor
Novelist
Services for the set
Sub-editor
Short story writer
Reporter Set designer
Non-fictional writer
Metereologist Costume designer
Biographer
Weather-man Make-up artist
Essayst
Hairdresser
Extra services
Prompter
Marketing
Extra services
Publicist
Cleaner
Marketer
Caterer
Sale manager
Driver
Distribution
Distributor
Newsagent
Newspaper boy
Lorry driver
 Unit 7.2 – Tools
TOOLS

FOR THE SCREEN FOR PAPER FOR THE WEB

Filming Photocopier Computer

Camera 2D Hardware
Cinematic 3D Software
Camcorder
Photo printing machine Web 1.0
Camera support
Consultation
Tripods Printer
Gimbals Web 2.0
Laser
Shoulder mounting
Inkjet User-created content
Dolly
Continuous (CIJ) Interaction

117
Audio Drop-on-demand (DOD)
Web 3.0
Headphones Rotary printing press
Clouds
Microphone
Offset printing Artificial intelligence
Wireless
Rotogravure 3D graphics
Shotgun
Flexography Wikis
Boom pole
Semantic, ubiquitous, high connectivity
Lavalier
Microphone support Platforms

Shock mount To share

Lighting To socialise
To locate
Three-point lighting
To find
Light reflector
To book
Camera lights
To download
Softbox
To learn
 Unit 7.3 – Software

SOFTWARE

FOR THE SCREEN FOR PAPER FOR THE WEB

Video editing Desktop publishing software Text editor

Subtitles To create
Photo software
Sound editing Websites
Photo editing
Dubbing Photo cropping Collection of web pages

118
Revoicing Written in HTML
Print management software
Automated dialogue replacement Hosted in a web server
Looping Static
Dynamic
Capture software
Displayed in a web browser
Motion
Having a web address (URL)
Performance
Tested through a browser

Visual effects An example

Adobe Acrobat reader

PDF files
Online signature of documents
ESAME DI STATO
L’Esame di Stato
L’Esame di Stato conclusivo dei corsi di studio di istruzione secondaria di II grado è disciplinato
dal D. Lgs. n. 62/2017, dove vengono stabilite le regole per la sua conduzione. Le prove d’esame
previste per tutti gli istituti di istruzione secondaria II grado sono in totale tre, due prove scritte a
carattere nazionale e un colloquio.
Le regole e disposizioni stabilite dalla normativa sulla struttura e modalità di svolgimento delle
prove d’esame sono valide per tutti gli istituti di istruzione secondaria II grado e per i diversi
indirizzi in essi presenti, fatta eccezione per la seconda prova scritta, per la quale negli Istituti
Professionali è prevista specifica disposizione.
Le tracce relative alla prima e seconda prova scritta sono elaborate dal MIUR nel rispetto del
quadro di riferimento allegato al DM n.769/2018, in modo da privilegiare, per ciascuna disciplina,
i nuclei tematici fondamentali, in sintonia con le Indicazioni nazionali e le Linee guida. Il MIUR
sceglie i testi della prima e seconda prova per tutti i percorsi di studio tra le proposte elaborate da
una commissione di esperti.
La seconda prova ha per oggetto una o più discipline caratterizzanti il corso di studio ed è intesa
ad accertare le conoscenze, le abilità e le competenze attese dal profilo educativo culturale e
professionale dello studente dello specifico indirizzo.

Seconda prova scritta: disposizioni specifiche per gli Istituti Professionali

Nei percorsi dell’istruzione professionale, come chiarisce l’art.17 comma 8 del D. Lgs n. 62/2017,
la seconda prova ha carattere pratico ed è tesa ad accertare le competenze professionali acquisite
dallo studente. Una parte della prova è predisposta dalla commissione d’esame in coerenza con
le specificità del Piano Triennale dell’Offerta Formativa dell’istituzione scolastica. La prima parte
della prova è quindi, predisposta dal MIUR secondo i criteri generali precedentemente indicati. La
seconda parte della prova è predisposta dalla commissione d’esame. La norma stabilisce che le
commissioni d’esame devono adempiere ai seguenti compiti:
• predispongono la seconda parte della seconda prova tenendo conto del piano dell’offerta formativa della
scuola;
• in sede di riunione preliminare definiscono le modalità organizzative per lo svolgimento della prova, che
può essere svolta lo stesso giorno o il giorno successivo tenendo conto della specificità dell’indirizzo e
della disponibilità di attrezzature e laboratori. Le modalità organizzative e gli orari di svolgimento sono
immediatamente comunicati alla scuola e ai candidati il giorno della prima prova;
• il giorno stabilito per lo svolgimento della seconda parte della seconda prova, elaborano il testo della parte
di loro competenza tenendo in debito conto i contenuti e la tipologia della parte nazionale della traccia.

Colloquio orale
La struttura dell’esame orale è stata rinnovata dal Decreto Legislativo 13 aprile 2017, n. 62, la
riforma che disciplina i cambiamenti del nuovo esame di Stato. Secondo la riforma, l›obiettivo del
colloquio è quello di «accertare il conseguimento del profilo culturale, educativo e professionale
della studentessa o dello studente».
Durante l’esame orale, oltre alla trattazione multidisciplinare dei materiali proposti dalla
commissione, i candidati dovranno anche presentare la relazione sulle attività condotte durante il
percorso di studi, come i PCTO, e rispondere a domande di educazione civica. Saranno i membri della
commissione a stabilire, secondo il documento del 15 maggio, i possibili argomenti del colloquio.

La presente sezione ha l’obiettivo di fornire alcuni suggerimenti e spunti per dare origine a una
simulazione di colloquio orale simile a quello attualmente previsto per l’Esame di Stato.

120
Sample model

THE FALLING SOLDIER – IL MILIZIANO

• Artist: Robert Capa • Credit Line: Gilman Collection,

(American – born Hungary –
Budapest 1913-1954 Thai Binh)
• Date: 1936, printed later
• Medium: Gelatin silver print
• Dimensions: Image: 24.7 x 34 cm
(9 3/4 x 13 3/8 in.)
• Classification: Photographs
Purchase, Alfred Stieglitz Society
Gifts, 2005
• Accession Number: 2005.100.166
• Rights and Reproduction:
© International Center of
Photography / Magnum Photos

Sample questions:
1. Are there any politically committed writers among the giants of Literature in
English of the 20th century?
2. What do Capa’s photo and Picasso’s masterpiece have in common?
3. Would the title Literature and Cinema Go to War be suitable for a documentary
on the Spanish Civil War? Justify your answer.

Sample subjects to be linked:

• Art History: Francisco Goya’s “The Third of May, 1808” (1814), Picasso, “Guernica”
(1937)
• History: the Spanish civil war
• English literature: Auden, Hemingway, Orwell
• Media Studies: Robert Capa, Ken Loach

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References:

Robert Capa
Possibly the most famous of war photographs, this image is all but synonymous
with the name of its maker, Robert Capa, who was proclaimed in 1938, at the
age of twenty-five, “the greatest war photographer in the world” in the British
magazine Picture Post. Taken at the beginning of the Spanish Civil War and showing
the moment of a bullet’s impact on a loyalist soldier, this photograph has become
an emblem of the medium’s unrivaled capacity to depict sudden death. It is also
prototypical of the style of photojournalism that came to define the work of Capa
and his colleagues at the picture press agency Magnum Photos in the late 1940s.
If such images have etched themselves into the public’s mind, it is not because
of their existence as original prints, but rather because of their proliferation through
newspapers and magazines. Although the scene depicted is specific to an event now
temporally distanced, the image nevertheless seems strangely familiar and retains
its powerful impact. Its expressive charge recalls another, equally famous image of
war in Spain, Francisco Goya’s The Third of May, 1808 (1814).
Capa’s image excludes Goya’s narrative elements – the executioners, stark
backdrop, and dramatic nocturnal light – and instead zeroes in on the instant of
death forever anticipated in the painting.
From 1936 to 1939, Spain commanded the world’s attention, playing out the
West’s anxieties over the rapid rise of fascism as Europe and America nervously
looked on. The Nationalists, as the side of the army rebels came to be known,
represented Spain’s forces of reaction: the land-owning class, industrial bourgeoisie,
the Catholic Church, and Fascists, led by Francisco Franco. Aided by Hitler and
Mussolini, Franco’s Nationalists conducted their “holy crusade” in the name of order
and a return to tradition against the Republic. The Spanish civil war (1936-1939),
one of the most emblematic happenings of the 20th century, was responsible for
clustering a generation of young writers, poets, and artists who looked at the conflict
as being something central in their lives. A relevant part of our proposal consists in
exploring cinema and literature as specific forms of knowledge of the social world.
The Spanish Civil War had an enormous impact on Western culture, in particular on
literature in English, with giants of literature who were inspired by this event.

Pablo Picasso, Guernica

It is Picasso’s most powerful political statement, painted as an immediate reaction
to the Nazi’s devastating casual bombing practice on the Basque town of Guernica
during the Spanish Civil War. This masterpiece shows the tragedies of war and the
suffering it inflicts upon individuals, particularly innocent civilians. This work has
gained a monumental status, becoming a perpetual reminder of the tragedies of war,
an anti-war symbol, and an embodiment of peace.

122
Wystan Hugh Auden
Auden had gone to Spain as a volunteer, where he served as an ambulance driver.
The civil war was split between the Republicans and Francisco Franco’s Fascist
forces. Franco was a tyrannical brute in the same fashion as Hitler and Mussolini.
In 1936 Auden had written to his close friend “I am not one of those who believes
that poetry need or even should be directly political. But in a critical period such as
ours, I do believe that the poet must have direct knowledge of the major political
events.” As a leftist intellectual, Auden supported the Republicans, but he witnessed
the brutality of both sides. The volunteers joining the International Brigades were
compared to gulls and seeds coming from far away. The Spanish Civil War (1936–38)
was regarded by people all over the world as a struggle for the future, not only of
Spain, but of civilisation. On one side, General Franco’s fascist army was supported
by Hitler’s Germany. On the other, the leftist government of the Spanish Republic,
supported by liberals and socialists all over the world, as well as by Stalin’s Soviet
Union. Thousands of young volunteers came from every part of Europe and America
to fight against fascism in the International Brigades. W. H. Auden was briefly in
Spain at this time and wrote Spain 1937 (2.2502–05) as propaganda in support of
the Spanish Republic and its defenders; proceeds from the sale of the poem went
to Medical Aid for Spain. The poem does not romanticise warfare, at least not in
the traditional sense. Auden recognizes that war, even in the best cause, involves
“conscious acceptance of guilt in the fact of murder” (line 82). But while the struggle
in Spain may not be glamorous, it is a historical necessity from which no supporter
of freedom can afford to turn away:
“We are left We are left alone with our day, and the time is short and History to
the defeated May say Alas but cannot help or pardon”. (lines 90-92)

Ernest Hemingway
A year after the start of the Spanish Civil War in 1936, Hemingway left for
Spain to cover the conflict for the American Newspaper Alliance. This experience
inspired his novel set during the Spanish Civil War, For whom the Bell Tolls, and is
also autobiographical in that it tells the story of an American in the International
Brigade. A film adaptation, starring Gary Cooper and Ingrid Bergman, came out in
1943 and was a critical hit, helping to draw further attention to Hemingway’s work
and views on Spain. The title is from a sermon by John Donne containing the famous
words «No man is an island, entire of itself; every man is a piece of the Continent, a
part of the main…. Any man’s death diminishes me, for I am involved in mankind.
And therefore never send to know for whom the bell tolls; it tolls for thee.” The
protagonist is an American teacher, Jordan, who has joined the antifascist Loyalist
army and is sent to make contact with a guerrilla band and blow up a bridge to
advance a Loyalist offensive. The action takes place during Jordan’s 72 hours at the
guerrilla camp. During this period he falls in love with María, who has been raped

123
by fascist soldiers, and befriends the shrewd but cowardly guerrilla leader, Pablo
and his courageous wife, Pilar. Jordan manages to destroy the bridge; Pablo, Pilar,
María, and two other guerrillas escape, but Jordan is injured. Proclaiming his love
to María once more, he awaits the fascist troops and certain death.

George Orwell
Orwell recorded his experiences in Spain in Homage to Catalonia, his first-hand
account of a war and revolution. In its pages, he reflects on the indelible impression
of being, for the first time, “in a town where the working class was in the saddle:
practically every building of any size had been seized by the workers and was
draped with red flags or with the red and black flag of the Anarchists … Every shop
and cafe had an inscription saying that it had been collectivized; …There were no
private motor-cars, they had all been commandeered, and the trams and taxis and
much of the other transport were painted red and black. The revolutionary posters
were everywhere, flaming from the walls in clean reds and blues…”

Ken Loach
Land and Freedom tells the story of a young man named David Carr (Ian Hart)
who enlists to fight General Franco’s forces. The historical record shows that
somewhere in the region of 4,000 British men were sent to Spain to combat the
anti-fascist movement. A feature of the war explored here is the role of poor rural
Spanish communities in the war. By framing the story with a scene showing David’s
granddaughter reading his letters about his experiences, the film recognises the need
for each new generation to be politically engaged. As David’s closing voiceover has
it, “Revolutions are contagious.”

Partly adapted from: https://www.metmuseum.org/art/collection/search/283315

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Module 1 – COMMUNICATION AND GRAPHIC DESIGN

1. One of the most famous

communicators is, without
any doubt, M.L. King.
Discuss his famous speech
“I have a dream” and how he
influenced the world with his
fight for Human Rights.

2. The communication process consists of specific elements. Discuss their importance and function
in creating effective communication.

Encode

Sender Receiver

Encode

3. Barriers and walls are

strong obstacles to effective
communication. Name the
linguistic barriers you know
of and then discuss, from a
cultural point of view, how
various walls of history have
hindered communication.

125
 4. Briefly discuss the picture and then
make reference to the non-verbal
communication of Nazi propaganda
and to the analysis of the gestures
of leaders of totalitarian regimes.

5. New media and technology are strictly connected to mass and interpersonal communication.
Explain the two different processes and the process of choice of the best communication
channel.

6. Famous Graphic designers have left a lasting sign in the world of communication: think of one
of them and explain why it has done so.

7. Graphic design is all about visual storytelling, a way to convey information through photos and
art. Discuss how composition is so relevant in graphic design.

8. What are the principles of graphic design? Discuss.

9. The birth of modern graphic design: the Bauhaus school in Germany. Discuss.

10. Augmented and vir tual reality: dreams or reality? Express your opinions on their uses,
applications and implications.

126
Module 2 – PSYCHOLOGY AND MARKETING

1. Explain this quote on marketing.

2. What does this quote

have to do with marketing
techniques and
psychology?

“Nothing sticks in your head better than a story.

Stories express the most complicated ideas in the
most digestable ways”
Sam Balter, Sr. Marketing Manager of Podcasts, Hubspot

127
3. Look at this picture, then explain what a catchy ad should be like in order not to be skipped.

Visual Content can be Processed

Faster by the Human Brain
The human brain can only process a very limited amount of information
at any given time, and data that can be processed much faster than
the rest will take precedence in grabbing a person’s attention.

Visuals and images make for better content

compared to lines and blocks of text VS.

The brain processes visual information

of 60.000 times faster the time it takes for the
brain to decode text

4. Look at this picture and comment

on the impact influencers can have
on empowerment.

128
 Dear President-elect Obama,

We’d love to help you fulfill your first

campaign promise. We are thrilled that

you are celebrating your victory by adopting

a dog into your family. We think you’ll find that

shelter dogs are among the most loyal, loving

5. Describe this image

and special dogs in the world. And no dog is
and say what appeals
it is using.
more in need of a little hope. You can find a

great dog and learn more about responsible

adoption at www.DogsRule.com

6. Comment on the objects

shown in this image.

129
 7. Describe the following image.
Then provide a definition of product
placement.

8. Define schockvertising, then describe

the following image.

9. Read the following pieces of advice, then explain why they are closely linked to marketing.
“Select a musical genre that your target audience would most identify with. For example, if you
are selling musical instruments, the target audience likely enjoys symphonic-style music. If you
are selling saddles, choose a genre such as country and western.”

10. Read the following definition provided by Philip Kotler and say what it refers to.
This concept “holds that the organisation’s task is to determine the needs, wants, and interests
of target markets and to deliver the desired satisfactions more effectively and efficiently than
competitors in a way that preserves or enhances the consumer’s and the society’s well-being.”

130
Module 3 – LAYOUT

1. Look at this illustration and

briefly talk about typeface and
the invention of the movable type
and how this invention has deeply
changed the history of mankind,
giving rise to the birth of Humanism
and the Renaissance.

2. Look at this image and briefly

talk about it. Then, analyse in
particular the use of blue in
social networks, in Kandinsky’s
works of art, and in the
European flag.

3. Photographs, illustrations, and ClipArt are

pictures used to communicate. Talk about them
and their differences. Add information about
copyright and the Creative Common License.

131
4. What does this picture
represent? Briefly talk
about the principles of
composition.

5. What does this picture

show? Discuss.

6. What do these pictures

show? Talk about their
features,

132
 7. Briefly talk about the
common features in
the layout of a book.
What parts need special
thought and design?

8. Web design and advertising. Briefly talk about their relationship and features.

9. Briefly talk about mobile friendly web design.

10. How have social media changed their style of communicating? Discuss.

133
Module 4 – ADVERTISING

1. Briefly talk about advertising and its features.

Make reference to Andy Warhol and Pop Art.

2. Posters and billboards often make use of

works of art. Talk about this famous painting
and Picasso’s Cubism.

3. Think about the AIDA model, in use

since the late 19th century. Talk about
how useful it still is today, whether it
has been implemented and how.

134
4. Talk about the picture and
discuss its relevance not only to
advertising, but also to the Italian
Constitution.

5. Explain how great ad

campaigns are built and
how they work. Make
reference to the picture
if necessary.

6. Briefly talk about outdoor advertising and talk about media channels in general.

7. What is the Code of Marketing Communication Self-Regulation? How does it work?

Why is it necessary? Discuss.

8. Look at the picture and

talk about the origins of
mass consumption.

135
 We cut off something
that doesn’t grow again.
Wherever the rain forest is cleared,
barren ground remains.

9. Look at the picture and discuss

all the elements of a printed Ad.

Dive into pure pleasure.

10. Analyse this ad and, in particular,

make reference to the use of
language in advertising.

136
Module 5 – CREATIVE ARTS

1. “He was in many senses

the first modern artist,
the first to proceed not
by evolution, but by
revolution”, the English
painter and critic Roger
Fry wrote of Caravaggio in
1905. Comment on this
quotation about the use
of light in Caravaggio’s
paintings and in other
fields such as medicine
and photography.
Caravaggio “The Lute Player”

2. This photo was taken

at sunset. Comment
about the importance
of light in photography.

3. Robert Capa was one

of the most famous
photojournalists of
the Golden Age of
photojournalism. Talk
about the evolution
of photojournalism
from the beginning to
photography activism.

137
4. Comment on these images. How could they be used
in an advertising campaign? What are the purposes of
advertising photography?

5. “Cinematography is the creation of images we see on the screen; it is a series of shots that
form a cohesive narrative.” Comment on this definition and talk about the team, the process
and the shooting techniques.

6. Ansel Adams was an American photographer who became famous for his iconic images of the
American West. His breathtaking black-and-white pictures helped to promote the conservation
of nature as well as establish photography as a recognized and respected fine art. What famous
photographers could capture nature and people with extraordinary skill?

7. Music in fitness centres creates a pleasant atmosphere. Comment on this photo and talk about
the use of music in gyms, restaurants, shopping centres, nursing homes and agriculture.

138
 8. What are the two
people on the left
doing? Comment on
this photo and talk
about the purposes
of music videos and
their evolution from
the 1960s to the new
millennium.

9. Why is the short The Three Little Pigs

important in the history of cinema?
Comment on the movie poster and
explain what a storyboard is and what
it can be applied to.

10. What does this image represent? Comment on it, and explain the similarities and the differences
between storyboards for films and comic books.

139
Module 6 – BIG AND SMALL SCREEN

1. Comment on this
quote by film
director Alfred
Hitchcock.

2. This quote highlights negative consequences not just

true for TV. Comment on it.

3. Look at this picture and say which jobs have been left out, then pick a job and describe its
main features.

140
4. Look at this picture and comment on the impact
TV anchors can have on our lives, taking into
consideration both positive and negative aspects.

5. Compare the film posters of two adaptations for the screen of a masterpiece by Scott Fitzgerald.

6. Describe this image.

141
 7. Pick a genre from
the ones shown
on the right and
say what you know
about it.

8. Think of the possible image manipulations postproduction allows you to do and comment on the
following passage. Then explain how you could make a movie without postproduction.
“The aim of the film movement Dogme 95 put forward by the directors Lars von Trier and
Thomas Vinterberg, was for the purification of the filmmaking process. It was to cleanse the
whole procedure of filmmaking by refusing expensive special effects, post-production changes
as well as other gimmicks.”

9. Comment on the following quotation by Truffaut by linking it to the cinema movement he

belonged to.
“Today, I demand that a film express either the joy of making cinema or the agony of making
cinema. I am not at all interested in anything in between; I am not interested in all those films
that do not pulse. … I saw plenty of differences in degree, but not in kind.”

10. Comment on this image and say what you know about a great director who made this object
famous.

142
Module 7 – PEOPLE AND INSTRUMENTS

1. Comment on this quote by film director Ridley Scott,

“I think, at the end of the day, filmmaking is a team, but eventually there’s got to be a captain.”

2. This quote highlights important roles in the field of publishing. Comment on it.
“A person who wrote badly did better than a person who does not write at all.
A bad writing can be corrected. An empty page remains an empty page.”
Israelmore Ayivor, How You Can Write Your Dream Book

3. Look at this picture and

think of where it can have
been shot (environment,
people involved,
procedures…)

4. Comment on this quote:

“What gunpowder did for war, the printing press has done for the mind.”
Wendell Phillips (19th century American intellectual and lawyer)

5. Think of what
this picture
represents and
the impact of
these platforms
on our lives.

143
6. Look at this picture and talk about
the techniques it shows.

7. Comment on this statement.

“There are two phases to a movie. First you shoot the movie, then you make the movie.
Generally, post-production is longer than filming.”
Keenen Ivory Wayans

8. Think of the possible image manipulations this software allows you to do.

144
 9. Think of how the web has progressed and its future trends.

10. This quote makes us think of what a good web designer should consider.
“A website without visitors is like a ship lost in the horizon.”
Dr Christopher Dayagdag, CEO of Marketlink Web Solutions

145
UNIT TESTS
I seguenti test mirano a verificare le conoscenze, le abilità e le competenze degli studenti
per ciascuna unità del volume.
Ciascun test è disponibile in due versioni ed è della durata di circa un’ora.
Il materiale è editabile, quindi ogni docente può adattare facilmente ciascun test per le
sue classi.
Inoltre, è anche disponibile una versione editabile dei test in formato adattato per i BES
sul sito della casa editrice: www.edisco.it.
U 1.1 Communication Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to the right definition. There are two extra-words.
1. An interchange of thoughts, opinions, or a. To achieve
information by speech, writing, or signs. b. To engage
2. The way of acting of a human or animal. c. Purpose
3. A reaction or response to a particular process or activity. d. To influence
4. To keep the attention of someone. e. Audience
5. A particular form or stage of civilisation, as that f. Courtship
of a certain nation or period. g. Channel
6. The group of spectators at a public event. h. Behaviour
7. A means used to convey information. i. Communication
8. To succeed in dealing with something. j. Feedback
9. The reason for which something is done. k. To overcome
10. To change someone’s ideas or actions. l. Culture
......... /20

CONTENT

2. Write a short text describing the main types of communication. Use no more than 10 lines.
......... /20
3. Read the questions and choose the appropriate answer.
1. In the past, people used to discuss their experiences mainly…
a. face to face. c. on the telephone.
b. writing letters. d. writing e-mails.
2. Traditional channels are…
a. digital newspapers. c. radio and television.
b. e-mails and websites. d. blogs.
3. Grapevine communication can be defined as…
a. communication between peers in a formal contest.
b. non-verbal communication mostly using body language.
c. an informal, chaotic and unconventional type of communication.
d. a horizontal kind of communication between peers.
4. SEO stands for…
a. Strategic Empowerment Objectives. c. Search Engine Optimisation.
b. Social Elements of the Organisation. d. Strategic Elements Organised.
5. Which of the following are elements in the process of communication?
a. Sender, receiver, feedback, manager.
b. Channel, feedback, message, communication.
c. Decoding, sender, non-verbal, contest.
d. Feedback, message, receiver, sender.

149
U 1.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

6. Music can…
a. reduce anxiety and depression. c. make communication difficult.
b. develop extra sensorial perceptions. d. change someone’s lifestyle.
7. Subliminal messages are perceived…
a. by the conscious mind. c. outside the conscious realm.
b. through the five senses. d. through tactile stimuli.
8. One of the advantages of visual communication is…
a. reaching only a specific part of the audience.
b. communicating through the use of sounds.
c. making the message instantly clear.
d. obtaining the desired effect.
9. Choose the incorrect option. One of the purposes of communication is…
a. to express feelings. c. to influence.
b. to relax our mind. d. to share knowledge.
10. Great communicators are able to…
a. make people feel alive. c. build friendship with people.
b. move people and create actions. d. make people wake up.
......... /20

COMPETENCE
4. Complete the text with these words. You can repeat or slightly adapt them.
feedback • receiver • sender • message • non-verbal • encode • decode • channel

The 1. …..................................... process consists of several components. Let’s take a look.

A 2. …..................................... is the party that sends a 3. …...................................... Lindsey, for example,
will be the 4. …...................................... She’ll also need the 5. …....................................., which is the
information to be conveyed. Lindsey will also need to 6. …..................................... her message,
which is transforming her thoughts of the information to be conveyed into a form that can
be sent, such as words. A 7. …..................................... of communication must also be selected,
which is the manner in which the 8. …..................................... is sent. 9. …..................................... of
communication include speaking, writing, video transmission, audio transmission, electronic
transmission through emails, text messages and faxes and even 10. ….....................................
communication, such as body language. Lindsey also needs to know the target of her
communication. This party is called the 11. …......................................
The 12. …..................................... must be able to 13. …..................................... the message, which
means mentally processing the message into understanding. If you can’t decode,
14. …..................................... fails. For example, sending a message in a foreign language that is not
understood by the 15. …..................................... probably will result in decoding failure.
Sometimes, the 16. …..................................... will give the sender 17. …....................................., which is a
message sent by the 18. …..................................... back to the 19. …...................................... For example,
a member of Lindsey’s team may provide 20. …..................................... in the form of a question to
clarify some information received in Lindsey’s message.
Adapted from: https://study.com/academy/lesson/what-is-the-communication-process-definition-steps.html
......... /20

150
U 1.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

5. Read the text and say if the following statements are true or false. Correct the false ones.

Mass Communication
To understand mass communication, we must first be aware of some of the key factors that
distinguish it from other forms of communication. To convey a message to a large audience,
a media channel is necessary. Moreover, in such communication, participants are not equally
present during the process: the audience tends to be distant, diverse, and vary in size
depending on the medium and message. Finally, mass communication is most often profit-
driven, and feedback is limited.
Mass communication is becoming more and more integrated in our lives at an increasingly
rapid pace. This process is caused by the increasing convergence between ourselves and
technology: we are not as distanced from mass communication as in the past and we have
more opportunities to use it to fulfil interpersonal and social needs. Sites such as Facebook,
Twitter, Vine, Snapchat, and Instagram are great examples of new mass communication
platforms that we use to develop and maintain interpersonal relationships, for example.
Mass communication specialists use their knowledge of rhetorical values and strategic media
practices to develop, share, and evaluate effective messages to large, targeted audiences.
These policies allow public relations specialists, journalists, advertisers and marketers,
graphic designers and illustrators, corporate media managers and other media professionals
to create and start strategic communication plans across nearly every industry.
There are five distinct steps in mass communication: 1. a professional communicator creates
the message; 2. the message is sent quickly and continuously through the media; 3. The
message is received by a vast and diverse audience; 4. the audience gives the message a
meaning; 5. the audience is influenced or changed in some manner.
Two of the best-known applications for mass communication are commercial advertising
and political campaigns.
Adapted from: https://courses.lumenlearning.com/suny-introductiontocommunication/chapter/
defining-mass-communication/

Glossary:
to fulfil: realizzare policy: politica
increasingly: sempre più value: valore
pace: ritmo
T F
1. Media channels are not always necessary in mass communication.
2. It is easy to target audience with mass communication.
3. Mass communication is generally sales-oriented.
4. Feedback is generally absent in mass communication.
5. We are distancing ourselves from mass communication.
6. We don’t use mass communication tools in our interpersonal communication.
7. Experts in mass communication help other specialists find the best communication
strategy.
8. Graphic designers and journalists are examples of media professionals.
9. It is impossible to describe the steps of mass communication.
10. Mass communication is often used in politics.

......... /20

......... /100

151
U 1.1 Communication Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Translate the following words.

1. Decodificare .................................................................................................................................................................

2. Incomprensione .................................................................................................................................................................

3. Gesto .................................................................................................................................................................

4. Comportamento .................................................................................................................................................................

5. Ricevente .................................................................................................................................................................

6. Poster pubblicitario .................................................................................................................................................................

7. Trasmettere (via onde) .................................................................................................................................................................

8. Coscienza .................................................................................................................................................................

9. Verso il basso .................................................................................................................................................................

10. Ritornello .................................................................................................................................................................

......... /20

CONTENT

2. Write a short text talking about the channels of communication. Use no more than 10 lines.
......... /20

3. Chose the correct answer.

1. Talking with a friend is an example of…
a. non-verbal communication. c. interpersonal communication.
b. mass communication. d. intrapersonal communication.
2. The use of jargon is an example of which type of communication barrier?
a. Psychological. c. Cultural.
b. Physiological. d. Linguistic.
3. What does mass communication involve?
a. A feedback. c. A tech-based medium.
b. Printing tools. d. All of them.
4. The questions to answer to choose the best communication channel are...
a. Why, when, because, where. c. Who, when, where, how.
b. What, why, where, how. d. Who, what, why, how.
5. A communication channel is a/an…
a. goal to reach. c. form of outdoor advertising.
b. medium to use. d. attitude.
6. Visual elements are…
a. images and photographs. c. technological instruments.
b. products and ideas. d. all of them.
7. Music can affect…
a. our body. c. our mood.
b. our world. d. none of them.

152
U 1.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

8. Music was first used…

a. to talk to each other. c. to communicate information.
b. as a medium to transfer feedback. d. to give pleasure and joy.
9. Subliminal communication…
a. goes beyond awareness. c. is consciously perceived.
b. goes over the threshold level. d. is addressed to individual feelings.
10. What makes people great communicators?
a. The use of effective body language c. The use of simple and easy words.
b. The use of rhetorical effects. d. All of the above.
......... /20

COMPETENCE

4. Read the text and complete it with the given words.

universal • distances • protest • emotions • social • tropical • understand •
communicate • messages • cultural • problem • childhood • rhythm • solution • moral •
goal • peace • slow • human • anger

Communication through music

Music is one of the oldest and most 1. …..................................... forms of communication all
across human history and culture. Music breaks down 2. …..................................... differences and
communicates in a way that we can all 3. …....................................., thanks in part to the fact that we
all feel the same 4. …..................................... and can identify them in music from other cultures.

Signal Drums
For centuries, people in Africa, New Guinea, and the 5. …..................................... regions
of the Americas have used drums to communicate with each other across great
6. …...................................... Messages could be transmitted at about 160 kilometres an hour,
virtually instantly at the time. The talking drums spread throughout West Africa and to the
Americas and the Caribbean during the slave trade. The use of these drums was eventually
banned because the slaves were using them to 7. …..................................... over long distances in
codes the slavers didn’t understand.

Political Music
In today’s world music is still used to communicate 8. …...................................... An example of the
most easily recognizable message conveyed by much of today’s music might be political
music, or the “9. …..................................... song”. This particular kind music has been around since
at least the early part of the 18th century, and there has been such a song for every single
major 10. …..................................... or political movement in western history since. These songs aim
at pointing out some 11. …..................................... in society; presenting a 12. …..................................... to
that problem in terms of action and a 13. …..................................... , trying to recruit individuals by
creating 14. …..................................... unity and uniqueness.

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U 1.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

Music and Emotions

Maybe the most well-known thing music is used to communicate is simply basic
15. …..................................... emotions. Our ability to perceive emotion in music is thought to
develop very early in 16. …..................................... , improving throughout life. Tempo refers to
the speed or pace of music, and fast tempos are usually associated with happiness,
excitement, and 17. …....................................., while a 18. …..................................... tempo usually
conveys sadness or serenity. 19. …..................................... can also communicate a number of
emotions. For example, a smooth and consistent rhythm is associated with happiness and
20. …....................................., and rough or irregular rhythms speak of amusement or uneasiness.
Adapted from: https://www.themusicstudio.ca/blog/2017/04/communication-through-music/

......... /20
5. Read the text and answer the questions.

Visual Communication
Every kind of communication done through sight is visual communication. Let’s think about
facial expressions, gestures, eye contacts, signals, maps, charts, posters, but also illustrations
and animations, books, magazines, screen-based media, interactive web design, short films,
advertising, promotions, corporate identity and packaging designs… all aim at communicating
in a visual way. The visual presentation of information and data is having an increasing impact
on our practical life; it plays an important role in every organisation and it is becoming very
popular day by day since most businesses are using visual techniques to present information.
Also, it is estimated that 65% of people are “visual learners”, meaning that they are able to
retain information better when it is presented visually, rather than through text.
Improving visual communication is therefore one of the simplest, most important steps to
take to help people to retain more information and make better decisions.
Nevertheless, the truth is that effective visual communication takes effort and it is time-
consuming, too: sending an email or memo with some basic information in it takes just a few
seconds, creating a visual aid for that same information could take a half hour or more. Moreover,
it can be expensive in terms of money used (you need professionals for a professional result),
and sometimes it can be ineffective since receivers may not understand the whole meaning of
the presentation. Though very useful and with a great impact, visual communication is, however,
considered an incomplete method, not sufficient to always communicate effectively and clearly
since ambiguity, situational problems and delays in making decisions can derive from it.
Adapted from: https://thebusinesscommunication.com/
what-is-visual-communication-advantages-and-disadvantages/

1. How is visual communication always made?

2. Name three body language communication forms quoted in the text.
3. What is happening in business organisations?
4. Who is a visual learner?
5. Is it true that over half of people are considered “visual learners”?
6. Why is it important to improve visual communication?
7. Why is visual communication time-consuming?
8. Why is visual communication expensive?
9. Why can it be unsuccessful sometimes?
10. What can visual communication generate? ......... /20

......... /100

154
U 1.2 Graphic design Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY
1. Match each word to its right definition.
1. Reliance a. Attractive and pleasing.
2. Effective b. Producing a vivid expression, striking.
3. Core c. A need or necessity.
4. Consumption d. A person who makes an agreement.
5. Requirement e. Any sort of short instructions.
6. Engaging f. The act of consuming.
7. Briefing g. To modify according to personal preferences.
8. To customise h. Surrounding things.
9. Contractor i. Confidence.
10. Environment j. The most essential part of anything.
......... /20

CONTENT
2. Read the sentences and say if they are true or false, then correct the false ones.
T F
1. Graphic design is the art of writing effective messages.
2. Graphic design aims to involve the audience.
3. Graphic design is often called “visual communication”.
4. Graphic design deals with written communication.
5. Graphic designers often work alone.
6. William Addison Dwiggins was an English author who, in the early 20th century,
coined the term graphic design.
7. It is said that graphic design can be traced back to our early progenitors.
8. Mankind has never shown a particular interest in communication through drawings.
9. Graphic design is considered crucial and decisive in the sale and marketing of products.
10. Paul Rand is considered a milestone in the history of graphic design.
......... /20

3. Briefly talk about who graphic designers are using no more than 100 words.
......... /20

COMPETENCE
4. Complete the text with the words given. Two are extra words.
interior • goods • century • paper • media • receipts • processes • Interface • design •
challenge • responsibility • Web

Print, Internet and Graphic Design

Printing has always been one of the most important 1. …..................................... of mass
communication, which also includes radio, television and film. Printing is still the basis of
➜
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U 1.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

many aspects of our education. Commercial regulations depend on printing many

documents like 2. …....................................., bank notes, and investment certifications. Similarly,
advertising partly depends on printing to promote 3. …..................................... and services.
Therefore, graphic design has always been closely related to 4. …..................................... and
printing developments and widely spread thanks to the evolution of the printing technique.
In the early 20th century, graphic design was largely inspired by technological advancements
in printing and also in photography. In the last quarter of the same 5. ….....................................,
technology played a similar role, but this time it was the computer to inspire graphic
design: many computer applications emerged quickly for computer graphics and became
alternatives to traditional production methods in television, film and print.
The emergence of the World Wide 6. …..................................... and its rapid development during
the nineties contributed significantly to changing the way people communicate with each
other and how they get information. After transforming graphic design 7. ….....................................
from hand-made to computer-made, the computer has started a new revolution by
transforming visual communications at a deeper level, from simply using computers and
electronics as composition and production tools for graphic design to a new communication
medium. Graphical User 8. …..................................... GUI. design has been the graphic designer’s
responsibility since the early days of software within a 9. …..................................... team made up of
different experts. This was in fact the first real 10. …..................................... for graphic designers
since designing for the screen involves different processes to those for print.
Adapted from: Abushawali, Mahmoud & Lim, Yan & Bedu, Ahmad. (2013). The Impact of New Digital
Media on Graphic Designer in Jordan. 274-277. 10.1109/ICICM.2013.34.

......... /20

5. Read the above text again and say if the following statements are true or false.
Correct the false ones.
T F
1. Printing has always been fundamental in our education.
2. In the past, graphic design was closely related to printing developments.
3. In the 20th century, graphic design wasn’t interested in technology at all.
4. Computer graphics have never been a valid alternative to traditional production
methods.
5. The WWW has greatly contributed to change the way people communicate.
6. In the 20th century people continued to use the same approach in communication.
7. The WWW transformed graphic design processes into computer-based ones.
8. The computer is now used as a new communication medium.
9. Designing a friendly “GUI” is a task for the whole team of experts helping
the graphic designer.
10. Designing for the screen is the same as designing for print.
......... /20

......... /100

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U 1.2 Graphic design Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY
1. Underline the correct translation of the following words.
1. Task a. Offerta b. Compito c. Ruolo
2. To manage a. Minacciare b. Mantenere c. Gestire
3. Layout a. Impaginazione b. Disposizione c. Controllo
4. Confidence a. Confidenza b. Sicurezza c. Fiducia
5. Feedback a. Riassunto b. Risposta c. Critica
6. Critical a. Decisivo b. Creativo c. Controcorrente
7. Billboard a. Cartellone b. Documento c. Annuncio
8. Customer a. Consumatore b. Cliente c. Doganiere
9. Thinker a. Pensatore b. Addetto c. Nullafacente
10. User a. Nemico b. Distributore c. Utente
......... /20

CONTENT
2. Choose the correct answer.
1. Graphic designers are used to…
a. working in a team. b. working in a factory. c. working 24 hours a day.
2. The job of a graphic designer is that of…
a. creating effective texts. b. creating meaning with images. c. creating meaningless layouts.
3. It is important for a graphic designer to be able to…
a. mediate with clients. b. support his/her projects. c. give voice to his/her thoughts.
4. Expert graphic designers must be able to respond to…
a. clients’ needs. b. the requests of the software they use.
c. the requirements of the ad.
5. Graphic designers usually decide…
a. who is part of their team. b. how clients should c. how to combine
use the products. images and text.
6. Walter Gropius was the creator of the Bauhaus school in…
a. the US. b. Germany. c. Austria.
7. The Bauhaus school can be considered as…
a. a classical private school. b. a modern factory. c. a precursor of modern design.
8. … has deeply changed the working perspective of graphic designers.
a. Bauhaus b. Technology c. Psychology
9. Augmented reality and virtual reality are … for graphic design.
a. new frontiers b. popular challenges c. old traditions
10. … is no longer the most used media by graphic designers.
a. The radio b. 3D printing c. Traditional printing
......... /20

3. Write a short text talking about the life and work of Paul Rand. Use no more than 10 lines.
......... /20

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COMPETENCE

4. Read the text and answer the questions.

Immersive Technologies and Graphic designers
There has been a rapid growth in virtual reality (VR), augmented reality (AR) and mixed reality
(MR); all of them are immersive technologies which integrate virtual and real-world elements.
Without any doubt, VR, AR, and MR pull us into an immersive and engaging reality like none
we’ve seen before and graphic designers are going to become the design architects of these
immersive technologies with their creativity.
Some of the most creative trends designers have impacted on and will continue to do so,
are: gaming, where designers help us to dream up and create all those little nuances and
aspects that make it truly breath-taking; healthcare, including surgery simulation and robotic
surgery; and the construction industry and engineering, with the use of 3D modelling tools and
visualisation techniques as part of the design process. What’s more, mobile communication
enables easy access to a variety of VR-based projects such as virtual visits to museums and
historical settings, which graphic designers can also contribute to.
Graphic designers are not only going to change the world of VR, AR, and MR; thanks to the
progress of technology, designers for example will be able to avoid the tiresome and time-
consuming prototyping processes they currently use. All in all, virtual reality is changing the
way designers view their own world and the way they create, too.
Adapted from: https://www.artworkabode.com/blog/role-of-graphics-designers-in-vr/

1. What are VR, AR and MR?

2. What is their main feature?
3. What is their objective?
4. Why are graphic designers becoming more and more important to these immersive
technologies?
5. What applications are these technologies going to have?
6. How can they change the way we play games?
7. What instruments have graphic designers used as part of their design process?
8. Why are immersive technologies important in healthcare?
9. What has made it possible for these technologies to be used in museums?
10. What advantages will these new technologies bring to the job of graphic designers?
......... /20

5. Make a short summary of the previous text, using no more than 80 words.
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158
U 2.1 Psychology Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to the right definition.

1. A person who sells goods in a shop. a. Shockvertising
2. The use of natural oils to make people feel better. b. Customer persona
3. It grabs the attention in provocative and attention-generating ways. c. Pain points

4. A large panel designed to carry outdoor advertising. d. Empowerment

5. The person who promotes a product and studies how to do so. e. Brand
6. The granting of the power to perform various acts or duties. f. Marketer
7. Representative of a sample audience. g. Sensory marketing
8. Problems as called in marketing. h. Billboard
9. Appeal to customers’ senses. i. Retailer
10. A class of goods identified by name as the product of a single j. Aromatherapy
firm or manufacturer.
......... /20

CONTENT
2. Choose the correct option to complete each sentence.
1. … theories of motivation explain why people desire certain products.
a. Advertising b. Medical c. Psychological d. Marketing
2. An individual’s preferences and … decisions are affected by many factors.
a. purchasing b. selling c. advertising d. fashionable
3. Advertisers know the decision to buy something is influenced by…
a. colours and sounds. c. religion.
b. the product’s cost only. d. all the five senses.
4. People’s sympathy towards the brand can be aroused by using … in ads.
a. puppies b. dolls c. toys d. owls
5. To attract people to buy, it is necessary to reach…
a. their empowerment. b. their children. c. their feelings. d. their toddlers.
6. David Ogilvy’s innovative strategy included the concept of…
a. digital marketing. c. shockvertising.
b. sensorial marketing. d. branding.
7. If people are given the means to achieve something, they are…
a. empowered. b. powerful. c. winners. d. losers.
8. Benetton insisted that … could raise the target’s consciousness.
a. shockvertising b. empowerment c. Kewpie dolls d. babies
9. Messages of fear mustn’t be…
a. depressing. b. shocking. c. present. d. used.
10. To attract people to buy, it is necessary to use marketing…
a. warnings. b. strategies. c. feelings. d. instruments.
......... /20

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U 2.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

3. Answer the question using no more than 10 lines.

What is meant by sensory marketing? Briefly talk about it.
......... /20
4. Briefly answer the questions.
1. Are purchasing decisions rational?
2. When did marketing managers begin exploring the role of sight in advertising?
3. Can brands be associated with boredom?
4. To what end are customer personas created?
5. Why is humour used in advertising?
6. What does “punny” mean?
7. Why are we attracted to baby animals?
8. What do bees symbolise?
9. Why are babies and pets used so often in advertising?
10. Who used to consider customers grown-up kids?
......... /20

COMPETENCE
5. Say whether the sentences are true, false or not given.

The Future Looks Great

The best advertising has always made emotional connections. Until now, of course, we have had
only our audience’s senses of sight and sound to help us to do this. But imagine a future where
the air in cinemas is changed instantly and frequently to re-create the scents that go with each
scene. Imagine outdoor sites that give off the aroma of the mouth-watering foods advertised.
What about mouthphones to experience the taste of food and drinks? Would you like to live in a
world in which you could experience the feel and texture of a tiger’s fur or a lion’s mane? Science
fiction can become science fact all of a sudden. And when this happens, creative opportunities
get a big boost.
Adapted from: Pincas, Loiseau, A History of Advertising, Taschen 2004, p. 315.

Glossary:
boost: vantarsi mouth-watering: che fa venire l’acquolina in bocca
fur: pelliccia scent: profumo
mane: criniera
T F NG
1. Sight was the only sense involved in past ads.
2. Emotional connections should not be prioritised by marketing.
3. This passage is nostalgic.
4. There aren’t any examples of multisensory marketing in the passage.
5. The passage wasn’t written by a professional.
6. According to the passage the future of creativity is not threatened by new inventions.
7. The writer doesn’t want to go back to traditional ads.
8. The writer would appreciate ads with science-fiction settings.
9. The passage talks about the possible future of advertising.
10. According to the passage, the more inventions, the more opportunities
for advertising.
......... /20

......... /100

160
UU2.1
1 Psychology
????? Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

VOCABULARY
1. Match each word to the right definition.
1. Short sentence or phrase used in ads and by political parties. a. Marketer
2. The ability to share another person’s feelings. b. Mainstream
3. Representation of an ideal customer based on market c. Empathy
research and data on real customers.
4. Arousing a negative feeling to promote a product. d. Buyer persona
5. An ad broadcast on television or radio. e. Attention grabber
6. Something intended to make people notice it. f. Paraphernalia
7. Accessory items. g. Merchandiser
8. One that promotes a product or service. h. Commercial
9. Conventional. i. Guilt appeal
10. A person who organises the sale of products, for example j. Slogan
the way they are displayed and their prices.
......... /20

CONTENT
2. Choose the correct option to complete each sentence.
1. Consumer behaviour involves the study of how people make decisions about products,
services, or even … practices such as healthy eating.
a. lifestyle c. psychological
b. medical d. marketing
2. Animals are used to increase brand recognition and…
a. sales. c. purchasing decisions.
b. selling. d. emotions.
3. Making the product a hero is the seventh of Ogilvy’s…
a. books. c. warnings.
b. commandments. d. famous slogans.
4. Stickers and … have been using by politicians since the “I like Ike” campaign.
a. photoshopped photos c. pins
b. leaflets d. slogans
5. A … point is a specific problem that prospective customers of a company are experiencing.
a. fear c. discomfort
b. pain d. injury
6. Walt Disney considered adults as…
a. prospective buyers. c. childish people.
b. grown-up kids. d. potential clients.
7. Research findings show that, subconsciously, … consider brands as human beings.
a. politicians c. marketers
b. sellers d. customers

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8. … brands are associated to family and traditions.

a. Popular c. Sincere
b. Mainstream d. Sophisticated
9. Sensory marketing belongs to an area of…
a. psychological marketing. c. creative marketing.
b. shockvertising. d. emotional advertising.
10. Messages of … mustn’t upset potential customers.
a. love c. social envy
b. anger d. fear
......... /20

3. Answer the question using no more than 10 lines.

Why is meant by guilt appeal?
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......... /20
4. Briefly answer the questions.
1. Why do advertisers want to shock the average person?
2. Why is the term ‘desire’ a key word in advertising?
3. Why does empathy push customers to take action?
4. Why is empowering customers so important to sell more?
5. How can you establish a long-term relationship with customers using a negative feeling?
6. Are customers influenced by sight and sound?
7. What can be sold by using guilt appeals?
8. Are customers passionate about a product for its own sake?
9. Why is humour linked to the extensive use of smartphones?
10. Why did the Listerine ad represent something new when it came out?
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COMPETENCE

5. Say whether the statements about the text below are true or false.

Happiness Is the Smell of a New Car

Fear pushes us to take action, to change or, more importantly, to buy something that will
prevent terrible things from happening. As Don Draper said in an episode of the Mad Men
TV series, “Advertising is based on one thing: happiness. And you know what happiness is?
Happiness is the smell of a new car. It’s freedom from fear. It’s a billboard on the side of the
road that screams reassurance that whatever you are doing is okay. You are okay.” Making
you feel you are OK empowers you by increasing your self-esteem. That’s why a tactic of
empowerment marketing emphasizes power of the audience by representing the viewer as
the hero with the brand or organisation as a helper, speeding them on their way. Therefore,
even fear can be used to make potential customers feel good if they buy this instead of that,
so they’ll be happy and afraid of nothing.
Adapted from: Bob Isherwood in J. Heimann (Ed.), Advertising from the Mad Men Era, Taschen, 2012

T F
1. Happiness is based on a great deal of factors according to Dan Draper.
2. Don Draper is a fictional character.
3. Fear shouldn’t be used in ads.
4. An example of empowering customers is quoted in the passage.
5. The product is seen as a hero.
6. Being afraid drives customers to take action.
7. Making people feel OK is an appeal to fear.
8. It is good if the product is seen as a support to the customer.
9. Mad Men is the title of a film.
10. The appeal to fear can make customers feel afraid of nothing.

......... /20

......... /100

163
U 2.2 Psychology Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to the right definition.

1. Practice of attaching a piece of paper to a product to give some a. Goods
information about it.
2. Name or symbol that identifies a specific product. b. Producer
3. The opinion that people have about how good you are. c. Labelling
4. Organisation that sells something or provides services. d. Ownership
5. Making a product popular and well-known. e. Brand
6. Tangible objects that are made to be sold. f. Reputation
7. The amount of money you have to pay to buy something. g. Purchase
8. A company that manufactures a large amount of food or material. h. Price
9. Something that you buy. i. Firm
10. It indicates the act of possessing something. j. Promotion

......... /20

CONTENT

2. Choose the correct option to complete each sentence.

1. Producers must be able to … effectively.
a. speak c. talk
b. communicate d. chat
2. An … is an announcement on television, in a newspaper or magazine, or on a poster.
a. insert c. advertisement
b. billboard d. poster
3. The combination of techniques used to market a brand is called…
a. marketing-mix planning. c. marketing segmentation.
b. marketing control. d. marketing implementation.
4. Services are…
a. solid. c. appealing.
b. tangible. d. intangible.
5. … developed in the early 20th century.
a. Planning c. Modern marketing
b. Societal marketing d. Advertising
6. In politics, voters may be considered…
a. clients. c. purchasers.
b. retailers. d. customers.

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7. A … of goods, services and money is the basis of modern marketing.

a. flow c. promotion
b. economy d. company
8. Organisations usually adjust their … activities.
a. consuming c. buying
b. marketing d. studying
9. In his book, Rosser Reeves explained his theory of the so called Unique…
a. Selling Preposition. c. Selling Proposition.
b. Strategic Plan. d. Strategic Plot.
10. One of the biggest British advertising companies is…
a. USP. c. Saatchi&Saatchi.
b. BBH. d. M&M’s.
......... /20

3. Answer the question using no more than 10 lines.

What are the four main steps of the marketing process?
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......... /20

4. Briefly answer the questions.

1. How can you define “marketing”?
2. What are the 7P’s?
3. Is marketing good only for profit-oriented companies?
4. What key word is crucial to understand what marketing is?
5. What are goods?
6. What are the limits to overcome when marketing services?
7. What are the three extended service mix P’s?
8. What was Barack Obama’s famous slogan in the 2008 American political elections?
9. What are the three parts of a USP?
10. What memorable USP did Rosser Reeves develop?
......... /20

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U 2.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the text and say whether the statements are true or false. Correct the false ones.

Rosser Reeves, the Genius of Advertising

Born in 1910 in the USA, Rosser Reeves got into advertising by accident. He was interested
in law and history, but he was forced by economic difficulties to leave the University of
Virginia in 1929 to take a job with a bank in Richmond, Vermont, where he entered the
advertising department. After joining Cecil, Warwick & Cecil, New York, in 1934, Reeves
became known as a brilliant expert in sales techniques. In 1940, he joined Ted Bates,
who was creating his own agency, Ted Bates Inc. At Bates, Rosser Reeves developed the
idea of the “Unique Selling Proposition” (USP). According to Reeves, consumers were not
irrational creatures driven by hidden motives even they did not understand. Instead, he
said, consumers received too many messages. The challenge to advertisers was to create
memorable messages that the consumer could easily understand.
Adapted from: J. McDonough, K. Egolf - The Advertising Age - Encyclopedia of Advertising Fitzroy
Dearborn Publisher, Chicago – London, 2001

T F
1. Rosser Reeves was British.
2. Reeves was interested in sales techniques when he was young.
3. In 1929, he started to work for a bank.
4. His first job was in the advertising department.
5. He became known as an expert in sales techniques in 1940.
6. Ted Bates created an agency with Reeves.
7. The idea of the USP was developed while Reeves was working at Ted Bates Inc.
8. Reeves thought that consumers were rational people.
9. Consumers received few messages.
10. The goal was to create messages that were easy to remember.
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166
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????? Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to the right definition.

1. Services a. Very large sets of these are produced by people using the
Internet.
2. Company b. Amount of money that can be gained.
3. Advertisement c. Systems that deliver products to customers.
4. Big data d. A group of people associated together to carry on business.
5. Profit e. Process of imagining and creating products.
6. Processes f. Non-tangible goods and activities.
7. Product design g. Technology of wrapping goods before distribution on the
market.
8. Consumer h. Work relating to the production, buying and selling of goods
and services.
9. Business i. Person who buys goods or uses services.
10. Packaging j. Paid announcement on newspapers, magazines, television,
radio, etc.
......... /20

CONTENT
2. Choose the correct option to complete each sentence.
1. Large companies realized the importance of market research, product design, better
distribution and communication…
a. in antiquity. c. in the early 20th century.
b. during the first Industrial Revolution. d. three years ago.
2. The process which ensures the achievement of strategic objectives is attained is called…
a. marketing implementation. c. marketing segmentation.
b. marketing control. d. marketing-mix planning.
3. A service is a performance that does not produce a…
a. commodity. c. help.
b. advantage. d. support.
4. Food, clothes and cars are…
a. tangible goods. c. tangible services.
b. intangible goods. d. intangible services.
5. The marketing mix P “…” refers to what links the product and the customer.
a. Price c. Processes
b. Physical evidence d. Product
6. What can’t marketing be applied to?
a. People. c. Politics.
b. Goods. d. It can be applied to anything.
7. Organisations need to identify what the … market is.
a. target c. focus
b. end d. hub

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U 2.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

8. … marketing aims at benefiting society in general but also at generating profits.

a. Social c. Digital
b. Societal d. Strategic
9. The Unique Selling Proposition theory was launched by…
a. Saatchi&Saatchi. c. Rosser Reeves.
b. BBH. d. M&M’s.
10. … is not the main goal of social marketing.
a. Wellbeing c. Individual
b. Benefit d. Profit
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3. Answer the question using no more than 10 lines.

What is the marketing mix and what are its original 4 P’s?
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4. Briefly answer the questions.

1. When can the process of marketing occur?
2. Can institutions engage in some form of marketing, why?
3. When did modern marketing develop?
4. What are the four steps of the marketing process?
5. What is the difference between goods and services?
6. Why were 3 more P’s added to the marketing mix?
7. What can marketing promote, beyond goods and services?
8. What is meant by “digital marketing”?
9. What is a USP?
10. What is Saatchi&Saatchi?
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COMPETENCE

5. Read the text and say whether the statements are true or false. Correct the false ones

BBH, the British Leader Firm in Advertising

Bartle Bogle Hegarty (or BBH) is a British advertising agency. It was founded in 1982 by John
Bartle, Nigel Bogle, and John Hegarty. Today, BBH has offices all over the world and over
1,000 members of staff.
It has been classified as one of the world’s most creative agencies, with a reputation for
trendy and original advertising. One of the stars of the London industry in the mid to late
1980s, the agency sold a large minority stake to global network Leo Burnett in 1997 and
used those funds to establish its own international presence in other key markets including
New York, Singapore and Shanghai. In 2012, The French Publicis Groupe acquired the
outstanding 51% stake in the agency from founders John Hegarty and Nigel Bogle to take
full control. There are still six international offices, but none has come close to matching
the prominence of the main London office, which continues to be one of the country’s most
admired.
Adapted from: J. McDonough, K. Egolf - The Advertising Age - Encyclopedia of Advertising Fitzroy
Dearborn Publisher, Chicago – London, 2001

Glossary:
stake: partecipazione azionaria

T F
1. BBH was founded in the 1990s.
2. Its name comes from the initial letter of the founders’ names.
3. More than one thousand people in the world work for BBH.
4. Today BBH has a very good reputation in the world of advertising.
5. In the 1980s, BBH was not well-known in London.
6. Part of the firm was bought by Leo Burnett in 1997.
7. BBH used the funds to enlarge its own London offices.
8. New key markets were founded in New York, Singapore and Shanghai.
9. The French Publicis Groupe acquired a small part of the stakes of BBH in 2012.
10. The international offices of BBH are not as popular or as good as the main
London office.
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UU2.3
1 ?????
Marketing applications Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to the right definition.

1. Packaging a. Symbol or name that identifies specific goods or services.
2. Image b. A place where things are sold.
3. Message c. Involving the use of products or energy that do not harm the
environment.
4. Drawback d. A piece of paper or other material attached to a product giving
information about it.
5. Brand e. Graphic symbol or name used to identify a company, product, or brand.
6. Logo f. The way a company appears to other people.
7. Store g. A company who supports another company financially for
promotional benefits.
8. Label h. Disadvantage.
9. Sustainable i. A container which holds something to be sold.
10. Sponsor j. A piece of information sent to someone.
......... /20

CONTENT

2. Choose the correct option to complete each sentence.

1. … is the measurement of how much consumers know about the company.
a. Brand identity c. Brand awareness
b. Trademark d. Visual identity
2. Yellow embodies…
a. sadness. c. passion.
b. joy. d. serenity.
3. People tend to associate white to…
a. purity. c. boredom.
b. passion. d. health.
4. The registered name which legally represents a company is called…
a. logo. c. label.
b. brand. d. trademark.
5. … bring visual, verbal and auditory elements to the brand.
a. Mascots c. Sponsors
b. Merchandising d. Influencers
6. The word brand was first used by…
a. shepherds. c. advertisers.
b. marketers. d. consumers.
7. … are famous people paid to claim they use a specific product in an ad or in a
commercial.
a. Sponsors c. Endorsers
b. Influencers d. Marketers

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U 2.3 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

8. The Nike logo represents a wing of the Greek goddess of Victory, so it can be considered…
a. label. c. rebus.
b. swoosh. d. metonymy.
9. In the NY logo there is an example of…
a. product exposure. c. visual identity.
b. merchandising. d. rebus.
10. It is also called ‘embedded advertising’: …
a. merchandising. c. sponsorship.
b. product placement. d. labelling.
......... /20

3. Answer the questions using no more than 10 lines.

What is meant by merchandising?
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4. Briefly answer the questions.
1. Why can a logo be considered a sort of signature?
2. What is a trademark?
3. Is the logo part of the corporate identity?
4. Why must a company be careful with the choice of colours for its logo?
5. What kind of feelings can red convey?
6. What can a brand mascot be?
7. Who are influencers?
8. What kind of information can a label give?
9. Why should a sponsor fund a company?
10. What is product placement?
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COMPETENCE

5. Read the text and say whether the statements below are true or false. Correct the
false ones.

Colours in Communication
People are subconsciously programmed to associate certain colours with specific situations
and emotions, and this is true for adults all over the globe. Branding and advertising
agencies think long and hard about colours before they choose what to use in a brand
development programme or advertising campaign. By carefully selecting the appropriate
colour, an advert can send out a powerful message to the viewer even before they have had
time to read and understand what the advert is promoting.
For example, everyone knows that red signals danger and that people automatically react
to a red warning sign to avoid the hazard. Why is that? Evolutionary theories believe that
early man learnt to associate red with danger: blood, uncooked meat, or the red face of an
aggressive adversary. But does that mean that red should never be used in an advert? Far
from it, but, as with all colours, an advert must be created with a careful use of colour to
ensure it sends out a positive subconscious message.
Adapted from: https://www.newdesigngroup.ca/graphic-design/psychology-colour-advertising/

T F
1. Adult people all over the world associate colours with emotions.
2. it takes a long time to choose the right colours for an advertising campaign.
3. An advert can send a powerful message using any colour.
4. The colour is not important when a viewer looks at the ad.
5. Red signals are usually connected to hazard.
6. Man has associated red with danger only recently.
7. Red shouldn’t be used in an ad because it gives the message of danger.
8. The text states that colours are fundamental in the development of an ad campaign.
9. The messages sent out by colours are very clearly explained in an ad.
10. The text implies that reactions to colours are similar in every person.
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UU2.3
1 Marketing
????? applications Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

VOCABULARY

1. Match each definition to the right word.

1. Name or symbol on a product that shows it is made by a. Influencer
a particular company.
2. Person, animal, or object used by a group as a symbolic b. Endorser
figure that reflects the company’s look.
3. Person who is able to generate interest in a exposure c. Product
product by posting about it on social media.
4. Someone famous in areas of entertainment such as films, d. Trademark
music or sport.
5. Container in which a product is sold. e. Merchandising
6. Visibility of a product on screen during a show. f. Brand awareness
7. Famous person who appears in an ad encouraging g. Mascot
people to buy the product.
8. Combination of letters and pictures to represent a h. Package
word or a phrase and whose meaning has to be guessed.
9. Promoting and selling a product when a customer i. Rebus
is in the store.
10. Measurement of how aware a consumer is of a particular brand. j. Celebrity
......... /20

CONTENT

2. Choose the correct option to complete each sentence.

1. A brand name may be protected by a…
a. signature. c. trademark.
b. reputation. d. sponsor.
2. A … occurs when a logo appears on an item used by a character in a film.
a. product exposure c. verbal exposure
b. product marketing d. brand signage
3. In branding, blue is associated with…
a. vitality. c. modernity.
b. tradition. d. happiness.
4. Packaging is NOT connected to…
a. labelling. c. sustainability.
b. brands. d. sponsors.
5. In the past, mascots were represented by living animals, especially…
a. horses. c. dogs.
b. bears. d. lions.
6. Labelling is a part of…
a. packaging. c. recycling.
b. storing. d. purchasing.

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U 2.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

7. … is an example of product placement.

a. Embedded marketing c. Brand awareness
b. Package design d. Verbal exposure
8. Sponsorship is very effective when sponsor and sponsee agree on similar…
a. goals and money. c. people and names.
b. goals and values. d. brands and reputation.
9. What element is not included in a brand?
a. Label. c. Culture.
b. Character. d. Reputation.
10. Endorsers usually are…
a. special consumers. c. celebrities.
b. marketers. d. normal people. ......... /20

3. Answer the question using no more than 10 lines.

What is the meaning of packaging in marketing?
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4. Briefly answer the questions.
1. What is the origin of the word “brand”?
2. What’s the difference between trademark and brand?
3. Which colour is associated with purity?
4. What is meant by visual identity?
5. Why can the use of a brand mascot be a successful choice for a company?
6. What factors should marketers keep in mind before hiring a celebrity as an endorser?
7. What is meant by “embedded marketing”?
8. Why can the slogan “I ♥ NY” be considered a rebus?
9. Why did New York need to be promoted as a tourist destination?
10. What does the Nike logo represent?
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U 2.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the text and say whether the statements are true or false. Correct the false ones.

Logos in the Past

The history of logos goes back to ancient family hieroglyphs and symbolism. Early
versions of logos developed in the Middle Ages (around 1300 AD), as shops and pubs
used to represent what they did because, apart from aristocrats, most of the population
was illiterate.
In the High Middle Ages (900 – 1300 AD), the population started to grow, leading more and
more people to move to cities. Society moved away from self-sustaining agrarian ways of
life to more specialised and diversified trade. For this reason, as people could not make
everything they needed, shops started using signs to identify what goods or services they
provided, such as crosses representing pharmacies.
In 1389, King Richard II of England passed a law requiring establishments that made
beer to put a sign indicating what they did (or risk having their beer confiscated). This was
actually a safety measure since drinking water wasn’t always good at the time. This law
led to businesses differentiating themselves by adding heraldic images to their signs. One
pub’s name was The Green Dragon, another the Two Cocks, and these images turned to
names, allowing customers to develop a sense of brand loyalty to their favorite brewer.
Adapted from: https//design-history-movements/the-history-of-logos/

T F
1. Logo design is a modern phenomenon.
2. The less education people had, the more symbols they needed.
3. The population started to grow before 900 AD.
4. In the High Middle Ages society became more specialised.
5. A cross represented pharmacies in the Middle-Ages.
6. King Richard II of England passed a law requiring a sign for the sale of beer.
7. In the Middle Ages, drinking water sometimes caused health problems.
8. Heraldic images were added to signs in order to differentiate production.
9. The pictures on the signs became names.
10. The aim of the text is to demonstrate how difficult life was when people were
illiterate.
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175
UU3.1
1 ?????
The basic Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY
1. Match each word to its right definition.
1. Handwriting a. A circular frame that revolves on an axis.
2. Heading b. Highest in rank or importance.
3. Wheel c. A visual presentation of information.
4. Hue d. A picture in a book or magazine.
5. Infographic e. A title of a page.
6. Hierarchy f. Writing done using a pen or pencil.
7. Label g. Symbols used for identification, giving directions or warning.
8. Signage h. Dominant colour family on the colour wheel.
9. Illustration i. Any system of persons or things ranked one above the other.
10. Primary j. A piece of paper or other material used to give some information.

......... /20

CONTENT
2. Answer the questions.
1. Give a definition of typeface.
2. How can typefaces be classified?
3. How can you obtain tertiary colours?
4. What do monochromatic colours include?
5. What is the difference between the terms image and picture?
6. What are infographics used for?
7. What is the difference between layout and composition?
8. What’s the main goal in using white space?
9. What information do labels usually provide us with?
10. What types of labels exist?
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3. Say if these sentences are true or false. Correct the false ones. T F
1. Layout effectiveness depends only on the choice of typeface.
2. Fonts are all possible variations of a typeface.
3. Labels provide customers with necessary information.
4. Sans serif types can be connected, half connected or unconnected.
5. Warm colours are considered neutral colours.
6. A wordmark logo is only a text logo, with a single typeface to express brand identity.
7. Tetradic or rectangle colours are right next to a colour in the colour wheel.
8. Photographs are based on reality.
9. Graphs show mathematical relationships between sets of data.
10. Logos help customers to identify a brand.
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4. Briefly talk about the different types of logos. ......... /20

176
U 3.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the text then answer the questions.

The History of Typography

Most people agree that the creator of typography was a German man named Johannes
Gutenberg, who created Black Letter, the first ever typeface, with thick vertical lines and thin
horizontal connectors.
The first Roman Typeface, instead, was created in the 15th century by the Frenchman Nicholas
Jenson, inspired by the lettering found on Ancient Roman buildings. His letter forms were
based on straight lines and regular curves, making them very clear and legible.
The next innovation was Italics, a slanted and stylized version of the Roman type, which was
created in the late 15th century by Aldus Manutius from Italy as a way of fitting more letters
onto the page and saving money. Many new typefaces were born in the 18th century. In England,
William Caslon created a serif typeface, called Old Style, with a wide, legible design used both
for display typography and for printing at small sizes. A few decades later another Englishman
named John Baskerville created Transitional typefaces, with a less calligraphic flow than the
earlier Old Style type. Later still, a Frenchman named Didot and an Italian named Bodoni created
Modern typefaces, with very thin serifs and extreme contrast between thick and thin strokes.
William Caslon the fourth (Caslon’s great-grandson) decided to remove the seraphs entirely
and made a new kind of typeface called sans-serif.
During the second Industrial Revolution, advertising created a need for new typefaces. Letters
were made taller and wider, mainly used in large sizes on posters and billboards. The result of
all of this experimentation was Egyptian, or Slab Serif, with very thick serifs, ideal for titles.
As a reaction to the complexity of 19th century typefaces, the early 20th century brought
something simple. Paul Renner from Germany created a typeface called Futura, something
really simple based on basic geometric shapes with no serif.
The next major step in the world of sand serifs happened in Switzerland in 1957, with the
introduction of Helvetica, with simple curves and available in many different weights.
The world of typography changed forever with the introduction of the computer. After a few
years of crude pixel types due to the primitive screen technology at the time, technology
evolved and made the creation of thousands of beautiful typefaces possible.
Adapted from: https://www.youtube.com/watch?v=wOgIkxAfJsk

1. Who was the first to use a typeface?

2. What was the name of the first type and what were its features?
3. Who gave birth to Roman typefaces and why?
4. Why was Italics created?
5. What typefaces were created in the 18th century?
6. What is the feature of Modern typefaces?
7. Why is William Caslon IV famous?
8. Why did the second industrial revolution change the world of typefaces?
9. Why was the Futura typeface created?
10. What revolutionised the world of typefaces forever?
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UU3.1
1 ?????
The basic Name ..................................................................................................

TEST 12 Class ................. Date ...............................................................

VOCABULARY

1. Underline the correct translation of the following words.

1. Rule a. Righello b. Regola c. Ruolo
2. Navigate a. Esperto b. Nascosto c. Navigare
3. Lack a. Assenza b. Fortuna c. Originalità
4. Break up a. Allenare b. Partire c. Separare
5. Pleasant a. Produttivo b. Piacevole c. Gradevole
6. Trust a. Commercio b. Truffa c. Fiducia
7. Packaging a. Imballaggio b. Prodotto c. Committente
8. Sticker a. Agenzia b. Adesivo c. Azienda
9. Warning a. Consiglio b. Allarme c. Richiamo
10. Judgment a. Richiamo b. Giustizia c. Giudizio
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CONTENT

2. Answer the questions.

1. How many colours is the colour wheel made up of?
2. What are the colours in the colour wheel?
3. What are analogous colours?
4. What are the main goals of a powerful composition?
5. What are the six principles of composition?
6. Explain the rule of thirds.
7. What is a letter mark logo?
8. What is a label?
9. What are the four different types of logos?
10. What is a warning label? ......... /20

3. Read the sentences and say if they are true or false. Correct the false ones. T F
1. Bold, extra bold and regular are typefaces.
2. Display types are used for children’s books.
3. Split-complementary colours refer to different shades of the same colour.
4. A picture modified by computer software is called an image.
5. Cliparts are organised into categories.
6. Contrast is a fundamental principle of composition.
7. Logos can be defined as symbols identifying brands.
8. Labels can be removable.
9. Customers can obtain necessary information from labels.
10. A grade label does not give a qualitative judgement.
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4. Briefly talk about the Helvetica typeface, its origin and its applications. ......... /20

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U 3.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

5. Read the text and answer the questions.

Colour Coding
Colour is one of the most important aspects of design since it is a potent element of visual
communication. Colour is able to influence unconsciously many aspects of our lives, since
human beings are incredibly sensitive to colours. That’s why colours are often used to create
a mood or used to evoke specific states of mind; they create particular feelings and may
even influence the decisions people make. Moreover, colour plays an important role in
communicating information and there are many motives in using certain colours in visual
messages and displays. For example, colour coding is a way to convey information quickly,
making it easier to visually follow the path of a rail line or speeding up the search process.
Colours are still used to enhance meaning and to establish identity; in fact, in marketing
and advertising, brand identity is often highly correlated with colours. Relationships and
associations are often strengthened by colours: graphs, diagrams and grids are easier to
decode if associated with colours. Web usability is often improved by using different colours.
In user interfaces, colour informs users of the most important functions and areas of the
screen. All in all, associated with other formatting techniques, like bold and highlighting,
colours are able to create visual cues that serve to improve the readability of texts and to
identify areas of interest.
Adapted from: http://understandinggraphics.com/design/10-reasons-to-use-color/

1. How can the use of colours in communication be considered?

2. Why do colours affect our lives?
3. How can colours stimulate our behaviour?
4. Are colours related to exchanging information?
5. What is colour coding?
6. Can you give examples of using colours in communication?
7. How can colours create empathy in marketing?
8. Do you think colours can help in making clearing graphs and diagrams clear? How?
9. How can you enhance usability?
10. What are formatting techniques used for?
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179
UU3.2
1 ?????
Paper Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to its right definition.

1. To tailor a. Spread, without folds.
2. Hierarchy b. Refined or elegant.
3. Unfolded c. Printed sheet of low-quality paper used to advertise or give
information.
4. Shelf life d. To fashion or adapt to a particular taste, purpose or need.
5. Polished e. A place where books are sold.
6. Bookstore f. With clear, fine details.
7. Cartoon g. The outside of a book or a magazine.
8. Leaflet h. Any system of persons or things ranked one above another.
9. High-resolution i. A humorous sketch satirizing, or caricaturing some action,
subject, or person.
10. Cover j. The period during which a commodity remains effective, useful,
or suitable.
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CONTENT

2. Answer the questions.

1. What graphic layout is Mondrian? Name the other graphic layouts.
2. What does the visual flow deal with?
3. What is the main difference between flyers and leaflets?
4. What technique does the movie poster of Blade Runner use to draw the attention of the
public?
5. What macro sections is a magazine divided into?
6. What were comic strips created for?
7. What does the balloon contain in a comic strip?
8. What does flickering lettering express in a comic strip?
9. What is the smallest size for posters?
10. How much time do people generally have to read billboards?
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180
U 3.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

3. Say if the sentences are true or false. Correct the false ones.
T F
1. Page layout is an artistic process.
Big-type layout is used to have readers focus on the whole text.
2.
Brochures are always stapled.
3.
Booklets are used for giving more in-depth information about a company.
4.
Broadsheet newspapers are usually written in a simple and colloquial style.
5.
Copyright aims to protect original and personal works of authorship.
6.
Some comic strips can become graphic novels.
7.
Onomatopoeic lettering and captions are generally used to get realistic
8.
effects in comics.
9. Posters and billboards are used in the same way.
10. A movie poster has to reveal the plot to the audience.
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4. Briefly talk about the different parts of a book. Use no more than 10 lines.
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COMPETENCE

5. Read the text, then make a summary using no more than 70/80 words.

The 5 Rules of Design and Layout

There are many tips to structure an effective design composition and get a showstopping
result. Firstly, grids can be used to give order to graphic design; they will speed up the
design process, helping to decide where contents should be placed. Grids make your designs
cleaner, more efficient and easier to adapt; they also give you a great roadmap when working
in a team.
Focal point is another important tip: so, using scale and emphasis in communicating a
message helps to catch and keep the reader’s interest. Figuring out the focal point of the
design will give the guide to structure the composition, since our eyes go right to it and then
read the rest for context.
Balance the elements to find the harmony is the third tip. Give each element on the page
some space to breathe and balance between positive and negative space, but keep in mind
that white space (or negative space) is also an element.
The rule of thirds is inevitable in design. It’s a simple and effective basic rule; it consists
in dividing your design into three rows and three columns: the points where the vertical and
horizontal lines meet form natural guidelines for where you should place your subject and
supporting elements.
Finally, the last tip is the rule of odds: attractive compositions often seem to have an odd
number of elements placed in the foreground, most commonly three, where the two objects on
the outside both balance the focal point in the centre, creating a simple and natural harmony.
At last, remember, rules are meant to be broken once they have been understood and learnt.
Adapted from: https://99designs.it/blog/tips/design-composition-and-layout/

Glossary:
to breathe: respirare
odd: dispari
roadmap: tabella di marcia
showstopping: che fa colpo

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UU3.2
1 Paper
????? Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

VOCABULARY

1. Translate these words.

1. Landscape ............................................................................................................................................................................................

2. Bound ............................................................................................................................................................................................

3. Magazine ............................................................................................................................................................................................

4. Header ............................................................................................................................................................................................

5. Balloon ............................................................................................................................................................................................

6. Heading ............................................................................................................................................................................................

7. Publisher ............................................................................................................................................................................................

8. Flow ............................................................................................................................................................................................

9. Plot ............................................................................................................................................................................................

10. Cardstock ............................................................................................................................................................................................

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CONTENT

2. Answer the questions.

1. What is the difference between circus and multipanel layouts?
2. Why are brochures generally printed on more durable paper?
3. What elements of paper are to be considered when choosing which to use for printing?
4. Why is book front cover relevant?
5. What does a back cover include?
6. What is alignment?
7. What is the difference between a broadsheet and a tabloid newspaper?
8. When did comic strips become popular?
9. What are the fundamental design elements of movie posters?
10. What was the Jurassic Park movie poster inspired by?
......... /20

3. Complete the sentences.

1. Big-type and silhouette are… 3. A flyer is usually printed…
a. key elements of layout. a. on cardstock.
b. types of graphic layout. b. on low quality paper.
c. technical words used for brochures. c. on polished paper.

2. Some basic elements of book layout are… 4. Originally, comic strips were…
a. page size, sections, typeface. a. only satirical.
b. spine, body, cover. b. a form of entertainment for children.
c. margin settings and front cover. c. for adults only.

183
U 3.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

5. A leaflet is similar to… 8. Movie posters often become…

a. a flyer. a. a kind of entertainment.
b. a brochure. b. logos.
c. a booklet. c. iconic.
6. A balloon with a dotted line means the 9. The famous movie poster of Jaws was
character is… able to…
a. speaking in a low voice. a. become an icon for future comedy
b. speaking aloud. posters.
c. thinking. b. raise feelings of terror.
c. include sci-fi references.
7. When designing a billboard, use white
space for… 10. Booklets are meant to…
a. more images. a. give deeper information.
b. some breathing room. b. be soon thrown away.
c. writing no more than sixty words. c. be printed without pictures.
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4. Briefly talk about the differences between posters and billboards.

Use no more than 10 lines.
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U 3.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the text, then make a summary, using no more than 70/80 words.

Why Read Comic Books?

Comic books have the same elements as other narratives: characters, plot with conflict and
resolution, setting, symbolism, theme, point of view and more, but actually they are the
fastest-growing category in the publishing industry. Why?
Firstly, comic books help people learn to love reading: thanks to their intense visuals and
focus on plot and characters, they can be much more engaging than other literary media. They
may also help people to develop the reading skills required to comprehend texts with higher
levels of difficulty. This is the case of young readers. Since children have a short attention
span, comic books help children to better understand a concept because contexts can be
visualised, increasing their vocabulary.
Secondly, comic books help us to think differently. According to University of Windsor English
professor Dale Jacobs (2007), comic books require readers to create meaning using “multiple
modalities”. Readers of comic books must process all the different components – visual,
spatial, and textual – of what they are reading and integrate these components into one solid
understanding of the story.
Thirdly, comic book stories are socially relevant. They are constantly changing with new
themes to reflect societal issues and concerns. During World War 2, comic books served
as propaganda to bring people together to fight fascism and the enemy, while in the 1960s
challenges of the mutant X-Men faced social tension and the civil rights movement. The 1970s
saw women break out of the home and comic books started to promote female superheroes
with Wonder Woman. Today’s the same, with characters and themes about climate change
and social upheaval taking centre stage.
Adapted from: https://www.scribendi.com/advice/reasons_to_start_reading_comic_books.en.html

Glossary:
during: durante
engaging: avvincente
issue: problema, questione
span: intervallo
upheaval: sconvolgimento
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185
UU3.3
1 ?????
Digital layout Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to its right definition.

1. Touchscreen a. Having one colour.
2. Banner b. A temporary collection of images and short videos on social media.
3. Monochromatic c. To read information on the internet.
4. Story d. Means of communication.
5. Icon e. Able to adapt its structure to the display.
6. Responsive layout f. A touch-sensitive display.
7. Browse g. Software that displays advertisements.
8. Network h. A collection of computer terminals linked together.
9. Media i. A picture, image, or other representation.
10. Adware j. A rectangular ad placed on a website.
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CONTENT

2. Answer the questions.

1. Why were interfaces created?
2. What is user interface design?
3. What are banners and pop ups?
4. What is a liquid layout on the webpages of a mobile device?
5. What two parts can social networks be divided into?
6. What different programs can be used to create a website?
7. Why has in-app advertising developed so much?
8. What are the functions of social networks?
9. Why is advertising on social networks growing?
10. What are icons?
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186
U 3.3 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

3. Say if the sentences are true or false. Correct the false ones.
T F
1. Menu driven interfaces are mainly used on cash or ticket machines.
2. Natural user interfaces operate using users’ eye recognition.
3. Mouse and keyboards are suitable for controlling mobile operating systems.
4. In a GUI everything has to be handled as a command-line operation.
5. Data and contents shared by the user can be found on their personal profiles.
6. It is possible to view and interact with the contents and profiles of other
members of social networks.
7. Posts, stories and feedback are not common features of all social networks.
8. The language of social network uses a lot of acronyms and neologisms.
9. Algorithms are used to profile users’ tastes and target adverts better.
10. Icons are essential parts of a graphical user interface.

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4. Briefly talk about icons and their evolution in computer systems.

Use no more than 10 lines.
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187
U 3.3 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the text and fill in the gaps with the given words. There are two extra ones.

Instagram • hashtag • engage • icon • business • post • feedback • endorsers • brand •

strategy • equivalents • banned

Marketing Strategies: What Is a Tag on Social Media?

Tags allow social media users to 1. …..................................... an individual, business or any entity
with a social profile when they mention them in a 2. …..................................... or comment. In
Facebook and 3. …....................................., tagging notifies the recipient and hyperlinks to the
tagged profile. The Twitter 4. …..................................... of tagging other users is by inserting a
relevant 5. …..................................... or tweeting at them, depending on the objective.
Using tags is important for effective engagement with Facebook users. One common use of
tagging is to engage influencers in a space. This can include celebrity 6. ….....................................,
brand advocates and industry veterans. Tag an influencer in a post or comment to get them
involved – this acts as a form of 7. …..................................... validation. Tagging individual customers
is one way to engage and demonstrate the personal nature of your brand.
The other side of tagging is when your 8. …..................................... or brand is mentioned by
someone on social media. Carefully monitoring social media to engage users who tag you
is an important part of a business’ social media 9. …...................................... Tags may contain
customer praise or positive mentions but are also a way for dissatisfied customers to
air their grievances in a public forum. Responding to negative 10. …..................................... can
remediate the situation and show other users that you listen to customers.
Adapted from: https://www.bigcommerce.com/ecommerce-answers/what-is-a-tag/

Glossary:
advocate: sostenitore
to air: esprimere
grievance: rimostranza
praise: lode
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188
UU3.3
1 Digital
????? layout Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

VOCABULARY
1. Match each word to its right definition.
1. Information architecture a. A type of web advertising.
2. Content management b. A layout that resizes along with the resizing of
system the window.
3. Pop up c. A place where it is possible to view and interact with
the contents and profiles of other members.
4. Liquid layout d. A type of advertising banner.
5. Exploratory section e. Included in an application.
6. Emoji f. A layout that recognises the device the user is
browsing with.
7. Click-to-play g. Structure able to organise the web content in an
accessible and manageable way.
8. Visual design h. The use of colours, images, and fonts to make a
page smart.
9. In-app i. A way to express some sort of feedback or reaction.
10. Responsive layout j. A way to organise content using templates.
......... /20

CONTENT
2. Answer the questions.
1. What are command line interfaces? 6. What is meant by a ‘mobile-friendly
2. How does a touchscreen interface web design’?
work? 7. Why did icons become popular so
3. What does WYSIWYG stand for and quickly?
what is it? 8. Why were icons created?
4. What is visual design? 9. What are emojis?
5. What types of banners do you know of? 10. What are reactions?

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189
U 3.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

3. Complete the sentences.

1. Interfaces allow…
a. users to talk to computer systems.
b. the interaction of users with computer systems.
c. free access to web.
d. inappropriate advertising to be avoided.
2. Windows, icons and buttons can be found in…
a. command line interfaces.
b. graphical user interfaces.
c. every kind of display ads.
d. none of these.
3. Interface design is the process of…
a. making interfaces easy to use and pleasurable to see.
b. using natural language to control any device.
c. interacting with other web users.
d. increasing visibility in search engines.
4. HTML is…
a. a web template. c. a program for hand-coding pages.
b. a content management system. d. none of these.
5. WordPress or Joomla are…
a. programs for hand-coding pages.
b. types of Internet advertising.
c. templates for web contents management.
d. editing programs.
6. Banners are usually…
a. at the bottom of the web page.
b. at the top of the web page.
c. automatically blocked by browsers.
d. displayed when clicked on.
7. Click to play is…
a. a type of video banner. c. a type of pop-up.
b. a static image. d. a type of display ad.
8. On mobile devices, the mouse and keyboard have been replaced by…
a. a touchscreen interface and spoken commands.
b. a display input.
c. icons and buttons.
d. a mouse pad.
9. User-friendly means…
a. using amazing pictures. c. connecting to mobile devices.
b. making browsing pleasant. d. easy to use.
10. Followers are typical of…
a. web advertising. c. social networks.
b. all browsers. d. responsive layouts.
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190
U 3.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

4. Briefly talk about the common features of in-app advertising. Use no more than 70 words.
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COMPETENCE

5. Read the text, then write a summary using no more than 90 words.

What Is the Difference Between UI and UX?

User experience (UX) is the audience’s perception of a site – what they feel, think, and do. An
efficient UX design makes the website as user-friendly and intuitive as possible. The audience
should not only be able to easily navigate through a site and quickly find the information they
need, but enjoy it, too. This makes a lasting impression. The structure of a site determines if
its visitors happily lingers and browses, or if they leave and move on to the next site.
User Interface (UI), instead, is the face of the site – the look and feel of its physical
characteristics. UI designers work with the colour scheme, size and shape of the buttons,
layout and readability of the text, etc. They develop the style to give personality to the project
and provide a correspondence between visual design and logical structure.
UI and UX are two different concepts that fulfil different aspects of a site completely; they
join together to achieve the best result: to convey important information to your audience in
a beautiful, convenient, and understandable way.
Adapted from: https://www.usertesting.com/blog/ui-vs-ux

Glossary:
lasting: duraturo to linger: soffermarsi
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191
UU4.1
1 ?????
Advertising Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY
1. Match each word to its right definition.
1. Ethics a. The make of a product or service.
2. Audience b. The necessity of being free from risks of injury, danger, or loss.
3. Brand c. An assertion of something as a fact.
4. Safety need d. What makes your business better than the competition.
5. Target e. The estimation in which a person or thing is held.
6. Reputation f. The body of moral principles or values.
7. Claim g. Providing encouragement.
8. Endorsement h. The use of famous personalities to promote a product.
9. USP i. A goal to be reached.
10. Supportive j. A group of spectators, listeners or viewers.
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CONTENT
2. Answer the questions.
1. What is advertising? 6. What services are offered by an
2. What does the acronym AIDA advertising agency?
stand for? 7. What must a USP contain?
3. What was one of the results of the 8. What must be kept in mind when
historical process started by the developing a successful advertising
1st Industrial Revolution? campaign?
4. How many levels are there in 9. What are the four steps to follow when
Maslow’s pyramidal hierarchy? developing an advertising campaign?
5. What is pioneering advertising? 10. What is the above the line strategy?
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3. Say if the sentences are true or false. Correct the false ones.
T F
1. One of the goals expressed by the acronym AIDA is Awareness.
2. Emotion hasn’t been considered in the AIDA model.
3. Advertising appeals to emotion as well as practical needs.
4. According to Maslow’s theory, primary needs are at the top of the pyramid.

192
U 4.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

5. Comparative and competitive advertising are the same.

6. The IAP approved the Code of Marketing Communication.
7. The Digital Chart has been released to regulate the role of influencers.
8. Below the line strategy aims at increasing awareness and consideration of the brand.
9. Digital advertising is ads displayed over the Internet and digital devices.
10. The through the line (TTL) strategy is a mix of BTL and ATL strategies.
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4. Briefly talk about the Code of Marketing Communication Self-Regulation in Italy.

Use no more than 10 lines.
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COMPETENCE
5. Read the text and fill in the gaps with the given words. There are two extra ones.

iron • steamships • advantages • cities • mass-scale • factories • steam • Britain •

agriculture • consumerism • capitalist • farms

The First Industrial Revolution and the Spread of Consumerism

Our modern world, with its enormous 1. …....................................., transport systems, sophisticated
technologies and mass production is the result of the Industrial Revolution, which began in
2. …..................................... in the 18th century. The Revolution was the end of a world dominated by
3. …..................................... and the beginning of an era dominated by changes in machinery.
It transformed the way people lived and worked, changing an agricultural society of villages
and 4. …..................................... into an industrial society of cities, factories and offices. Workers were
brought together in factories where goods were produced using great machines powered by
5. …..................................... engines. The use of machinery led to great changes in people’s lives: they
no longer worked in their own homes, but they had to spend many hours, often 14 or 16 a
day, in ugly buildings, under the orders of a supervisor. Railways and 6. …..................................... were
developed to transport goods and people more rapidly from place to place.
The Industrial Revolution played a major role in the spread of 7. …....................................., producing
an abundance of new and cheap goods, creating a system in which people could afford a
variety of goods. At its heart, industrialisation focused on the use of 8. ….....................................
economic policies that led to the emergence of many different factories. As a result of
the economic freedom of the time period, these 9. …..................................... were able to produce
countless number of inventions and products on a 10. …......................................
Adapted from: https://www.history.com/topics/industrial-revolution/industrial-revolution

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193
U 4.1 Advertising Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to its right definition.

1. Self-esteem a. Something that is advantageous or good.
2. Customer b. Comparative advertising which may harm a competitor.
3. Benefit c. A rival.
4. Denigration ad d. A lack of something wanted or considered necessary.
5. Competitor e. The increasing consumption of goods.
6. Glocal campaign f. The psychological identification with the feelings, thoughts,
or attitudes of another.
7. Need g. An individual’s subjective evaluation of their own worth.
8. Brand loyalty h. The tendency of consumers to purchase one brand’s
products over another.
9. Consumerism i. Considering language and culture when tailoring
global campaigns.
10. Empathy j. A person who purchases goods or services from another.
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CONTENT

2. Answer the questions.

1. What do promotional messages aim at?
2. What elements represent the S and the C in the AIDCAS model?
3. What aims does advertising have?
4. What does motivational research study?
5. Why is Maslow’s theory used by marketers?
6. What is public service advertising used for?
7. What does USP stand for? What is it?
8. What is an advertising campaign?
9. What is “glocal” advertising?
10. What kind of media do newspapers and magazines belong to?
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194
U 4.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

3. Complete the sentences.

1. Advertising turned to psychology…
a. to help customers with their needs. c. to better interact with customers.
b. to improve its results. d. to increase brand visibility.
2. Sense of belonging and love are…
a. social needs. c. esteem needs.
b. safety needs. d. none of these.
3. Advocacy advertising is an example of…
a. competitive advertising. c. public service advertising.
b. institutional advertising. d. none of these.
4. Avoidance of violence, vulgarity and indecency is…
a. the main goal of Digital Chart.
b. one of the goals of the Code for marketing.
c. not binding for advertisers.
d. one of the main objectives of past Codes.
5. According to the Code for marketing communication, it is necessary to…
a. read and learn the Code.
b. know the influencers.
c. respect moral, civil and religious beliefs.
d. use only digital communication.
6. Print and broadcast advertising are…
a. digital media channels. c. outdated media channels.
b. media channels. d. all of them.
7. An above the line (ATL) strategy is addressed to…
a. people who can’t read.
b. non-specific consumers.
c. people using mobile devices only.
d. a specific target.
8. A below the line (BTL) strategy is addressed to…
a. scarcely credible consumers. c. all social network users.
b. Facebook customers only. d. a specific target.
9. What is the “Thank you, Mom” campaign focused on?
a. Thanking supportive mothers. c. Helping all the moms.
b. Making moms competitive. d. All of them.
10. The Mulino Bianco campaign has entered the collective imagination for…
a. love and empathy. c. arousing important principles.
b. improving city life. d. none of them.
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4. Briefly talk about the Mulino Bianco campaign in no more than 80 words.
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195
U 4.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the text, and answer the questions.

ASA — Advertising Standards Authority

The Advertising Standards Authority (ASA) is the UK’s independent regulator of advertising
for all the media, including TV, the Internet, sales promotions and direct marketing; it was
established in 1962. Its work includes acting on complaints and proactively checking the
media to take action against misleading, harmful or offensive advertisements. Each year
there are many millions of ads, direct marketing communications, sales promotions and
digital communications in the UK. The role of ASA is to ensure ads are legal, decent, honest
and truthful by applying the Advertising Codes.
The Advertising Codes are written, revised and enforced by the Committee of Advertising
Practice (CAP) and the Broadcast Committee of Advertising Practice (BCAP). CAP and BCAP’s
membership consists of organisations that represent advertisers, agencies, media space
owners, direct marketers and broadcasters. The Advertising Codes put down rules for
advertisers, agencies and media owners to follow.
The Advertising Standards Codes are separated out into codes for TV, radio and all other
types of ads. The Codes contain wide-ranging rules designed to ensure that advertising
directly by implication, by omission, by ambiguity or exaggeration does not mislead, harm or
offend the consumers. In addition, the Codes contain specific rules for certain products and
marketing techniques. These include rules for alcoholic drinks, health and beauty claims,
children, medicines, financial products, environmental claims, gambling, direct marketing and
prize promotions. Adapted from: https://www.asa.org.uk/

Glossary:
claim: affermazione gambling: gioco d’azzardo
complaint: denuncia misleading: ingannevole
to enforce: far rispettare wide-ranging: ad ampio raggio

1. What is the ASA? What is the aim of the Codes?

6.
2. When was its role begun? Who make up the CAP and the BCAP?
7.
3. What is the function of the ASA? What do the Codes contain?
8.
4. How much material is there to review What specific products request
9.
in the UK by the ASA every year? particular rules?
5. What are CAP and BCAP, and what is 10. What marketing techniques request
their role? particular rules?
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196
 1 Feautures
UU4.2 ????? of advertising Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to its right definition.

1. Persuasive a. The degree to which something is successful in producing a
desired result.
2. Artwork b. The action or process of spending money for profit.
3. Effectiveness c. A catchy phrase of a party, group, manufacturer or person.
4. Response d. A title or explanation for a picture or illustration.
5. Investment e. The surroundings or environment of anything.
6. Slogan f. Feedback.
7. Caption g. Being able to make you want to do or believe a particular thing.
8. Setting h. Repetition of the similar sounds at the end of words.
9. Rhyme i. People reached by a book, radio or television broadcast.
10. Audience j. Artistic or craft object.
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CONTENT

2. Answer the questions.

1. Why is the use of the imperative tense so recurrent in advertising messages?
2. Explain the difference between a metaphor and simile.
3. What is a pun?
4. What does yellow symbolise in advertising?
5. What is white associated with in advertising?
6. Give three reasons why music makes advertising catchier.
7. What are the values that measure the effectiveness of a digital campaign?
8. What is a printed ad made up of?
9. What can visuals be in ads?
10. What is Uncle Sam’s aim in the famous poster?
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3. Say if the sentences are true or false. Correct the false ones.
T F
1. Metonymy is a rhetorical figure used to make a comparison.
2. Green is the colour most used in advertising messages dealing with health
and environment.
3. Brand recall is a memory indicator to establish the level of overall response
of the target market.
4. The marketing funnel is a strategy to measure the performance of digital
campaigns.
5. All the elements that make up the format of a printed ad are always present.
6. A body copy is generally used to give information about the product.
7. Through the Call to Action consumers are invited to purchase.
8. Payoff has to be simple but effective and easily remembered.
9. When a commercial is broadcast is not relevant.
10. Before 1931 Santa Claus was not very different from today.
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4. Briefly describe what figures of speech are and describe some of them. Use no more than
100 words.
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COMPETENCE

5. Read the text and fill the gaps with the given words. There are two extra ones.

artists • rhetoric • opposed • advertising • life • relationship • consumerism • surrealist •

mass • commerce • characteristics • brand

Art as a Selling Tool: Selling as an Art Form!

Art is a medium of expression without words. 1. …..................................... is a visual means of
conveying a message. We may think art and advertising are 2. …..................................... to each
other, that they stand for completely different things, but their relationship is much more
complicated than that. Just as art imitates 3. …....................................., advertising imitates art, and
some art, in turn, imitates advertising. Of course, none of this would have been possible if
it were not for the birth of 4. …...................................... It adheres to Maslow’s hierarchy of needs.
We’ve got food. We’ve got shelter. Now what? We’re bored and we want to feel good about
ourselves. So, we buy things.
This happened for decades, until the counter-culture of the 1960s: at that point,
5. …..................................... and activists were questioning everything, and art really came into its
own as an expression for new ideas. Notably, Andy Warhol mocked 6. ….....................................
production with his Campbell’s soup cans, and his iconic duplication picture of Marilyn
Monroe. He closed a gap between art and 7. …..................................... by bringing commerce
into the artistic conversation. Another artist also appeared in commercials: the
8. …..................................... painter Salvador Dalí. Warhol and Dalí were essentially commissioning
their faces — the famous white mop of hair, the pointy moustache: their personal
9. …..................................... helped to develop their brand. They demonstrated that art and
advertising feed off each other. Art makes a statement about the world; advertising makes
a statement about a product. Now more than ever, there is a symbiotic 10. ….....................................
between art and advertising.
Adapted from: https://www.jerrysartarama.com/blog/the-art-in-advertising/

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199
 1 ?????
UU4.2 Feautures of advertising Name ..................................................................................................

TEST 12 Class ................. Date ...............................................................

VOCABULARY

1. Match each word to its right definition.

1. Propaganda a. The sale of goods to ultimate consumers, usually in small
quantities.
2. Iconography b. person who purchases goods and services for personal use.
3. Retail c. Specific and measurable results of something.
4. Sale d. Sentence that helps to identify a service or a product.
5. Consumer e. Visual images and symbols used in a work of art.
6. Performance f. A close-up picture of the advertised product in its packaging.
7. Ad tracking g. A catchy repetition of sounds.
8. Tagline h. Research that monitors a brand’s performance.
9. Pack Shot i. The deliberate spreading of certain information.
10. Jingle j. The action of selling something.
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CONTENT

2. Answer the questions.

1. What kind of words are super, hyper, and ultra?
2. Give the definition of paradox.
3. What is an idiom?
4. Why is the use of red so common in advertising?
5. What does black mean in advertising?
6. What kind of connection is music able to reinforce?
7. What is the marketing funnel?
8. What is the main objective of the claim?
9. What does a format depend on in a printed ad?
10. Why is We Can Do It considered one of the most famous patriotic advertisements?
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200
U 4.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

3. Complete the sentences.

1. Rhetorical figures aim principally at…
a. capturing interest. b. joking. c. conveying a message.
2. Figures of speech are…
a. digital tools. b. linguistic devices. c. media channels.
3. Metaphors and similes are…
a. types of publication. b. communicative messages. c. forms of comparison.
4. Advertisers use images because…
a. we are able to process b. they are less expensive. c. they can’t use words.
visual data faster.
5. The body copy contains mostly…
a. words. b. images. c. music.
6. A visual can be…
a. a photo. b. a picture or an image. c. both.
7. Protagonists of commercials can be…
a. unknown b. popular people. c. both.
8. The poster of Uncle Sam was used to…
a. Sell a new product. b. enlist people for the army. c. blame young
Americans.
9. Rosie, the character of the poster “We can do it” is rolling up her sleeves to show…
a. attention. b. engagement. c. anger.
10. Riveter Rosie is considered an icon of…
a. the universal right to vote. b. feminism. c. the fight against war.
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4. Describe in no more than 100 words what the main elements of printed ads are.
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COMPETENCE

5. Read the text and fill in the grid with essential information.

Some Tips for Decoding an Advertisement

1. People - Representations – Note people’s age, gender, ethnicity; are they ordinary
people, or celebrities? What do the clothing codes suggest? Comment on their facial
expressions and gestures.
2. Comment on the surroundings – What does the setting add to the representations of
the people in the advert?
3. Technical Codes – Is there a hierarchy of elements in the framing? Is there a colour
coding? What techniques are used to attract a viewer’s attention and to make the
advertisement believable?
4. Text Codes – How does the slogan relate to the images? Comment on the font used. Is
there a logo? Where is it positioned? What information is included in the copy? Does
image dominate over text?
5. Visual Codes – Where is the advert set? What are the significant objects or features
in the adverts? Does the product itself appear in the advert? Is the advert selling
a concept or a lifestyle based on particular habits or moral standards? Are there
recognisable stereotypes?
6. Purpose of the Advertisement – Is the advert intended to educate, entertain, or inform?
What does the advert promise?
7. Audience – Who is the target audience? What does the advertisement say to the viewer?
What lifestyles, values, opinions, and points of view are represented?
Adapted from: http://resource.download.wjec.co.uk.s3.amazonaws.com/vtc/
2014-15/Int_Media/pdf/unit2_01_analysing_adverts.pdf

People - Representations

Comment on the surroundings

Technical codes

Text codes

Visual codes

Purpose of the advertisement

Audience

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202
UU5.1
1 Photography
????? Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Shape a. Darkness.
2. Reflection b. A person who writes the text of advertisements or
publicity material.
3. Shadow c. Elevated view of an object from above.
4. Exposure d. Photography that records everyday life in a public place.
5. Flash bulb e. Form that refers to a three-dimensional composition of
an object.
6. Copywriter f. Main point of interest in a photo.
7. Background g. Small device that produces a bright light.
8. Bird’s eye h. Process by which light is sent back from a surface.
9. Street photography i. Part of the image behind the main subject of
the photograph.
10. Focal point j. Quantity of light that is allowed to enter a camera.
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CONTENT

2. Choose the correct option to complete the sentences.

1. Light is a form of … energy.
a. nuclear b. alternative c. electromagnetic d. non-renewable
2. A source of artificial light cannot be…
a. a LED light. b. the Sun. c. a studio strobe. d. a street lamp.
3. Photojournalism has his roots in … photography.
a. war b. landscape c. scientific d. sports
4. The Golden Age of photojournalism are the years from…
a. 1930s to 1950s. c. 1940s to 1960s.
b. 1940s to 1980s. d. 1930s to 1970s.
5. A clean image on a white background is usually used for advertising a product …
a. on a billboard. c. in a TV ad.
b. on an e-commerce store. d. in a magazine.
6. A medium shot is the technique that…
a. features the head of the character.
b. shows a large area from a high point of view.
c. shows an out-of-focus shoulder in the foreground.
d. shows a person from the waist up.
7. Historical heritage is a kind of photography included in the large thematic area of…
photography.
a. architecture b. conceptual c. business d. military
8. Paparazzi are professionals who usually take photos of…
a. landscapes. b. buildings. c. celebrities. d. weddings.

203
U 5.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

9. In analysing a photograph, the choice of lens is included in the…

a. contest. b. subject. c. technical features. d. composition.
10. … was the co-founder of Magnum Photos.
a. Steve McCurry c. Dorothea Lange
b. Henri Cartier-Bresson d. Ansel Adams
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3. What is meant by “advertising photography”? Answer the question using no more

than 10 lines.
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4. Briefly answer the questions.
1. How was light used in the past? 6. What is meant by “cinematography”?
2. What applications can light have in 7. What different techniques are involved in
medicine? the process of making a motion picture?
3. What are the sources of light in 8. Which professionals work together as a
photography? team in cinematography?
4. What does photojournalism use 9. What does photography celebrate in
photographs for? totalitarian regimes?
5. Who created the Magnum Photo 10. What main elements does photo
Agency? composition include?
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U 5.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and decide if the sentences are true or false. Correct the false ones.

Russell Carpenter, Magician of Film Photography

The movie Titanic rapidly conquered box-office records in 1997 due to the director’s (James
Cameron) skill, at creating a fascinating romantic story of a lower-class man (Leonardo
DiCaprio) and an upper-class lady (Kate Winslet) falling in love at the precise moment when
the legendary ship strikes an iceberg and sinks.
The film includes amazing digital visual effects coupled with the extensive use of
conventional shooting techniques. The director of photography was Russell Carpenter, who
joined the project in progress at Fox Baja Studios in Mexico. Carpenter won the Oscar for
Best Cinematography in 1998.
Carpenter has been working as a cinematographer on both television and in the film
industry since 1983, winning a lot of awards. Born and raised in Southern California,
Carpenter graduated from San Diego State University and started his career shooting local
television documentaries in the San Diego area.
Adapted from: https://ascmag.com/podcasts/titanic-20th-anniversary-russell-carpenter-asc

T F
1. Titanic was the film that made the most money in 1997.
2. James Cameron was the producer of the film.
3. The film tells the romantic love story of two upper-class young people.
4. The ship Titanic sank because it hit an iceberg.
5. The film is a mix of special effects and traditional shooting techniques.
6. Russell Carpenter started working as a DP from the beginning of the project.
7. Carpenter received the Oscar the following year.
8. Before Titanic, Carpenter had worked only for the film industry.
9. Carpenter studied in New York.
10. At the beginning of his career, he worked for a local television in California.
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UU5.1
1 ?????
Photography Name ..................................................................................................

TEST 12 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Texture a. Series of photographs that tell a story.
2. Chiaroscuro b. Part of a photograph that is nearest to the viewer.
3. Contrast c. Distance between the nearest and furthest elements in a photo.
4. Photo essay d. The way a surface feels when you touch it.
5. Art director e. Style of photography that provides realistic representation of
people, places, objects and events.
6. Foreground f. Person responsible for the overall visual aspects of an
advertisment.
7. Camera team g. Difference in colours.
8. Editing h. The use of areas of light and darkness in a painting.
9. Depth of field i. The post-production process of modifying images.
10. Documentary j. A group of people who are involved in the operation of a film
camera.
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CONTENT

2. Choose the correct option to complete the sentences.

1. The Chiaroscuro technique means that the light source shone intensely…
a. in the foreground. c. in the centre of the image.
b. in the background. d. on the main subject.
2. At midday, natural light falls…
a. horizontally. c. vertically.
b. from the back. d. from the front.
3. The “golden hour” starts…
a. 30-60 minutes before sunset. c. 30-60 minutes after sunset.
b. at midday. d. mid-afternoon.
4. The author of the “Migrant Mother” was…
a. Robert Capa. c. Henri Cartier-Bresson.
b. Dorothea Lange. d. David Chim Seymour.
5. In advertising photography, lifestyle images…
a. are used only in TV commercials. c. always have a white background.
b. are associated with everyday life. d. are used for e-commerce stores.
6. Forensic is a kind of photography included in the large thematic area of … photography.
a. conceptual b. business c. scientific and military d. stage and set
7. In politics, in democratic countries, photography aims to…
a. celebrate the qualities of the dictator.
b. be less realistic.
c. have only celebrities as subjects.
d. control the politician’s image to support his/her message.

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U 5.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

8. Post-production techniques usually refer to…

a. photo-processing software. c. sharing of the images on social media.
b. product advertising. d. analysing the composition of a photo.
9. The word “paparazzi” is linked to … photography.
a. sports b. celebrity c. fashion d. business
10. Steve McCurry is a famous…
a. sports photographer. c. advertising photographer.
b. director of photography. d. photojournalist. ......... /20

3. What is cinematography? Talk about the process, the team and the shooting techniques.
Answer the question using no more than 10 lines.
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4. Briefly answer the questions.

1. Why are light and shadow extremely important in art?
2. Why is lighting an essential factor in photography?
3. What is meant by the “magic hours” in photography?
4. Why is Dorothea Lange considered a pioneer in documentary photography?
5. What kind of feeling does photojournalism try to capture today?
6. What types of images does a company need to advertise its products?
7. What steps must be followed to bring an ad campaign into life?
8. What skills must a sports photographer have?
9. What elements must be considered technical features when analysing a photo?
10. What is the most notable event of the 20th century documented by Robert Capa?
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U 5.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and decide if the sentences are true or false. Correct the false ones.

Richard Avedon, the Innate Sense of Beauty

Richard Avedon (1923–2004) was born and lived in New York City. At the age of twenty-
two, Avedon began working as a freelance photographer for Harper’s Bazaar. In 1965,
he joined Vogue, where he worked for more than twenty years. In the 1990s, his fashion
photography appeared in the American magazine The New Yorker and in the French
magazine Égoïste. Avedon also ran a successful commercial studio, working with Calvin
Klein, Revlon, Versace, and dozens of other companies resulting in some of the best-known
advertising campaigns in American history. These campaigns gave Avedon the freedom to
pursue major projects in which he followed his cultural, political, and personal passions. He
is known for his portraiture of the American Civil Rights movement, the Vietnam war and a
celebrated cycle of photographs of his father, Jacob Israel Avedon. Avedon’s first museum
exhibition was held at the Smithsonian Institution in Washington in 1962. Other major
museum exhibitions were held until 2002. His first book of photographs, Observations, was
published in 1959. He continued to publish books of his works throughout his life.
Adapted from: https://www.avedonfoundation.org/the-work

T F
1. Richard Avedon was American.
2. When he was young, he started his career as a freelancer.
3. He worked for ten years for the magazine Vogue.
4. In the 1990s, only a French magazine published his photos.
5. Avedon did not have a studio of his own.
6. He worked for famous fashion brands.
7. Avedon had many other passions besides photography.
8. Avedon took a variety of photos of his mother.
9. Avedon’s first museum exhibition took place in New York in 1962.
10. Books about Avedon’s work were published throughout his life.
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208
UU5.2
1 Music
????? Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1 Match each word with the correct definition.

1. Soundwaves a. Special effects produced by the most advanced and developed
machines and methods.
2. Electronic music b. American multinational cable channel that features original
music programming.
3. Record company c. Vibrating energy that propagates from a source of sound.
4. High-tech effects d. A sequence of steps and movements following a musical
rhythm.
5. Score e. Small group of musicians who play popular music such as jazz,
rock, or pop.
6. MTV f. Short film that mixes a song with imagery.
7. Choreography g. Music that employs devices such as the synthesiser.
8. Music video h. Commercial organisation that makes and
sells musical recordings.
9. Band i. Link between a tune and a commercial name of a product.
10. Sound-branding j. Music composed specifically for a film.
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CONTENT

2. Choose the correct option to complete the sentences.

1. Some studies have found that … in the background can increase sales in shopping centres.
a. electronic music c. classical music
b. no music d. pop music
2. In agriculture, studies have shown that music can help plants…
a. to produce more nutrients.
b. to produce more flowers.
c. to get younger.
d. to increase the number of leaves.
3. In advertising, the use of pop music conveys the idea of…
a. class and elegance. c. love for old things.
b. modernity and dynamism. d. an innovative future.
4. A music video integrates…
a. images and special effects.
b. music and special effects.
c. music and images.
d. music and subtitles.
5. Top of the Pops was…
a. a radio channel. c. an advertising agency.
b. a music video. d. a television programme.

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U 5.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

6. In the mid-1980s, music celebrities used their videos…

a. to represent their “star” image.
b. to improve their stage performance.
c. to limit the number of live concerts.
d. to avoid contact with the public.
7. In a film, music can be found…
a. only during the story.
b. in the main titles, during the story and in the end-credits.
c. in the main titles and in the end-credits.
d. only in the main titles.
8. In a film, music “inside the narration” means that music…
a. cannot be heard by the characters.
b. can be heard only by the audience.
c. is not produced by the characters.
d. can be heard or is produced by the characters.
9. In cinematography, music…
a. can contribute to the success of a film.
b. is not a key factor in the success of a film.
c. is the most important factor in the success of a film.
d. is a neutral element in the success of a film.
10. John Barry composed the music of…
a. many films by Alfred Hitchcock.
b. 11 of the James Bond films.
c. Jurassic Park.
d. The Lion King.
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3. Answer the following question using no more than 10 lines

What is the role of music in advertising?

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4. Briefly answer the questions.

1. How can music help to workout in gyms?
2. What kind of benefit does music have on elderly people?
3. What have some statistics shown about ads with music?
4. What does a music video usually promote?
5. What is the purpose of a music video?
6. What were the “promos” in the 1960s?
7. What do consumers love watching in a music video today?
8. How was action accompanied in silent movies?
9. What is the role of music in films?
10. What does a film soundtrack include?
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210
U 5.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and decide if the sentences are true or false. Correct the false ones.

The Importance of Music in Early Childhood Development

A research undertaken in the 1990s showed that exposure to music from early childhood
onwards helps children to speak more clearly, develop a larger vocabulary, and strengthen
social and emotional skills because music intelligence is as important as logical and
emotional intelligence. One fact that is widely accepted is that the years from birth to
the age of six is the most important period for a child’s musical development. In general,
exposure to music supports children in their development process to learn the sound of
words.
Like language, kids develop their musical skills through imitating and memorising
rhythms and tones of songs, such as clapping and singing in tune. However, this ability to
develop musical skills is influenced by positive and negative factors. Therefore, sufficient
stimulation and exposure to music is necessary to help children to turn their potential into
actual musical growth. On the contrary, the most typical negative influence on developing
musical growth is when parents are not music lovers and do not actively expose their kids
to music. Further research also indicates that parents develop a stronger bond to their
children when they enjoy music together. This way music is not only a tool that contributes
to the growth and development of a child, but it also helps the family to spend quality time
and have fun.
Adapted from: https://novakdjokovicfoundation.org/importance-music-early-childhood-development/

T F
1. Exposure to music from early childhood can help children to improve their
language.
2. Logical, emotional intelligence and musical intelligence are equally important.
3. Music is not an important factor for children’s development process to learn
the sound of words.
4. The best period for a child’s musical development is from the age of six
onwards.
5. Children usually imitate and memorise the songs they hear by clapping
and singing.
6. The musical ability of children is not influenced by external factors.
7. If children are sufficiently stimulated and exposed to music, they can
get great benefits for their musical growth.
8. Parents who do not like music are not a limitation to their children’s
musical development.
9. Parents and children should enjoy music together.
10. Music can become a moment of joy and fun within the family.

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211
UU5.2
1 ?????
Music Name ..................................................................................................

TEST 12 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Background music a. All the parties involved in the creation, performance,
recording, promotion, and managing the business of music.
2. Jingle b. Regular repeated pattern of sound.
3. Music industry c. Physical recording of a musical performance that can then
be played back or reproduced.
4. Pop music d. A film with no audible dialogue.
5. Soundtrack e. Any music played in a public space whose main function is
to create an atmosphere rather than to be listened to.
6. Rhythm f. Short song or tune used in advertising.
7. Music recording g. Genre of music that produces the most hits in the industry.
8. High tempo music h. To send out a programme on radio or television.
9. Silent movie i. Music played at a fast pace.
10. Broadcast j. Music, songs and dialogue in a film.
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CONTENT

2. Choose the correct option to complete the sentences.

1. Some studies have found that background music in gyms…
a. has no effect on gym goers.
b. can help with muscle coordination.
c. can increase the risk of injury.
d. reduces the heart rate.
2. In restaurants, music…
a. is played by a DJ.
b. can greatly influence the guests’ behaviour.
c. is broadcast at a loud volume.
d. has no particular effects.
3. In advertising, the use of old songs conveys the idea of…
a. class and elegance.
b. modernity and dynamism.
c. an innovative future.
d. nostalgia.
4. Jingles…
a. are short catchy tunes.
b. are a kind of background music used in restaurants.
c. started to be used in 1971.
d. were broadcast only on TV.

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5. Some statistics show that an effective advertisement…

a. does not need music.
b. must use classical music.
c. needs music to be remembered more easily.
d. must take into consideration only the target buyers.
6. Top of the Pops…
a. was a radio programme in the 1970s.
b. is an advertising agency.
c. broadcast a limited number of videos.
d. had no influence on the record labels.
7. In the early 1980s…
a. MTV finished broadcasting videos.
b. hi-tech effects were not used yet.
c. choreographies and interviews were added to music videos.
d. artists began to add a storyline to their videos.
8. At the beginning of the era of cinematography…
a. movies were silent.
b. music was only in the main titles.
c. there were no subtitles to dialogues.
d. films had amazing soundtracks.
9. In a film, music “out of the narration” means that music…
a. can be heard by the characters.
b. can be heard only by the audience.
c. is produced by the characters.
d. has hi-tech musical effect.
10. Hans Zimmer composed the music of…
a. Gladiator.
b. Titanic.
c. Out of Africa.
d. Schindler’s List.
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3. Briefly talk about music in films using no more than 10 lines.

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4. Briefly answer the questions.

1. What effect can background music have on people’s behaviour in a restaurant ?
2. Why must the volume of music be taken into consideration in a restaurant?
3. Why is soft music an effective background sound in shopping centres?
4. What are the positive effects of music on breeding farms?
5. What is a key factor in advertising a product with the use of music?
6. Where is a jingle usually used?
7. What is the purpose of a music video?
8. Why did Top of the Pops create competition among bands and record companies?
9. Why did music videos start to have a decisive role in marketing an artist in the mid-1980s?
10. What is the “score” of a film?
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COMPETENCE

5. Read the passage and decide if the sentences are true or false. Correct the false ones.

Music is a Good Friend for our Workout

A new study in Frontiers in Psychology is the first to show that listening to music at a
higher tempo reduces the perceived effort involved in exercise and increases its benefits.
However, “how” we experience music is highly subjective, with cultural factors and personal
preferences influencing its effects on individuals. The researchers set out to investigate
the effect of the tempo of a piece of music on female volunteers performing either an
endurance exercise (walking on a “tapis roulant”) or a high-intensity exercise (using a leg
press). The volunteers completed exercise sessions while listening to pop music at different
tempos. The researchers recorded a variety of parameters, including the volunteers’
opinions about the effort required to complete the exercises and their heart rate while
exercising. The result of the research highlighted that the exercise seemed less tiring and
more beneficial in terms of increasing physical fitness. These effects were more evident in
volunteers completing the endurance exercise sessions, compared with those performing
high-intensity exercises, suggesting that people performing endurance activities such as
walking or running may receive the greatest benefit from listening to high-tempo music.
Adapted from: https://neurosciencenews.com/high-tempo-music-exercise-15616/

T F
1. The study has been published in a specialised magazine.
2. The study has highlighted that listening to music at a higher tempo has no
benefits during a physical activity.
3. Each of us experiences music in a different way.
4. Cultural factors and personal preferences have no particular influence on
subjective experience.
5. The research was conducted on female volunteers.
6. The exercises were of two different types.
7. All the volunteers completed the exercises listening to pop music at high tempo.
8. Effort and heart rate were the two parameters recorded.
9. The results of the research highlighted that the exercises were more tiring,
but more beneficial.
10. The greatest benefits from listening to high tempo music were for the
volunteers performing high intensity exercises.
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 1 Storyboard
UU5.3 ????? Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Sketch a. Visual representation (of an object or scene or
person or abstraction) produced on a surface.
2. Storyboard b. Animated storyboard made with photos.
3. Picture c. Person who draws pictures especially for books.
4. Draft d. It contains a set of stories told in pictures with a
small amount of writing.
5. Photomatic e. Summary of storyboards of a film.
6. Thumbnailing f. Graphic representation consisting of illustrations or
images displayed in sequence.
7. Illustrator g. Part of the film-making process referring to the
movements of the camera.
8 Comic book h. Reduced-size versions of pictures.
9. Script breakdown i. A rough drawing representing the chief features of an
object or scene.
10. Film shooting technique j. An outline for something.
......... /20

CONTENT

2. Choose the correct option to complete the sentences.

1. The storyboarding technique was first used by…
a. an illustrator of Marvel comics.
b. a screenwriter.
c. a Walt Disney animator.
d. Stan Lee.
2. The scenes of the film Three Little Pigs were drawn on…
a. a blackboard.
b. separate sheets of paper.
c. a single long sheet of paper.
d. an exercise-book.
3. The frames that make up a storyboard are…
a. rectangular.
b. square.
c. round.
d. triangular.
4. While film making, a storyboard is a part of the … process.
a. shooting
b. post-production
c. acting
d. pre-production

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5. A storyboard creator must not take into consideration … as a key factor.

a. how the characters move in the scene
b. the position of the cameramen
c. the shooting angles
d. stage costumes
6. A skippable in-stream video ad is an ad that…
a. can be skipped after the first 5 seconds.
b. appears every 5 seconds.
c. can never be cut.
d. lasts 5 seconds.
7. An animatic consists of…
a. some breakdown sheets.
b. storyboarded panels filmed one after the other.
c. a thumbnail storyboard.
d. a series of photos filmed one after the other.
8. In comic books, writers and illustrators…
a. see the movements of the camera.
b. do not decide the shapes of the panels.
c. decide together what parts are essential to the narrative rhythm.
d. don’t usually work together.
9. in comic books, the movements of the camera can be simulated…
a. only virtually.
b. using special effects.
c. in the mind of the reader.
d. in the mind of the illustrator.
10. Alberto Aleandro Uderzo collaborated with … to create the Asterix series.
a. Hugo Prat
b. Charles Schultz
c. Jack Kirby
d. René Goscinny
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3. Answer the question: how are storyboards used in marketing and advertising?
Use no more than 10 lines.
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4. Briefly answer the questions.

1. What did Webb Smith do?
2. How many frames can a storyboard consist of?
3. When did storyboarding become common in film production?
4. What functions can a storyboard be used for?
5. What is included in the various frames of a film storyboard?
6. Why is a storyboard a crucial part of the pre-production process of a film?
7. What are the key factors that a storyboard creator must keep in mind?
8. Why is the thumbnail phase important before committing to a full storyboard?
9. What similarities do comic books and storyboards share?
10. How can comic books artists create a lively interest in readers? ......... /20

5. Read the passage and decide if the sentences are true or false. Correct the false ones.

Who is Spider-Man?
The fictional character Spider-Man, a comic book superhero, was created by the writer Stan
Lee and the illustrator Steve Ditko in 1962 and presented in Marvel Comics publications.
Spider-Man was actually the American teenager Peter Parker, a poor orphan, who had been
bitten by a radioactive spider. As a result of the bite, he gained superhuman strength, speed,
and agility along with the ability to grip to walls, and turned into Spider-Man. In addition
to greater speed and strength, the superhero also had a precognitive “spider sense” that
alerted him to approaching dangers. Using his inborn talents, he was able to produce a
unique adhesive “web fluid” that enabled him to shape the web into various useful forms.
However, Marvel publisher Martin Goodman was not initially receptive to the idea of a
teenager hero and also thought that the audience would be repelled by the character’s spider
design on his costume. Fortunately, Lee’s instincts prevailed. Spider-Man’s debut in Amazing
Fantasy was an immediate and booming success. The force that Spider-Man gained in the
comic’s pages was also reflected in Hollywood. Spider-Man was brought to the big screen in
May 2002. Critics adored the film, and it earned more than $800 million worldwide.
Adaped from: https://www.britannica.com/topic/Spider-Man-comic-book-character

T F
1. Spider-Man was created at the beginning of the 1960s.
2. His adventures were published in a Disney magazine.
3. Peter Parker, aka Spider-Man, was actually the son of a rich American family.
4. Spider-Man’s super powers were the effects of a bite by a radioactive insect.
5. His “spider sense” could help him to sense a dangerous situation in advance.
6. Spider-Man was able to produce a material like a metal.
7. Among his amazing powers was the ability to climb walls.
8. Martin Goodman loved the idea of a teenager hero from the beginning.
9. The success of Spider-Man was really huge.
10. The 2002 film Spider-Man was harshly criticised.
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 1 ?????
UU5.3 Storyboard Name ..................................................................................................

TEST 12 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Sequence a. Border that encloses a picture.
2. Pre-visualisation b. Ad on websites or social media.
3. Thumbnailing c. Specific location at which the camera is placed to take a shot.
4. Animatic d. Technique useful for visualising a scene before filming begins.
5. Frame e. Films that use animation techniques to photograph a
sequence of drawings rather than real people.
6. 3D computer f. Creating small sketches to provide a quick plan for a
graphics future storyboard.
7. Cartoons g. Forms of electronic communication through which users
create online communities to share information, ideas,
personal messages, and videos.
8 Camera angle h. Order in which related things follow each other.
9. Social media i. Pictorial computer output produced on a display screen.
10. Skippable in-stream j. Simple filmed storyboarded panels.
video ad
......... /20

CONTENT

2. Choose the correct option to complete the sentences.

1. Gone with the Wind was…
a. released in 1963.
b. a film with real actors produced using the storyboarding technique.
c. a TV show in the 1950s.
d. a short by Walt Disney.
2. The years characterised by the adoption of the storyboard in production design are…
a. from the 1940s to 1990s.
b. the 1930s.
c. the 1950s.
d. the last two decades.
3. A storyboard can be adapted…
a. only to films.
b. only to commercials.
c. to many functions.
d. only to children’s books.
4. A storyboard allows filmmakers…
a. to foreshadow the plot development.
b. to see potential problems.
c. to give information to actors.
d. to increase the film budget.

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U 5.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

5. A script breakdown sheet is…

a. a summary of the shooting angles.
b. a printed copy of the film plot.
c. distributed only to actors.
d. a summary of the film storyboards.
6. A photomatic consists of…
a. an animated storyboard that uses photos instead of illustrations.
b. a temporary soundtrack.
c. panels filmed one after the other.
d. a commercial on social media.
7. Comic books and storyboards…
a. are very different.
b. are both drawn on panels of the same shapes and sizes.
c. share many similarities.
d. both have fixed frames.
8. Movement in comic books…
a. is not so important in the plot development.
b. consists of the sequence of panels that may confuse the reader.
c. depends on the shooting angle of the camera.
d. happens only in the mind of the readers.
9. It is false to say that…
a. all the storyboards must be the same length.
b. storyboarding became common in film production in the early 1940s.
c. it is important to thumbnail the scenes before creating a storyboard.
d. an animatic may be quite expensive.
10. The Peanuts comic strips…
a. were created by two French comic book artists.
b. were published in a Marvel comic book.
c. featured superheroes.
d. were created by Charles Schultz.
......... /20

3. Answer the question: how are storyboards used in the film industry? Use no more
than 10 lines.
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U 5.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

4. Briefly answer the questions.

1. What animated film was first produced using storyboarding techniques?
2. What ratio do rectangle frames of filming storyboards usually respect?
3. What famous American illustrators created many of today’s popular superheroes?
4. Why are storyboards widely used?
5. Why is the use of a storyboard in advertising goods or services becoming so important?
6. Why are TV commercials so popular?
7. What does an animatic consist of?
8. What can an agency artist do to prepare a commercial?
9. What does the draft of a commercial allow?
10. Why do writers and artists usually work together to create a comic book? ......... /20

5. Read the passage and decide if the sentences are true or false. Correct the false ones.

Asterix, the Anti-hero

The French comic book artists, Albert Uderzo and René Goscinny are best known for creating
one of the world’s best loved comic book characters – Asterix. His adventures have sold more
than 300 million comic books and been translated into various languages such as Urdu, Arabic
and even Latin. The amusing books deal with a Breton village which, in around 50AD, continues
to hold out after Caesar’s conquest of Gaul thanks to the magic potion brewed by the druid
Getafix which gives superhuman strength to the inhabitants of the village. Albert Uderzo told a
journalist in an interview that he was with his friend René Goscinny trying to create a character
for a new magazine for children aged 10 -13. It was summer 1959. So, they looked back through
history and reviewed all the different periods of French history until they got to the Gauls. Then
came the brilliant idea! They immediately started thinking about “our ancestors the Gauls”. They
imagined a little man with a moustache and a big nose, not necessarily good-looking, but very
astute. What you could call an anti-hero. The name was inspired by the name of Vercingetorix,
the great Gaul leader, so they decided that all the names of the Gauls would end in “ix.”
Adapted from: https://www.connexionfrance.com/Archive/Asterix-creator-on-his-life-s-work

T F
Asterix was created by two British artists.
1.
Asterix is a beloved comic book character all over the world.
2.
His adventures have been translated into a lot of languages.
3.
The adventures take place in Paris in around 50 AD.
4.
The secret of the village is a magic potion.
5.
Uderzo talked about the creation of Asterix to a journalist.
6.
In the summer of 1959, Uderzo and Goscinny were trying to create a
7.
character for a new teenage magazine.
8. They took inspiration from French history.
9. Asterix is the stereotype of the handsome and brave hero.
10. The name Asterix derives from Latin.
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UU6.1
1 Big
?????
screen Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1 Match each word with the correct definition.

1. Screen a. Sound recorded at the time of filming.
2. Western b. Art of creating moving images with the use
of computers.
3. Tinting c. Scenery as arranged for shooting a film.
4. Synchronised sound d. Rate of flow of events that occur in a film.
5. Box office e. A narrative summary of the events of a film or book.
6. Computer-based animation f. A blank surface on which a film is projected.
7. Film set g. Genre with recognizable elements such as cowboys,
Indians, guns, horses.
8. Plot h. Colouring a black and white film.
9. Pace i. Film style that provided insight into contemporary
Italian society of the 1940s.
10. Neorealism j. A measure of how popular a film is.
......... /20

CONTENT

2. Choose the correct option to complete the sentences.

1. A drama is a genre of films which portrays…
a. amusing situations.
b. supernatural events and creatures.
c. realistic characters and social issues.
d. historical events.
2. In Europe, at the beginning of the 20th century, the film industry was limited by…
a. American film studios.
b. the First World War.
c. the invention of Kinetoscope.
d. the Second World War.
3. In the 1920s, putting together sound and images was difficult because…
a. the sound was recorded before the action.
b. action and sound were recorded together.
c. the films were silent.
d. the action was shot on location and then the soundtrack was added in the studio.
4. One of these films was not produced during the Golden Age of Hollywood:
a. Paths of Glory.
b. The Wizard of Oz.
c. Citizen Cane.
d. Gone with the Wind.
5. In an animation film, all movement is achieved by projecting … frames per second.
a. 12 b. 30 c. 28 d. 24

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U 6.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

6. The first full-length animated film produced by Disney was…

a. The Three Little Pigs.
b. Snow White and the Seven Dwarfs.
c. The Jazz Singer.
d. Frozen.
7. One of these films received the Oscar for the Best Animated Feature:
a. Finding Nemo.
b. Frozen.
c. Shrek.
d. Toy Story.
8. The theme and tone of a film often include…
a. social issues.
b. the soundtrack.
c. camera movements.
d. awards.
9. Fritz Lang and Robert Wiene…
a. were two giants of French cinema.
b. were Australian film directors.
c. belonged to German Expressionism.
d. are famous for their comedy films.
10. In Italy, Neorealism aimed at describing…
a. the Nazi occupation of Rome.
b. the woman as an outsider of society.
c. stories of horror.
d. socio-economic problems realistically.
......... /20

3. Answer the question using no more than 10 lines: what elements must be taken
into consideration when analysing a film?
......... /20

4. Briefly answer the questions.

1. What is a film?
2. What are action/adventure films characterised by?
3. What are crime&gang/thriller films developed around?
4. What is the auteur system classification of films?
5. What did the Lumière brothers do in December 1895?
6. Why was the film, The Birth of a Nation so important in the history of cinema?
7. What two big challenges shook the film industry?
8. What is the basis of all animation films?
9. What did traditional animation techniques consist of?
10. Who were the main film directors of the ‘Nouvelle Vague’ age in France?
......... /20

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U 6.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and decide if the sentences are true or false.

2001: A Space Odissey

2001: A Space Odyssey (1968), an American science-fiction film directed by Stanley Kubrick
and written by Kubrick himself and the novelist Arthur C. Clarke, is considered a milestone
of this genre and ranks among the top 10 best science fiction movies ever made, especially
known for its innovative special effects and unconventional narrative.
The film opens with “The Dawn of Man”, showing apes in the pre-human era discovering a
strange stone monolith that appears from nowhere and using the first tools. The following
scene switches to the future, the year 2001. A similar monolith is found under the Moon’s
surface and transmits a signal to Jupiter. The spacecraft Discovery, operated by astronauts
Frank Poole and Dave Bowman, is sent to Jupiter to investigate. The middle part of the film
takes place on board the spaceship Discovery and is perhaps the most memorable. The
ship’s computer, HAL 9000, which has human intellect and vocal ability, malfunctions and
begins to work against the astronauts in a life-or-death battle of intelligences. In the film’s
final section, “Jupiter and Beyond the Infinite”, Bowman travels through a gateway in space
opened by the monolith orbiting Jupiter and is reborn as the “Star Child”.
This last section of the film is the most open to interpretation, because conventional film
narrative is suspended, and the story is told simply through images and sound. The movie
itself is around three hours long. Only forty minutes contain dialogue, but an extensive
score shakes the theatre when you see it on the big screen.
Adapted from: https://www.britannica.com/art/science-fiction/SF-cinema-and-TV

T F
2001: A Space Odyssey is a very important film in cinema history.
1.
It has no innovative special effects.
2.
It is not considered particularly important as a science fiction film.
3.
The beginning of the film is set before the appearance of man on Earth.
4.
The story is divided into time sections.
5.
Some pre-historic tools are found on the Earth’s surface.
6.
In the middle part of the film the two astronauts from the spaceship fight
7.
against the computer on board.
8. At the end of the film, astronaut Bowman travels back towards the planet Earth.
9. The end of the film is very clear and easy to understand.
10. The film is very long, with little dialogue and a lot of stunning music.
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UU6.1
1 ?????
Big screen Name ..................................................................................................

TEST 12 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Auteur system a. Process of colouring synchronized, monochrome films.
2. Romance films b. For example, costumes, lights, sound, and make-up of a film.
3. Drama films c. System of classifying films according to the director’s style.
4. Technicolor process d. Colouring the darkest areas of a film.
5. Film director e. German film directors who directed masterpieces of the
horror genre.
6. Best animated feature f. Genre of films involving intense character development.
7. Technical data g. Time and place where the film is shot.
8. Film setting h. Special Oscar award for animated films.
9. Toning i. Genre of films that have love as a major theme.
10. Expressionists j. Person who controls the making of a film and supervises
the actors and technical crew.
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CONTENT

2. Choose the correct option to complete the sentences.

1. Action/adventure films are characterised by…
a. a criminal/detective protagonist.
b. love stories.
c. guns and ghost towns.
d. chases, rescues, and fights.
2. A film which aims at documenting reality for educational purposes is a…
a. documentary. c. western.
b. romance. d. drama.
3. Science fiction films often overlap with…
a. historical films.
b. horror films.
c. action/adventures films.
d. comedy films.
4. The first to present moving pictures to a paying audience…
a. was David W. Griffith in 1915.
b. was the Edison Company in 1891.
c. were the Lumière Brothers in 1895.
d. was Walt Disney in 1933.
5. By the 1910s, film makers learned how to alter space and time on screen by…
a. changing varying angles and creating multiple sets.
b. composing impressive soundtracks.
c. changing the camera crew.
d. putting together sound and images.

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U 6.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

6. Nearly all the movies were presented with syncronised sound by the end of the…
a. 1940s.
b. 1910s.
c. 1930s.
d. 1920s.
7. One of these is not included as a literary element while analysing a film:
a. cultural context.
b. plot.
c. characterisation.
d. music.
8. Film title, director, screenwriter, and main cast are elements that appear in a film
worksheet as…
a. technical data.
b. general data.
c. themes and tone.
d. acting and characters.
9. Orson Welles was the director of…
a. Citizen Kane.
b. The Cabinet of Dr Caligari.
c. Roma Città Aperta.
d. The Piano.
10. The first woman to be nominated for an Oscar in the Best Director category was…
a. British.
b. Australian.
c. Italian.
d. American.
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3. Briefly talk about the start of animation films and their evolution. Use no more
than 10 lines.

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4. Briefly answer the questions.

1. How can films be classified?
2. What are the events and figures narrated in epic/historical/war films?
3. What do science-fiction films often talk about?
4. What did the Edison Company do in 1861?
5. What historical event limited the film industry in Europe at the beginning of the 20th
century?
6. What techniques were used to add colour to films before the 1930s?
7. How was cinema considered during the 1930s and 1940s?
8. What main elements must be considered when analysing a film?
9. What does every director want to elicit from the audience?
10. Who did Jane Campion focus on in her films?
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225
U 6.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and decide if the sentences are true or false.

The Golden Age of Hollywood

The Golden Age of Hollywood was a period of great growth, experimentation and change in
the film industry and brought international prestige to Hollywood and its movie stars. The
film industry was controlled by five movie studios known as the “Big Five”: Warner Brothers,
RKO, Fox, MGM and Paramount, and by smaller studios included Columbia, Universal
and United Artists. The Golden Age of Hollywood began at the end of the silent movie
age in the 1930s. Some actors such as Charlie Chaplin and the Marx Brothers were very
popular and beloved everywhere. With the introduction of movies with sound, Hollywood
producers began to release westerns, musicals, comedies, romantic dramas, horror films
and documentaries. Movie stars were even more idolised, and Hollywood increased its
reputation as the land of affluence and fame. By the 1930s, at the top of Hollywood’s
Golden Age, the movie industry was one of the largest businesses in the United States.
Even in the depths of the Great Depression, movies were a weekly escape for many people
to forget their struggles for a fictional world, even if only for a couple of hours. Hollywood’s
Golden Age began to decline in the late 1940’s due to the introduction of television.
Adapted from: https://www.history.com/topics/roaring-twenties/hollywood

T F
1. During the Golden Age new genres of film were experimented and new stars
were born.
2. The film industry was controlled by 10 big studios.
3. There were also smaller studios.
4. The end of the silent movie age is the beginning of the Golden Age.
5. No actors became real movie stars.
6. The films produced belonged to different genres.
7. Hollywood did not have a good reputation.
8. The film industry was not one of the major businesses in the United States
in the 1930s.
9. During the Great Depression, movies were a way to escape from the problems
of everyday life.
10. The introduction of television did not have a negative impact on the Hollywood
film business.
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TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition

1. Mass phenomenon a. Programmes with defined stories or hosts, anchors,
guests and announcers.
2. Cathode-ray tube b. Particular group of people which a film or a
programme is aimed at.
3. Sit-coms c. Member of a television crew responsible for recording
all sounds on set during a television production.
4. Target audience d. Part of a cinema or television film recording a
particular event.
5. Entertainment programmes e. Television broadcast of news reports.
6. Niche programmes f. Show where ordinary people perform on stage in
order to win a prize.
7. Footage g. Something involving a large amount of people.
8. Newscast h. High-vacuum tube in which rays produce a luminous
image onto a fluorescent screen.
9. Talent show i. Programmes with a limited audience.
10. Sound mixer j. Programmes based on dialogues and funny situations.
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CONTENT

2. Choose the correct option to complete the sentences.

1. In 1929 J.L. Baird experimented the … with the BBC.
a. cathode ray tube
b. Kinescope
c. first “low-definition” television
d. patented 24-holes disk
2. Full-scale commercial television broadcasting began in Europe in…
a. 1936.
b. 1947.
c. 1954.
d. 1939.
3. The BBC stopped broadcasting in 1939 because...
a. it was run by a company affiliated with the government.
b. World War II broke out.
c. there were too many commercial interests.
d. technology was very poor.
4. One of these statements is false. Which one?
a. When television started in Italy in 1954 a lot of people owned a television set.
b. In the 50s, television was considered a mass phenomenon in the USA.
c. At the beginning, television was considered as a kind of visual radio.
d. Television programming must take into consideration the target audience.

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U 6.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

5. Variety shows are considered…

a. niche programmes.
b. factual programmes.
c. educational programmes.
d. entertainment programmes.
6. American cartoons…
a. focus on a single character who is prepared to sacrifice himself/herself to save the
group.
b. are very similar to Asian cartoons.
c. promote the idea of the self-made man.
d. always have a sad ending.
7. Alexander Hume Anderson used … in Crusader Rabbit.
a. computer-based animation
b. storyboarding
c. a sort of limited animation
d. technicolour processes
8. Cartoons…
a. may have a positive impact on children’s development.
b. are not used to spread values.
c. are only Japanese productions.
d. never have any negative effects.
9. When filming live, you cannot rely on…
a. good technical skills.
b. post-production.
c. a director of photograph.
d. the public.
10. Walter Cronkite reported on the most important events of American life in the…
a. 1930s.
b. 1960s.
c. 1990s.
d. 1980s.
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3. Briefly talk about the main purposes of documentaries, reality TV and news
programmes, using no more than 10 lines.
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4. Briefly answer the questions

1. Who invented television?
2. What use did the German Government make of television during the II World War?
3. What two radical innovations changed the history of television?
4. What is the role of television for elderly people, today?
5. What kind of programmes are soap operas, chat shows and cookery shows?
6. What is meant by TV dramas?
7. What was the first animated television show?
8. Why can cartoons have a positive influence on children?
9. Why can filming live events be very difficult?
10. What are the two most difficult elements to manage when filming a stage performance?

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COMPETENCE

5. Read the passage and decide if the statements are true or false.

Downton Abbey, When History Becomes Fiction

Downton Abbey is a British historical drama television series set in the early 20th century.
The series was first broadcast on ITV in the United Kingdom in 2010, and then in the United
States on PBS. The series follows the lives of the Crawleys, the aristocratic family who live
in Downton Abbey. Their story begins in 1912 and continues into the ‘20s. The Crawleys
are waited on by a large number of servants who are very proud of their job. The series
takes as its starting point real historical events, including the sinking of the Titanic, the
outbreak of the First World War, and the Irish War of Independence, filtered through the
characters’ reactions. Though Downton is fictional, the location at which it is set and filmed
is real. It is called Highclere Castle, in Hampshire, England. Though much filming takes
place at Highclere, some scenes — specifically, those taking place in the kitchen and the
servants’ quarters — are shot at Ealing Studios in London. Downton Abbey features dozens
of familiar British actors. The show’s big name is Maggie Smith, whose 60-plus-year career
has included work on Broadway, the West End, film, and television. Downton Abbey has
received acclaim from television critics and won numerous awards, It was the most
watched television series on both ITV and PBS, and subsequently became one of the most
successful British costume dramas ever broadcast.
Adapted from: https://www.vox.com/2015/1/4/7486517/downton-abbey-explained

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U 6.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

T F
1. Downton Abbey was broadcast first in the USA and then in the UK.
2. The title of the series comes from the name of the mansion where the family lives.
3. The story revolves around the events of the aristocratic Crawley family.
4. The story begins at the end of the 19th century.
5. The servants at Downton Abbey do not like their job.
6. Historical events are not presented directly.
7. The location where Downton Abbey was filmed is not real.
8. Some scenes are shot in some studios.
9. Many famous British actors are in the cast of Downton Abbey.
10. Despite its great success, Downton Abbey did not win any awards.
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????? screen Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Programming a. They aim at teaching something.
2. Low-definition television b. Changing the focal length of lenses to make the
subject appear closer.
3. Anchor c. Filming an event when it is happening.
4. Educational programmes d. Television programme that provides a factual report
on a particular subject.
5. Stop motion e. Chief lighting technician.
6. Zooming f. TV system that has a low screen resolution.
7. Documentary g. Practice of organising media shows on television, in a
daily, weekly, monthly, or season-long schedule.
8. Shooting live h. Picture that shows something different from the main
thing that is being shown.
9. Cutaway i. Animated filmmaking technique.
10. Gaffer j. Person who presents news during a news programme
on television.
......... /20

CONTENT

2. Choose the correct option to complete the sentences.

1. The … and the … were the two radical innovations that changed the history of television.
a. radar screen – arrival of colour
b. cathode ray tube – digital technologies
c. arrival of colour – digital technologies
d. mechanical circuits – cathode ray tube
2. In the USA, television … in 1950s.
a. was already a mass phenomenon
b. was in the form of an experimental broadcasting
c. had a specific target audience
d. had not yet been invented
3. … can be considered entertainment programmes.
a. Weather forecasts
b. Quiz shows
c. Religious programmes
d. Reports
4. Anchors and guests usually appear in…
a. soap operas.
b. chat shows.
c. cartoons.
d. TV dramas.

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U 6.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

5. Global warming, civil rights, history, and nature can be some of the issues presented in…
a. sitcoms.
b. cookery shows.
c. documentaries.
d. variety shows.
6. The first example of reality TV was…
a. The Thin Blue Line.
b. The Cove.
c. The Simpsons.
d. Queen for a Day.
7. Television is the best medium…
a. to experiment 3D technology.
b. to disseminate information and news.
c. to broadcast biased programmes.
d. to try new technical equipment.
8. When filming stage performances, the most difficult elements to manage are…
a. lights and sounds.
b. camera angles and music.
c. footage and cutaways.
d. equipment and post-production.
9. Walter Cronkite reported on…
a. the 11th September.
b. climate change.
c. the First World War.
d. the Apollo 11 Moon landing.
10. In 1975 Robert MacNeil with Jim Leher launched…
a. a special sitcom.
b. an educational programme.
c. a nightly news programme.
d. a quiz show.
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3. Briefly talk about the origin and the role of cartoons as a television show using no
more than 10 lines.
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4. Briefly answer the questions.

1. Who ran television broadcasting in England and Germany in the 1930s?
2. What promoted television in the USA?
3. When was television introduced in Italy?
4. How was television considered in the USA in the 1950s?
5. What are factual programmes?
6. Who are niche programmes broadcast for?
7. What is meant by reality TV?
8. What is the purpose of broadcasting news programmes?
9. What skills do you need to film a sports event?
10. What are directors of a stage performance in charge of?
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232
U 6.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and decide if the statements are true or false.

La Domenica Sportiva, the Long-lasting Italian Sports Programme

Until the 1970s when private channels began appearing, Radio Audizioni Italiane (RAI),
which is now known as Radiotelevisione Italiana, was the exclusive broadcaster in Italy.
The 50s were a time of innovative thinking, leading to the creation of TV show formats that
are still used in Italy today. One television show rooted in Italian culture is La Domenica
Sportiva (“Sporting Sunday”). La Domenica Sportiva is one of the oldest, most watched and
longest standing programmes on RAI and has been aired every Sunday for decades. The
first experiments with this programme date back to October 1953, three months before the
official launch of the broadcast in January 1954. The focus of the show is largely football,
the Italian national sport, although there are often segments about sports ranging from
Formula 1 to swimming, or from motorcycle racing to basketball. For the first ten years of
its history, the show was a concise summary listing the results of matches and presenting
some video clips of the week’s most important matches. La Domenica Sportiva continues
today, although in an evolved form. The modern version is held in the form of a round
table of journalists, ex-players and referees, comedians and other personalities. There
are detailed replays of each game, along with exhaustive analysis of goals and referee
decisions, as well as interviews with coaches, presidents and players and lots of talking
and opinions.
Adapted from: https://www.lifeinitaly.com/lifestyle/tv/italian-television-in-the-1950s/

T F
1. RAI was the only broadcaster until the 1970s.
2. Some of the TV formats used today were created in the 1950s.
3. La Domenica Sportiva is a new sports programme.
4. It has been aired since the last decade.
5. The programme was not tested before it was broadcast.
6. Football is the main sport covered in the programme.
7. Some parts are dedicated to other sports.
8. In the beginning, there were no video clips about the matches.
9. Today, La Domenica Sportiva hosts many well-known personalities.
10. Today, there are concise discussions about goals and refereeing.
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UU7.1
1 ?????
People Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match the roles and their descriptions.

1. Location manager
2. Art director
3. Scenic designer
4. Web product manager
5. Audio engineer
6. Book editor
7. Associate director
8. Reporter
9. Story editor
10. Chief lighting
director/gaffer
a. Makes sure that the sets and technical equipment are
ready to use.
b. Finds new talents and guides them up to the publication
of the book.
c. Finds and is responsible for film locations.
d. Deals with quality control, leadership of other designers
and client communication.
e. Is responsible for the visual appearance of the production.
f. Revises work for motion picture films and television
programmes.
g. Is in charge of shadow effects with lights, and sometimes
manoeuvres camera cranes, dollies, and platforms.
h. Is in charge of operations of associated sound systems
(e.g. mixers, microphones, intercom, etc.).
i. Usually tell stories from the place where they happen.
j. Provides companies with strategies aiming at increasing
their presence online and the number of their visitors.
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CONTENT

2. Choose the correct option.

1. Cinematographers are in charge of the team of…
a. graphic designers.
b. actors.
c. cameramen.
d. light operators.
2. Editorialists represent the trends and opinions of a…
a. newspaper.
b. book editor.
c. website.
d. movie.
3. A publicist’ job refers to…
a. the publication of books.
b. the layout of a web page.
c. the diffusion of news.
d. advertising and selling papers and books.
4. Newspapers are administered by…
a. journalists.
b. shareholders.
c. a board of directors.
d. editors.

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U 7.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

5. As a consequence of the spread of the Internet there has been…

a. an increase in the demand for traditional jobs.
b. a total decrease in the demand for professionals.
c. an increase in the demand for new careers.
d. a total increase in the demand for professionals.
6. A web photo editor’s job…
a. includes selecting photographers.
b. refers to photos but not to photographers.
c. consists in looking for new images on the web.
d. doesn’t consist in approving the images for publication.
7. To decide how to improve the appearance of the website is the task of…
a. photographers.
b. scriptwriters.
c. web users.
d. marketing managers.
8. It is common opinion that the first example of modern journalism dates back to…
a. the beginning of the 18th century.
b. the introduction of sensationalism.
c. the introduction of advertisements in newspapers.
d. the end of the 19th century.
9. Editorial assistants…
a. do secretarial work.
b. do all the editing.
c. are also called proofreaders.
d. decide what stories to print.
10. Information technology is…
a. only important for online newspapers.
b. not important for traditional newspapers.
c. relevant for online and traditional newspapers.
d. doesn’t help in newspaper administration.
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3 What are the types and the tasks of newspaper journalists? Answer this question
using no more than 10 lines.
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U 7.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

4. Briefly answer the questions.

1. What are the roles of a film production crew?
2. What is the job of a newspaper editor?
3. What does a proofreader do?
4. Where do newspapers get money from?
5. What must website designers take into account when creating a website?
6. What tasks must web editors perform?
7. What is the difference between an anchor man and a reporter?
8. How did William Thomas Stead contribute to the creation of the modern tabloid?
9. How can you define a meteorologist?
10. What kind of people take part in talent shows?
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COMPETENCE

5. Decide whether the sentences are true or false and correct the false ones.

What You Need to Know if You Want to Become an Editor

Editors work together with writers and are responsible for producing the content we read
in newspapers, books, magazines, and online, as well as what we hear when we watch a
movie, television show, radio program, podcast, or commercial.
They are primarily responsible for helping to improve others’ writing. Some of their tasks
are to:
• review, revise, edit and proofread the work of writers;
• identify inconsistencies in the works of writers;
• guide the plot and structure of the writing;
• suggest possible titles;
• evaluate and select content for publication in print media and online;
• prepare advertising copies;
• market the work to publishers, advertising agencies, public relations firms, and
publication enterprises.
To get a job as an editor, a bachelor’s degree is generally expected. Advanced degrees,
training and work experience can make candidates more competitive. Many editors begin as
writers, reporters, or editorial assistants before becoming editors.

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U 7.1 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

In addition, there are some general skills editors should possess, like creativity, curiosity,
familiarity with grammar and syntax, understanding of the current media.
Jobs for editors are predicted to decline by 3% from 2018 to 2028 because of a decline in
the news industry and losses of editing jobs at newspapers, magazines, and publishers.
However, following overall economic trends, some of these positions may become freelance
or contract jobs, rather than full-time employments.
Adapted from: https://www.thebalancecareers.com/writer-and-editor-526082

T F
1. Editors’ responsibility only concerns the written content.
2. They must be experienced writers before becoming editors.
3. They always have to proofread the work of writers.
4. Finding good titles is exclusively one of a writer’s tasks.
5. Editors have nothing to do with commercial aspects.
6. Nobody would get a job as an editor without an advanced degree.
7. Work experience in the field they would deal in is essential.
8. They must be able to write correctly and fluently.
9. It is probable that in the decade between 2018 and 2028 there will be a
decline of 3% per year in job openings for editors.
10. It is also probable that full-time employment will be replaced by other forms
of work contracts.

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1 ?????
People Name ..................................................................................................

TEST 12 Class ................. Date ...............................................................

VOCABULARY

1. Match the roles and their descriptions.

1. Walk-on a. Tells the news from a newsroom.
2. Scenic designer b. Is focused on work with languages specific to the
web and on programming concerns, like security and
structure.
3. Anchorman c. Ensures that everything in the production control
room works correctly.
4. Layout editor d. Places and moves the dolly track during filming.
5. Technical director e. Creates an environment for the production.
6. Rotary press operator f. Makes sure that the floor is clear and safe for the
performance, checks that scenery and set pieces are
ready, turns on appropriate lights.
7. Web developer g. Controls brightness, contrast, colour of each shot.
8. Floor manager h. Appears occasionally on the screen.
9. Dolly grip i. Operates the printing machine.
10. Colourist j. Manipulates type size, font style, spacing, column
width, placement, and so on.
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CONTENT

2. Choose the correct option.

1. An important role in post-production is that of…
a. sound technicians.
b. gaffers.
c. light engineers.
d. editors.
2. Film directors…
a. contribute to the budget.
b. are in charge of legal issues.
c. create the environment for the actors.
d. are the head of production.
3. Weather forecasters…
a. are expert meteorologists.
b. need a specific degree.
c. don’t need a specific degree.
d. always work from TV studios.
4. News anchors…
a. are TV journalists.
b. do the same job as reporters.
c. work for a newspaper.
d. present TV shows.

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U 7.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

5. Because of the spread of the Internet…

a. newsrooms have disappeared.
b. more journalists work in the newsroom.
c. reporters don’t need to go to the places of the events.
d. journalists often report from computers or smartphones.
6. Images are approved for publication by…
a. photographers.
b. assistant editors.
c. photo editors.
d. marketing directors.
7. A TV or film crew consists of people…
a. who all appear on screen.
b. like actors, actresses, dancers and walk-ons only.
c. like actors, directors and technicians.
d. who are part of the production and people who help with different jobs.
8. Advertisements became the main financial source for newspaper…
a. at the beginning of the 18th century.
b. at the same time as the introduction of sensationalism.
c. when journalists relied on witnesses.
d. in the 20th century.
9. Sub-editors…
a. do secretarial work.
b. do all the editing.
c. work as proofreaders.
d. decide what stories to print.
10. Website marketing editors…
a. provide companies with a strategy aiming at increasing their presence in the online
world.
b. have nothing to do with the visual aspect of a website.
c. are responsible for the work of all other editors.
d. do secretarial work.
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3. What are the tasks of news editors, book editors and web editors? Answer this
question using no more than 10 lines.
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U 7.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

4. Briefly answer the questions.

1. What are the roles of light and sound technicians in a TV programme or film?
2. What is the job of reporters?
3. What do editorial assistants do?
4. What kind of books do fictional authors write?
5. What does a content manager do?
6. What do website marketing directors do to increase web followers?
7. What is the difference between columnists and editorialists?
8. Who works in the sale and distribution department of a newspaper?
9. Why is Daniel Defoe considered a forerunner of modern journalism?
10. Who works in the pre-production of a TV programme or a film?

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COMPETENCE

5. Decide whether the sentences are true or false and correct the false ones.

What You Need to Know if You Want to Become a Newspaper Journalist

Newspaper journalists are news professionals who gather information, conduct research
and write news pieces about various topics and work on articles and features which inform
and influence public opinion.
Journalists get daily assignments from their news editor or, alternatively, submit their
own story ideas for approval. When they are assigned a project, they conduct research,
collecting information through interviews, press conferences and a network of contacts and
informants. They have to check the information collected from sources, draft news reports
and articles within assigned deadlines. Then, they edit the final copy and may also have to
write credits and captions for photographs and illustrations.
Later, they may be required to carry out related activities, such as writing follow-up articles
or special features, and get feedback from quoted sources or public authorities.
Journalists have no fixed work schedule and may have to work across a 24-hour period.
Travelling around tends to be a regular requirement, although how often and when depends
on the specific story they are covering.
They often deal with intense competition from other newspapers and media professionals
and may experience hostile receptions from certain individuals and groups, so they must be
ready to deal with uncomfortable situations from time to time.

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U 7.1 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

A degree is essential. Many tend to have a degree in humanities subjects but a degree
which is specifically related to journalism may give candidates for a position an extra
advantage over the others.
The work is so competitive that it is wise to get a solid amount of experience through
internships, vacation schemes or industrial training placements.
Adapted from: https://www.allaboutcareers.com/careers/job-profile/newspaper-journalist

T F
1. Some newspaper articles aim at influencing people’s opinions.
2. Journalists should always have stories to submit to the editor for approval.
3. Once journalists have collected information from their sources, the following
step is to write an article.
4. Respecting deadlines is mandatory for journalists.
5. Editors always write credits and captions related to the articles.
6. Journalists work across a 24-hour period, according to a pre-established schedule.
7. The amount of time they spend on travelling is variable.
8. Journalists regularly receive hostile receptions.
9. Journalists need a specific degree in the subjects they write about.
10. Being experienced is an advantage but it is not mandatory.

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241
UU7.2
1 ?????
Tools Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

1. Match words and descriptions.

1. Gimbals a. It uses a print head with nozzles moving across the page.
2. Rotary printing press b. Way to watch films.
3. Hardware c. They can be laser and inkjet.
4. Photo printing machine d. The physical components of a computer.
5. Wireless microphone e. You can access it through an account.
6. Printers f. Support for cameras with pivots and weight.
7. Streaming g. The best audio tool for walk-and-talk interviews.
8. Softboxes h. It starts from negatives.
9. Web platform i. Used to print magazines and books.
10. Drop-on-demand ink printer j. Cover for bulbs to create a soft fill light.
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CONTENT

2. Choose the best answer.

1. To avoid surprises of unexpected noise after filming, it is advisable to use…
a. light reflectors. c. shock mounts.
b. levalier mics. d. headphones.
2. In rotary printing presses … rotates around a cylinder.
a. the page to print c. a plastic plate
b. the ink d. a metallic plate
3. Photocopies are … to do.
a. quick but expensive c. slow and expensive
b. quick and cheap d. slow but cheap
4. Digital audio services are also called … radios.
a. digital c. web
b. computer d. Internet
5. 3D Graphics is used in…
a. books. c. magazines.
b. ad booklets. d. museum guides.
6. The first PC…
a. was produced in the 1970s. c. used multi-chip microprocessors.
b. was produced by IBM. d. was still very big.
7. Nowadays information technology focuses more on…
a. hardware. c. ROM.
b. peripherals. d. software.
8. Web platforms developed…
a. in the early years of the web. c. in the Web 2.0 and 3.0 phases.
b. in the last five years. d. only when users started to create content.
9. Digital services are…

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U 7.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

a. either free or based on subscriptions.

b. free.
c. based on subscriptions.
d. free if you contribute by posting your materials.
10. Computers of the third generation were…
a. used at home even if they were expensive.
b. too expensive and big for home use.
c. still big but already suitable for home use.
d. the first ones to be used at home. ......... /20

3. What are the characteristics and main uses of Web 1.0, 2.0 and 3.0? Answer this
question in no more than 10 lines.
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4. Briefly answer these questions.
1. Which cameras are used by professionals and which by non-professional people?
2. What sounds are captured by omni-directional mics or directional ones?
3. What lights form a three-point lighting system?
4. Why is rotogravure particularly suitable for printing magazines and postcards?
5. What kind of process do laser printers use?
6. What kind of letters and characters did Gutenberg invent?
7. What was the turning point in the publication of newspapers, magazines and books?
8. How do film lovers usually use web platforms?
9. What are clouds?
10. What characterised the passage from the first to the second generation of computers?
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U 7.2 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read this passage and say if the sentences are true, false or not given in the text,
then correct the false ones.

Video Cameras
Video cameras come in different versions for different users and different purposes.
• Professional video cameras are used in TV productions, either based on studios or
mobile for EFP (electronic field production). This kind of camera generally records red,
green and blue separately through three different sensors and is controlled manually.
• PTZs, or pan-tilt-zoom cameras*, are usually employed in CCTV (closed-circuit television).
This kind of camera is small and can easily be hidden. As it can work without an
operator, it is often used in dangerous or inaccessible places, for example in the
presence of toxic chemicals or radiations. Its main use is for security, monitoring,
surveillance.
• Camcorders, which include a camera, a VCR and/or built-in recording devices, are mobile
and able to record sounds from all directions. They are not only largely used in home
filming, but also for TV production and ENG, which means electronic news gathering.
• Built-in video cameras are present in almost all smartphones, some even with a 4K
resolution.
• Webcams are present in many computers or can be added to them and allow live videos.
• Last but not least, are special camera systems designed for scientific research, robotics,
artificial intelligence, or medical applications. They are used, for example, in satellites or
space missions.

*A pan–tilt–zoom camera is capable of remote directional and zoom control.

T F NG
1. You can use the same camera for all purposes.
2. Professional video cameras are only used indoors.
3. Professional video cameras usually have automated control.
4. PTZs are often used for security purposes.
5. PTZs are smaller than camcorders.
6. Camcorders are often used to collect information.
7. Camcorders need extra audio devices.
8. Smartphones always have low-resolution built-in cameras.
9. Webcams are often used in video conferencing.
10. Scientific research requires special PTZs.

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UU7.2
1 Tools
????? Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

1. Match words and descriptions.

1. Rotogravure a. It connects people everywhere.
2. Tripod b. It can host websites, applications and
development environments.
3. Artificial intelligence c. You can listen to music, to the news and
discussions.
4. Levalier microphones d. Support for cameras to be used without moving.
5. Movable letters and characters e. System used for printing magazines and
postcards.
6. Social networking system f. A step forward in book printing techniques.
7. Digital radio g. It understands information like humans.
8. Cloud h. Small audio tool clipped onto a piece of clothing.
9. Backlight i. It separates the subject from the background.
10. Software j. The set of instructions given to a computer.

......... /20

CONTENT

2. Choose the best answer.

1. The best camera support…
a. depends on the kind of filming.
b. is the tripod.
2. Key lights…
a. create contrast in the photo.
b. focus on the subject.
3. Wireless microphones are…
a. used in indoors filming.
b. good for walk-and-talk interviews.
4. The cyclostyle…
a. used perforated stencil paper.
b. was for mono-use.
5. The colours of a photograph on the screen are…
a. easy to reproduce.
b. different from the colours in the print. d. very similar to the colour in the print.
6. Web 3.0 is semantic, which means that…
a. it uses artificial intelligence.
b. it understands keywords.
7. 3D graphics…
a. are only used for objects.
b. are not used extensively for its costs.
c. depends on the size of the camera.
d. is desktop.
c. focus on the background.
d. create depth.
c. set on top of the camera.
d. good to avoid bumping sounds.
c. was originally used to print newspapers.
d. was invented by Gutenberg.
c. very difficult to reproduce.
c. it understands words.
d. it produces objects.
c. are used by travel agencies.
d. are used for museum guides.

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U 7.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

8. The spread of the Internet…

a. changed the hardware of the computer.
b. was due to the birth of a new computer generation.
c. was necessary because people changed their habits.
d. required different software.
9. Francis Galton invented the…
a. PC. b. movable letters. c. 3D printer. d. cyclostyle.
10. Higher connectivity…
a. decreases information.
b. improves the availability of information.
c. has nothing to do with the availability of information.
d. is the consequence of the availability of information. ......... /20

3. What are the main tools used to print on paper? Answer this question in no more than 10 lines.
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4. Briefly answer these questions.
1. What does the dolly shot technique 6. In which phase of the Web did users
consist in? start to create content?
2. Why are shock mounts used? 7. What can students use web
3. Why are camera lights used? platforms for?
4. What is the difference between a CIJ 8. How do photo printing machines
and a DOD inkjet printer? work?
5. What does a 3D photocopier do 9. What did Charles Babbage invent in
differently from any other type of the 1830s?
printers? 10. What characterised Web 1.0?
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U 7.2 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read this passage and say if the sentences are true, false or not given, then correct the
false ones.

Wikipedia
Wikipedia, abbreviated as WP, is a multilingual, online encyclopaedia created and
maintained as an open collaboration project by a community of volunteer editors, using
a wiki-based editing system. It is the largest and most popular general reference work on
the World Wide Web. It is also one of the 15 most popular websites ranked by Alexa, as
of June 2020. It features exclusively free content and no commercial ads and is owned
and supported by the Wikimedia Foundation, a non-profit organisation funded primarily
through donations.
Wikipedia was launched on January 15, 2001 and was created by Jimmy Wales and Larry
Sanger. Sanger coined its name as a container of the words «wiki» (Hawaiian for
«quick») and «encyclopaedia”. Initially, an English-language encyclopaedia, versions of
Wikipedia in other languages were quickly developed. With 6.1 million articles, the English
Wikipedia is the largest of the more than 300 Wikipedia encyclopaedias. Overall, Wikipedia
comprises more than 53 million articles attracting 1.5 billion unique visitors per month.
In 2005, Nature published a peer review comparing 42 hard science articles
from Encyclopædia Britannica and Wikipedia and found that Wikipedia’s level of accuracy
approached that of Britannica, although critics suggested that it might not have fared so
well in a similar study of a random sampling of all articles, or one focused on social science
or contentious social issues. The following year, Time magazine stated that the open-door
policy of allowing anyone to edit had made Wikipedia the biggest and possibly the best
encyclopaedia in the world and was a testament to the vision of Jimmy Wales.
Adapted from: https://en.wikipedia.org/wiki/Wikipedia

T F NG
1. Wikipedia uses a cloud-based system.
2. Alexa ranked it as the most popular website in June 2020.
3. It is supported through a foundation and the income deriving from commercials.
4. Its creation dates back to the beginning of the 21st century.
5. Wikipedia is a Hawaiian word.
6. It was originally in English but soon the French and Spanish versions developed.
7. The 300 Wikipedia encyclopaedias have 6.1 million articles.
8. Wikipedia attracts one and a half billion English-speaking visitors per year.
9. Some critics don’t share Nature’s opinion on the level of accuracy of the articles.
10. Time magazine approves of the system based on a community of volunteer editors.

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UU7.3
1 ?????
Software Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

1. Match words and definitions.

1. ADR a. Used by film directors when working on a virtual set.
2. Mocap b. It allows colours, contrasts, light, dimensions of an
image to be adjusted.
3. Subtitles c. A website formed by one page.
4. Virtual reality headset d. Used to help people understand the dialogues.
5. News design e. It checks usability and security of a website before users
can surf it.
6. Photo editing f. Post production necessary to improve poor audio quality.
7. Html g. Word that suggests great skill and strength.
8. Website testing h. Language used to create a web page.
9. Single page website i. Recording of the movements of actors in order
to reproduce them.
10. Acrobat j. It establishes the position of the text, ads and images
on the page.
......... /20

CONTENT

2. Complete the sentences.

1. ADR is also called ................................................................................................................................................................................

2. Performance capture is the recording of the movements of the whole body, ......................................

..............................................................................................................................................................................................................................

3. To eliminate a person you don’t want people to see in a photo, you can ...............................................

..............................................................................................................................................................................................................................

4. Photo editing is also called also called image editing, ...........................................................................................

5. Photo cropping is one of the few .............................................................................................................................................

6. Even if designers usually use more advanced extra ones, all desktop operating systems
come ...............................................................................................................................................................................................................

7. To visit a web site, you have to type its ..............................................................................................................................

8. A PDF file can be sent as ...............................................................................................................................................................

9. Adobe Acrobat 1.0 was first presented in ........................................................................................................................

10. Acrobat has made it possibile to sign .................................................................................................................................

......... /20

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U 7.3 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

3. Briefly explain about websites. Use no more than ten lines.

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4. Answer the questions.

1. When do editors use film editing software?
2. What is it necessary to do when dubbing?
3. What does cropping software allow you to do?
4. What is Foley?
5. What is the difference between a static and a dynamic server?
6. What can a web site be tested through?
7. What happens to the shots when filming is finished?
8. What did John Warnock create in 1985?
9. What is Adobe Document Cloud used for?
10. What can PDF be created from?
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U 7.3 •TEST 1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and complete it with the missing sentences.

The History of Photo Editing

In the 1850s, photographers 1. …..................................... started using the wet collodion method.
It consisted in 2. …...................................... After some time, the method was used to add spirits
onto photos of dead soldiers.
A famous example of the use of this method is 3. …..................................... placed behind the photo
of his widow Mary.
More modern techniques were used afterwards, but up until recently, most photo editing
4. …...................................... The great advancement took place in the 1980s, 5. ….....................................
by Adobe. From then on, lots of other tools and software 6. …......................................
Nowadays, editors can choose among an endless number of tools available,
7. …..................................... even if Adobe’s Creative Cloud is still one of the most popular.
No matter which of them you use, they are based on two methods:
• pixel editing, 8. …..................................... by altering its pixels. It allows you to make detailed
edits, but it is destructive as it alters the original file;
• 9. …..................................... which consists in a recorded set of steps to reach the final look
of the image. It doesn’t change the pixels of the image 10. …..................................... but isn’t
suitable for all types of edits.

Glossary:
collodion: collodio (usato come legante per emulsioni fotosensibili)

a. parametric image editing,

b. the image of Abraham Lincoln’s ghost
c. which consists in changing the image,
d. were produced that made the work of editors easier and better.
e. was done by hand.
f. who manipulated images
g. and is not destructive,
h. using negatives to put numerous photos together.
i. with the production of the first digital photo-editing software
j. both paid and free,
......... /20

......... /100

250
UU7.3
1 Software
????? Name ..................................................................................................

TEST 21 Class ................. Date ...............................................................

VOCABULARY

1. Match words and definitions.

1. Dubbing mixer a. Used to optimise printing processes.
2. Performance capture b. Used to balance all the tracks prepared by
sound editors.
3. Visual effects c. It can be sent as an email attachment or as a
link to the file in Adobe document cloud.
4. Visual aspect of a page d. Software used to create web pages.
5. Print management software e. Used to create the impression of reality.
6. Dynamic server f. It is a collection of web pages grouped
together with a unique domain name.
7. Website g. It allows print and sign files to be read.
8. Text editor h. Its fonts, sizes, columns, position of texts,
ads and pictures.
9. Acrobat reader DC i. It updates files before sending them to the
browser.
10. Pdf j. Technique used for animated films.
......... /20

CONTENT

2. Complete the sentences.

1. You can use automated dialogue replacement if you want to give voice to ...........................................

..............................................................................................................................................................................................................................

2. Dubbing is also called ......................................................................................................................................................................

3. Due to space limitations, subtitles sometimes do not correspond exactly ...........................................

..............................................................................................................................................................................................................................

4. Good video editing allows the creation of perspective to .....................................................................................

5. A virtual set appears real but .....................................................................................................................................................

6. News/Series design determines the position of .........................................................................................................

7. Advanced photo editing software allows two photos to be united as if they .........................................
..............................................................................................................................................................................................................................

8. Documents can be signed online ............................................................................................................................................

9. Potential bugs in a website must be spotted before ...............................................................................................

10. To upload files to a hosting web server it is necessary to ..................................................................................

......... /20

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U 7.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

3. Briefly describe the process of photo-editing and photo cropping.

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4. Answer the questions.

1. What can you do to improve a film after shooting it?
2. Are subtitles always in a foreign language?
3. What is a URL?
4. How can you spot bugs before a web page is visited?
5. What is a web page?
6. What may a web page contain?
7. What must a web designer create to allow users to move from one page to another?
8. What does the word “hosting” mean, referred to a web server?
9. What did John Warnock say about high fidelity documents?
10. Is a PDF file read with a different layout on different operating systems?

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U 7.3 •TEST 2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCE

5. Read the passage and say whether the sentences are true or false, then correct the false ones.

Desktop Publishing Software

News design is the process of arranging material on a newspaper page according
to editorial and graphical guidelines and goals. Main editorial goals include the
ordering of news stories by order of importance, while graphical considerations
include readability and balanced, unobtrusive incorporation of advertising. Designers
typically use desktop publishing software to arrange the elements on the pages directly.
In the past, before digital pre-press pagination, designers used precise layout dummies* to
direct the exact layout of elements for each page. A complete layout dummy was required for
designating proper column widths according to which a typesetter set type and arranged the
columns of text. It was also necessary to calculate the lengths of copy for any chosen column
width. Many of the mistakes and incoherence of early newspapers was because last minute
corrections were exclusively handled by typesetters. With photographic printing process,
typesetting was replaced by a new system (paste-up): long single columns of text called cold
type were produced on photographic paper, then printed by machines (phototypesetters) on
high-resolution film and finally pasted-up on final prints. These were photographed with large
cameras and the negatives were sent directly to photographic plates.
Even though this process made printing a bit easier, it still required layout and set column
width to be planned. All that was no longer necessary when, in the mid-1990s, the paste-
up process was substituted with the direct to plate process, which meant that the files,
paginated by the computer, were optically transmitted directly to the photographic plate. By
eliminating numerous steps in newspaper production, this process was much more flexible
and precise than the previous ones.
Adapted from: https://en.wikipedia.org/wiki/News_design

Glossary:
to handle: gestire
to paste-up: incollare
unobtrusive: discreto
*draft layout on paper for materials to be printed, showing the position and size of
the headlines, texts, images, etc.
T F
1. Editorial guidelines and purposes determine news design.
2. The order in which news stories appear in a newspaper depend on their length.
3. Advertising must be put in a central position.
4. The elements that form a page are arranged by desktop publishing software.
5. Layout dummies appeared with the digital pre-press pagination.
6. Before using desktop publishing software, typesetters had to calculate
the lengths of copy for any chosen width.
7. The manual work of typesetters made the layout more precise and accurate.
8. Phototypesetters were workers who printed columns of type.
9. Paste-up was easier than typesetting but still required layout planning.
10. Direct to plate pagination simplified newspaper production.
......... /20

......... /100

253
KEYS • UNIT TESTS
Unit 1.1 TEST 1 p. 149
1.
1. i; 2. h; 3. j; 4. b; 5. l; 6. e; 7. g; 8. k; 9. c; 10.
d. Extra: a, f.
2.
Sample answer
Communication may be formal, when it follows
codified official rules, or informal, when it is
more familiar and casual. It can be verbal if
information is transmitted through spoken
words, or non-verbal when interaction is
through facial expressions, gestures or body
movements and posture. Communication can
also be: upward or downward, according to the
higher or lower level of the receiver compared
to the sender; horizontal, when the exchange
of information is between peers; diagonal
if any person from any hierarchical position
can communicate with any other person;
intrapersonal when it is with oneself, in one’s
head; and interpersonal, when the interaction
is between two or more people.
3.
1. a; 2. c; 3. c; 4. c; 5. d; 6. a; 7. c; 8. c; 9. b;
10. b.
4.
1. communication; 2. sender; 3. message; 4.
sender; 5. message; 6. encode; 7. channel; 8.
message; 9. channels; 10. non-verbal; 11. receiver;
12. receiver; 13. decode; 14. communication; 15.
receiver; 16. receiver; 17. feedback; 18. receiver;
19. sender; 20. feedback.
5.
1. F, Media channels are necessary to mass
communication; 2. F, Audience tends to be diverse;
3. T; 4. T; 5. F, The opposite is true; 6. F, Facebook,
Twitter and other social media are generally used
for interpersonal communication; 7. T; 8. T; 9. F, It
is easy to identify its five steps; 10. T.
Unit 1.1 TEST 2 p. 152
1.
1. decoding; 2. misunderstanding; 3. gesture; 4.
behaviour; 5. receiver/receiver; 6. billboard; 7.
broadcast; 8. consciousness; 9. downward; 10.
refrain.
254
2.
Sample answer
A communication channel is the medium used to
transfer a message from a sender to an audience.
Choosing the best communication channel is
crucial to communicate the right message and
achieve the desired outcome. Each message
works better with a different communication
channel. We need to know who our audience is
and what our message and our goal are in order
to choose the most appropriate channel. We can
group channels into three different categories
(print, broadcast and media) and classify them as
new or traditional, according to whether they are
in a digital form or not.
3.
1. c; 2. d; 3. c; 4. d; 5. b; 6. a; 7. c; 8. c; 9. a;
10. d.
4.
1. universal; 2. cultural; 3. understand; 4. emotions;
5. tropical; 6. distances; 7. communicate; 8.
messages; 9. protest; 10. social; 11. problem;
12. solution; 13. goal; 14. moral; 15. human; 16.
childhood; 17. anger; 18. slow; 19. rhythm; 20.
peace;
5.
1. It is always done through sight; 2. Facial
expressions, gestures, eye contact; 3. Many
business organisations are using visual techniques
to present and share information; 4. It is someone
who is able to retain information better when it
is presented visually; 5. Yes, 65% of people are
estimated to be “visual learners”; 6. To help
people to retain more information and make better
decisions; 7. Because it takes longer to represent
information in a visual way; 8. Because you need
professionals for a professional result; 9. Since
receivers may not understand the whole meaning
of the presentation; 10. Visual communication can
create ambiguity, situational problems and delays
in making decisions.
Unit 1.2 TEST 1 p. 155
1.
1. i; 2. b; 3. j; 4. f; 5. c; 6. a; 7. e; 8. g; 9. d;
10. h.
2.
1. F, It is the art of selecting and combining visual
elements and text; 2. T; 3. T; 4. F, It’s about
communicating through visuals; 5. F, Graphic
design is a collaborative profession; 6. F, He was
American; 7. T; 8. F, Humanity has always been
attracted to visual communication; 9. T; 10. T.
3.
Sample answer
Graphic designers create visual concepts and
are able to design eye-catching visuals that are
easily understood. They do not work alone, on
the contrary they coordinate the work of a team
of professionals like writers, web developers,
photographers and printers. They also have
some particular abilities: first of all, excellent
communicative skills and a deep passion for their
job, but they also have to be flexible, sensible and
accurate. Graphic designers are self-confident
and able to show their results to clients, but, at
the same time they have to be open to feedback.
4.
1. media; 2. receipts; 3. goods; 4. paper; 5. century;
6. Web; 7. processes; 8. Interface; 9. design; 10.
challenge. Extra words: Interior, responsibility.
5.
1. T; 2. T; 3. F, Graphic design was inspired by
technology, printing and photography; 4. F, They
became alternatives to television, film and print;
5. T; 6. F, They changed their approach; 7. T; 8.
T; 9. T; 10. F, it involves different processes.
Unit 1.2 TEST 2 p. 157
1.
1. b; 2. c; 3. a; 4. b; 5. b; 6. a; 7. a; 8. b; 9. a;
10. c.
2.
1. a; 2. b; 3. a; 4. a; 5. c; 6. b; 7. c; 8. b; 9. a;
10. c.
3.
Sample answer
Paul Rand was born in 1914 and during his life he
created timeless icons such as the IBM and ABC
television logos. He is the author of a famous
book, Thoughts on Design, that has greatly
influenced graphic design and continues to be
used to educate students and professionals
today.
Paul Rand was part of a movement in the
1940s and 50s in which American designers
came up with original styles using clever, fun,
unconventional, and risky approaches to the
use of shapes, space, and contrast. Today, he
255
is known as one of the founding members of the
‘Swiss Style’ of graphic design.
4.
1. They are immersive technologies; 2. They
integrate virtual and real-world elements; 3.
They pull people into an immersive and engaging
reality; 4. Thanks to their creativity they are going
to be their architects; 5. Gaming, healthcare, the
construction industry, engineering and cultural
projects; 6. They can make game settings and
scenarios breath-taking; 7. They have used 3D
modelling tools and visualisation techniques; 8.
They help with surgery simulation and robotic
surgery; 9. Mobile communication has made
many projects possible; 10. Graphic designers
will be able to avoid the tiresome and time-
consuming prototyping processes they currently
use.
5.
Sample answer
Immersive technologies, like virtual, augmented
or mixed reality, represent an unheard-of
revolution and have become very present in our
everyday life. Thanks to their creativity, graphic
designers are going to become the architects of
this revolution. They have already impacted on
gaming, the construction industry, healthcare and
robotic surgery. However, these new technologies
have also changed the way designers view their
own world and the way they create.
Unit 2.1 TEST 1 p. 159
1.
1. i; 2. j; 3. a; 4. h; 5. f; 6. d; 7. b; 8. c; 9. g;
10. b.
2.
1. c; 2. a; 3. d; 4. a; 5. c; 6. d; 7. a; 8. a; 9. a;
10. b.
3.
Sample answer
Sensory marketing is a branch of emotional
marketing. It refers in particular to strategies
focusing on all the five human senses used to
reach potential customers’ senses and influence
their purchasing decisions by working on how
the brand of the product advertised makes them
feel. One or more of the five human senses are
involved to create an emotional association like
tools to create a brand image.
4.
1. Not at all. Emotions and feelings influence
purchasing decisions; 2. In the Fifties; 3. Not
at all. That would push consumers not to buy
or forget the brand name; 4. In order to study
potential customers in a more effective way; 5.
Because what makes you laugh can be easily
remembered; 6. It is an invented word to refer to
an amusing play on words; 7. Because of their big
heads; 8. Wisdom; 9. Because they are cute and
inspire positive feelings; 10. Walt Disney.
5.
1. F, Sound was also involved; 2. F, They should
be and have always been prioritised; 3. F, This
passage isn’t nostalgic at all. On the contrary,
it favours cutting-edge innovations; 4. F, There
are: aromas in cinemas and outdoor sites and
mouthphones, for example; 5. F, The passage
was written by a person who knows advertising
strategies very well and wrote a book on
advertising; 6. T; 7. T; 8. NG; 9. T; 10. F.
Unit 2.1 TEST 2 p. 161
1.
1. j; 2. c; 3. d; 4. i; 5. h; 6. e; 7. f; 8. a; 9. b;
10. g.
2 makes it easier for marketers to personalise their
1. b; 2. a; 3. b; 4. c; 5. b; 6. c; 7. d; 8. c; 9. a;
10. d.
3.
Sample answer
It is an appeal which focuses on making people
feel guilty for something, for example eating
habits or unhealthy attitudes. Guilt appeal is used
very often because people are very attentive to
their appearance and health. Therefore, the more
you focus on looking younger, the more people
will buy your ointment, cream and the alike. Ads
advertising fat-free foods and exercise equipment
exploit guilt appeal as well.
4.
1. Because it is a good way to grab attention;
2. Because everyone wants their desires to
come true and the most shared desire is to be
happy; 3. Because they share the same needs
and difficulties as shown in the ad; 4. Because it
makes people feel good and skillful; 5. By using
fear, a feeling shared by everyone, and offering
a solution; 6. Yes, that’s why colours and catchy
jingles are used so often by advertisers; 7.
Dietary products or products which can help stop
unhealthy habits in particular; 8. No, customers
are influenced by what branding and ads push
them to desire; 9. Because smartphones distract
256
people, therefore a very amusing ad can help
memorise the brand name; 10. Because it
focused on human relationships, which wasn’t so
common back then.
5.
1. F, It is based on one thing, happiness; 2. T;
3. F, It can be used to make potential customers
feel good if they buy this instead of that; 4. T; 5.
F, The customer is considered as a hero; 6. T; 7.
F, it is an attempt at empowerment; 8. T; 9. F,
Mad Men is the title of a TV series; 10. T.
Unit 2.2 TEST 1 p. 164
1.
1. c; 2. e; 3. f; 4. i; 5. j; 6. a; 7. h; 8. b; 9. g;
10. d.
2.
1. b; 2. c; 3. a; 4. d; 5. c; 6. d; 7. a; 8. b; 9. c;
10. b.
3.
Sample answer
The marketing process consists of four main steps:
the first is called Market Segmentation, which
marketing campaigns because they can identify
the ideal consumer and check on consumer’s
needs. The following step is Marketing Mix,
which refers to the set of actions that a company
uses to create and promote its brand or product
on the market. The third step is Marketing
Implementation, which is very important to the
success of any company because it is responsible
for putting the marketing strategy into action. The
last step is Marketing control, which ensures the
achievement of the strategic objectives adopted
by the company.
4.
1. Marketing can be defined as the sum of the
activities involved in directing the flow of goods
and services from producers to consumers;
2. The 7 P’s are the seven steps involved in
the marketing process, necessary to develop a
product and sell it to consumers; 3. No, it isn’t.
It can also promote voluntary and non-profit
associations, people and ideas; 4. Strategy is the
key word; 5. Goods are physical objects such as
food, clothes or cars; 6. Services cannot be seen,
tasted, felt, heard, or smelled before they are
bought; 7. The three P’s refer to people, physical
evidence and processes; 8. “Yes, we can”; 9.
They are: each ad must make a proposition, the
proposition must be unique, and the proposition
must sell; 10. It was the one for M&M’s, “It melts
in your mouth, not in your hands”.
5.
1. F, He was American; 2. F, He was interested in
law and history; 3. T; 4. T; 5. F, 1934; 6. F, Ted
Bates created his own agency; 7. T; 8. T; 9. F, Too
many messages; 10. T.
Unit 2.2 TEST 2 p. 167
1.
1. f; 2. d; 3. j; 4. a; 5. b; 6. c; 7. e; 8. i; 9. h;
10. g.
2.
1. c; 2. b; 3. a; 4. a; 5. b; 6. d; 7. a; 8. b; 9. c;
10. d.
3.
Sample answer
Marketing-mix refers to the actions that a
company uses to promote its brand or product in
the market.
It is made up of four elements:
• product, which refers to what can be available
to customers in terms of quality, packaging,
design and brand;
• price, determined on the basis of: costs,
competition, quality/per formance level,
market value, payment plans, discounts, image
and reputation of the brand;
• place, which considers the distribution of the
product;
• promotion, that refers strategies and channels
to adopt among the various possibilities, e.g.
sales force, advertising, sales promotions,
and public relations.
4.
1. The process of marketing can occur only when
there are at least two parties, each of whom has
something to offer; 2. Yes, they can, because
institutions such as hospitals, schools, and
museums may want to make their products or
services appealing to as many people as possible;
3. Modern marketing developed in the early
20th century; 4. They are Market Segmentation,
Marketing Mix, Marketing Implementation, and
Marketing control; 5. Services don’t produce a
commodity and are intangible, goods are tangible
possessions; 6. Because the 4P’s were designed
at a time when businesses were more likely to
sell goods rather than services and the role of
customer service in helping brand development
was not so well known, but then services became
257
very important; the 3 added refer to services
in particular; 7. Marketing can also promote
people and ideas; 8. It refers to the possibility of
exploiting the digital information we all produce
for marketing reasons; 9. A USP explains a single
quality of a product that makes it stand out from
competition; 10. Saatchi&Saatchi is a well-known
British advertising agency. Since the 1970s it has
created influential campaigns with memorable
slogans.
5.
1. F, In the 1980s; 2. T; 3. T; 4. T; 5. F, BBH
was a star in the London Industry; 6. T; 7. F, To
establish its own international presence; 8. T; 9.
F, The most part: 51%; 10. T.
Unit 2.3 TEST 1 p. 170
1.
1. i; 2. f; 3. j; 4. h; 5. a; 6. e; 7. b; 8. d; 9. c;
10. g.
2.
1. c; 2. b; 3. a; 4. d; 5. a; 6. a; 7. c; 8. d; 9. d;
10. b.
3.
Sample answer
Merchandising is the practice and process of
displaying and selling products to customers
in a retail store. Retailers use merchandising
to influence purchases and, at the same time,
reach their sales goals. A variety of factors such
as product quality and available space may
influence merchandising strategies. The aim
is to make people buy something else linked
to the main product: customers enter the shop
to buy something, and if the merchandising is
successful, they will leave with more than just the
product they had in mind.
4.
1. Because it is essential to recognise the
product; 2. A trademark is the registered name
that represents a company from a legal point of
view; 3. Yes, it is; 4. Because colours can create
a visual connection to the company’s values; 5.
Red can convey feelings of passion, anger and
excitement; 6. A brand mascot can be a live
animal, a person, an object or a puppet; 7. They
are people who have become famous on social
media by creating a relationship with their public
and, because of this, they can influence their
buying decisions; 8. A label can give information
on use, transport, storing, recycling and shelf life
of the product; 9. In order to obtain promotional
benefits or in order to link their name to something
people care about or are fond of so as to improve
its reputation; 10. Product placement is a form of
advertising in which branded goods and services
are featured in a video production that targets a
large audience.
5.
1. T; 2. T; 3. F, Using the appropriate colour; 4.
F, The colour sends a message before the viewer
understands what is being promoted; 5. T; 6. F,
Evolutionary theories believe that man learnt to
associate red with danger very early; 7. F, It may
be used, if it is linked to a positive message; 8.
T; 9. F, Their messages are sent subconsciously;
10. T.
Unit 2.3 TEST 2 p. 173
1.
1. d; 2. g; 3. a; 4. j; 5. h; 6. c; 7. b; 8. i; 9. e;
10. f.
2.
1. c; 2. d; 3. b; 4. d; 5. c; 6. a; 7. d; 8. b; 9. a;
10. c.
3.
Sample answer
The external look of a product is the first thing
a potential customer can see, and so it can be
a great marketing instrument. Good packaging
reflects the brand’s identity and adds value to a
product. Aesthetically pleasant packaging should
encourage the purchase. Graphic designers are
ver y often asked to design packaging which
must include labels and take into consideration
shapes and colours. Some packages have
become an icon and have remained the same
for years. Today, sustainable packaging is
becoming a higher priority for both brands and
consumers. Most companies are studying how
to use recyclable and biodegradable materials
for their packaging with a long-term respect for
the environment.
4.
1. The word “brand” dates back to the days when
shepherds placed marks on their sheep to identify
them from the property of other shepherds by
placing a hot iron against the sheep to burn
a unique mark on them; 2. A trademark is the
registered name that represents a company from
a legal point of view, a brand name represents a
product but also the business – and therefore its
reputation – in public; 3. White; 4. It refers to the
logo and colours that immediately bring to mind
258
a particular company to consumers; 5. Because
the human brain easily associates things with
visuals of heroes and characters and mascots
bring visual, verbal and auditory elements to the
brand, which enables users to remember a brand
and boost brand recognition, brand identity and
brand awareness; 6. They should keep in mind:
the celebrity suitability with the brand image,
their credibility and their profession; 7. It refers
to marketing which is not done explicitly but by
inserting it in a more covert form inside another
show or programme; 8. Because it includes a
symbol and letters to form a phrase; 9. Because
in the seventies the city was associated with
violent crime, and it had to be rebranded; 10. It
represents speed, motion and victory.
5.
1. F, The history of logos goes back to ancient
family hieroglyphs and symbolism; 2. T; 3. F, The
population started to grow in the High Middle
Ages (900 – 1300 AD); 4. T; 5. T; 6. T; 7. T; 8.
T; 9. T; 10. F, The text aims at demonstrating
that logos were created because there were many
illiterate people.
Unit 3.1 TEST 1 p. 176
1.
1. f; 2. e; 3. a; 4. h; 5. c; 6. i; 7. j; 8. g; 9. d;
10. b.
2.
1. A typeface is a set of characters of the same
design; 2. Types can be classified into serif,
sans serif, script, monospaced and display; 3.
By merging a primary and a secondary colour; 4.
They include the different shades, tints and tones
of a single hue; 5. Picture is the term used for
any visual representation of a person, object or
scene, while image refers to an object, modified
or created using a computer; 6. To get an easily
understandable overview of a topic; 7. Layout
refers to the position of all the required elements
onto the page, composition implies arranging
elements visually to tell a story; 8. White space
helps to define and break up different sections
better; 9. Product origin, manufacturer, shelf-life,
disposal rules, instructions for use, warnings,
environmental advice, and advertising; 10. Brand
labels, descriptive labels, grade and informative
labels.
3.
1. F, Its success relies upon the arrangement
of objects, text and pictures; 2. T; 3. T; 4. F,
Script types can be connected, half connected or
unconnected; 5. F, Neutral colours are black, white
and grey; 6. T; 7. F, They are two complementary
colour pairs; 8. T; 9. T; 10. T.
4.
Sample answers
Logos are symbols that allow customers to
identify a brand, helping to establish credibility
and distinguish the company on the market.
They can be of four different types: 1. wordmark
logos, with only text, and a single typeface to
express brand identity; 2. letter mark logo, with a
monogram or anagram that represents the initials
of the company name; 3. brand mark logo, with
strong, often abstract graphics that highlight a
product or service; 4. iconic logo or combined
logo, with a combination of text and image.
5.
1. Johannes Gutenberg; 2. It was Blackletter. It had
thick vertical lines and thin horizontal connectors;
3. It was Nicholas Jenson who was inspired by
the lettering found on Ancient Roman buildings;
4. It was created to fit more letters onto the
page and save money; 5. William Caslon created
Old Style John Baskerville created Transitional
typefaces and Didot and Bodoni created Modern
typefaces; 6. They have very thin serifs and
extreme contrast between thick and thin strokes;
7. Because he decided to remove the seraphs
entirely and made a new kind of typeface called
sans-serif; 8. Because there was a new need for
typefaces suitable for advertisements; 9. It was
invented as a reaction to the complexity of 19th
century typefaces; 10. The introduction of the
computer.
Unit 3.1 TEST 2 p. 178
1.
1. a; 2. c; 3. a; 4. c; 5. b; 6. c; 7. a; 8. b; 9. b;
10. c.
2.
1. Six; 2. There are three primary and three
secondary colours; 3. Analogous colours are
the two colours which are right next to a colour
in the colour wheel; 4. To catch the attention,
make the meaning clearer, and engage the
audience; 5. Repetition, contrast, hierarchy,
proximity, white space, and alignment; 6. An
image should be imagined as divided into nine
equal parts by two equally-spaced horizontal
lines and two equally-spaced vertical lines; 7. It
is a monogram or anagram that represents the
initials of the company name; 8. It is a piece of
paper, plastic film, cloth, metal, or other material
259
affixed to a container or product, on which the
logo, information or symbols about the product
are printed; 9. Wordmark, letter mark, iconic and
brand mark; 10. It is a label warning about a
product being dangerous.
3.
1. F, They are fonts; 2. F, They’re mostly used for
large-sized headings; 3. F, They include a colour
and the two colours beside its complement; 4.
T; 5. T; 6. T; 7. T; 8. T; 9. T; 10. F, It gives a
judgment.
4.
Sample answer
Helvetica is one of the typefaces most widely
used by graphic designers for its neutral display
which makes it suitable for most types of design.
Created in 1957 by the Swiss designer Max
Miedinger with the aim of creating a font clear to
the eye, in 1960 it was named Helvetica in order
to ensure greater marketability internationally.
Helvetica is often used on web pages, in printed
materials and as a typeface for logos.
5.
1. It is a strong element of visual communication; 2.
Because human beings are incredibly sensitive to
colours; 3. They are used to evoke specific states
of minds, creating particular feelings; 4. Sure,
they have an important role in communication;
5. It is a way to convey information quickly; 6. It
helps to speed up any kind of search; 7. Since
brand identity is often linked with colours, they
help to establish identity; 8. Yes, they can. They
enhance relationship and association; 9. By using
different colours in users’ interface; 10. Colours,
bold and highlighting.
Unit 3.2 TEST 1 p. 180
1.
1. d; 2. h; 3. a; 4. j; 5. b; 6. e; 7. i; 8. c; 9. f;
10. g.
2.
1. Mondrian refers to a layout with squared,
landscape or portrait forms in parallel lines;
other layouts are circus, alphabet-inspired,
silhouette, big-type and multipanel; 2. It deals
with the trail that the readers’ eyes tend to
follow as they scan the page and the position of
focal points; 3. Leaflets are of superior quality
paper and tend to be kept longer and be stored
in popular venues, while flyers work best for one-
time events or promotions; 4. It uses light and a
view as if from the sky down to the earth, creating
an impression of free falling; 5. A magazine is
divided into: cover, editorial pages, insights and
fixed sections; 6. They were created as a form
of social satire or as a form of entertainment
for children; 7. It contains the words spoken or
thought by a character; 8. Flickering lettering
expresses fear or coldness; 9. The smallest
size of a poster is about 28x43 cm, also called
ledger; 10. Considering people are usually on
the move when they read billboards, they have
from five to ten seconds to read them.
3.
1. T; 2. F, It’s used to have them focus on the
headline, or on specific words or sections of
the text; 3. F, Only sometimes; 4. T; 5. F, They
generally use a formal language; 6. T; 7. T; 8. T;
9. F, Posters are meant to be read, understood
and remembered, while billboards have to be very
simple and striking; 10. F, It has to create desire
and interest in the audience.
4.
Sample answer
There are some distinct and necessary parts in a
book. Each of them has to be well designed. The
front cover contains the title, the author’s name,
the press edition number and the publisher’s
name and logo. It has to be captivating and
interesting in terms of layout features. The spine
usually contains information like title, author
and publishing house. The body is the text itself
and great care is required in the choice of the
formatting. The back cover generally includes a
short description of the book, some biographical
notes on the author, the barcode and the ISBN
code.
5.
Sample answer
The most relevant tips to structure an effective
design composition are: using grids to give order
and speed up the process of graphic design;
using focal points thanks to scale and emphasis
to help catch the reader’s attention; search the
harmony of elements balancing them, thanks to
negative space too. Observe and respect the rule
of thirds and the rule of odds; they help in placing
the elements and getting a natural harmony
between them.
Unit 3.2 TEST 2 p. 183
1.
1. paesaggio; 2. rilegato; 3. rivista; 4.
intestazione; 5. vignetta; 6. titolo; 7. editore; 8.
flusso; 9. trama; 10. cartoncino.
260
2.
1. A multipanel layout is divided into different
sections with the same regular shape, while a
circus layout refers to the irregular composition
of its elements; 2. Because they are more
frequently handled and they have a longer
shelf life; 3. Its weight, transparency, visual
appearance, thickness, degree of opacity, touch
effect and durability; 4. Because it has to capture
the customers’ interest, pushing them to get that
book, among hundreds of others, from the shelf;
5. A back cover includes a short description of the
book, some biographical notes on the author, the
publisher’s name and/or logo, the barcode and
the ISBN code; 6. It is a fundamental element of
page layout which consists of associating things
with one another to emphasise their similarity; 7.
A broadsheet newspaper is bigger, more serious
and reliable, in a more formal language; a tabloid
is smaller, with more informal language covering
more trivial and gossipy news; 8. They grew in
popularity especially from the post-war period
onwards; 9. They must: attract the attention of
the public using characters or scenes from the
plot; they must combine an attractive design with
an iconic representation of the themes of the
film; they must create desire and interest and
they must recall the original film, if it’s a sequel;
10. It was inspired by the cover of the book,
which was taken from an illustration of a skeleton
of a Tyrannosaurus Rex in the gift shop of the
American Museum of Natural History.
3.
1. b; 2. a; 3. b; 4. b; 5. a; 6. a; 7. b; 8. c; 9. b;
10. a.
4.
Sample answer
Posters are designed to be attached to a wall
or board and are meant to promote an idea or
an event, while billboards are placed around
automotive and pedestrian high-traffic areas so
they contain very few words since people don’t
have much time to read the text. There are
lots of official standard sizes for posters, while
billboards are usually one size only. Posters and
billboards have the same essential elements: the
title; the graphic; the white space and the text.
5.
Sample answer
Comic books are the fastest-growing category in
the publishing industry for different reasons: 1.
They help people learn to love reading and they
are a great help in developing the reading skills
required to comprehend texts with higher levels
of difficulty; 2. They help us to think differently:
they require readers to create meaning using
“multiple modalities” of different components –
visual, spatial, and textual; 3. Their stories are
socially relevant since they constantly reflect new
social issues and concerns.
Unit 3.3 TEST 1 p. 186
1.
1. f; 2. j; 3. a; 4. b; 5. i; 6. e; 7. c; 8. h; 9. d; 10. g.
2.
1. They were created to make the interaction of
users with computer systems easier; 2. It is the
process of making inter faces stylish and easy
to use; 3. They are two of the most popular and
used forms of web advertising; 4. It refers to a
layout of the page which resizes as the window
size changes; 5. They are the personal profile
and the explorator y section; 6. Web designers
can hand code pages, using a WYSIWYG
program, or a Content management system; 7.
Because it catches consumers’ attention; 8.
They allow people to connect with other people,
to comment or find out any type of information,
and to pursue social or business purposes; 9.
Because of the time people spend online which
increases visibility times, and the possibility
of profiling users; 10. They are pictogram or
symbols designed to indicate something.
3.
1. T; 2. F, They use speech recognition; 3. F,
A touchscreen and oral commands are more
suitable; 4. F, Icons are used; 5. T; 6. T; 7. F,
They are common features of most social media;
8. T; 9. T; 10. T.
4.
Sample answer
The use of icons is essential in computing
systems. They are pictograms or symbols which,
without the need for any words, are easily and
universally recognisable. Their user-friendliness
and intuitiveness made them very popular and
their use soon spread. At first, some of them
evolved into emoticons, used in chatroom
conversations in the 1990s. However, they
reached their fullest potential thanks to mobile
communication, and they have evolved further
into emojis, which compensate the lack of non-
verbal communication in written messages by
adding pictures representing emotions.
5.
1. engage; 2. post; 3. Instagram; 4. equivalents;
5. hashtag; 6. endorsers; 7. brand; 8. business; 9.
strategy; 10. feedback. Extra words: banned, icon.
261
Unit 3.3 TEST 2 p. 189
1.
1. g; 2. j; 3. a; 4. b; 5. c; 6. i; 7. d; 8. h; 9. e;
10. f.
2.
1. They are text-based inter faces with line
commands; 2. The user’s physical touch of the
screen is interpreted as an input or interaction
with the inter face; 3. It stands for What You
See Is What You Get and it is a web pages
editor; 4. It refers to the strategic use of fonts,
colours, and images of a page; 5. Banners can
be static or interactive; 6. It is a design created
to make browsing simpler and more intuitive;
7. Because of their intuitiveness and user-
friendliness; 8. They were created to overcome
language barriers and be understandable to
international users; 9. They can be considered
the evolution of icons to express emotions
better in a written message; 10. They are
icons including a judgment on someone else’s
opinions.
3.
1. b; 2. b; 3. a; 4. c; 5. c; 6. b; 7. a; 8. a; 9. d; 10. c.
4.
Sample answer
In-app advertising captures consumer attention
and is able to track data in a ver y reliable
way, which is why it is so often included in
applications. It represents a great source of
money for app developers that can thus offer
their apps at a lower price or free.
In-app advertising can happen with video ads,
which can be interstitial, rewarded, instream pre-
roll or outstream, and display ads, which may
appear in different shapes: banners, medium
rectangle, interstitial or native.
5.
Sample answer
While UX, user experience, is the audience’s
perception of a site when browsed, UI, user
inter face, is the look and feel of the physical
characteristics of the site. A site should be
not only user-friendly, but give quick answers
to searches, too (UX). Also, its colour scheme,
the size and shape of its buttons, its layout and
the readability of its content should be uniform
and appealing (UI). Together, UX and UI aim at
achieving the best result: conveying important
information to the audience in a beautiful,
convenient, and understandable way.
 Unit 4.1 TEST 1 p. 192
1.
1. f; 2. j; 3. a; 4. b; 5. i; 6. e; 7. c; 8. h; 9. d; 10. g.
2.
1. It is a set of techniques used for the purpose
of persuading the public to respond in a certain
way toward what is advertised; 2. Attention,
Interest, Desire and Action; 3. The emergence of
consumerism; 4. There are five levels; 5. Pioneering
advertising refers to the launch of a new product
on the market; 6. Conceiving the message and
creating the USP; identifying the potential target
market; designing the advertising campaign;
choosing the media and purchasing the advertising
space; 7. The characteristics of the product that
most distinguish it from its competitors; 8. That it
can be perceived differently by different cultures;
9. Defining the market, deciding on the available
budget, choosing the best media and creating
a strategy; 10. It is a selling strategy aiming at
increasing awareness and consideration of the
brand or product and building up the market.
3.
1. F, It’s Attention; 2. T; 3. T; 4. F, They are at the
lowest level; 5. F, Comparative ads are ads where
two brands are explicitly compared, competitive
ads are ads where brands are not explicitly
named; 6. T; 7. F, To regulate communication on
the Internet and social networks; 8. F, It aims at
obtaining loyalty from consumers; 9. T; 10. T.
4.
Sample answer
The IAP (Istituto dell’Autodisciplina Pubblicitaria)
approved the Self-Regulatory Code of Marketing
Communication in March 2020. It is compulsory
for agencies, consultants, media, and sales
houses. Its objective is to make sure commercial
communications are honest, true and correct and
its main features include: fairness in marketing
communication, avoidance of misleading
marketing, appropriacy of terminology, avoidance
of violence, vulgarity and indecency, respect
of moral, civil and religious beliefs and human
dignity, avoidance of denigration especially where
children and young people are concerned. The
“Digital Chart” completes the Code to regulate
marketing communications and endorsements
made by influencers and celebrities on the
Internet and on social networks.
5.
1. cities; 2. Britain; 3. agriculture; 4. farms;
5. steam; 6. steamships; 7. consumerism; 8.
capitalist; 9. factories; 10. mass-scale. Extra
words: iron, advantages.
262
Unit 4.1 TEST 2 p. 194
1.
1. g; 2. j; 3. a; 4. b; 5. c; 6. i; 7. d; 8. h; 9. e;
10. f.
2.
1. They aim at engaging or surprising people in
order to influence them to buy or try something;
2. Satisfaction and Confidence; 3. To inform,
persuade and remind the audience about the
product or service advertised; 4. It studies what
motivates consumers to buy; 5. To analyse
customer needs; 6. It is used to promote social
welfare; 7. It stands for Unique Selling Proposition;
it is what distinguishes a product from competition;
8. It is a planned strategy made up of similar ads
with a unique style conveyed across different and
multiple media for a set period of time; 9. It’s a
global campaign with local cultural influences
incorporated into the final product; 10. Print media.
3.
1. d; 2. c; 3. b; 4. a; 5. b; 6. b; 7. c; 8. b; 9. a;
10. c.
4.
Sample answer
By evoking important values, Mulino Bianco
has entered the stor y of advertising, becoming
a common language expression too. The
commercials, thanks to the setting, the amazing
narration and the music and direction, bring a
dream to mind: abandoning impossible city life,
letting yourself be embraced by Mother Nature
in a place where you find yourself and you and
your per fect family love each other all together..
5.
1. The Advertising Standards Authority in the
UK, an independent regulator of advertising for
all the media; 2. It was established in 1962;
3. Its work includes acting on complaints and
proactively checking the media to take action
against misleading, harmful or offensive
advertisements; also, ensuring ads are legal,
decent, honest and truthful according to the
Advertising Codes; 4. Each year there are many
millions of ads, direct marketing communications,
sales promotions and digital communications
in the UK; 5. The CAP is the Committee of
Advertising Practice, the BCAP is the Broadcast
Committee of Advertising Practice. They write,
revise and enforce the Advertising Codes; 6. To
put down rules for advertisers, agencies and
media owners to follow; 7. Organisations that
represent advertisers, agencies, media space
owners, direct marketers and broadcasters;
8. The Codes contain wide-ranging rules
designed to ensure that advertising directly
by implication, by omission, by ambiguity or
exaggeration does not mislead, harm or offend
the consumers; 9. Alcoholic drinks, health and
beauty claims, children, medicines, financial
products, environmental claims, and gambling;
10. Direct marketing and prize promotions.
Unit 4.2 TEST 1 p. 197
1.
1. g; 2. j; 3. a; 4. f; 5. b; 6. c; 7. d; 8. e; 9. h; 10. i.
2.
1. To make them more persuasive, direct and
personal; 2. Both are comparisons, but the first is
not explicit; 3. It is when a word or phrase is used
in two different senses, deliberately exploiting
ambiguity between similar-sounding words; 4.
Life and joy and it is associated with sunshine
and happiness; 5. Purity, clarity and cleanliness;
6. It increases attention, enhances chances to be
noticed and understood and stimulates positive
moods; 7. Users’ behaviour, the marketing funnel
and the contribution generated by marketing
activities; 8. It consists of text and visuals; 9.
They can be photos, pictures or images; 10. He
provokes the observers and stimulates their
attention.
3.
1. F, It is a substitution of the word with something
closely referred to it; 2. T; 3. F, It indicates the
level of response of individuals; 4. T; 5. F, Some
are optional; 6. T; 7. T; 8. T; 9. F, Time slots are
important for an effective spot; 10. F, He was
represented as a tall, thin man or as an elf.
4.
Sample answer
A figure of speech or rhetorical figure is a literary
or stylistic device in which the use of a word or
a phrase diverges from its usual meaning. The
most common are: the hyperbole, an exaggeration
used to give emphasis, the metaphor, a powerful
comparison, the metonymy, referring to something
by the name of something else, the paradox, an
apparently contradictory idea to point out some
underlying truth, and the simile, an explicit
comparison between two things.
5.
1. advertising; 2. opposed; 3. life; 4.
consumerism; 5. artists; 6. mass; 7. commerce;
8. surrealist; 9. characteristics; 10. relationship.
263
Unit 4.2 TEST 2 p. 200
1.
1. i; 2. e; 3. a; 4. j; 5. b; 6. c; 7. h; 8. d; 9. f;
10. g.
2.
1. They are prefixes used to increase the value,
quality and importance of the product; 2. It is
an apparently contradictory sentence to point
out some underlying truth; 3. It is an expression
which has a hidden meaning; 4. Because red
grabs attention and symbolises energy, power,
vitality and vigour; 5. It expresses elegance and
power; 6. An emotional connection; 7. It is the
breaking down of the customers’ journey in 5
stages, from the “awareness” to the “purchase”
stage, when they’re ready to buy a product; 8.
To attract consumers’ attention and create a
strong emotional impact; 9. It depends on the
graphic composition of the different elements
that compose the ad; 10. Because it was
commissioned during the second world war
with the aim of increasing the morale of female
workers producing war goods.
3.
1. a; 2. b; 3. c; 4. a; 5. a; 6. c; 7. c; 8. b; 9. b;
10. b.
4.
Sample answer
In a printed ad, the format depends on the
graphic composition as well as on the different
elements that compose the ad: the headline is
a very brief text which summarises the message
and contains the claim; the body copy contains
most of the wording and includes information
about the product; the pay off, or tagline, is the
final phrase, easily remembered; the caption is a
descriptive title below the illustration; the brand
is the corporate name of the company; the logo
is the symbol identifying the company; the visual
is the main illustration of the ad; the pack shot
is the product packaging visualisation; the call
to action is the invitation to purchase or at least
acquire information on the product.
5.
People - Age, gender, ethnicity,
Representations popularity, clothes, facial
expressions, gestures
Comment on the Setting of the ad
surroundings
Technical codes Hierarchy of elements,
use of colours, specific
techniques
 lighting; 4. Photojournalism uses photographs
Text codes Slogan, font, logo and
to tell stories or to report on people and events;
(2 points) its position, information
5. Robert Capa, David “Chim” Seymour and
included, size of the image
Henri Cartier Bresson founded the Magnum
and text
Photo agency in 1947; 6. Cinematography is
Visual codes Setting, objects and features the art and methods of film photography; 7.
(2 points) of the ad, presence of The process involves the general composition
product, concept, habits, of scenes, the choice of lighting of the set,
moral standards, stereotypes the choice of cameras, lenses and filters, the
Purpose of the Educate, inform, entertain, movements of the cameras and the integration
advertisement promise of special effects, if necessary; 8. The team is
generally made up of the producer, the director,
Audience Target audience, message,
the designers, the sound technicians, the camera
(2 points) representation of values,
lifestyles, opinions and crew, the actors, and the grips; 9. In totalitarian
points of view regimes, photography celebrates all the “good
qualities” of the dictator such as wisdom, beauty
and humanity; 10. Photo composition includes
the focal point, symmetry of the image, the rule
Unit 5.1 TEST 1 p. 203 of thirds, perspective, background and colours.

1.
1. e; 2. h; 3. a; 4. j; 5. g; 6. b; 7. i; 8. c; 9. d;
10. f.
2.
1. c; 2. b; 3. a; 4. d; 5. b; 6. d; 7. a; 8. c; 9. c;
10. b.
3.
Sample answer
The basic element of advertising photography is
to capture the feeling that a product can create in
a potential buyer, since its purpose is to present
goods in the best way. Advertising photographers
are concerned with selling, so they try to tell an
attractive story through the use of images, colours,
lighting, framing and location. Generally, the images
that companies require to market their products
may be clean images on a white background to
use for e-commerce or lifestyle images to advertise
a product used in everyday life. Advertising
photographers work with art directors and marketing
managers to implement an ad campaign. First,
the team analyse and plan the composition of the
images, then they choose the technical equipment;
after that, a photo-processing software is used to
improve the image and finally the product can be
advertised and put on the market.
4.
1. In the past, light was used to communicate
through fire or sunlight reflection. Later, it was
used to transmit messages with the Morse code;
2. In medicine, light is used in the treatment of a
lot of illnesses from rickets to depression. Also,
light is necessary for image analysis in x-rays,
MRI scans and CAT; 3. In photography, light can
be natural or artificial and come from different
angles, so we can have front, side or back
5.
1. T; 2. F, James Cameron was the film director;
3. F, A lower-class man and an upper-class
lady; 4. T; 5. T; 6. F, Russell Carpenter joined
the project in progress at Fox Baja Studios in
Mexico; 7. T; 8. F, Carpenter has been working
as a cinematographer on both television and film
industry since 1983; 9. F, Carpenter graduated
from San Diego State University; 10. T.
Unit 5.1 TEST 2 p. 206
1.
1. d; 2. h; 3. g; 4. a; 5. f; 6. b; 7. j; 8. i; 9. c; 10. e.
2.
1. d; 2. c; 3. a; 4. b; 5. b; 6. c; 7. a; 8. a; 9. b;
10. d.
3.
Sample answer
Cinematography is the art of film photography.
The person in charge of the process is the
Director of Photography or DP. He works with
other professionals such as the producer, the
director, the designer, the sound technicians,
the camera team, the actors and the grips. The
process includes different practices: the DP
has to plan the general composition of a scene,
the lighting of the set, the choice of cameras,
lenses and filters, their angles and movements
and eventually the integration of special effects.
The main job of a DP is choosing the right shots
according to the emotional power of the scene.
The most used types of shots are the bird’s eye,
the extreme long shot, the long shot, the medium
shot and the over-the shoulder-shot.

264
4.
1. Because light and shadow can communicate
concepts and allow viewers to focus on specific
details; 2. Because a correct lighting underlines
the features of the subject creating a three-
dimensional image; 3. In photography, the term
“magic hours” defines the two moments of the day
when sunlight is at its best for taking photos, that is
sunrise and sunset; 4. Because her photo entitled
“Migrant Mother” became a symbol of the Great
Depression in the USA; 5. Today, photojournalism
tries to capture emotions; 6. A company usually
needs a clean image on a white background to use
for e-commerce stores or a lifestyle image of the
product associated with the consumer’s everyday
life; 7. Advertising photographers with art directors
and marketing managers analyse and plan the
composition of the images, then they choose the
technical equipment, after that a photo-processing
software is used to improve the image and finally
the product can be advertised and put on the
market; 8. A sports photographer must be able
to predict the “peak action” in a specific sport,
therefore he must have thorough knowledge of the
game; 9. Technical features include light, depth
of field, camera angles, exposure, and choice of
lens; 10. He documented the Spanish Civil War.
5.
1. T; 2. T; 3. F, He worked there for more than twenty
years; 4. F, In the 1990s, his fashion photography
appeared in the American magazine The New
Yorker and in the French magazine Égoïste; 5. F,
Avedon also ran a successful commercial studio;
6. T; 7. T; 8. F, He took a celebrated cycle of
photographs of his father, Jacob Israel Avedon; 9.
F, It took place at the Smithsonian Institution in
Washington in 1962; 10. T.
Unit 5.2 TEST 1 p. 209
1.
1. c; 2. g; 3. h; 4. a; 5. j; 6. b; 7. d; 8. f; 9. e; 10. i.
2.
1. c; 2. a; 3. b; 4. c; 5. d; 6. a; 7. b; 8. d; 9. a;
10. b.
3.
Sample answer
Music is a key factor in advertising goods and
services. In fact, music can provide an emotional
connection with consumers, and can create a
relationship with the brand so the consumer is more
likely to make a purchase. Therefore, in advertising,
memorability plays an essential role. Selecting the
right music is even more important. The rhythm
265
of both the song and the advertisement must be
in synchrony. Different genres of music can be
used, from classical to pop music, from old songs
to electronic music. Few things can support an
advertising message like a catchy jingle. A good
jingle relates a brand name with a concept, idea,
or promotion. For decades, jingles prepared ad hoc
have been used to advertise everything, but today
they are slowly disappearing, replaced by popular
tunes and existing music.
4.
1. Music can create a relaxing and motivating
atmosphere allowing gym goers to work for a longer
time. Besides, high tempo music helps muscle
coordination, reducing the risk of injury; 2. Elderly
people can get a lot of benefits from listening to
music, especially those suffering from dementia.
In fact, music influences mood and may help
memory; 3. Some statistics have shown that ads
with music can be remembered more easily than
those without; 4. A music video usually promotes a
song and the image of an artist which can become
profitable for the record company; 5. A music
video aims at selling CDs and DVDs of an artist,
increasing the exposure of the artist’s profile; 6. In
the 1960s, the so called “promos” were the first
music videos whose main goal was increasing the
sale of music recordings; 7. Today, consumers love
watching dance choreography, band interviews and
the “making of”. YouTube is the best channel to
promote songs; 8. The action on the screen was
accompanied by music, sometimes performed
“live” by a musician or a small orchestra; 9. Music
in films creates emotion and atmosphere, gives
a rhythm to the scenes, comments, supports
and foreshadows narrative developments; 10.
A film soundtrack includes the music specifically
composed for the film (also called score), and the
songs played or sung in the scenes.
5.
1. T; 2. T; 3. F, Exposure to music supports
children in their development process to learn
the sound of words; 4. F, The years from birth to
the age of six is the most important period for a
child’s musical development; 5. T; 6. F, The ability
to develop musical skills is influenced by positive
and negative factors; 7. T; 8. F, The most typical
negative influence on developing musical growth
is when parents are not music lovers; 9. T; 10. T.
Unit 5.2 TEST 2 p. 212
1.
1. e; 2. f; 3. a; 4. g; 5. j; 6. b; 7. c; 8. i; 9. d;
10. h.
2.
1. b; 2. b; 3. d; 4. a; 5. c; 6. c; 7. d; 8. a; 9. b;
10. a.
3.
Sample answer
Music in films serves several functions. It creates
emotion and atmosphere, gives rhythm to the
scenes, comments on the action and reinforces
or foreshadows narrative developments. In a film,
music can be found in the main titles, during the
plot and in the end credits. Music can also occur
inside the narration (it can be heard or produced
by the characters) or out of the narration (in this
case music can only be heard by the audience).
Usually, three types of music are used in films:
songs that already exist, songs written for a
certain film and the main soundtrack which
includes the score (music written specifically for
that film) and all the songs played or sung in the
scenes. Engaging music can give a big boost to
the success of the film, so music often becomes
as iconic as the movies themselves.
4.
1. Fast music makes people eat faster while
slow music can make people stay longer in the
restaurant; 2. Because restaurants can choose a
music that is more suitable for their customers:
louder music for young people or slow music in
the background for older people; 3. Because
soft music makes people move more slowly
so they have the opportunity to look at the
products more carefully; 4. Relaxing music may
increase milk and egg production; 5. The key
factor is memorability because a product can be
associated with a pleasant tune on an emotional
level; 6. A jingle is used in advertising goods or
services; 7. A music video aims at improving
the sale of CDs and DVDs of a specific artist; 8.
Because it broadcast a limited number of videos.
For this reason, bands and record labels became
competitors and aimed to release even better
videos to increase their sales; 9. Because music
videos became a tool to represent the “star”
image and power of an artist; 10. With the word
“score” we mean the music, mainly instrumental,
composed specifically for a film.
5.
1. T; 2. F, Music at a higher tempo reduces the
perceived effort involved in exercise; 3. T; 4. F,
How we experience music is highly subjective; 5.
T; 6. T; 7. F, The volunteers completed exercise
sessions while listening to pop music at different
tempos; 8. T; 9. F, The exercises seemed to be
less tiring and more beneficial; 10. F, People
performing endurance activities may receive the
greatest benefit.
266
Unit 5.3 TEST 1 p. 215
1.
1. i; 2. f; 3. a; 4. j; 5. b; 6. h; 7. c; 8. d; 9. e;
10. g.
2.
1. c; 2. b; 3. a; 4. d; 5. d; 6. a; 7. b; 8. c; 9. a;
10. d.
3.
Sample answer
In marketing and advertising, storyboards are
used to build the best possible videos in order
to sell goods and services. A visual aid makes it
much easier for a company to share and explain
what their products are. TV commercials are the
most expensive and the most influential because
of the wide impact they have. Advertising agencies
prepare the storyboard that show a summary of
the commercial. Successful marketing videos
follow precise steps: opening, problem statement,
solution, call to action. A considerable help for the
clients are animatics, storyboarded panels filmed
one after the other with a temporary soundtrack.
Another version is the photomatic, where photos
or 3D computer graphic are used instead of
illustrations. Anyway, a drawn storyboard is always
the best way to capture an idea.
4.
1. Walt Disney animator Webb Smith first used
stor yboarding during the early 1930s; 2. A
stor yboard can be of any length, from two to
hundreds of frames; 3. During the early 1930s;
4. It can be used for many functions, from
films to commercials, from children’s books
to emergency instructions on airplanes; 5.
The various frames include drawings such as
cartoons, photographs, or technical diagrams
placed in a logical order to help plan the
shooting; 6. Because it consists of a series of
sketches telling a stor y, so the sequence of the
plot can be visualised and the camera angles
and locations can be planned in advance.
Besides that, potential problems can be noticed,
saving effort, time and money; 7. A stor yboard
creator must take into consideration some key
factors such as the characters in the frame and
their movements, the dialogue, the position
of the cameramen, the shooting angles, the
frame, and the camera movements; 8. Because
thumbnailing provides a rough, quick plan for
the future stor yboard and saves time; 9. Comic
books and stor yboards are both sequences
of drawings narrating a stor y; 10. Comic book
artists adopt some of the same techniques of
films and videos.
5.
1. T; 2. F, In Marvel Comics publications; 3. F,
He was a poor orphan; 4. T; 5. T; 6. F, He was
able to produce a unique adhesive “web fluid”
that enabled him to shape the web into various
useful forms; 7. T; 8. F, Martin Goodman was not
initially receptive to the idea of a teenager hero;
9. T; 10. F, Critics adored the film, and it earned
more than $800 million worldwide.
Unit 5.3 TEST 2 p. 218
1.
1. h; 2. d; 3. f; 4. j; 5. a; 6. i; 7. e; 8. c; 9. g;
10. b.
2.
1. b; 2. a; 3. c; 4. b; 5. d; 6. a; 7. c; 8. d; 9. a;
10. d.
3.
Sample answer
A storyboard is part of the pre-production
process in film-making. It is made up of a series
of sketches telling the story and it is essential in
order to visualise the progression of the plot to
allow potential problems that could not be noticed
in the production phase to be found, saving time
and money. The storyboard creators must take
into consideration some key factors such as the
characters in the frame and their movements,
the dialogue, the position of the cameramen,
the shooting angles, the frame, and the camera
movements. A good storyboard is always
preceded by good planning, so it is important to
thumbnail the scenes, that is, to create small
sketches to show the location of the people in
a scene. In the past, storyboards were drawn by
hand, summarised in a script breakdown sheet
and given to the staff. Today, storyboard creators
use software and share their work in the cloud.
4.
1. It was the Disney short The Three Little Pigs; 2.
The rectangle frames usually respect the ratio of
16:9 – that of the screen; 3. Jack Kirby, Stan Lee,
and Steve Ditko; 4. Because pictures combined with
texts can give a precise synthesis of information;
5. Because many customers prefer watching a
video about a product rather than reading about it;
6. Because they have a wide impact, in fact they
are the most influential media tool; 7. An animatic
consists of simple storyboarded panels that are
filmed one after the other; 8. An agency artist
usually draws a storyboard showing a summary of
the commercial in full colour, with some dialogue
under each box; 9. It allows the filmmaker to
267
test timing and check if the intention of the ad is
conveyed; 10. They work together because they
run through the story and decide what parts are
essential to the narrative rhythm and what parts
can be eliminated.
5.
1. F, French artists; 2. T; 3. T; 4. F, they take place
in a Breton village; 5. T; 6. T; 7. F, A magazine for
children aged 10-13; 8. T; 9. F, He is not good-
looking, but very astute; 10. F, It has Gallic origins.
Unit 6.1 TEST 1 p. 221
1.
1. f; 2. g; 3. h; 4. a; 5. j; 6. b; 7. c; 8. e; 9. d;
10. i.
2.
1. c; 2. b; 3. d; 4. a; 5. d; 6. b; 7. c; 8. a; 9. c;
10. d.
3.
Sample answer
Many factors must be taken into consideration
when analysing a film. Audiovisual elements that
can be analysed include cultural context, setting,
lighting, camera angles, frames, special effects,
music, characters, costumes, and editing,
because a film must be analysed as a whole.
Another important element is the originality
of the script. The subject can be original or an
adaptation of a novel, a comic book, a play or
an historical text. So, the historical context and
the literary elements are essential and must be
verified. However, feelings and emotions that
a film can arouse are the key elements that a
director wants to elicit.
A film worksheet should include the general
and technical data, information about setting,
subject, genre, plot, themes and tone, acting and
characters, pace, and also a personal judgement.
4.
1. It is a series of still photographs which are
projected in fast succession onto a screen;
2. This genre of films is characterised by
chases, rescues, fights, natural disasters,
exotic places, expeditions and “good guys”
that always defeat “bad guys”; 3. These films
are developed around the actions of criminals
often counteracted by a detective who can be
the protagonist of the stor y; 4. The auteur
system rates films on the basis of the director’s
particular style; 5. They presented some short
films to a paying audience; 6. Because it quickly
became a leader in innovative film techniques
after 1915; 7. The introduction of television and
the impact of digital technology; 8. It is creating
a per fect synchrony of movement and sound
frame by frame; 9. They consisted of producing
backgrounds and then imposing moving figures
on them; 10. La Nouvelle Vague emerged in
France in the 1950s. The most famous directors
were Chabrol, Godard, and Truffaut.
5.
1. T; 2. F, It is especially known for its innovative
special effects; 3. F, It is considered a milestone
of this genre and ranks among the top 10 best
science fiction movies ever made; 4. T; 5. T; 6.
F, A monolith is found under the Moon’s surface;
7. T; 8. F, Bowman travels through a gateway in
space opened by the monolith orbiting Jupiter;
9. F, This section of the film is the most open
to interpretation, because conventional film
narrative is suspended; 10. T.
Unit 6.1 TEST 2 p. 224
1.
1. c; 2. i; 3. f; 4. a; 5. j; 6. h; 7. b; 8. g; 9. d; 10.e.
2.
1. d; 2. a; 3. b; 4. c; 5. a; 6. c; 7. d; 8. b; 9. a;
10. c.
3.
Sample answer
Animation films contributed to the history of
cinema in the 1920s and 1930s when big
studios like Warners, MGM and Disney Studio
produced more and more sophisticated cartoons
using traditional animation techniques. In
traditional animation objects were drawn on
celluloid transparent paper. In order to create the
animation sequence, the animator had to draw
every frame that slightly varied from the previous
one. The first full length animated film was Snow
White and the Seven Dwarfs (1937) produced by
Walt Disney. As time went by, the use of computer-
based animation technique reduced the costs and
labour of the production. Today, most animation
movies are aimed at both children and adults but
that effort was unrecognised until 2002, when
the “best animated feature” was introduced in
the Oscar Awards. Shrek was the first animated
film to win an Oscar.
4.
1. Films can be classified according to one
major genre or according to the auteur-system;
2. These films narrate an historical or imagined
event, mythical, legendar y or heroic figures.
268
The stor y is usually accompanied by grandeur
and spectacle; 3. This genre of films often
expresses the potential of technology to destroy
humankind; 4. The Edison Company presented
a prototype of the Kinetoscope that allowed
people to see moving pictures; 5. The First World
War; 6. Colour was added through tinting, toning
and stenciling; 7. In those decades, cinema
was the main form of popular entertainment;
8. In analysing a film, the main elements to be
considered are plot, setting, characterisation,
structure and theme, the cultural context, film
techniques, music, and editing; 9. Ever y director
wants to elicit sympathy; 10. Jane Campion
often focused on women who are outsiders in
society.
5.
1. T; 2. F, Five movie studios known as the “Big
Five”: Warner Brothers, RKO, Fox, MGM and
Paramount; 3. T; 4. T; 5. F, Some actors such
as Charlie Chaplin and the Marx Brothers were
very popular and beloved everywhere; 6. T; 7. F,
Hollywood increased its reputation as the land
of affluence and fame; 8. F, The movie industry
was one of the largest businesses in the United
States; 9. T; 10. F, Hollywood’s Golden Age
began to decline in the late 1940’s, because of
the introduction of television.
Unit 6.2 TEST 1 p. 227
1.
1. g; 2. h; 3. j; 4. b; 5. a; 6. i; 7. d; 8. e; 9. f;
10. c.
2.
1. c; 2. b; 3. b; 4. a; 5. c; 6. c; 7. a; 8. a; 9. d;
10. b.
3.
Sample answer
A documentary film is intended to document reality,
primarily for the purposes of instruction, education,
or maintaining a historical record. Many documentary
filmmakers attempt to change or improve society in
some way with their documentaries. Their goal is to
bring to light a certain cause or injustice with the
hope that their film will help stimulate people to
demand change. Reality TV aims at showing how
ordinary people behave in everyday life. These
shows are a constructed version of reality making
us accept certain behaviour and situations that
could otherwise be surreal. The main purpose of
newscasts is spreading news and allowing people
to follow events in their own countries and around
the world.
4.
1. Television was not invented by one person
only, but it was a series of inventions: in 1884
P. Nipkow patented a disk with 24 holes, in
1897 K.F. Braun invented the cathode ray tube,
in 1927 the Kinescope was invented, and in
1929 J.L. Baird experimented with the BBC;
2. It used it mainly for propaganda purposes;
3. The arrival of colour and the introduction
of digital technologies; 4. For elderly people,
television is the only source of information
about the world around them; 5. They are
entertainment programmes; 6. TV dramas are
TV series that involve fictional stories. They
may have sub-genres such as medical or legal,
etc. Each episode is independent and follows
the Hollywood model (prelude-presentation-
clarification-point of no return-climax-resolution);
7. It was Crusader Rabbit, developed by Alex
Hume Anderson and first aired in 1949; 8.
Because watching cartoons can improve the
level of language acquisition and cognitive
development; 9. Because live events cannot be
stopped and re-played, so the best position for
shooting and the use of the proper equipment
are essential; 10. They are lights and sounds.
5.
1. F, The series was first broadcast on ITV in
the United Kingdom in 2010, and then in the
United States on PBS; 2. T; 3. T; 4. F, Their story
begins in 1912 and continues into the ‘20s; 5.
F, They are very proud of their job; 6. T; 7. F, The
location at which it was set and filmed is real. It is
called Highclere Castle, in Hampshire, England;
8. T; 9. T; 10. F, Downton Abbey has received
acclaim from television critics and won numerous
awards.
Unit 6.2 TEST 2 p. 231
1.
1. g; 2. f; 3. j; 4. a; 5. i; 6. b; 7. d; 8. c; 9. h;
10. e.
2.
1. c; 2. a; 3. b; 4. b; 5. c; 6. d; 7. b; 8. a; 9. d;
10. c.
3.
Sample answer
The first animated television show was Crusader
Rabbit, developed by Alexander Hume Anderson
and aired for the first time in 1949. The original
series employed limited animation that used
flat characters and backgrounds, with minor
movement by the characters. Cartoons have
269
always been used as a means of spreading
values; for example, American cartoons promote
an idea of American society based on the self-
made man, while Japanese cartoons focus on an
individual who cares about others and is ready to
sacrifice himself/herself in order to save them.
Cartoons are the most popular form of
entertainment for children. With the help of
cartoons, they can learn about the world around
them, about new emotions and life issues;
they may improve their language and cognitive
development. The downside is that some children
may show aggressive behaviour and gender
differentiation.
4.
1. Television broadcasting was run by companies
affiliated with the government; 2. In the USA,
television was promoted by commercial interests;
3. In Italy, television was introduced in 1954; 4. It
was a mass phenomenon; 5. They are non-fiction
genres such as news programmes, weather
forecasts, reports, and documentaries; 6. Niche
programmes are broadcast for a limited audience;
7. Reality TV, abbreviation of reality TV, includes
programmes that show how ordinary people
behave in everyday life, but it is a constructed
version of reality which makes us consider
unusual and surreal behaviour as normal; 8. The
purpose of broadcasting news programmes is to
allow people to have information about events
that happen in the world; 9. Good technical skills,
a good knowledge of equipment, experience of
directing, filming and editing and the ability to
deal with unexpected situations; 10. They are in
charge of unifying the various tasks and aspects
of the production.
5.
1. T; 2. T; 3. F, La Domenica Sportiva is one of
the oldest, most watched and longest standing
programmes on RAI; 4. F, It has been aired since
1954; 5. F, It was tried out three months before
the official launch; 6. T; 7. T; 8. F, There were
some video clips of the week’s most important
matches; 9. T; 10. F, There are exhaustive
analyses of goals and referee decisions.
Unit 7.1 TEST 1 p. 234
1.
1. c; 2. d; 3. e; 4. j; 5. h; 6. b; 7. a; 8. i; 9. f;
10. g.
2.
1. c; 2. a; 3. d; 4. c; 5. c; 6. a; 7. d; 8. a; 9. a;
10. c.
3.
Sample answer
Journalists write articles about different topics
for newspapers and magazines. They often begin
their career as editorial assistants, doing some
secretarial work, or sub-editors, doing a lot of
proof-reading and some writing, and then move on.
They can have different roles: they are reporters
if they collect and report news, columnists if they
write regular articles for each issue, editorialists
if they write articles that express the editor’s
opinion about news or issues. They must be able
to collect information and stories, investigate
sources and write clearly and effectively.
4.
Sample answers
1. Producers are responsible for the whole
programme; executive producers contribute to
the budget; directors are the leaders of the
crew; casting directors choose the actors/
hosts and guests; 2. They decide what to print,
check for accuracy and write headlines. Layout
editors are in charge of the layout of the page
and production editors see that the piece is
edited, designed, proofread, and printed; 3.
Proofreaders edit the first draft, checking for
accuracy and correcting grammatical errors; 4.
They get money from the sale of single copies
and subscriptions and from commercial and
classified adver tisements; 5. They must take
into account their clients’ needs, the tastes
of perspective visitors and must see that the
sites are user-friendly; 6 They must do research
to write appealing texts, check a writer’s work,
update content, identify and profile audiences
to develop guidelines for writers; 7. An anchor
man tells, analyses and comments on the news
from the TV studio and a repor ter tells the news
from the place where the events take place; 8.
He did it by introducing new elements such as
sensationalism, an emotional style, and large
headlines, as the target of the newspaper
had become a large reading public; 9. He is a
scientist, exper t and graduated in meteorology;
if he works on TV he is also a scientific
communicator; 10. People who think they are
skilled and would like to become professional
singers, dancers or ar tists of other kinds.
5.
1. F, it also refers to what we hear on TV, films,
podcasts, etc.; 2. F, It is not a must, it can give
them a better chance of success; 3, T; 4. F,
Sometimes editors suggest titles; 5. F, They must
market the works; 6. F, Only a bachelor’s degree
is required; 7. F, It is not essential but it gives
them a better chance of success; 8. T; 9. F, A
total decline of 3% is foreseen; 10. T.
270
Unit 7.1 TEST 2 p. 238
1.
1. h; 2. e; 3. a; 4. j; 5. c; 6. i; 7. b; 8. f; 9. d; 10. g.
2.
1. d; 2. d; 3. c; 4. a; 5. d; 6. c; 7. d; 8. b; 9. c; 10. a.
3.
Sample answer
All of them must be creative, good at writing
and developing ideas, able to spot spelling and
grammatical errors. All of them are responsible
for somebody else’s work, helping, checking for
accuracy and respect of deadlines, correcting
mistakes, and deciding what to publish. In addition,
newspaper editors also write headlines, see to
the layout of the page, manipulate type size, font
style, spacing, column width, placement, check
that the piece is designed, proofread and printed.
Book editors must spot talented writers and
contribute to create the book following their work
from the first idea to the final publication, giving
advice and suggesting titles. Web editors must do
research to write texts that catch the attention of
the company’s target audience, update content,
identify and profile audiences to develop guidelines
for writers with the marketing team.
4.
Sample answers
1. Light technicians set up the light equipment for
filming and sound technicians set up the sound
equipment for a recording or live performance
and isolate the film from outside sounds; 2. They
report the news from the places where the events
take place, sometimes even war zones or violent
areas; 3. They do secretarial activities and help
with some writing; 4. Fictional authors write novels
or short stories whose characters and events are
not real; 5. They develop a company’s web content
strategies, create, coordinate, update, monitor and
optimise content and ensure that the right content
appears on the site in the right place and at the right
time; 6. They carry out marketing analyses, provide
their company with an efficient marketing strategy,
use email campaigns, ads, social influencing, and
messaging and improve the appearance of the
website; 7. Columnists write regular articles and
editorialists write articles that express the editor’s
opinion about news or issues; 8. Professionals who
advertise and sell, such as publicists, marketers, or
sale managers; 9. Because he asked people who
had witnessed a storm he was writing about to tell
him what they had seen and he relied on first-hand
reports as nobody had done before; 10. Scriptwriters
and the production crew (producers, executive
producers, directors and casting directors).
5.
1. T; 2. F, Most of the times they get assignments
from their news editor; 3. F, They must check the
information; 4. T; 5. F, Journalists often do it; 6.
F, They have no pre-established schedule; 7. T; 8.
F, They may receive hostile receptions; 9. F, It is
better if they have one; 10. T.
Unit 7.2 TEST 1 p. 242
1.
1. f; 2. i; 3. d; 4. h; 5. g; 6. c; 7. b; 8. j; 9. e; 10. a.
2.
1. d; 2. a; 3. b; 4. d; 5. d; 6. b; 7. d; 8. c; 9. a; 10. c.
3.
Sample answer
On Web 1.0 users mainly looked for information
in the web; on web 2.0 they started to produce
contents and interact through social media and
forums. Web 3.0 is characterised by specific
features: it is semantic – which means that it is
able to understand the meaning of words and not
only of keywords or numbers – and it is ubiquitous,
which means that multiple applications located
everywhere can access it. It also uses artificial
intelligence – computers can understand information
like humans – and also 3D graphics, which use
three-dimensional images. For this reason, it is
particularly used in museum guides, computer
games, geospatial localisations, e-commerce and
so on. Besides this, with web 3.0 there’s a greater
degree of availability of information, thanks to a
higher level of connectivity and the many different
platforms which can be used to socialise, book,
localise places, buy and sell, etc.
4.
1. Professionals use cinematic or high-
definition cameras; non-professionals use
less sophisticated and expensive ones like
camcorders; 2. Omni-directional mics capture
sounds from every direction, directional ones
from a specific direction; 3. Key light, fill light,
and backlight; 4. Because it prints images of very
good quality; 5. A xerographic printing process,
like photocopiers; 6. Movable single letters or
characters; 7. The invention of the rotary printing
press; 8. They use web platforms to download
films or watch them in streaming; 9. They are web
tools that can host full websites, applications and
development environments and allow users to
save money from renting server space or investing
in onsite servers; 10. The technology and the
size: the first generation used vacuum-tubes and
were huge, the second used transistors and were
a little smaller.
271
5.
1. F, There are different types of cameras for
different purposes; 2. F, They can also be used
outdoors; 3. F, They are usually controlled
manually; 4. T; 5. NG; 6. T; 7. F, They have built-in
audio devices; 8. F, They can have high-resolution
built-in cameras; 9. NG; 10. F, It requires special
camera systems.
Unit 7.2 TEST 2 p. 245
1.
1. e; 2. d; 3. g; 4. h; 5. f; 6. a; 7. c; 8. b; 9. i; 10. j.
2.
1. a; 2. b; 3. b; 4. a; 5. b; 6. c; 7. d; 8. d; 9. d; 10. b.
3.
Sample answer
The most important tool for printing newspapers,
magazines and books is the rotar y printing
press, which has a cylinder around which the
paper to be printed rotates. It can work with three
different systems: offset printing, suitable for
high volumes to be printed; rotogravure, which
produces high-quality images and is therefore
good for magazines and postcards; flexography,
not ver y frequently used for printing on paper. To
reproduce documents generated by a computer,
there are inkjet or laser printers. The first one
prints through droplets of ink, the second one
through a laser beam, passing back and forth
over a drum. It produces better materials
than inkjet printers. Photocopiers reproduce
documents and images onto paper quickly
and cheaply and photo printing machines print
images on chemically sensitised paper, starting
from a negative.
4.
1. The operator sits on the dolly, a wheeled
car t, and moves the camera back and for th
to create smooth movements; 2. To keep the
microphone steady and avoid bumping effects;
3. To cover ugly shadows in a photograph; 4.
A CIJ printer creates an uninterrupted stream
of ink droplets, a DOD printer moves a print
head with nozzles across the page; 5. They
can produce objects; 6. In the Web 2.0 phase;
7. To learn through vir tual classes, to find
information, to do research work, or to write a
thesis; 8. They produce images on chemically
sensitised paper, star ting from a negative, a
slide or a digital image; 9. The first computing
device, called Analytical Engine; 10. In Web
1.0 users passively consulted web pages and
seldom par ticipated in generating content.
5.
1. F, It is wiki-based; 2. F, It ranked it as one of
the 15 most popular websites; 3. F, It has no
commercials; 4. T; 5. F, Only “wiki” is Hawaiian; 6.
NG; 7. F, English Wikipedia has 6.1 million articles;
8. F, Not only English-speaking visitors; 9. T; 10. T.
Unit 7.3 TEST 1 p. 248
1.
1. f; 2. i; 3. d; 4. a; 5. j; 6. b; 7. h; 8. e; 9. c; 10. g.
2.
1. looping; 2. the face and its expressions; 3.
use a photo cropper; 4. post-processing, image/
photo manipulation, or photoshopping; 5. image
manipulations allowed in photojournalism; 6.
with a basic text editor; 7. URL, that is, its web
address; 8. an email attachment or as a link to
the file in Adobe Document Cloud; 9. New York on
June 15, 1993; 10. documents online.
3.
Sample answer
A website is a collection of web pages grouped
together and sharing a unique domain name.
It is written in HyperText Markup Language and
is displayed in a web browser. It can contain
different types of resources such as style
information, scripts, and media like images,
sounds, and videos. Its content depends on its
target audience and the purpose for which it is
created. As users will visit various pages of the
website, it must contain explicit links that allow
them to move from one page to another.
4.
1. They use it after shooting; 2. To respect the
lip-sync, that is to coordinate the movements of
the actors’ lips with the voices; 3. It allows you
to eliminate parts of an image or its background;
4. It is any ever yday sound effect added to films
and videos in post-production; 5. A static ser ver
sends the files to the browser without modifying
them, a dynamic ser ver modifies them; 6.
Through a browser, such as Mozilla Firefox,
Google Chrome, Microsoft Internet Explorer,
Apple Safari, etc.; 7. A film editor chooses the
best ones and eliminates the others; 8. He
created a new PostScript graphics program to
re-code a federal tax return form; 9. It is used
for creating, exporting, storing, sending files
and collecting electronic signatures; 10. It can
be created from any kinds of files.
5.
1. f; 2. h; 3. b; 4. e; 5. i; 6. d; 7. j; 8. c; 9. a; 10. g.
272
Unit 7.3 TEST 2 p. 251
1.
1. b; 2. j; 3. e; 4. h; 5. a; 6. i; 7. f; 8. d; 9. g; 10. c.
2.
Sample answers
1. (characters in) animated cartoons; 2. revoicing;
3. to the original dialogue; 4. influence the audience
and convey a message; 5. it is fake; 6. text, ads
and pictures on the page; 7. were a single photo
shot that way; 8. with Acrobat reader DC; 9. users
visit it; 10. buy space from a provider.
3.
Sample answer
Both photo-editing and photo cropping are processes
that require the use of specific software. They consist
in modifying images, changing their appearance.
Photo editing allows colours, contrasts, brightness,
light, shadows and dimensions of an image to be
adjusted, as well as extracting, hiding or revealing
elements. Advanced software also allows two photos
to be united in a single one as it they were taken that
way, portraits to be corrected and special effects, like
animation or items such as snow or rain to be added.
Cropping is a more limited process and is one of
the few photo manipulations allowed in modern
photojournalism. It consists in eliminating details
from an image, like a person or the background if
you don’t want it to be seen or you want to focus
on a particular part of the image.
4.
Sample answer
1. You can modify style, rhythm, mood, create
a perspective, add effects, sound, music and
graphics; 2. No, they can also be in the same
language as the actors’; 3. It stands for Uniform
Resource Locator and it is the address of a web
site; 4. Through testing; 5. It is a document written
in HTML and displayed in a web browser; 6. It can
contain different types of resources such as style
information, scripts, and media, such as images,
sounds, and videos; 7. He must create explicit
links on each page; 8. Hosting means that all the
web pages and their supporting files are available
there; 9. He said that they should be viewable
on any display and should be printable on any
modern printer; 10. No, it can be read exactly as
it was formatted on any operating system.
5.
1. T; 2. F, It depends on their importance; 3. F,
It must be balanced and unobtrusive; 4. T; 5. F,
They appeared before digital pre-press pagination;
6. T; 7. F, They made it imprecise; 8. F, They were
machines, not workers; 9. T; 10. T.
MODULE TESTS
I seguenti test mirano a verificare le conoscenze, le abilità e le competenze degli studenti
per ciascun modulo del volume.
Ciascun test è disponibile in due versioni ed è della durata di circa un’ora.
Il materiale è editabile, quindi ogni docente può adattare facilmente ciascun test per le
sue classi.
Inoltre, è anche disponibile una versione editabile dei test in formato adattato per i BES
sul sito della casa editrice: www.edisco.it.
M
M?1 Communication
??????? and graphic design Name ..................................................................................................

TEST
TEST?????
1 Class ................. Date ...............................................................

VOCABULARY
1. Match each word with the correct definition.
1. Mass Communication a. Analysis and management of business transactions.
2. Communication barrier b. Person working on a website, developing and planning it.
3. Decoding c. The action of understanding meaning from a message.
4. Eye contact d. A graphic representation to advertise a product.
5. Interpersonal Communication e. Communication aimed at a large number of people.
6. Web developer f. Boundary limiting the effective process of communication.
7. Marketing g. Visual connection.
8. Layout h. Electronic device incorporated in clothing apparel.
9. Logo i. Communication between two people.
10. Wearable Technology l. The way something is arranged.
......... /10

SKILLS
2. Read the text and answer the questions.
Graphic Designers
A graphic designer does a lot of things, depending on the type of company she/he works for;
graphic designers work at magazines, advertising and marketing agencies, create posters,
bus wraps, billboards, packaging, logos and marketing materials, selecting photos and
typefaces, and developing layouts for advertisements, annual reports, brochures, magazines.
One of the most required skills is the ability to design eye-catching visuals that are easily
understood without a lot of thinking.
The work demands experience with typography, colour theory and Web design, creative flair,
up-to-date knowledge of industry software and a professional approach to time, costs and
deadlines, but flexibility is the essential aspect of the job.
Some of the graphic designer responsibilities include planning concepts by studying information
and materials, coordinating with outside agencies, art services, marketing, printers and colleagues,
communicating with clients about layout and design, reviewing and suggesting improvements.
Many graphic designers are self-employed, they have clients they work for independently. Some
work for public relations, or advertising firms, completing projects for various clients. Others work
in communications departments within businesses, government agencies, colleges, non-profit
groups, or other organizations like publishing houses, producing designs for specific media.
Adapted from: https://www.mediabistro.com/climb-the-ladder/
skills-expertise/what-does-a-graphic-designer-do/

1. Is the job of a graphic designer always graphic designer?

the same? 6. What are some of the graphic designer’s
2. What applications does graphic design tasks?
have? 7. Does a graphic designer work only with
3. What talent is most necessary in a internal colleagues?
graphic designer? 8. Are all graphic designers self-employed?
4. What experience should a graphic 9. Who can graphic designers work for?
designer have? 10. What could graphic designers do for a
5. What is the most important skill of a publishing house?
......... /20

275
Module 1.1 Name ................................................................................... Class .................... Date ..................................................

3. 1.1
Listen to the last part of a speech made in 1964 by Nelson Mandela and say if
the sentences are true or false. Correct the false ones.
T F
1. Without equal political rights, there are no possibilities for Africans.
2. Africans are just a small part of the voters.
3. White men are not afraid of democracy.
4. Colour-based political separation is not natural.
5. The African National Congress has fought racialism for over one hundred years.
6. African people have fought for their right to live.
7. Mandela’s fight was inspired by other fights and struggles.
8. Nelson Mandela has fought against both white and black domination.
9. Mandela has cultivated the idea of a black society.
10. Mandela is ready to die for his ideal.
......... /15

4. Briefly talk about subliminal communication. Use no more than 10 lines.

......... /20

COMPETENCES

5. Translate this short text into English.

La comunicazione non verbale (CNV) è un aspetto del comportamento umano che ha sempre
attirato l’attenzione e l’interesse di molti studiosi sia in campo scientifico sia in campo sociale,
artistico, letterario, mediatico e commerciale. È un codice composto da espressioni facciali,
sguardi, gesti delle mani, tocchi, andatura (gait), posture (posture), gestione dello spazio
e, infine, le qualità dei suoni che produciamo quando parliamo. A differenza delle parole,
la cui funzione primaria è lo scambio di informazioni e solo secondariamente le emozioni, il
linguaggio non verbale serve specificamente a manifestare il nostro umore.
Adapted from: https://it.in-mind.org/article/la-comunicazione-non-verbale-caratteristiche-e-funzioni

......... /15

6. Complete the sentences.

1. The five major purposes of communication are ...........................................................................................................

2. The elements in the process of communication are ................................................................................................

3. A communication channel is ........................................................................................................................................................
4. Communication channels can be grouped into .............................................................................................................
5. Martin Luther King was the leader of ...................................................................................................................................
6. Graphic design is sometimes called .....................................................................................................................................
7. Modern graphic design can be traced back ....................................................................................................................
8. Gropius developed his approach by considering .........................................................................................................
9. Common applications of graphic design include .........................................................................................................
10. Creative talent and flexibility in team working are two ...........................................................................................
......... /20

......... /100

276
M 1 Communication and graphic design Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY
1. Match the words with their correct definitions.
1. New Media a. A flat surface, usually outdoors, for large
advertisements to be placed on.
2. Communication channel b. Taking place between two or more cultures.
3. Cross-cultural c. A number of people associated in some joint action.
4. Subliminal communication d. Unconscious communication.
5. Broadcast e. Visual art of creating written words.
6. Virtual reality f. Visible elements a company creates to portray the
right image to its customers.
7. Brand identity g. Computer simulated reality.
8. Billboard h. New communication tools.
9. Team working i. Medium of transmission.
10. Typography j. To send out programmes on radio or television.

......... /10

SKILLS
2. Read and answer the questions.
Haptic Communication
Haptic communication, or communication through touch, is a non-verbal communication
method that connects through the sense of touch. It is commonly used in our everyday life:
a teacher patting a student’s back for performing well is a form of haptic communication
or embracing someone to express love or other feelings without using words, is also haptic
communication. It is often used by doctors and nurses to comfort a patient. Militaries,
special forces mainly, use haptic communication between comrades to indicate danger or
give directions. It is generally used with other forms of non-verbal communications such as
gestures, body language, and proxemics, the use of space in communication.
Some of non-verbal haptics are handshake, pat, kiss, slap, hug, massage, hit, kick, embrace,
and tickle. Each touch communicates a unique message like fear, disgust, love, encouragement,
gratitude, sympathy, anger, sex, pain, or violence. Having excellent haptic communication skills
helps a lot if you are in a profession that requires empathising with people. Haptic communication
differs around the world cultures; it is almost insignificant in Western and British cultures and
much more frequent among Italian and French cultures, for example.
Adapted from: https://surejob.in/types-of-communication.html

1. What is haptic communication? gestures used in haptic communication.

What kind of communication is it?
2. Give two examples of haptic
communication.
3. What functions can haptic
communication have?
4. Why do the Army Special Forces use it?
5. What is proxemics?
6. List some of the most common non-verbal
7. What kind of messages can such
gestures convey?
8. In what contexts is haptic
communication important?
9. Does haptic communication have the
same importance in different cultures?
10. Which cultures use haptic
communication more?
......... /20

277
Module 1.2 Name ................................................................................... Class .................... Date ..................................................

3. 1.2
Listen to the text and say if the sentences are true or false. Correct the false ones.
T F
1. Before 21st century graphic design was based on manual skills.
2. Graphic designers possessed specific types in the 20th century.
3. Computers and software did not produce any changes in graphic design.
4. Graphics tablets made the role of graphic designer superfluous.
5. At the very end of 20th century virtually all graphic designers worked onscreen.
6. The digital revolution of graphic design happened when the Internet became public.
7. Public access to the Internet didn’t affect the activity of graphic designers.
8. Internet commerce became global in the mid-1990s.
9. Organisations and businesses needed graphic designers to set up their new websites.
10. All in all, the digital revolution has proved positive for graphic designers.
......... /15

4. Briefly talk about the evolution and the future of graphic design. Use no more than 10 lines.
......... /20

COMPETENCES
5. Translate this short text into English.

Nel mondo digitale un’immagine vale davvero più di mille parole. Spesso le immagini su un
sito Web sono la prima cosa che coinvolge un utente e racconta efficacemente una storia.
Quando parliamo di storytelling non è sorprendente scoprire che molte persone pensano alle
fiabe e ai libri con cui siamo cresciuti. Queste storie fantastiche hanno dato vita ad interi
nuovi mondi. Nell’era digitale, la progettazione grafica deve fare esattamente la stessa cosa.
Come un libro, la grafica deve raccontare una storia – la differenza è che questa storia è il
tuo marchio. Che il tuo sito web sia divertente, avventuroso o aziendale, hai una storia da
raccontare. E un buon graphic designer ti aiuterà a portare quella storia ai tuoi clienti.
Adapted from: https://bsodigital.com.au/upon-time-3-storytelling-techniques-graphic-design/

......... /15
6. Complete the sentences.
1. Facial expressions, gestures, eye contact, body movements and posturing make up
….....................................

2. Formal communication happens when …..................................... ….....................................

3. Researchers have demonstrated that music affects our …..................................... and produces
….....................................

4. The word subliminal comes from …..................................... and means ….....................................

5. Interpersonal communication is the transfer of a message ….....................................
6. Saul Bass and Paul Rand were ….....................................
7. Graphic designers work with ….....................................
8. The Bauhaus was born ….....................................
9. Digital media is rapidly becoming ….....................................
10. The term graphic design first appeared ….....................................
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278
M 2 Psychology and marketing Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY
1. Match each word with the correct definition.
1. Purchasing a. Ability to share another person’s feelings.
2. Emotion b. Promotion of goods at a store.
3. Retailer c. A person who promotes products through social media thanks to
their relationship with the public.
4. Empathy d. Feeling.
5. Service e. Attaching a piece of paper to an object to give specific information.
6. Merchandising f. The act of buying.
7. Influencer g. A type of toy characterised by a large head and big eyes.
8. Consumer h. Business that sells goods to the public.
9. Labelling i. A person who buys goods or uses services.
10. Kewpie doll j. Non-tangible product. ......... /10

SKILLS
2. Read the text and answer the questions.
The Long History of Branding
Since the time people started creating goods to trade or sell, craftsmen have imprinted
symbols on their goods and creations in order to distinguish their products.
The mass manufacturing and marketing of the Industrial Revolution encouraged the growth of
visual identification. A lot of major brands were started in this time period and some still exist
today, such as Twining’s Tea and Colgate, for example; at almost 300 years old, the power of
these brands still stands strong today. During the late 1800’s and early 1900’s, America was
growing and prospering. Some of the largest US companies and some of the most influential
brands we know today were founded then. Take, for example, Coca-Cola, founded in 1886.
As time went by, a convergence of modern factors such as the invention of photography
and typewriters, a rising literacy rate, the rise of mass media, the increase in railways, the
telephone and better postal systems, enabled the success of brands.
During the 1900’s, a large number of new companies and corporations were started up
and branding quickly became an integral part of every business, brand being the perception
someone has in their mind about a company, product, or service.
Adapted from: https://codecrater.com/blog/brief-history-branding-need/

1. Why did craftsmen imprint symbols on their goods?

2. When and thanks to what did visual identification grow?
3. What else happened during the Industrial Revolution?
4. What famous brands were founded at that time?
5. How old are they now?
6. When was America growing and prospering?
7. When was Coca-Cola founded?
8. What factors enabled the success of brands in the late 19th, beginning of the 20th century?
9. What happened during the 1900s?
10. What is a brand?

279
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3. 2.1
Listen to the passage on eco-friendly packaging and say if the sentences are
true or false. Correct the false ones.
T F
1. Plastic is the most common material used in packaging.
2. The use of plastic may be useful to the environment.
3. Metal containers may substitute plastic ones.
4. Food in metal containers can come into contact with air.
5. Biopolymers are parts of living organisms.
6. Biopolymers cannot derive from waste products.
7. Renewable materials are used to produce biodegradable packaging.
8. Biodegradable materials may be toxic to humans.
9. Biodegradable packaging may create problems of accumulation like plastics.
10. The use of biopolymers in packaging may help reduce CO2 emissions.
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COMPETENCES

4. Briefly talk about merchandising and the use of brand mascots. Use no more than 10 lines.
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280
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5. Translate this short text into English.

Molto spesso una campagna pubblicitaria può coinvolgere un attore famoso, un giocatore
di calcio o un cantante utilizzando la sua fama per supportare un prodotto o un servizio. La
tecnica è focalizzare la campagna sulla popolarità della persona per incoraggiare i consumatori
a comprare il prodotto pubblicizzato; profumi, abbigliamento, e accessori di valore sono alcuni
tra i prodotti più comuni che usano un sostegno di una persona famosa. L’obiettivo delle
aziende è convincerci che le persone famose sono come noi e noi possiamo mangiare, bere,
dormire come fanno loro, e quindi somigliare a loro.

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6. Complete the sentences.

1. Psychology can help marketing managers to understand ....................................................................................

2. Shockvertising focuses on the idea of selling products through ....................................................................

3. Empathy is used by brands to make customers feel ...............................................................................................

4. Modern marketing developed in the early 20 century, when large companies realized the th

importance of ........................................................................................................................................................................................

5. Marketing is ..............................................................................................................................................................................................

6. A USP must explain ............................................................................................................................................................................

7. The word “brand” dates back to ..............................................................................................................................................

8. A trademark is .........................................................................................................................................................................................
9. Sustainable packaging must be ................................................................................................................................................
10. Sponsorship is ......................................................................................................................................................................................

......... /20

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281
M 2 Psychology and marketing Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Endorser a. Advertising that offends its audience by violating norms of
social value.
2. Sensory marketing b. Graphic mark or symbol used to identify a company.
3. Shockvertising c. Name that identifies a seller on the market.
4. Behavior d. Technique of promotion used to reach the customer’s five
senses.
5. Humour e. A company which grants money to another to obtain some
promotional benefits.
6. Logo f. Tangible commodities.
7. Goods g. Registered name of a company.
8. Brand h. Celebrity that encourages consumers to buy a specific
product.
9. Trademark i. Quality of something that makes you laugh.
10. Sponsor j. The way in which a person acts, especially towards others.
......... /10

SKILLS

2. Read the text and answer the questions.

Packaging in History
Early nomadic people tried to conserve extra food collected in hunting, fishing and food-
gathering for the longest possible time to be ready for any future food shortages. The earliest
containers were supplied by nature itself in the form of animal skins, shells and gourds. Early
Egyptians discovered that the glass they had invented for making jewellery could also be used
for containers in the form of bottles and bowls for conserving food and liquids. During the
Middle Ages, wooden barrels became the most commonly used way of conserving all kinds of
solids and liquids, preserving them from light, warmth and humidity. In the early 19th century,
a Frenchman named Nicholas Appert invented a new technique using a container made of
glass to preserve foodstuffs: he placed the food in glass jars, sealed them and placed
them in boiling water. Progress was rapid in this field and in 1810 Peter Durand, an English
inventor, patented the first tin can. A hundred years later, the cardboard box was invented in
America, becoming the most widely used method of packaging at the beginning of the 20th
century due to its very low price and ease of use.

Glossary:
foodstuffs: alimenti to seal: sigillare
gourd: zucca skin: pelle
jar: barattolo tin can: lattina

282
Module 2.2 Name ................................................................................... Class .................... Date ..................................................

1. Why did early nomadic people need to conserve extra food?

2. Where did they find the containers for their food?
3. What did early Egyptians discover?
4. What kind of containers were used in the Middle Ages?
5. What were wooden barrels used for? Why?
6. What did Nicholas Appert invent?
7. What technique did he use?
8. What did Peter Durand patent in 1810?
9. Where was the cardboard box invented?
10. Why has cardboard box packaging been widely used since the beginning of the 20th
century?
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3. 2.2
Listen to the text on Milton Glaser and say if the sentences are true or false.
Correct the false ones.
T F
1. Design is not important to communicate a message in a logo.
2. Graphic artists have an important role.
3. Milton Glaser was the creator of the logo I LOVE NY.
4. The Bob Dylan poster became an icon in the 1980s.
5. Milton Glaser studied in New York and in Bologna.
6. Pushpin Studio was founded in 1974.
7. Glaser also created posters and prints during his career.
8. Glaser’s artwork has never been exhibited in America.
9. Glaser has written essays on design.
10. In 2014 he received an important award from the Smithsonian National
Design Museum.
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283
Module 2.2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCES
4. Briefly talk about sensory marketing. Use no more than 10 lines.
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5. Translate this short text into English.

I colori giocano un ruolo molto importante nella comunicazione sia da un punto di vista fisico
che psicologico.
Studi scientifici recenti hanno dimostrato una stretta correlazione tra le caratteristiche dei
colori di base dello spettro elettromagnetico (rosso, arancione, giallo, verde, blu, indaco e
viola) e il loro uso nel campo della comunicazione e in particolare nella pubblicità. È stato
documentato che questi colori causano eccitazione e di conseguenza provocano un aumento
della pressione sanguigna e della dilatazione delle pupille. I colori, quindi sono una delle cose
che gli esperti della pubblicità studiano per ottenere un messaggio efficace.

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6. Complete the sentences.
1. The combination of techniques used to market a brand is called .................................................................
2. To understand consumer choice marketing, managers turn to ........................................................................
3. The ideal representation of potential audience of a brand is called ...........................................................
4. Animals in advertising increase ................................................................................................................................................
5. The notion that infant-like facial features are perceived as pleasant is called ...................................
6. Product placement is defined as .............................................................................................................................................
7. Labelling is the .....................................................................................................................................................................................
8. A mascot is ...............................................................................................................................................................................................
9. Influencers can affect the buying decisions of other people because .......................................................
10. Societal marketing is .........................................................................................................................................................................
......... /20

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284
M 3 Layout Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each beginning to its ending.

1. Visual representations are used to… a. flyers.
2. Picture is a term indicating… b. cover, editorial pages, insights
and fixed sections.
3. The colour wheel is made up of… c. catch the attention and tell a story.
4. A collection of pre-made images is commonly called… d. what you see is what you get.
5. Shade refers to a colour to which… e. emoji.
6. Quality paper is not excellent in… f. any visual representation of a
person, object or scene.
7. A magazine is divided into macro sections like… g. ClipArt.
8. WYSIWYG means… h. JavaScript.
9. Pop-up adverts are created thanks to… i. no more than six colours.
10. In 1998 emoticons evolved into… j. some black has been added.
......... /10

SKILLS

2. Read the text and answer the questions.

The First Printing Press
Woodblock printing in China dates back to the 9th century, but it was in Europe that printing first
became mechanised, unlocking the modern age, with the newfound ability to inexpensively
mass-produce books on every imaginable topic. Before 1440 only a few thousand handwritten
texts existed across Europe: the invention of the mechanical movable type printing press
helped disseminate knowledge wider and faster than ever before.
Inspired by the growing demand for lower cost books, Johannes Gutenberg, a German
goldsmith, created the printing press, a faster form of semi-mechanical production that
revolutionised the world.
Based on the same principles of the screw-type presses used to squash grapes, Gutenberg
worked out a machine that applied pressure to an inked surface on text that rested upon a
medium such as paper, thereby transferring an image or text. Gutenberg developed a mixture
made of lead, tin and antimony that could be shaped precisely and quickly into long-lasting
printing blocks. Moreover, he conceived the creation of oil-based inks which fixed better to the
metal types. These inky-surfaced type blocks were arranged into words and sentences and
held by a wooden form, pressure was applied, and the letters were pressed onto the surface
of paper.
Gutenberg produced hundreds of texts during his life, but his magnum opus is regarded as
the Gutenberg Bible, the very first book to be published as a volume.
Adapted from: https://www.history.com/news/printing-press-renaissance

Glossary:
goldsmith: orafo to rest: poggiare tin: stagno
magnum opus: opera screw-type: a vite to unlock: sbloccare
grande to squash: schiacciare ➜

285
Module 3.1 Name ................................................................................... Class .................... Date ..................................................

1. When was printing first introduced in China?

2. How many books were there in Europe before the printing press?
3. What did the movable printing press help to spread?
4. Where was Gutenberg from?
5. What was his invention based on?
6. What was the mixture of his blocks made of?
7. What was the ink he used based on?
8. How were the inky-surfaced type blocks held?
9. Did Gutenberg produce many books?
10. What was Gutenberg’s greatest work?
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3. 3.1
Listen to the text and decide whether the sentences are true or false.
T F
1. One of the most employed typefaces is Helvetica.
2. It is a grotesque typeface with serifs.
3. It was created after the 2nd World War in the USA.
4. It was completely different from the decorative characters of the period.
5. Helvetica has never had any great changes since its invention.
6. The name of the latest version is Helvetica Now.
7. In total, there are more or less 40 thousand characters in Helvetica.
8. Only a part of them has been totally renewed.
9. Helvetica Now was designed in 2004.
10. Helvetica is available in three sizes.
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4. Briefly talk about labelling using no more than 120 words.

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286
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COMPETENCES

5. Translate this short text into English.

Il giornale è un mezzo di informazione che può essere distribuito in forma cartacea,

radiofonica, televisiva o via web. Il giornale, o testata giornalistica, per avere validità, deve
essere registrato per legge in tribunale. È necessario indicare il nome della testata e il suo
proprietario, il luogo e la data di pubblicazione, il nome del Direttore Responsabile, il nome
e il domicilio della tipografia. La registrazione è necessaria per qualsiasi tipo di giornale,
anche digitale. Da qualche tempo gli editori di giornali e riviste su carta forniscono anche una
versione digitale da vedere tramite computer, tablet o smartphone.

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6. Complete the sentences.

1. When the Internet was text-based, emoticons were .................................................................................................
2. Icons are .....................................................................................................................................................................................................
3. On social networks, reactions are ..........................................................................................................................................
4. The fundamental elements of page layout are .............................................................................................................
5. Click to play is a ....................................................................................................................................................................................
6. GUIs were created to .........................................................................................................................................................................
7. Leaflets are ...............................................................................................................................................................................................
8. Copyright is ................................................................................................................................................................................................
9. A comic strip is .......................................................................................................................................................................................
10. Film posters should ............................................................................................................................................................................
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287
M 3 Layout Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Choose the right definition for each word.

1. Booklet a. A periodical publication.
2. Hue b. The characteristics that identify you on social media sites.
3. Magazine c. The subject or topic in a book.
4. Profile d. A person who uses something.
5. Copyright e. A short book with paper covers.
6. Caption f. Dominant colour family on the colour wheel.
7. Content g. A law-protected work of authorship.
8. User h. A title for a picture or an illustration.
9. Icon i. A sequence of keyboard symbols.
10. Emoticon j. A picture, image or any other representation.
......... /10

SKILLS

2. Read the text and answer the questions.

Types, Function and Importance of Labelling
Labels are attached to the product and help its sales and distribution process by providing
clear information on its grade, quantity, price, brand, name, and characteristics.
In many countries, products, especially food and pharmaceutical products, are required by law
to have labels with precise information, such as the list of ingredients, nutritional information
or warning information on use.
Many types of symbols for package labelling are international and they communicate aspects
of consumer use and safety, for example:
• the recycling symbol;
• the resin identification code (RCI), which is a number on the bottom of some rigid plastic
packaging that indicates the type of plastic the item is made from;
• the “green dot”, a symbol to indicate that the producer has made a financial contribution
towards the recovery and recycling of packaging in Europe.
In general, the following are the functions of labelling:
1. it identifies the product, preventing substitution of competitive products;
2. it grades the product according to quality and features;
3. it provides information on the product: description, size, quality, quantity and method of
use;
4. it works as product promotion, attracting customers to buy the products;
5. it protects consumers from adulteration, providing ingredients and date of manufacturing
and expiry;
6. it provides statutory warning required by law.
Adapted from: https://www.kullabs.com/classes/subjects/units/lessons/notes/note-detail/6820

288
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1. What is the function of labels?

2. What products are required to have labels by law?
3. What kind of information is requested on such products?
4. Is the recycling label international?
5. What does the code RCI indicate?
6. What does the symbol “green dot” mean?
7. Why do labels identify products?
8. What kind of information do labels provide?
9. How can labels be used by marketers?
10. How does labelling protect consumers?
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3. 3.2
Listen to the text and decide whether the sentences are true or false.
T F
1. Usually, books are structured in a similar manner.
2. The title of the book does not appear in the front matter.
3. Recto and verso are parts of the frontispiece of the book.
4. Credits and the edition number are part of the title page.
5. The acknowledgements page lists all the authors who wrote the book.
6. The preface is often written by the author.
7. The body matter precedes the front matter.
8. The story is often divided into chapters.
9. The Glossary is the list of sources used to write the book.
10. There is always an index.
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4. Briefly talk about posters and billboards using no more than 100 words.
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289
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COMPETENCES

5. Translate this short text into English.

Le clipart si riferiscono alla grafica o alle illustrazioni. Con i primi computer furono sviluppati i
primi software per la loro creazione. MacPaint fu uno di questi, ma richiedeva l’uso di un Apple
Macintosh, troppo costoso per la maggior parte dei consumatori. Nel 1986 Adobe introdusse
Illustrator per Macintosh, con una grafica basata su vettori, mentre fino ad allora le clipart
erano in formato bitmap, e la loro qualità diminuiva se si aumentavano le dimensioni. Negli
anni ‘90 i CD-ROM iniziarono a circolare come modo per installare le clipart sui computer.
Lo sviluppo di Internet negli anni 2000 diversificò di nuovo la distribuzione delle clipart:
comparvero online grandi biblioteche con diverse opzioni di licenza, ma non passò molto
tempo ed iniziarono ad apparire biblioteche gratuite di clipart.

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6. Complete the sentences.

1. A typeface is .............................................................................................................................................................................................

2. Brochures are ..........................................................................................................................................................................................

3. Tertiary colours are .............................................................................................................................................................................
4. Logos can be of different types: ..............................................................................................................................................
5. The principles of composition are ...........................................................................................................................................
6. In a book, the spine usually contains ..................................................................................................................................
7. In a comic strip, the balloon ........................................................................................................................................................
8. The different types of graphic layout are: .........................................................................................................................
9. Magazines can be classified into ............................................................................................................................................
10. Emoticons ...................................................................................................................................................................................................
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290
M 4 Advertising Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with its Italian translation.

1. Business a. Proprietà
2. Sale b. Campagna di assunzione
3. Property c. Trasmissione
4. Recruitment d. Acquisto
5. Pioneering e. Pubblico
6. Purchase f. Pionieristico
7. Broadcasting g. Attività commerciale
8. Health h. Riscontro
9. Feedback i. Salute
10. Audience l. Vendita
......... /10

SKILLS

2. Read the text and answer the questions.

The AIDA Model
The best-known marketing model tracing the customer journey is the AIDA one: Awareness,
Interest, Desire and Action. The model identifies cognitive stages an individual goes through
during the buying process for a product or service. It is often used to help to plan a well-
tailored and targeted communication campaign. It could be referred to as a communications
model rather than a decision-making model, as it identifies for companies how and when
to communicate during each of the stages, as consumers will be using different platforms,
engaging at different touchpoints and requiring different information throughout the stages
from various sources.
The first step is Awareness, that is, creating brand awareness or affiliation with the product or
service. Within the Interest phase, advertisers generate curiosity in the benefits of the product
and encourage the buyer to start to research further. Thanks to an ‘emotional connection’,
showing the brand personality, they generate a Desire for the product, moving the consumer
from ‘liking’ it to ‘wanting it’. Finally, the Action, or the Call to Action (CTA), moves the buyer to
interact with the company and takes the next step, i.e. downloading a brochure, making the
phone call, joining a newsletter, engaging in live chat, and so on.
Adapted from: https://www.smartinsights.com/traffic-building-strategy/
offer-and-message-development/aida-model/

Glossary:
engaging: coinvolgente
tracing: tracciamento
touchpoint: punto di contatto
well-tailored: ben confezionato

291
Module 4.1 Name ................................................................................... Class .................... Date ..................................................

1. What is the AIDA model?

2. What is the main purpose of the Aida Model?
3. What is it generally used for?
4. What does it suggest to companies?
5. How many steps are there and what are they?
6. What is the Awareness Stage?
7. What happens in the Interest stage?
8. Why is it important to create an emotional connection?
9. What is the last stage?
10. What is the “next step” a customer can take?
......... /20

3. 4.1
Listen to the text “How to create a meaningful and memorable business
tagline” and decide whether the sentences are true or false.
T F
1. Generic taglines work as well as specific ones.
2. Make sure your tagline is simple.
3. A tagline is temporary.
4. An effective tagline can be as long as you want.
5. If your tagline is good, do not change it.
6. A good tagline should create a strong brand association.
7. When creating a tagline, your audience is more important than your company.
8. Make the right promise in a tagline.
9. A tagline is part of the brand.
10. Use both positive and negative statements to engage your customers.
......... /10

4. Briefly talk about the ATL, BTL and TTL marketing strategies, using no more than 10 lines.
.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

......... /20

292
Module 4.1 Name ................................................................................... Class .................... Date ..................................................

COMPETENCES

5. Translate this short text into English.

Una “Digital Agency” è una agenzia pubblicitaria che si è evoluta per soddisfare le mutevoli
esigenze del marketing in era digitale. I principali servizi di una Digital Agency sono:
progettazione e sviluppo di siti e portali web, spplicazioni per Android e Ios, marketing per
i motori di ricerca, sviluppo e gestione del brand on line, campagne mediatiche, video e
mobile marketing. Al suo interno le principali figure professionali sono: il grafico o web e
app designer, lo sviluppatore che lavora sul web, sulle app e sui programmi aziendali, il SEM
specialist, l’esperto di campagne marketing per i motori di ricerca, il SEO, che posiziona i siti
web e scrive i contenuti per Google, il social media manager, che conosce le dinamiche dei
social e i loro sistemi di pubblicità.

......... /20

6. Complete the sentences.

1. The use of the imperative tense makes an ad more ...............................................................................................

2. According to Maslow’s theory, if the basic needs are satisfied, ....................................................................

3. Rhetoric is the art of .........................................................................................................................................................................
4. Competitive advertising aims at ...............................................................................................................................................
5. In advertising, art is used to .......................................................................................................................................................
6. The Code of Marketing Communication Self-Regulation in Italy is written ..............................................
7. KPI means ..................................................................................................................................................................................................
8. The Digital Chart has been part of the Code of Marketing communication since ..........................
..............................................................................................................................................................................................................................

9. The body-copy contains ....................................................................................................................................................................

10. To be more successful, international campaigns should highlight ...............................................................
......... /20

......... /100

293
M 4 Advertising Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Choose the right definition for each word.

1. Compound nouns a. A paid advertisement or promotional announcement on TV.
2. Tailored b. Expected income and expense for an advertising investment.
3. Commercial c. A phrase that becomes identified or associated with a person,
group, or product.
4. Budget d. The execution or accomplishment of something.
5. Consultancy e. Words made up of two or more words and typical of the
language of advertising.
6. Performance f. A system for communication to symbolise the content of a
message.
7. Tagline g. Adapted to a particular taste, purpose, need.
8. Personification h. The act of convincing a person to do something.
9. Code i. The attribution of human nature to animals, objects, or
abstract notions.
10. Persuasion j. The activity of giving professional or expert advice.
......... /10

SKILLS

2. Read the text and answer the questions.

How To Measure Brand Recall
Brand managers can find out the effectiveness of the branding strategies arranged for a
company by measuring brand recall with a formula:
Percentage Brand recall (%) = (Survey respondents who correctly identified or recalled your
brand / Total number of respondents) X 100.
PROs: it is a helpful metric for determining the effectiveness of your brand awareness efforts
and it is the best metric for pre-purchase awareness.
CONs: the weakness is that it doesn’t actually show purchase intent since awareness doesn’t
directly impact purchases.
This formula is also used to measure the two types of brand recall which help to work out
future branding strategies:
• aided brand recall, when the respondents are given an external hint which acts as an aid
for them to recall the brand in the discussion;
• unaided brand recall, when a consumer or respondent recalls the name of the brand
without any aid or hint.
This technique must be aided with other KPIs and suitable industry benchmarks such as
website traffic growth, which measures the increase or decrease in visitors to your site,
the Net Promoter Score, NPS, a loyalty metric used in marketing to measure the number of
satisfied customers and their average degree of satisfaction, and the Viral Coefficient, which
is the number of new users an existing user generates.
Adapted from: https://www.feedough.com/brand-recall/

294
Module 4.2 Name ................................................................................... Class .................... Date ..................................................

1. How can branding strategies be measured?

2. Why is this system useful?
3. Can it show purchase intent? Why/why not?
4. What other techniques can support this system?
5. What is aided brand recall?
6. What is unaided brand recall?
7. What does website traffic help to determine?
8. What is the NPS?
9. What does the Net Promoter Score measure?
10. What is the Viral Coefficient?
......... /20

3. 4.2
Listen to a text on video commercials and decide whether the sentences are
true or false.
T F
1. Usually, video ads can be skipped immediately.
2. Viewers have a very short attention period.
3. Stories are not relevant in commercials.
4. A story has to create an emotional connection.
5. It is important to get a response from the viewer.
6. Shock and tears are among the most used feelings in stories.
7. If a video ad is skipped, it is completely useless.
8. A call to action is not useful in video commercials.
9. A Call to Action can be either oral or written.
10. The platform you use is not important.

......... /10

4. Briefly talk about the structure of a printed ad, using no more than 10 lines.
.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

......... /20

295
Module 4.2 Name ................................................................................... Class .................... Date ..................................................

COMPETENCES

5. Translate this short text into English.

Nell’era dell’immagini è ancora vero il detto: un’immagine vale 100 parole. Il motivo per
cui le immagini consentono di arrivare molto più in là dei soli contenuti scritti è molto
semplice e si ricollega al funzionamento della nostra mente. Gli esseri umani, infatti, sono
molto più sensibili ai segnali visivi rispetto a qualunque altro tipo di segnale. Foto e video
hanno la capacità di farci sentire felici, eccitati, tristi e/o disgustati più di qualunque altro
tipo di messaggio ed impulso esistente al mondo. Possiamo ricordare un marchio famoso
semplicemente guardando per alcuni secondi il suo logo o brand: ogni volta che questo
ci sarà riproposto, non solo saremo in grado di ricollegarlo all’azienda cui appartiene ma
riusciremo facilmente anche a ricondurlo a quell’insieme di idee, pensieri e valori cui quello
stesso marchio si ispira.

......... /20

6. Complete the sentences.

1. In advertising, yellow embodies ...............................................................................................................................................

2. Visual messages can inspire ......................................................................................................................................................

3. Comparative advertising happens when two brands are ......................................................................................

4. Newspaper, magazines and brochures are examples of .......................................................................................

5. The marketing funnel is a way to analyse .........................................................................................................................

6. Ad tracking is ...........................................................................................................................................................................................

7. Cookies are Internet files used by advertisers to ......................................................................................................

8. An advertising agency is .................................................................................................................................................................

9. Broadcast advertising uses .........................................................................................................................................................

10. Emotional marketing is ....................................................................................................................................................................

......... /20

......... /100

296
M 5 Creative arts Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY
1. Match each word with the correct definition.
1. Lighting a. Area of sharpness in front of and behind the subject on
which the lens is focused.
2. Exposure b. Series of small sketches, often with subtitles, containing
dialogue, narrations, etc.
3. Photo essay c. Music composed specifically for a film.
4. Depth of field d. Summary of storyboards.
5. Post-production e. Illumination of scenes to be photographed.
6. Shooting techniques f. Series of photographs, usually with a text, that conveys a
story that is published in magazines or newspapers.
7. Jingle g. Camera movements during film making.
8. Score h. Amount of light collected by a camera.
9. Storyboard i. Memorable tune used in advertising goods or services.
10. Script breakdown sheet j. Technical processes necessary to prepare a film or a
video for sale or exhibition.
......... /10

SKILLS
2. Read and answer the questions.
The Taste of Food Photography
Food photography is one of the most challenging types of photography. The photographer is
like a painter starting with a blank canvas. Layer upon layer, the photo is constructed until it
reaches the perfect balance of reality and art. Food photography has the ability to appeal to the
consumers’ emotions, making them stop, look, and want to taste. It has been showed over and
over that great food photography is what draws customers in and finally drives sales. One of the
biggest fears of food photography is the cost. The initial investment can be expensive, but the
long-term benefits by far exceed the initial cost. If you compare a professional-quality photograph
of a menu item next to a snapshot of food, the difference is clear and for a restaurant, food is
the passion, the center, the core offering. Therefore, showcasing the food is what a restaurant
owner should spend the most money on when considering promoting his restaurant. Additionally,
once the food photos are completed, there are a lot of places where they can be used. The
photographs can be displayed on all of restaurant print ads, social posts, online ads, and menus.
Adapted from: https://nice-branding.com/professional-food-photography/

1. Who is the photographer compared to?

2. How is a food photo constructed?
3. What ability does food photography have?
4. What is the purpose of food photography?
5. What is the main disadvantage of food photography?
6. What positive consequence can an initial expensive investment have?
7. Is a snapshot of food the same as a professional-quality photo?
8. What does food represent for a restaurant?
9. What is the best investment a restaurant owner can make?
10. Where can food photos be displayed?
......... /20

297
Module 5.1 Name ................................................................................... Class .................... Date ..................................................

3. 5.1
Listen and choose the correct option. T F
1. Some of the most important types of folk music come from Europe.
2. The Flamenco comes from East Europe.
3. Irish and Scottish music are not known abroad.
4. Folk music is often used in fusion music.
5. European traditional folk music has not been influenced by other types of
music during history.
6. Arabic and North African music influenced Spanish music.
7. Trades and migrations of Gypsies and Muslims created some similarity
between Balkan and Middle East music.
8. Yodeling is an instrumental technique.
9. In Italy, traditional folk music does not have a common national character.
10. In Italy, musical traditions are not linked to history, language and people.
......... /15

COMPETENCES

4. Briefly talk about the importance of creating storyboards for film making.
......... /20

5. Translate the passage into English.

La luce in fotografia è un fattore essenziale per creare un’immagine di successo. La qualità

della luce determina non solo la luminosità e le ombre, ma anche il tono e l’atmosfera.
Quindi è necessario controllare e manipolare la luce correttamente per ottenere la miglior
vibrazione di colore e luminosità sul vostro soggetto. È ugualmente importante come la
composizione, l’esposizione, la profondità di campo e la storia che viene raccontata all’interno
dell’inquadratura. Così, scegliere la luce giusta che include la direzione e l’angolo appropriati
è il primo passo nella creazione fotografica.
......... /15
6. Complete the sentences.
1. The use of light in medicine produces successful results in the treatment of ….....................................
2. The word photography means ….....................................
3. The purpose of advertising photography is …..................................... in the most attractive way.
4. In the film industry, the person responsible for making decisions about the image in a film
is the …......................................
5. The genre of photography that deals with clothes, shoes and other fashion items is
…......................................

6. The correct association between song, target buyer and product can increase
…..................................... of the advertised product.

7. A jingle is a form of sound branding to attract customers and ….....................................

8. In a film, if music occurs outside the narration, that means that it can be heard only by
…....................................., but not by …......................................

9. …..................................... became common in film production in the early 1940s.

10. Authors of comic books can use panels of …..................................... to accommodate the story.
......... /20

......... /100

298
M 5 Creative arts Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Chiaroscuro a. Product photographed on a white background.
2. Magic hours b. Film shot that features the entire head of a character.
3. Clean image c. Film without any sound.
4. Paparazzi d. All the music in a film.
5. Close-up shot e. Strong contrast of light and darkness in painting.
6. Focal point f. Reduced-size versions of pictures or videos.
7. Silent film g. Times of the day when sunlight is particularly suitable for
taking pictures.
8. Soundtrack h. Magazine that presents a story in the form of a comic strip.
9. Thumbnail i. A point of interest that makes a photography unique.
10. Comic book j. Photographers who follow famous people.
......... /10

SKILLS

2. Read and answer the questions.

The Beginnings of Photography
The forerunner of the modern photo camera was the camera obscura, a dark box with a hole
(later a lens) in one wall, through which images of objects outside the box were projected on
the opposite wall. The principle was probably known to the Chinese and to ancient Greeks
more than 2,000 years ago. In the 18th century, the Venetian painter, Canaletto, used a
camera obscura to achieve accuracy in his paintings of Venice and the Grand Canal. At the
beginning of the 19th century, Joseph Nicéphore Niépce and Louis Daguerre were the two
scientists who first discovered how to make real photographs.
Around 1826, Niépce made the first photograph. He put his camera on the windowsill of his
house and left it there for at least eight hours so it could record the view outside. This is the
world’s oldest photograph. It’s very blurry and difficult to see, but it still exists. In 1830s,
Daguerre was also experimenting with photography. His photographs, called daguerreotypes,
represented an innovative way of recording images. At that time, the biggest problem was
preventing the picture from fading away. Scientists tried different chemicals and experimented
with using paper, metal, glass, and other surfaces for the images, and over the next few
decades, additional inventors made adjustments to this technology.
Adapted from: https://www.britannica.com/technology/photograph

1. How does the camera obscura work?
2. Who knew about a principle similar to
the camera obscura in ancient times?
3. What did the painter Canaletto use
the camera obscura for?
4. Who were Joseph Nicéphore Niépce
and Louis Daguerre?
5.What did Nièpce do around1826?
6.What procedure did Niépce follow?
7.Does the oldest photo still exist?
8.What happened in the 1830s?
9.What was the biggest problem at that
time?
10. What did scientists try to do?
......... /20

299
Module 5.2 Name ................................................................................... Class .................... Date ..................................................

3. 5.2
Listen and choose the correct option.
T F
1. Walt Disney was born in December 1921.
The Disney Studio’s first production was Mickey Mouse.
2.
Oswald the Lucky rabbit was created for Universal Studios.
3.
Disney left Universal Studios because they did not give him more money.
4.
Walt Disney founded his company on his own.
5.
Today, the Walt Disney Company makes a profit of over U.S. $35 billion a year.
6.
One of the most famous characters created by the Walt Disney Company
7.
is Mickey Mouse.
8. The original voice of Mickey Mouse was Roy Disney.
9. Walt Disney won 59 Academy Awards.
10. The Disney Resort Parks are in the United States and in several other countries.
......... /15

COMPETENCES

4. Briefly talk about the importance of music in everyday life.

......... /20

5. Translate the passage into English.

Avere una visione generale dei tipi e generi di fotografia è importante per cogliere le opportunità
che si aprono come futuro fotografo professionista. Prima di tutto, è difficile capire qual è
il genere e qual è la tecnica. Uno dei generi più stimolanti è la fotografia sportiva. Questo
è un genere di fotografia che cattura gli sport, i giochi, e altre attività dinamiche. Il termine
fotografia sportiva è molto ampio, può essere legato al fotogiornalismo, ma anche alla
fotografia della vita quotidiana.

......... /15

6. Complete the sentences.

1. In ancient times, light was used to convey messages ….....................................
2. …..................................... generates glowing, silhouettes and aura effects.
3. In the 1930s and 1940s, …..................................... tried to capture an impartial image of daily life.
4. Advertising photos may include complex graphic and the latest ….....................................
techniques.
5. In film making, a medium shot shows a person from ….....................................
6. A music video is a short film that integrates ….....................................
7. In advertising, the idea of an innovative future is conveyed by the use of ….....................................
8. In a film, the score is only a part of the leading ….....................................
9. An …..................................... consists of simple storyboarded panels filmed one after the other.
10. Very often comic book artists adopt some of the same ….....................................
......... /20

......... /100

300
M 6 Big and small screen Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Auteur system a. Animation technique performed by a computer using
graphical tools.
2. Western b. The time and place of a story.
3. Computer-based animation c. Non-fiction genre of television programme.
4. Film plot d. Film with cowboys, Indians, guns, dusty towns…
5. Setting e. Programme aimed at general public which includes
shows, dramas, reality TV, soap operas, etc.
6. Cathode-ray tube f. Special technique that does not re-draw entire frames
but variably re-uses common parts between frames.
7. Factual programme g. Narrative summary of the events of a film.
8. Entertainment programme h. System of rating a film according to the director’s
particular style.
9. Limited animation i. Programme that documents unexpected real-life
situations, often starring unknown people rather than
professional actors.
10. Reality TV j. A display screen which produces images in the form of
the video signal.
......... /10

SKILLS

2. Read the text and answer the questions.

Dallas, the American Endless Soap Opera
The daytime soap opera had been booming in America since the early days of the radio in the
1920s. It was aimed at a large audience of women who stayed at home during the day. On
radio and in early television, most daytime soap operas played in 15-minute episodes, but by
the 1960s most had been expanded to a half-hour, and to a full hour in following decades.
What made the soap opera unique to television was that the stories continued from episode
to episode.
In the late 1970s, the CBS network started to broadcast Dallas, aired at 10 o’clock in
the evening from 1978 to 1991. Dallas was filled with intrigue, betrayal, romance, family
struggles, and dramatic narrative twists. The stage of the action was Southfork Ranch, the
home of several generations of a wealthy family of Texan oil tycoons, the Ewings. After two
seasons of modest commercial success, the final episode of the 1979–80 season catapulted
the program to the top of the ratings. In this episode, the show’s principal character, J.R.
Ewing, was shot down by an unknown aggressor. “Who shot J.R.?” became the open question
in American popular culture throughout the summer, and when the new season began the
following autumn, Dallas was a hit.
Adapted from: https://www.britannica.com/art/television-in-the-United-States/Nighttime-
soaps#ref1057706

301
Module 6.1 Name ................................................................................... Class .................... Date ..................................................

1. When did the daytime soap opera start to have a great success?
2. Who was the soap opera primarily aimed at?
3. How long did soap operas last?
4. What was the main characteristic of the soap opera?
5. What soap opera did CBS start to broadcast in the evening at the end of the 1970s?
6. What was Dallas about?
7. Where was Dallas located?
8. What happened after two seasons of little commercial success?
9. Why did “Who shot J.R.?” become an open question throughout the summer of 1980?
10. What happened to the 1980-81 season?
.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

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......... /20

3. 6.1
Listen and choose the correct option.
T F
1. Federico Fellini worked as a film director before World War II.
2. He was influenced by the neorealist movement.
3. His style was distinctive and surreal.
4. Federico Fellini and Roberto Rossellini met in 1945.
5. His contribution as a writer to the film “Roma, Città Aperta” earned him an Oscar
nomination.
6. He won the Oscar for Best Foreign Film for La Strada.
7. Nino Rota composed the theme song for La Dolce Vita.
8. The film La Dolce Vita was inspired by a specific event in the late 1950s.
9. La Dolce Vita was praised by the Roman Catholic Church.
10. The word paparazzo entered the English language due to this film.
......... /15

4. Briefly talk about the history of the cinema. Use no more than 12 lines.
.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

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302
Module 6.1 Name ................................................................................... Class .................... Date ..................................................

.....................................................................................................................................................................................................................................

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.....................................................................................................................................................................................................................................

......... /20

5. Translate this passage into English.

L’Orso Yoghi (Yogi Bear) è un buffo animale che è apparso in numerosi fumetti, cartoni
animati televisivi e film. Fece il suo debutto nel 1958. La maggior parte dei cartoni animati
di Yoghi ci racconta le sue avventure nell’immaginario Jellystone Park, un nome molto simile
al reale Yellowstone National Park. Yoghi, accompagnato dal suo amico Bubu (Boo Boo Bear),
molto spesso tenta di rubare i cestini del picnic dai camper, facendo infuriare il Park Ranger
Smith. Yoghi è uno dei tanti personaggi di Hanna-Barbera ad avere il collare. Questo permise
ai disegnatori di mantenere il corpo statico, ridisegnando solo la sua testa in ogni vignetta
quando lui parlava, riducendo così il numero dei disegni necessari per un cartone animato di
sette minuti da 14,000 a circa 2,000.

.....................................................................................................................................................................................................................................

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.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

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.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

......... /15

6. Complete the sentences.

1. Cinema is called “The Seventh Art” because films are descendants of …......................................
2. Crime and thriller films are developed around the action of …....................................., often
counteracted by a …......................................
3. In 1937, Disney produced the first …....................................., Snow White and the Seven Dwarfs.
4. Though many animation films are primarily aimed at …....................................., many of them are
also enjoyed by …......................................
5. Shrek was the first animated film to win the “Best animated feature” …......................................
6. For most people, especially the elderly, television is still the only …......................................
7. Niche programmes include …......................................
8. Alexander Hume Anderson put into practice a sort of …..................................... in his cartoons.
9. Reality TV aims at showing how …..................................... behave in everyday life or situations.
10. When filming live, there is no chance to review the …......................................
......... /20

......... /100

303
M 6 Big and small screen Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Match each word with the correct definition.

1. Romance a. Narrative fiction intended to be serious in tone.
2. Drama b. A person who writes a story for a film.
3. Frame c. Programme aiming at teaching something.
4. Editing d. Film whose main theme is love.
5. Screenwriter e. Part of a programme or film showing a particular event.
6. Programming f. Cinematographic technique used to give animated
figures the impression of movement.
7. Educational programme g. Programme with a limited audience.
8. Niche programme h. Manipulation and arrangement of video shots.
9. Stop motion i. A still image which is part of the complete movie.
10. Footage j. Practice of organising broadcast media shows, typically
radio and television in a daily, weekly, or monthly plan.

......... /10

SKILLS

2. Read the text and answer the questions.

Alfred Hitchcock, Master of Suspense
British film director Alfred Hitchcock was nicknamed the “Master of Suspense” because he
employed a strong psychological suspense in his films, producing an unforgettable experience
in the viewers. Alfred Hitchcock was born in London in 1899. He attended the University of
London, taking art courses. In 1920, Hitchcock entered the film industry with a full-time
position at the famous Players-Lasky Company, designing title cards for silent films. Within
a few years, he was working as an assistant director. In 1939, Hitchcock left England for
Hollywood. The first film he made in the United States, Rebecca (1940), won an Oscar for
best picture. Some of his most famous films include Psycho (1960), The Birds (1963) and
Marnie (1964). His works became famous because many of his plots merely function as a
tool for understanding complex psychological characters. Hitchcock directed more than 50
films in a career spanning six decades and now he is considered a cultural icon.
Adapted from: https://www.biography.com/filmmaker/alfred-hitchcock

1. Why was Alfred Hitchcock nicknamed “Master of Suspense”?

2. What subjects did he study at university?
3. Where did he start working in 1920?
4. What happened within a few years?
5. Where did Hitchcock move to in 1939?
6. Which film won an Oscar and when?
7. What other famous films did he direct?
8. Why did his works become famous?
9. How long did Hitchcock’s career last?
10. How many films did he direct?
➜

304
Module 6.2 Name ................................................................................... Class .................... Date ..................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

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.....................................................................................................................................................................................................................................

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......... /20

3. 6.2
Listen and choose the correct option.
T F
1. Murder, She Wrote is a factual programme.
2. The main character’s name is Jessica Fletcher.
3. She is a famous writer and a professional detective.
4. The series went on for 20 seasons.
5. The series was broadcast from 1984 to 1996.
6. There were six films after the TV series.
7. More than 30 million people per week watched the series on Sunday night.
8. The series was not very successful outside the USA.
9. In the series, Jessica Fletcher lived in two different places.
10. Jessica Fletcher was interpreted by a famous American actress born in Britain.
......... /15

4. Briefly talk about the history of television. Use no more than 12 lines.
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Module 6.2 Name ................................................................................... Class .................... Date ..................................................

5. Translate this passage into English.

I talent show sono molto popolari alla televisione britannica. Britain’s Got Talent è il più
famoso talent show nel Regno Unito. In questo programma, persone da tutto il paese vengono
e presentano delle esibizioni dal vivo di fronte a famosi giudici. Alcune di queste esibizioni
sono davvero straordinarie, dalla ballerina ottantenne ad alcuni cantanti veramente dotati
tanto quanto prestigiatori o acrobati. I numeri degli spettatori sono sempre molto alti ed è
stato già annunciato che il programma ritornerà il prossimo anno. La gente non ne ha mai
abbastanza di talenti in televisione!

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6. Complete the sentences.

1. All films are classified according to one …..................................... or according to the
…......................................

2. Musical films often integrate …..................................... in the film narrative.

3. The Jazz Singer was the first film incorporating …......................................
4. The film industry was shaken by the introduction of the …..................................... and by the impact
of …......................................
5. Traditional animation techniques consisted in producing complex …..................................... and
then imposing …..................................... with celluloid.
6. In Italy, television began in …......................................
7. Some studies have shown that children who watch cartoons on television may have a high
level of …......................................
8. The first example of reality TV was …....................................., aired in the UK in 1964.
9. Television is also a medium used to disseminate …..................................... globally.
10. Two of the most difficult elements to manage in filming stage performances are
…......................................

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306
M 7 People and instruments Name ..................................................................................................

TEST 1 Class ................. Date ...............................................................

VOCABULARY

1. Match words and definitions.

1. Printing operator a. Uses paper, pens, colours, pencils or digital tools.
2. Hardware b. Consists in re-recording the voices in a film.
3. Cartoonist c. Is used by designers for the layout of a printed page.
4. Artificial intelligence d. Creates the environment for the actors.
5. Automated dialogue replacement e. Uses a xerographic printing process.
6. Gimbals f. Is a program used by web designers.
7. Text editor g. Use pivots and weights.
8. Desktop publishing software h. Is the physical components of a computer.
9. Set designer i. Allows computers to understand information like
humans.
10. Laser printer l. Uses the rotary machine.
......... /10

SKILLS

2. Complete the passage with the missing parts.

Computers and Communication
Computers have affected our lives a great deal 1. …..................................... For instance, devices
and machines in large industries, in space exploration and in hospitals are made and run by
computers; 2. …......................................
One of the major impacts of computers is communication: 3. …..................................... and many
business deals and conferences are now made through the help of computers. The
entertainment world 4. …..................................... as it is if it weren’t for computers, because movies
these days require a lot of animations and use of graphics 5. …......................................
Many people love science fiction and action movies like Matrix or Harry Potter
6. …...................................... These graphics are used to make movie effects look realistic. For instance,
in Harry Potter, when Harry has to fight dragons and big snakes, and 7. ….....................................

all the effects look real but they are not realistic at all. Some movies are even made by
computers 8. …......................................
Even game consoles like the Play Station, PC and Nintendo use computer animations. And
9. …..................................... have made a big breakthrough in gaming. Even the music industry has
been impacted in its way 10. …..................................... all require computers to create effects or edit
videos.
Adapted from: www.ukessays.com/essays/computer-science/
the-impact-of-computers-in-our-daily-lives

307
Module 7.1 Name ................................................................................... Class .................... Date ..................................................

a. also traffic lights in the cities depend on computers.

b. from start to finish.
c. in some movies where we see aliens, space ships, monsters or flying men,
d. in that almost everything now is either run by or made by computers.
e. games made with 3D graphics
f. since music editing and video making
g. to create effects.
h. whose graphics and animations are created by computers.
i. would not have been as successful
j. you can be connected with friends and family around the world
......... /20

3. 7.1
Listen to the passage and say whether the sentence are true or false, then
correct the false ones. T F
1. Editors and writers’ only deal with the actual writing process.
Research work is the exclusive responsibility of writers.
2.
Editors revise other people’s work but can also be writers themselves.
3.
An editor’s job consists in proofreading.
4.
Editors-in-chief must also be good at managing team work.
5.
Creative thinking is not important for technical writers.
6.
Research helps to make the writing more accurate.
7.
The ability to cope with rejection is very important for writers.
8.
Before publication, writers must write two drafts, the second one to make
9.
the changes suggested by the editor.
10. Only managing directors need to possess marketing skills.
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COMPETENCES

4. Briefly explain what tools professionals and non-professional people need for filming.
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308
Module 7.1 Name ................................................................................... Class .................... Date ..................................................

5. Translate the passage into English.

Ci sono molte piattaforme web che offrono una grande varietà di possibilità agli utenti. Esse
vengono usate per molti scopi, quali ad esempio socializzare, condividere immagini e testi,
imparare, fare una ricerca per scrivere una tesi o trovare informazioni quali numeri di telefono,
indirizzi, commentare, prenotare vacanze, voli, ristoranti, scaricare musica o film, trovare
percorsi per raggiungere un determinato posto e così via. Molte di esse sono interattive e
molte hanno contenuti generati dagli utenti stessi. Chiunque può accedere alle piattaforme
se provvisto di un computer, tablet o smartphone e di una connessione Internet, dopo aver
eseguito la registrazione e aver creato un account.

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6. Complete the sentences with the missing information.

1. People who aren’t professional actors and only appear occasionally on the screen are
called …......................................
2. …..................................... are journalists who represent the point of view of the newspaper.
3. A person who checks the work of writers for the web is a …......................................
4. Newspapers get money from their …..................................... and from advertisements.
5. Wireless mics are good for …..................................... interviews.
6. Light …..................................... take advantage of ambient light.
7. Rotogravure, flexography and …..................................... are different ways of printing.
8. Photoprinting machines start from a …......................................
9. …..................................... are tools that allow entire websites and applications to be stored online.

10. Video and film editing software allows the best …..................................... to be chosen.
11. …..................................... is a digital process used in filming that consists in recording the

movements of actors.
12. All the elements of a page of a newspaper must be organised following the
…......................................

13. You can use a …..................................... to eliminate details or the background of an image.
14. Website designers must test the website through a …......................................
15. …..................................... can be created from different types of files, such as Microsoft Office

files, images, HTML and scanned documents.

......... /15

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309
M 7 People and instruments Name ..................................................................................................

TEST 2 Class ................. Date ...............................................................

VOCABULARY

1. Match words and definitions.

1. Music director a. Produces images on chemically sensitised paper.
2. Subtitles b. Understands human language.
3. Shoulder mount rigs c. Is a set of programs or instructions for a computer.
4. Cropping d. Decides the background soundtrack.
5. Cloud e. Are written transcriptions of the dialogues in a film.
6. Streaming f. Is semantic and ubiquitous.
7. Software g. Is a way of watching films.
8. Photo printing machine h. Is one of the few photo manipulation processes
allowed in modern photojournalism.
9. Web 3.0 i. Allows users to save money from renting server
space or investing in onsite servers.
10. Artificial intelligence l. Is a particular support for a camera.
......... /10

SKILLS

2. Reorder the fragments to build a meaningful passage.

Hard Copy vs Soft Copy
a. The main difference between a hard copy and a soft copy is actually their appearance
and how they are presented:
b. It provides an easier file transfer even through long distances by use of email and
other file transfer-supported websites and makes copying an easy task with just a few
seconds in which you can have 10 identical copies of your original data.
c. A hard copy, in fact, is a physical permanent reproduction of any media suitable for
direct use through printouts, it is printed data whose main purpose is to have a record
in physical form that you can store for safe keeping.
d. Examples are printed books, magazines, newspapers, comics, and paper documents.
e. with a hard copy, you can literally touch and hold the reproduction of your data file,
while with a soft copy, you can only edit the data file and view it through a monitor or
screen display.
f. A soft copy, instead, is the unprinted digital document file, which can be viewed by
certain pieces of software like word processing programs, database programs, and
presentation software.
g. Having soft copies of the document file will only cost you storage space.
h. Each one has their advantages and disadvantages.
i. Imagine the difference between carrying a printed 1,000-word document file or a small
USB stick!
j. The first advantage of a soft copy is cost: having a hard copy of, say, 20 pages of
biography will cost you more, simply because you have used ink and paper.

310
Module 7.2 Name ................................................................................... Class .................... Date ..................................................

k. Another one is portability, which comes into play when talking about high quantities of
documents.
l. Although most of the advantages may come from your soft copy, you should also
consider the benefits of being able to actually read a book while holding it and flipping it
page by page.
Adapted from: https://theydiffer.com/difference-between-hard-copy-and-soft-copy/
......... /20

3. 7.2
Listen to the passage and say whether the sentences are true or false, then
correct the false ones.
T F
1. When you start creating your YouTube channel, use the equipment you already have.
2. Accessories such as tripods, lenses and lighting are as important as a good camera.
3. An action camera and a gimbal stabilizer are good for inside filming.
4. Invest in a microphone that you can use far from your camera.
5. Use a shotgun microphone if you want to eliminate side and back noises.
6. Some vloggers buy a very good microphone to use for all kinds of shooting.
7. If you aren’t experienced in editing, start with a downloadable, user-friendly program.
8. Followers like YouTubers who deal with a variety of themes.
9. It is a good idea to look for inspiration everywhere, comparing your results to others.
10. It is advisable to be constant in uploading videos.
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COMPETENCES

4. Briefly explain what the roles of newspaper, book, photo, film, web editors are.
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311
Module 7.2 Name ................................................................................... Class .................... Date ..................................................

5. Translate the passage into English.

Molti articoli che scrivono i giornalisti dei quotidiani riguardano la cronaca. Essi raccolgono
informazioni e testimonianze, le controllano e poi informano i lettori. I reporter scrivono spesso
dai luoghi in cui avvengono i fatti, talvolta anche da luoghi di violenza o di guerra. I giornalisti
investigativi, invece, fanno un lungo lavoro di ricerca e vanno più in profondità. Daniel Defoe è
considerato uno dei primi giornalisti moderni inglesi, perché fu il primo a basare il suo lavoro
sulla testimonianza diretta delle persone. Quando raccontò la storia di una terribile tempesta
nel 1703, infatti, chiese a coloro che l’avevano vista di raccontargli la loro esperienza.

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6. Complete the sentences with the missing information.

1. …..................................... give the lines in case actors or presenters don’t remember them.
2. Book writers write fiction, such as novels and short stories and non-fiction, such as
biographies, autobiographies and …......................................
3. Photo editors approve images for …......................................
4. In order to get money with advertisements, newspapers have to increase their
…......................................

5. A …..................................... on the boom pole mic helps avoid bumping sounds.

6. …..................................... microphones capture sounds from every direction.

7. Inkjet printers deposit …..................................... of ink.

8. On some web platforms it is the users who generate …......................................
9. Website marketing managers provide companies with a marketing …......................................
10. Nowadays, because of the spread of the Internet, research is carried on more on the
software than on the …..................................... of the computer.
11. Dialogues, automated dialogue replacement, effects and music in a film are prepared by
…......................................

12. It is possible to create …..................................... furnished indoors or environment for an actor

filmed against a green screen.
13. …..................................... consists in changing the appearance of an image.

14. The software able to create and modify text files is called …......................................
15. Adobe Document Cloud is used for creating, exporting, storing, sending them and
collecting …......................................
......... /15

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312
 KEYS • MODULE TESTS
Module 1 TEST 1 p. 275
1.
1. e; 2. f; 3. c; 4. g; 5. i; 6. b; 7. a; 8. l; 9. d; 10. h.
2.
1. No, it depends on the type of company he/
she works for; 2. Graphic design can be used in
magazines, advertising and marketing agencies,
when creating posters, bus wraps, billboards,
packaging, logos and marketing materials, when
selecting photos and typefaces and developing
layouts for advertisements, annual reports,
brochures and magazines; 3. The ability to design
eye-catching visuals that are easily understood
without a lot of thinking; 4. Experience with
typography, colour theory and Web design,
creative flair, up-to-date knowledge of industry
software and a professional approach to time,
costs and deadlines, and flexibility; 5. Flexibility;
6. Planning concepts by studying information and
materials, coordinating with outside agencies,
art services, marketing, printers and colleagues,
communicating with clients about layout and
design, reviewing and suggesting improvements;
7. No, he/she may work with people from outside
agencies; 8. No, they aren’t; 9. They can work for
private clients, for public relations, or advertising
firms, in communications departments within
businesses, government agencies, colleges,
non-profit groups, or other organisations like
publishing houses; 10. They could produce
designs for specific media.
Test
1.1 3.
Teacher’s note
The speech was made in 1964, when Mandela
was put on trial for sabotage and conspiracy to
overthrow the state.
As The New York Times explains it, Mandela
along with other members of the South African
National Congress (ANC) decided to admit they
tried to bring down the regime, but while doing
so, they would also put on trial the systematic
racism applied by the white regime.
During the nearly four-hour-long speech to
open the trial that would see him sentenced to
27 years in prison, Mandela laid out the plight
of blacks in South Africa. But he also spoke
of how blacks and whites had shared dreams.
The Times quotes Mandela’s biographer as
saying that the speech – «the most eloquent
of his life» – established Mandela not just as
➜
313
a leader of the ANC, but as the leader of the
«international movement against apartheid.»
Adapted from: https://www.npr.org/sections/
thetwo-way/2013/12/06/249210908/listen-two-
mandela-speeches-that-made-history?t=158238136
7287&t=1582535204653
[…] Above all, My Lord, we want equal political
rights, because without them our disabilities will
be permanent. I know this sounds revolutionary
to the whites in this country, because the majority
of voters will be Africans. This makes the white
man fear democracy.
But this fear cannot be allowed to stand in the
way of the only solution which will guarantee
racial harmony and freedom for all. It is not
true that the enfranchisement of all will result
in racial domination. Political division, based
on colour, is entirely artificial and, when it
disappears, so will the domination of one
colour group by another. The ANC has spent
half a century fighting against racialism. When it
triumphs as it certainly must, it will not change
that policy.
This then is what the ANC is fighting. Our
struggle is a truly national one. It is a struggle of
the African people, inspired by our own suffering
and our own experience. It is a struggle for the
right to live.
During my lifetime I have dedicated my life to
this struggle of the African people. I have fought
against white domination, and I have fought
against black domination. I have cherished the
ideal of a democratic and free society in which
all persons will live together in harmony and
with equal opportunities. It is an ideal for which
I hope to live for and to see realised. But, My
Lord, if it needs be, it is an ideal for which I am
prepared to die.
Adapted from: https://www.npr.org/sections/
thetwo-way/2013/12/06/249210908/
listen-two-mandela-speeches-that-made-
history?t=1582381367287
1. T; 2. F, They are the majority; 3. F, They fear
democracy; 4. T; 5. F, It has fought for half a
century, 50 years; 6. T; 7. F, It was inspired by
personal suffering and experience; 8. T; 9. F,
He has cherished the ideal of a free, democratic
society; 10. T.
4.
Sample answer
The Ancient Greeks were the first to try and pass
messages without directly attracting attention to
them, using unimportant, almost imperceptible
emphasis on certain words or expressions
with different meanings to communicate in a
persuasive way. Subliminal comes from the
Latin sub limen, and means below the threshold,
beyond the conscious mind.
Subliminal messages are perceived outside the
conscious level in two different ways: through
visual stimuli (images flashed quickly enough to
go ignored by the human eye, but registered by
the subconscious) or through auditor y stimuli
(audio messages inser ted within a track, not
audible by the listener but registered by the
subconscious).
Great communicators have used this strategy
a lot and nowadays subliminal messages are
sometimes used in advertising to influence
people without them being consciously aware of
the manipulation. Different techniques are now
successfully used to affect the audience at a
level below their consciousness.
5.
Sample answer
Non-verbal communication (CNV) is an aspect of
human behaviour that has always attracted the
attention and interest of many scholars, both in
the scientific field and above all in the social, as
well as artistic, literary, media and commercial
fields. It is a code made up of facial expressions,
looks, hand gestures, touches, gait, postures,
space management and, lastly, the qualities
of the sounds we make when speaking. Unlike
words, whose primary function is to exchange
information and only secondarily emotions, non-
verbal language serves specifically to manifest
our mood.
6.
Sample answers
1. to share knowledge, to imagine unreal
situations or stories, to influence (e.g.
advertising), to meet social expectations, to
express feelings; 2. sender, message, encoding,
channel(s), receiver, decoding, feedback; 3.
the type of media which we communicate with;
4. three broad categories: print, broadcast,
and media; 5. the African-American civil rights
movement; 6. visual communication; 7. to the
Bauhaus school in Germany; 8. the aesthetic
value of arts and its separation from the lives
of human beings; 9. identity design (logos and
branding), publications such as magazines,
newspapers and books, print advertisements,
posters and billboards, website graphics and
elements, signs and packaging, as well as icons
and pictograms; 10. of the most relevant skills
of a graphic designer.
Module 1 TEST 2 p. 277
1.
1. h; 2. i; 3. b; 4. d; 5. j; 6. g; 7. f; 8. a; 9. c;
10. e.
2.
1. It is communication through touch, thus non-
verbal; 2. Patting a student’s back, embracing
someone; 3. It can be used to express a feeling
or to comfort, for example; 4. To indicate danger
or give directions; 5. It is the use of space in
communication; 6. Handshake, pat, kiss, slap,
hug, massage, hit, kick, embrace, and tickle; 7.
Fear, disgust, love, encouragement, gratitude,
sympathy, anger, sex, pain, or violence; 8. In
professions requiring empathising with people; 9.
No, it doesn’t. It differs according to cultures; 10.
The French and the Italian one.
Test
1.2 3.
The Digital Revolution
Until the late 20th century, the graphic design
discipline had been based on handicraft
processes, where layouts were drawn by hand in
order to visualise a design; type was specified and
ordered from a typesetter.
Over the course of the 1980s and early ’90s,
however, rapid advances in digital computer
hardware and software radically altered graphic
design.
Tool icons controlled by a mouse or graphics
tablet enabled designers and artists to use
computer graphics in an intuitive manner. By the
mid-1990s, the transition of graphic design from
a drafting-table activity to an onscreen computer
activity was virtually complete. Digital computers
placed typesetting tools in the hands of individual
designers. The digital revolution in graphic design
was followed quickly by public access to the
Internet. A whole new area of graphic design
activity rapidly developed in the mid-1990s when
Internet commerce became a growing sector of
the global economy, causing organisations and
businesses to scramble to establish Web sites.
Adapted from: https://www.britannica.com/art/graphic-
design/The-digital-revolution
1. T; 2. F, They had to order them from a typesetter;
3. F, They radically altered graphic design; 4. F,
They enabled graphic designers to use computer
graphics in a more intuitive manner; 5. T; 6.
F, It happened when digital computers placed
typesetting into the hands of graphic designers;
7. F, A whole new area of graphic-design activity
developed thanks to the Internet revolution; 8. T;
9. T; 10. T.
314
4.
Sample answer
Graphic design has evolved together with human
communication, which has continued to change
and develop over time. In 1919 the Bauhaus, the
first graphic design school, opened its doors in
Germany and, since then, companies have studied
and learnt about human psychology, customer
behaviour, and environmental trends to improve
their success. The rise of technology and digital
transformation have deeply affected the evolution
of graphic design and nowadays, animation and
virtual reality, fused with augmented reality, are
the future of graphic design. They represent the
new way to produce easier and faster content to
understand through images, infographics, memes,
quote cards, slideshow, and even videos. Moreover,
digital media and 3D printing will force designers to
keep updated on industry trends and move faster.
All in all, graphic design is more and more needed.
5.
Sample answer
In the digital world a picture really is worth a
thousand words. Often the imagery on a website is
the first thing that engages a user and effectively
tells a story. When we talk about storytelling it
isn’t surprising to find that most people think
of the fairy tales and books we grew up with.
These fantastic stories gave birth to whole new
worlds. In the digital age, graphic design needs
to do exactly the same thing. Like a book, graphic
design must tell a story – the difference is this
story is your brand. Whether your website is fun,
adventurous, or corporate, you have a story to
tell. And a good graphic designer will help you
bring that tale to your customers.
Adapted from: https://bsodigital.com.au/upon-time-3-
storytelling-techniques-graphic-design/
6.
Sample answers
1. body language; 2. the exchange of information is
made through pre-defined channels in a hierarchical
chain of command; 3. mood, emotions; 4. the
Latin sub limen, “below the threshold”; 5. from
one person to another; 6. great graphic designers;
7. many other professionals; 8. In Germany in
1919; 9. the future of graphic design; 10. in the
1922 essay “New Kind of Printing Calls for New
Design” by William Addison Dwiggins.
Module 2 TEST 1 p. 279
1.
1. f; 2. d; 3. h; 4. a; 5. j; 6. b; 7. c; 8. i; 9. e; 10. g.
2.
1. In order to distinguish their products; 2. The
growth of visual identification was encouraged
during the Industrial Revolution thanks to mass
production and marketing; 3. Many major brands
started up their activity; 4. Some of the most
famous are Twining’s Tea and Colgate; 5. Now
they are almost 300 years old; 6. During the
late 1800’s and early 1900’s; 7. Coca-Cola was
founded in 1886; 8. The invention of photography
and typewriters, a rising literacy rate, the rise
of mass media, the increase in railways, the
telephone and better postal systems; 9. A large
number of new companies and corporations were
started up; 10. It is the perception someone has
about a company, a product or a service.
Test
2.1 3.
Eco-friendly Packaging
The most commonly used material for packaging
is plastic. Plastic is easy to make but has a lot
of negative consequences for the environment. A
great alternative to plastic packaging are metal
containers made of tin and aluminium. When
metal containers are used for food, however,
they often still require a plastic film or coating to
completely protect the contents from coming into
contact with air. In recent years, biodegradable
non-plastic packaging has begun to appear as
an alternative to standard plastic packaging.
Biodegradable packaging is produced using
biopolymers, which are molecules often found in
living organisms, like cellulose and proteins. This
means they can be safely consumed, degrade
quickly, and often be created from waste plant
products. Biodegradable packaging is made from
renewable materials, as compared to plastics
that are made from oil. In addition, another major
advantage to biodegradable packaging is that it
is not toxic to natural environments or humans.
This makes them much easier to dispose of and
they do not accumulate over time like plastics
do. Lastly, biopolymers help us reduce our
dependence on oil and decrease CO2 emissions.
This is perhaps the most important advantage of
biodegradable packaging, as it helps to reduce
climate change, which is a worldwide issue.
Adapted from: https://www.desjardin.fr/en/blog/what-
is-biodegradable-packaging
1. T; 2. F, It has a lot of negative consequences
on the environment; 3. T; 4. F, It needs a plastic
film or coating to protect the contents from
coming into contact with air; 5. T; 6. F, They are
often created from waste plant products; 7. T; 8.
F, They are not toxic to natural environments or
humans; 9. F, They do not accumulate over time
like plastics do; 10. T.
315
4.
Sample answer
Merchandising refers to the various activities
which contribute to the sale of products to
consumers when they are in the shop. It plays
an important role in attracting customers into the
store and helps to increase sales and generate
revenues for the retail store. The way the products
are displayed and stocked on the shelves, in
fact, greatly influences the buying behavior of
individuals. Very often, merchandising takes
into consideration a brand mascot, too. Brand
mascots can be live animals, people, objects,
puppets. They reflect the company’s look and
help customers to remember a brand.
5.
Very often an advertising campaign may involve
a famous actor, footballer or singer, using his
or her fame to support a product or a service.
The technique is to focus the campaign on the
person’s popularity to encourage consumers to
buy the advertised product; perfumes, clothing
and valuable accessories are some of the
most common products that use a celebrity
endorsement. The aim of companies is to
convince us that celebrities are like us and that
we can eat, drink, and sleep like they do and,
therefore, we can look like them.
6.
Sample answers
1. the complexities of consumer’s choices; 2.
controversial issues or creating repulsion; 3. as if
they can relate to the brand; 4. market research,
better product design, effective distribution and
well-constructed communication; 5. the sum of
activities involved in directing the flow of goods
and ser vices from producers to consumers;
6. a single quality about a product that lets it
stand out against competition; 7. the days
when shepherds put marks on their sheep; 8.
the registered name which legally represents
a company; 9. recyclable and biodegradable;
10. a form of marketing in which a company
grants money or resources to another company
in exchange for specific promotional benefits or
in order to link its name to something people
care about or are fond of, so as to improve its
reputation.
Module 2 TEST 2 p. 282
1.
1. h; 2. d; 3. a; 4. j; 5. i; 6. b; 7. f; 8. c; 9. g;
10. e.
2.
1. Early nomadic people needed to conserve
extra food for any future shortage; 2. They found
the containers in nature in the form of animal
skins, shells and gourds; 3. Early Egyptians
discovered that the glass invented for making
jewellery, could be used for containers such as
bottles and bowls for conserving food and liquids;
4. In the Middle Ages, wooden barrels were the
most commonly used containers; 5. Wooden
barrels were used to conserve all kinds of solids
and liquids, preserving them from light, warmth
and humidity; 6. Nicholas Appert invented a
new technique using a container made of glass
to preserve foodstuffs; 7. He placed the food in
glass jars, sealed them and placed them in boiling
water; 8. Peter Durand patented the first tin can;
9. The cardboard box was invented in America;
10. Because it is cheap and easy to use.
Test
2.2 3.
Milton Glaser, When Graphic Design Becomes a
Message
Logos are the symbol of any business and they
must be carefully designed to communicate a
message. That’s why graphic artists play a more
and more important role as time goes by. One of
the most famous graphic designers of our times
is Milton Glaser, the creator of I LOVE NY logo,
and the iconic Bob Dylan poster which became a
symbol of the rock scene in the 1960s.
Born in 1929, Milton Glaser was educated at the
High School of Music and Art and the Cooper Union
art school in New York and the Academy of Fine
Arts in Bologna, Italy. He founded the revolutionary
Pushpin Studios in 1954 and started Milton
Glaser, Inc. in 1974. Throughout his career, Glaser
has been a prolific creator of posters and prints.
His artwork has appeared in exhibits worldwide,
including the Centre Georges Pompidou in Paris
and the Museum of Modern Art in New York. Glaser
is also a well-known graphic and architectural
designer and has written essays and given a large
number of interviews on design. Among many
awards throughout the years, he received the 2004
Lifetime Achievement Award from the Smithsonian
Cooper-Hewitt, National Design Museum, for his
profound and meaningful long-term contribution to
the contemporary practice of design.
1. F, Logos must be carefully designed to
communicate a message; 2. T; 3. T; 4. F, In
the 1960s; 5. T; 6. F, In 1954; 7. T; 8. F, It has
appeared in exhibits at the Museum of Modern
Art in New York; 9. T; 10. F, In 2004.
4.
Sample answer
Sensor y marketing is a type of marketing that
316
appeals to all human senses: sight, hearing,
smell, taste, and touch. The techniques used
influence the customers’ behaviour, winning
their trust and attention by appealing to each of
these five senses. It has become popular among
a variety of industries and businesses around
the world to implement sensor y marketing into
their overall strategy. Sensor y branding dates
back to the 1940s when experts in marketing
began to study the role of sight in advertising.
At that time, the main form of advertising was
visual through posters and billboards, reaching
their goals through the use of colours and fonts.
During the 1970s, multi-sensor y marketing
became popular and retailers selected scents to
make products more appealing to consumers.
Today the popularity of this kind of marketing is
spreading.
5.
Colours play a ver y impor tant role in
communication from both a physical and a
psychological point of view. Recent scientific
studies have shown a close correlation between
the characteristics of the basic colours of the
electromagnetic spectrum (red, orange, yellow,
green, blue, indigo and violet) and their use in
the field of communication and in par ticular
in adver tising. It has been documented that
these colours cause excitement and, as a
consequence, they raise blood pressure
and cause dilatation of the pupils. Colours,
therefore, are one of the things that adver tising
exper ts study in order to get an effective
message through.
6.
Sample answers
1. marketing mix planning; 2. Social psychology;
3. customer persona; 4. brand recognition and
sales; 5. Kewpie doll effect; 6. advertising a brand
or service during a video production to a large
audience; 7. the part of the packaging where all
the information about a product can be found; 8.
a person, an animal or an object that reflects the
company’s look and feel; 9. of the relationship
they have created with their audience; 10. the
process whereby a company takes into account
their customers’ benefits, their own and society’s
welfare.
Module 3 TEST 1 p. 285
1.
1. c; 2. f; 3. i; 4. g; 5. j; 6. a; 7. b; 8. d; 9. h; 10. e.
2.
1. In the 9th century; 2. A few thousand hand-written
books; 3. It helped to disseminate knowledge
wider and faster than ever before; 4. He was from
Germany; 5. It was based on the same principles
of the screw-type presses used to squash grapes;
6. Lead, tin and antimony; 7. Oil; 8. By a wooden
form; 9. Yes, he produced hundreds of texts during
his life; 10. The printing of the Bible.
Test
3.1 3.
Helvetica
Helvetica is one of the most well-known and often
used typefaces. It’s a sans serif grotesque typeface
created specifically to be neutral, so as not to
give any impression or have any meaning in itself.
Helvetica was designed in post-war Europe, when
many companies were looking for a change. It was
the opposite of all the kitschy, fancy, decorative
typography that covered corporate materials and
advertisements. Over the years, a wide range of
variants have been released in different weights,
widths, and sizes, as well as matching designs for
a range of non-Latin alphabets. The new version
is called Helvetica Now. Every single one of
Helvetica’s nearly 40,000 characters have been
renovated to be easier and more enjoyable to
read. The planning and design for Helvetica Now
began in 2014 and is available in three optical
sizes, Micro, Text, and Display.
Adapted from: https://www.monotype.com/
fonts/helvetica-now/
1. T; 2. F, It is without serif; 3. F, It was created
in Europe; 4. T; 5. F, Over the years a wide range
of variants have been released; 6. T; 7. T; 8. F,
All of them have been renewed; 9. F, The design
process started in 2014; 10. T.
4.
Sample answer
Labels are paper, plastic, cloth or metal objects
attached to a container or product. They may come
in the form of stickers, permanent or removable,
and provide necessary information to customers
about origins, manufacturer, shelf-life, disposal
rules, warnings, and environment advice of the
products. Labels give details such as components,
weight, size and instructions for washing, care and
use; they can be classified into brand labels (giving
information about the brand), descriptive labels
(giving details such as components, weight, size
and instructions for washing, care and use), grade
labels (identifying quality by a letter, number or
word) and informative labels (with a large amount
of information and instructions). Labelling helps to
grab clients’ attention and it is usually combined
with packaging.
317
 5.
The newspaper is a medium of information that can
be distributed on paper, on the radio, on television
or via the web. To be valid, the newspaper must
be registered by law in court. It is necessary to
indicate the name of the newspaper and its owner,
the place and date of publication, the name of
the director and the name and address of the
printing house. Registration is required for any
type of newspaper, even digital. For some time
now, editors of paper newspapers and magazines
have also provided a digital version to be viewed
on a computer, tablet or smartphone.
6.
Sample answers
1. rendered in characters; 2. simple images or
symbols, easy to remember and to associate to
a concept without involving language; 3. a sort
of feedback or assessment; 4. hierarchy, flow,
grouping and alignment; 5. video that plays once
a user clicks on it; 6. make surfing the net easy
to use and pleasurable; 7. generally used for
information that has a slightly longer shelf life
than that of flyers; 8. a legal protection of original
creative works; 9. a sequence of boxed drawings
or images, either in colour or black and white, with
a small amount of text in each box; 10. capture
the tone, the story, and the visual style of a film.
Module 3 TEST 2 p. 288
1.
1. e; 2. f; 3. a; 4. b; 5. g; 6. h; 7. c; 8. d; 9. j;
10. i.
2.
1. They help to sell the product by giving information;
2. Food and pharmaceutical products; 3. The list
of ingredients, nutritional information or warning
information on use; 4. Yes, it is; 5. It indicates
the type of plastic the product/packaging is made
from; 6. That the producer has made a financial
contribution towards the recovery and recycling
of packaging in Europe; 7. Because they need to
prevent substitution of competitive products; 8.
Description, size, quality, quantity and method
of use; 9. As a sort of promotion to attract
consumers; 10. By providing ingredients and date
of manufacturing and expiry.
Test
3.2 3.
The Parts of a Book and the Elements of Content
Nowadays, most books are arranged in a
traditional manner. They share a common
structure, and each element appears in a similar
318
location in every book. The front matter is the very
beginning of a book and contains:
• the frontispiece, which is the piece of artwork
on the left side (known as the “verso”) of the
page opposite the title page on the right side
(known as the “recto”);
• the title page, which contains the title of the
book, the author (or authors) and the publisher;
• the copyright page, which includes the
declaration of copyright (who owns the copyright),
other types of credits such as the illustrator,
editorial staff, and indexer, the edition number
and copyright acknowledgements, if present;
• the acknowledgments page, where the author
thanks those who contributed towards the
effort of writing the book;
• the table of contents, which outlines what is
included in each chapter of the book;
• the preface or introduction, which is generally
written by the author.
The body matter is the core content of the book
– or what is called the “story”, often divided
into chapters, numbered with Arabic numerals.
The end matter is optional and may include:
• the glossary, which is a list of term definitions
used throughout the book that might be
unfamiliar to the reader;
• the bibliography, which lists the references and
sources used in researching or reporting the
book;
• the index, which acts as a map to major topics.
Adapted from: https://www.thebalancecareers.com/
the-parts-of-book-content-2799968
1. T; 2. F, It is contained in the front matter; 3.
F, They are the names of the left and right sides
of each page in a book; 4. F, They are contained
in the copyright page; 5. F, It lists the people who
helped the author/s writing the book; 6.T; 7. F, It
follows it; 8. T; 9. F, It is a list of definitions and
terms used in the book; 10. F, It is optional.
4.
Sample answer
Posters are designed to be stuck on a wall to
promote an idea, a product or an event, while
billboards, placed around roads and pedestrian
areas, are meant to be simple and striking, since
there is not much time to read the message.
Both are conceived to attract audiences to
read, understand and remember the information
presented with a clear, logical design. Poster
sizes are classified in small, medium and large
sizes, while billboards are basically much larger
posters. Their key features are the title, the
graphic, the text and the white space. Normally,
30% of a poster or billboard consists of white
space, 40% of title and text, and 30% of graphic
images.

5.
Sample answer
ClipArt refers to graphics or illustrations. With
the first computers, some early software was
developed for its creation. Mac Paint was one of
them, but it required an Apple Macintosh, which
was really too expensive for most consumers. In
1986 Adobe introduced Illustrator for Macintosh,
with vector-based graphics, whereas up to then
Clipart was in a bitmap format, and its quality
diminished if dimensions were increased. In the
1990s, CD-ROMs began to circulate as a way of
installing Clipart on computers. The development
of the Internet in the 2000s further diversified
the distribution of Clipart: large libraries with
different licensing options appeared online, but it
didn’t take long and free Clipart libraries started
to appear.
6.
Sample answers
1. a set of characters of the same design; 2.
informative paper documents with pictures;
3. the result of the merging of primar y and
secondar y colours; 4. Wordmark logo, Iconic
logo, Brand mark, Letter mark; 5. repetition,
white space, hierarchy, proximity, alignment and
contrast; 6. information like title, author and
publishing house; 7. hosts the dialogues of the
stories; 8. alphabet-inspired , circus, multipanel,
silhouette, big-type and Mondrian; 9. professional
publications, special interest collections, and
common interest publications; 10. started being
used in chatroom conversations in 1990.
Module 4 TEST 1 p. 291
1.
1. g; 2. j; 3. a; 4. b; 5. f; 6. d; 7. c; 8. i; 9. h;
10. e.
2.
1. It is a marketing model to trace the customer
journey; 2. To track customers’ behaviour; 3. To
plan a well-tailored and targeted communication
campaign; 4. How and when to communicate
during each of the stages of the journey of the
customer; 5. There are four stages: Awareness,
Interest, Desire and Action; 6. It’s the stage which
creates brand awareness and affiliation with the
product; 7. Advertisers generate curiosity in the
product; 8. Because it can generate a desire for
the product; 9. The Action stage; 10. It can be
asking for more information, making a phone
call, joining a newsletter, engaging in live chat,
and so on.
Test
4.1 3.
How to Create a Meaningful and Memorable
Business Tagline
Here are some tips to help you create a strong
business tagline. A tagline must not be too
generic: you should keep working on the tagline
until you find something that is unique to you.
Make it as simple as you can: test for simplicity
by asking your friends or family whether they
understand it, when they see or hear your
tagline. Make the tagline concise and timeless,
explain what your company does and keep it
short, aiming for no more than five words. Keep
the tagline consistent, don’t change it, if your
tagline works. Keep the focus on your audience,
not on your company. Don’t make promises but
communicate benefits instead, you’ll create a
stronger brand association. Make sure that the
style, voice, and other elements of your tagline
match the style, voice, and other elements
of your logo design, since your tagline will be
part of your overall branding. Keep the tagline
positive: negative statements tend to do better
when consumers are pressed for time, whereas
positive statements are more suitable for brand
building over a long period of time. For these
reasons, because taglines reflect the brand over
time, it makes sense to keep your tagline positive
and focus on benefits.
Adapted from: https://www.crowdspring.com/
blog/10-tips-to-create-a-memorable-tagline-for-your-
business/#:~:text=Make%20the%20tagline%20
concise,to%20remember%20than%2020%20words.
1. F, A tagline should not be generic but
unique; 2. T; 3. F, It is permanent and has to
be timeless; 4. F, An effective tagline must be
concise; 5. T; 6. T; 7. T; 8. F, A tagline should
not make promises but simply communicate
benefits; 9. T; 10. F, Positive statements are
more suitable for brand building over a long
period of time.
4.
Sample answer
Some specific marketing strategies are necessary
to increase brand visibility and improve profits. The
Above the line (ATL) strategy aims at increasing
awareness and consideration of the brand. It is
not targeted at a specific group of consumers
and uses traditional media channels. The Below
the line (BTL) strategy is aimed at a specific
target group with a view to obtaining loyalty from
consumers. Proximity marketing techniques and
word-of-mouth marketing are often used in this
case. The Through the line (TTL) strategy is a mix
of the two techniques above. The main goal is
to achieve the most complete brand building and
maximisation of sales.
319

5.
Sample answer
A Digital Agency is an advertising agency that
has evolved to meet the changing needs of
marketing in the digital age. The main ser vices
of a Digital Agency are: design and development
of websites and web portals, applications for
Android and Ios, marketing for search engines,
online brand development and management,
media campaigns, video and mobile marketing.
The main professional figures are: the graphic
or web and app designer, the developer who
works on the web, on apps and company
programs, the SEM specialist, the expert in
marketing campaigns for search engines, the
SEO, who positions websites and writes content
for Google, the social media manager, who
knows the dynamics of social networks and their
advertising systems.
6.
Sample answer
1. persuasive, direct and personal; 2. the higher
levels can emerge; 3. using language as a means
of persuasion; 4. declaring the superiority of the
advertised product; 5. transfer prestige, quality,
and social status to the advertised product; 6.
by the IAP; 7. Key Performance Indicator; 8. April
2019; 9. information about a product; 10. local
market cultural differences.
Module 4 TEST 2 p. 294
1.
1. e; 2. g; 3. a; 4. b; 5. j; 6. d; 7. c; 8. i; 9. f;
10. h.
2.
1. With a formula: percentage Brand recall (%)
= (sur vey respondents who correctly identified
or recalled your brand / total number of
respondents) X 100; 2. Because it determines
the effectiveness of brand awareness; 3. No,
it can’t because awareness does not directly
impact purchases; 4. The analysis of other
KPIs and suitable industr y benchmarks; 5. It
is a branding strategy in which consumers are
given an external aid to recall the brand; 6. It
is a branding strategy in which consumers are
not given an external aid to recall the brand; 7.
The increase or decrease in visitors to your site;
8. The NPS or Net Promoter Score is a loyalty
metric used in marketing; 9. It measures the
number of satisfied customers and their average
degree of satisfaction; 10. It is the number of
new users an existing user generates.
Test
4.2 3.
What Makes a Video Commercial Great?
The most successful video commercials are
realized in such a way that the audience
remembers not only the ad, but also the brand
and the message behind the ad. Here are some
tips to get great results.
First, hook them in 5 seconds: viewers have
a short attention span. Give them a reason to
keep watching and remember… Ad formats are
designed to allow users to skip after 5 seconds.
Secondly, tell a great story: a video is a creative
canvas, so have a strong narrative that motivates
a viewer and creates an emotional connection,
using one of the following feelings to elicit a
response: awe, humour, shock, or tears. Don’t
forget to put branding up front, with creative
ways. If a user skips early, they may still be able
to recall your brand. Think about adding a call
to action, either spoken or written. Tell the user
what to do next.
Finally, take advantage of the platform: design
your video so that it takes full advantage of the
platform it is on. If you are using YouTube ads,
make sure you add annotations (clickable text
overlays), for example to drive traffic to your
website.
Adapted from: https://wooshii.com/help/make-
awesome-video-ad/
1. F, You have to wait for five seconds; 2. T; 3. F,
Strong stories can motivate the viewer to go on
watching; 4. T; 5. T; 6. T; 7. F, A user may still
be able to recall the brand; 8. F, It is important
to tell the viewer what to do next; 9. T; 10. F, It
is important because it must be exploited to its
full potential.
4.
Sample answer
Some structural elements, even if not always
present in all printed ads, are: the headline,
containing the claim, a brief text which
summarises the message; the body copy which
includes information about the product; the pay
off, or tagline, associated with the brand name
and easy to remember; the caption, the title
below the illustration; the visual, that is the main
illustration of the ad which can be a photo or an
image; the logo and the brand, which identify the
product or the company; the pack shot, which is
the product packaging visualisation; and the Call
to Action, which is a request to do something or
an invitation to purchase the product itself.
5.
Sample answer
In the era of images, the saying is still true: a
320
 picture is worth one hundred words. The reason
why images allow us to go much further than
just written content is very simple and is linked
to the functioning of our mind. Human beings, in
fact, are much more sensitive to visual signals
than any other type of signal. Photos and videos
have the ability to make us feel happy, excited,
sad and/or disgusted, more than any other type
of message and impulse in the world. We can
remember a famous brand simply by looking at
its logo or brand symbol for a few seconds: every
time this is proposed to us, we will not only be
able to reconnect it to the company it belongs to,
but we will also be able to easily lead it back to
the set of ideas, thoughts and values that inspire
that same brand.
6.
Sample answer
1. life and joy; 2. feelings; 3. explicitly compared;
4. printed advertising; 5. customers’ habits in
marketing; 6. the process of keeping track of the
effectiveness of an ad campaign; 7. gain useful
perceptions on user behaviours; 8. a company
that creates and manages advertising campaigns;
9. television and radio ads; 10. a powerful tactic
to get people to make buying choices.
Module 5 TEST 1 p. 297
1.
1. e; 2. h; 3. f; 4. a; 5. j; 6. g; 7. i; 8. c; 9. b; 10. d.
2.
1. The photographer is compared to a painter
starting with a blank canvas; 2. A photo is
constructed layer upon layer, until it reaches
the perfect balance of reality and art; 3. Food
photography has the ability to appeal to the
consumers’ emotions, making them stop, look,
and want to taste; 4. Food photography is what
draws customers in and drives sales; 5. It is an
expensive initial investment; 6. The long-term
benefits usually exceed the initial high cost by
far; 7. No, the difference is clear; 8. Food is
the passion, the center, and the core offering
for a restaurant; 9. Showcasing the food is the
best investment for a restaurant owner when
considering the promotion of his restaurant;
10. The photographs can be displayed on all of
restaurant print ads, social posts, online ads,
and menus.
Test
5.1 3.
Folk and Traditional Music in Europe
European music has some of the most
321
important types of folk music in the world.
Folk music genres like the Flamenco from
Spain, Gypsy music from Eastern Europe, and
Irish and Scottish music are traditional music
genres which are also well known outside their
countries of origin. They are used in many types
of fusion music today and they have also led to
many different new musical genres. Traditional
music in Europe has also been influenced by
its neighbours during history. Spanish music
came under the influence of the Arabic world
and North African music. Music from Greece
and the Balkan countries in Europe took in many
elements from Middle Eastern music through
Turkey. Years of trading and the migrations
of Gypsies and Muslims have created some
similarity between the music of these areas
and Asia. The tradition of Yodeling is one of the
most interesting singing techniques in Germany,
Austria and Switzerland. Italian folk music has
a deep and complex history. Because national
unification came late to the Italian peninsula,
the traditional music of its many hundreds
of cultures has no homogeneous national
character. Rather, each region and community
possesses its own unique musical tradition
that reflects the history, language, and ethnic
composition of that particular area.
Adapted from: https://folkcloud.com/folk-music/
europe
1. T; 2. F, From Spain; 3. F, They are also well
known outside their origin countries; 4. T; 5.
F, It has been influenced by other countries;
6. T; 7. T; 8. F, It is a singing technique; 9. T;
10. F, Each region and community possesses
a unique musical tradition that reflects the
history, language, and ethnic composition of that
particular area.
4.
Sample answer
One of the most important stages of planning a
video is creating a storyboard, that is a graphic
representation of how the video will develop, shot
by shot. It is made up of a number of frames with
illustrations or pictures representing each shot,
with notes about what is going on in the scene
and what is being said in the script during that
shot. In film making, storyboards can illustrate the
camera shots and movements that filmmakers
have in their heads, making it easier for the
cast and crew to understand how everything will
work together. Before creating a storyboard, it
is important to thumbnail the scenes, that is to
create small sketches to offer a quick plan for
the future storyboards. Usually, storyboards are
summarised on a script breakdown sheet which
is given to the production staff.
 5.
Sample answer
Lighting in photography is an essential factor in
creating a successful image. The quality of light
determines not only brightness and shadows,
but also tone and atmosphere. Therefore, it
is necessary to control and manipulate light
correctly in order to get the best vibrancy of colour
and luminosity on your subjects. It is as important
as exposure, composition, depth of field, and the
story being told within the frame. So, choosing
the right light, including proper light direction and
angle, is the first step in photographic creation.
6.
Sample answers
1. a variety of illnesses; 2. drawing with light;
3. to show goods and services; 4. Director of
Photography; 5. fashion photography; 6. sales
and popularity; 7. get them to buy the product; 8.
the audience, the characters; 9. storyboarding;
10. different shapes and sizes.
Module 5 TEST 2 p. 299
1.
1. e; 2. g; 3. a; 4. j; 5. b; 6. i; 7. c; 8. d; 9. f;
10. h.
2.
1. The camera obscura is a dark box with a hole
(later a lens) in one wall, through which images
of objects outside the box are projected on the
opposite wall; 2. The Chinese and ancient Greeks
probably knew about the same principle more than
2,000 years ago; 3. Canaletto used a camera
obscura to achieve accuracy in his paintings of
Venice and the Grand Canal; 4. They were the
two scientists who first discovered how to make
real photographs; 5. Around 1826, Niépce took
the first photograph; 6. He put his camera on the
windowsill of his house and left it there for at least
eight hours; 7. Yes, it does, but It is very blurry and
difficult to see; 8. Daguerre was experimenting
with photography and created daguerreotypes,
which represented an innovative way of recording
images; 9. It was preventing the picture from fading
away; 10. Scientists tried different chemicals and
experimented with using paper, metal, glass, and
other surfaces for the images.
Test
5.2 3.
Walt Disney, the 20th Century’s Greatest Innovator
of Entertainment
Walt Disney was born on December 5, 1901. His
first success was through the series Oswald, the
322
Lucky Rabbit which was created by the Disney
Studio for Charles Mintz of Universal Studios. When
Disney asked for a larger budget for his popular
Oswald series, Mintz refused and Disney had to
leave. Later, Disney and his brother Roy O. Disney
co-founded Walt Disney Productions, now known
as The Walt Disney Company. Today, this company
has annual revenues of approximately U.S. $35
billion. This success is largely due to a number of
the world’s most famous fictional characters that
he and his staff created, including Mickey Mouse,
a character for which Walt Disney himself was the
original voice. Disney won 26 Academy Awards out
of 59 nominations, including a record four in one
year, giving him more awards and nominations
than any other individual. He is also the namesake
for Disneyland and Walt Disney World Resort
theme parks in the United States, as well as the
international resorts in Japan, France, and China.
Walt Disney is considered one of the best-known
motion picture producers in the world, as well as
an innovator in animation and theme park design.
Adapted from: https://www.myenglishpages.com/
site_php_files/reading-walt-disney.php
1. F, In 1901; 2. F, It was Oswald the Lucky Rabbit;
3. T; 4. T; 5. F, He founded it with his brother Roy;
6. T; 7. T; 8. F, It was given by Walt Disney; 9. F,
He won 26 out of 59 nominations; 10. T.
4.
Sample answer
The value of music in people’s everyday life
depends on the use they make of it and on the
contexts in which they hear it. Today, the massive
increase in the availability of music creates a sort
of musical environment in which we are involved,
most of the time unconsciously. Music in fitness
centres can help us to train harder and for a
longer time, improving muscle coordination and
reducing the risk of injury.
Music is also used as a background in restaurants,
influencing guest behaviour. In fact, a fast rhythm
makes people eat faster, while a slow rhythm
makes guests stay longer. The volume is also
significant: young people prefer loud music, but
older people prefer lower, slow music in the
background. In shopping centres classical music
is the right background to increase the amount of
money that people are ready to spend. Music is
also put to use in medicine, because it can be a
precious aid for people suffering from dementia.
In agriculture, music can stimulate plants to
produce more nutrients, and in breeding farms
it can increase the production of milk and eggs.
5.
Sample answer
Having an overall vision of the types or genres
 of photography is important for grabbing the
opportunities that are open to you as a future
professional photographer. First of all, it is
difficult to understand what a genre is and what
a technique is. One of the most challenging
genres is sports photography. This is a kind of
photography capturing sports, games, and other
dynamic activities. Sports photography is a very
broad term, it can be related to photojournalism,
but also to daily life photography.
6.
1. through fire; 2. back lighting; 3. photojournalism;
4. post-production; 5. the waist up; 6. music and
images; 7. electronic music; 8. soundtrack; 9.
animatic: 10. techniques of films.
Module 6 TEST 1 p. 301
1.
1. h; 2. d; 3. a; 4. g; 5. b; 6. j; 7. c; 8. e; 9. f;
10. i.
2.
1. Since the early days of the radio in the 1920s;
2. It was aimed at a large audience of women
who stayed at home during the day; 3. On radio
and in early television, most daytime soap operas
played in 15-minute episodes, but by the 1960s,
most had been expanded to a half-hour, and to a
full hour in following decades; 4. The fact that the
stories were continued from episode to episode;
5. The CBS network started to broadcast Dallas,
aired at 10 o’clock in the evening in 1978; 6.
Dallas was about the story of a wealthy family
of Texan oil tycoons, the Ewings. It was a story
of intrigue, betrayal, romance, family struggles,
and dramatic narrative twists; 7. The action took
place at Southfork Ranch in Texas; 8. After two
seasons of modest commercial success, the
final episode of the 1979–80 season catapulted
the program to the top of the ratings; 9. Because
the last episode of the previous season ended
with a mysterious murder which triggered that
question; 10. When the new season began the
following autumn, Dallas was a hit.
Test
6.1 3.
Federico Fellini, a Surreal Vision of Reality
Federico Fellini was one of the most celebrated
and extraordinary Italian film directors of the period
after World War II. Influenced early in his career by
the Neorealist movement, he developed his own
distinctive style, full of surreal images set upon
ordinary situations. In 1944 Fellini met director
Roberto Rossellini and became one of a team of
323
writers for Roma, Città Aperta (1945), a pioneer
film of Neorealism. Fellini’s contribution to the
screenplay earned him his first Oscar nomination,
so he quickly became one of Italy’s most successful
screenwriters. Among his best films is La Strada
(1954), which was a commercial success. It won
the Oscar for Best Foreign Film and Nino Rota’s
memorable theme song became a hit. However,
Fellini’s outstanding masterpiece is La Dolce Vita
(1960). Inspired by newspaper headlines and
some scandals of the late 1950s, the film shows
a Rome dominated by foreign movie stars, corrupt
journalists, and decadent aristocrats. Condemned
by the Roman Catholic Church but loved by the
public, La Dolce Vita added the word paparazzo to
the English language.
Adapted from: https://www.britannica.com/biography/
Federico-Fellini
1. F, After world War II; 2. T; 3. T; 4. F, They
met in 1944; 5. T; 6. T; 7. F, He composed the
theme song for La Strada; 8. F, It was inspired by
newspaper headlines and some scandals of the
late 1950s; 9. F, It was condemned by the Roman
Catholic Church but loved by the public; 10. T.
4.
Sample answer
The history of the cinema began at the end of
the 19th century. In 1891, the Edison Company
presented a prototype of the Kinetoscope. In
1895, in France, the Lumière brothers projected
some moving pictures to a paying audience. In
a decade, several national film industries were
established. The First World War limited the film
industry in Europe, while in America it grew in
importance. Film makers and film companies
began experimenting with new technologies. The
film, The Birth of a Nation, by David W. Griffith,
released in 1915, established America as a
leader in innovative film techniques. Colour was
added in the next two decades and The Jazz
Singer (1932) was the first film incorporating
sound and images together. The decades, 1930s
and 1940s are considered the Golden Age of
Hollywood, when cinema was the most popular
form of entertainment. New challenges were
about to shake the world of the cinema: the
introduction of television into people’s homes
and the impact of digital technology.
5.
Sample answer
Yogi Bear is a funny animal who has appeared
in numerous comic books, animated television
shows and films. He made his debut in 1958.
Most of Yogi’s cartoons tell about his adventures
in the fictional Jellystone Park, a name very
similar to the real Yellowstone National Park. Yogi,
 accompanied by his friend Boo-Boo Bear, very
often tries to steal picnic baskets from campers in
the park, making the Park Ranger, Smith, furious.
Yogi is one of several Hanna-Barbera characters
to have a collar. This allowed animators to keep
his body static, redrawing only his head in each
frame when he spoke, thus reducing the number
of drawings needed for a seven-minute cartoon
from around 14,000 to about 2,000.
6.
Sample answers
1. storytelling; 2. criminals, detective; 3. full-
length animated film; 4. children, adults; 5.
Oscar; 6. source of information; 7. cartoons,
some music and sport programmes, and religious
programmes; 8. limited animation; 9. ordinary
people; 10. footage.
Module 6 TEST 2 p. 304
1.
1. d; 2. a; 3. i; 4. h; 5. b; 6. j; 7. c; 8. g; 9. f;
10. e.
2.
1. Because he employed a strong psychological
suspense in his films, producing an unforgettable
experience in the viewers; 2. He took art courses;
3. He started working in a full-time position at the
famous Players-Lasky Company, designing title
cards for silent films; 4. Within a few years, he
was working as an assistant director; 5. He moved
to Hollywood; 6. The film Rebecca won an Oscar
for best picture in 1940; 7. Some of his most
famous films include Psycho (1960), The Birds
(1963) and Marnie (1964); 8. Because the plots
of his films function as a tool for understanding
complex psychological characters; 9. His career
lasted six decades; 10. He directed more than
50 films.
Test
6.2 3.
“Murder, she wrote”, When the Detective is a
Lady
Murder, She Wrote is an American crime drama
television series whose leading character is
Jessica Fletcher. She is a best-selling author
of mystery novels, an amateur detective and
criminology professor, who uses her intellect,
charm, and determination to get to the bottom of
every crime she encounters.
The series aired for 12 seasons with 264
episodes from 1984 to 1996 on the CBS network.
It was followed by four TV films. Among the most
successful and longest-running television shows
324
in history, it had more than 30 million viewers
per week and was a hit on the CBS Sunday night
programming for a decade. The series is still very
successful all around the world.
For the first seven seasons Jessica lived in Cabot
Cove, a pleasant little town in Maine, but in the
eighth series, she moved to New York. Jessica
Fletcher was interpreted by Angela Lansbury,
a British-born American actress who achieved
success and acclaim for her stage, film, and
television work.
Adapted from: https://murdershewrote.fandom.com/
wiki/Main_Page
1. F, It is an entertainment programme; 2. T;
3. F, She is an amateur detective; 4. F, For 12
seasons; 5. T; 6. F, There were four films; 7. T;
8. F, The series is still very successful all around
the world; 9. T; 10. T.
4.
Sample answer
Television became available in experimental
forms in the late 1920s when J.L. Baird tried to
broadcast with the BBC. However, television was
not invented by one person only. In the previous
decades, some researchers invented technologies
and tools that allowed the evolution of the small
screen. In the 1930s and the 1940s, in Britain
and Germany, television broadcasting was run by
companies affiliated with the government. The
development of television was interrupted by
the Second World War so, full-scale commercial
television broadcasting only began in 1947 in
Europe. Television broadcasting expanded rapidly
after World War II with the arrival of colour and the
introduction of digital technologies and became
an important mass medium for advertising and
entertainment.
5.
Sample answer
Talent shows are very popular on British
television. Britain’s Got Talent is the most famous
talent show in the UK. In this programme, people
come from around the country and present a live
performance in front of famous judges. Some
of the performances are really impressive, from
an 80-year-old lady dancer to some really gifted
singers, as well as magicians and acrobats. The
audience numbers are always very high, and it
has already been announced that the programme
will return next year. People can’t get enough of
talent on television!
6.
Sample answers
1. major genre, auteur system; 2. song and
dance routines; 3. synchronised dialogue; 4. the
 television, digital technology; 5. backgrounds,
moving figures; 6. 1954; 7. language acquisition;
8. Queen For a Day; 9. information and news; 10.
lights and sounds.
Module 7 TEST 1 p. 307
1.
1. j; 2. h; 3. a; 4. i; 5. b; 6. g; 7. f; 8. c; 9. d;
10. e.
2.
1. d; 2. a; 3. j; 4. i; 5. g; 6. h; 7. c; 8. b; 9. e;
10. f.
Test
7.1 3.
What Do Writers and Editors Do?
Writers and editors are responsible for producing
the content that we read in newspapers, books,
magazines, and online, or that we hear when we
watch movies, television shows or commercials
or listen to radio programs or podcasts.
Careers as writers or editors cover a broad range
of professional fields and responsibilities.
Sometimes, there is an overlap between these
professions. Combinations are endless, but they
all begin by doing good research and writing in a
way that captivates readers.
Editors often have experience as writers and might
also work as writers themselves. However, they
are primarily responsible for helping to improve
others’ writing. Good editors must identify
inconsistencies, guide the plot and structure of
the writing, find ways to improve the prose and
proofread the works of writers.
Managing editors or editors-in-chief are
responsible for running entire newsrooms or
magazines. They must be able to write and edit,
understand design decisions and manage a team.
There are some general skills writers and editors
should possess.
Creative thinking is a must for both creative
and fact-based writing to find the best way and
language to present a story and to spot new
and interesting ideas that will engage readers
and viewers. They must be able to create clear,
grammatically correct, well-structured materials.
They must be able to do research to make their
writing as accurate and detailed as possible.
Writers must be able to deal with both rejection
and constructive criticism: a writing career often
involves rejection of work by editors or publishers.
Besides this, the publication process often
involves multiple drafts; early drafts are typically
marked up with questions, changes, and edits.
Journalists and editors must understand the
325
current media climate and what will make a piece
of writing popular, interesting, or marketable.
Adapted from: https://www.thebalancecareers.com/
writer-and-editor-526082
1. F, They cover a broad range of responsibilities;
2. F, Both professions start with research
work; 3. T; 4. F, They have to improve others’
writing, identify inconsistencies, guide the plot,
give suggestions and proofread; 5. T; 6. F, It is
important for all kinds of writing; 7. T; 8. T; 9. F,
They have to write multiple drafts, the early ones
to make the necessary changes; 10. F, Journalists
and editors also need to possess them.
4.
Sample answer
First of all, you need a camera. Professionals
use cinematic cameras, non-professional people
use cameras built into their smartphones or
camcorders. In order to keep the camera steady,
they can use supports such as tripods, gimbals,
shoulder mount rigs or dollies. As to audio,
filming cameras have a microphone incorporated,
but external ones are better. Omni-directional
ones capture the sound from every direction and
directional ones capture them from a specific
direction. There are various kinds of microphones
you can choose from, depending on the type of
shooting (wireless, levalier, shotgun, boom pole).
Professionals also use headphones to hear what
they are filming. To finish, you need lights: light
reflectors, which take advantage of ambient
light, or different types of lights depending on
the effect you want to get (softboxes for soft fill
light, camera lights to cover shadows, three-point
lighting to focus on the subject, eliminate the
shadows and create depth).
5.
Sample answer
There are a lot of platforms that offer a variety of
possibilities to users. They are used for lots of
purposes, like socialising, sharing images and texts,
learning, booking holidays, flights, restaurants,
downloading music or films, finding ways to reach
a certain place and so on. Many of them are
interactive and a lot have content generated by
the users themselves. Anybody can access the
platforms provided they have a computer, tablet
or smartphone and an Internet connection, after
registering and creating an account.
6.
1. walk-ons or extras; 2.editorialists; 3. web
editor; 4. cover price; 5. walk-and-talk; 6.
reflectors; 7. off-set printing; 8. negative; 9.
clouds; 10. takes; 11. motion capture; 12. news
design; 13. cropper; 14. web browser; 15. PDFs

Module 7 TEST 2 p. 310
1.
1. d; 2. e; 3. j; 4. h; 5. i; 6. g; 7. c; 8. a; 9. f;
10. b.
2.
1. a; 2. e; 3. c; 4. d; 5. f; 6. b; 7. h; 8. j; 9. k; 10.
i; 11. g; 12. l.
Test
7.2 3.
Do you Want to Become a YouTuber?
Before even creating your YouTube channel,
you’ve probably already decided on the kind of
video content that you want to show.
Arm yourself with the right equipment. Most
YouTubers use DSLRs or mirrorless cameras,
along with other essential accessories such as
tripods, lenses, and studio lighting. For those
who normally vlog on-the-go, a mirrorless or action
camera and a good monopod or handheld gimbal
stabilizer are useful.
Invest in a good microphone that you can mount
on your camera and check if your audio is clear
enough for your viewers to understand. For
best results, use a shotgun microphone that’s
designed to pick up sound mostly from the front,
so noise from the sides and behind the mic can
be cancelled out. Some vloggers even invest
in multiple microphones for different recording
situations.
Start with Simple Editing Software like Windows
Movie Maker or Apple iMovie. These are a lot
more user-friendly and are easily downloadable
for free.
The best ways to increase your views and gain
followers is still to keep your content interesting
and engaging. It also helps to stick to your theme.
For example, many successful YouTubers have
dedicated channels for travel, tutorials, or their
daily lives. Look for inspiration everywhere, list
down your ideas, avoid comparing yourself to
others and focus on your own channel. It’s equally
important to produce quality content, so choose
only your best shots and upload videos regularly.
Adapted from: https://www.adorama.com/alc/10-tips-
for-starting-a-youtube-channel
1. F, Arm yourself with the right equipment; 2. T;
3. F, They are useful for vlogging on-the-go; 4. F, A
microphone that you can mount on your camera;
326
5. T; 6. F, They invest in multiple microphones for
different recording situations; 7. T; 8. F, They like
YouTubers who stick to their theme; 9. F, Avoid
comparing yourself to others; 10. T.
4.
Sample answer
The common characteristic of the role of all
editors is that they edit other people’s work, that
is, they check and correct their work and advise
writers until the product is ready for publication.
Besides that, film and TV editors adjust, cut and
paste the recording, adding sounds and special
effects. Newspaper and magazine editors decide
which news stories to print, check for accuracy
and write headlines. In particular, layout editors
are in charge of the layout of the page and
manipulate type size, font style, spacing, column
width, while production editors must see that the
piece is edited, designed, proofread, and printed.
Book editors spot talented writers and contribute
to create the book.
Web editors do research to write texts that
catch the attention of the audience, update
content and identify the targeted audience to
develop guidelines for writers. Photo editors
identify the needs of websites, select photos or
photographers, review, manipulate images, and
approve them for publication.
5.
Sample answer
A lot of articles that newspaper journalists write
refer to the news. They gather information and
witnesses, check them and then inform the
readers. Reporters often write from the places
where the events take place, even from violent
or war zones. Investigative journalists, instead,
carry out long research work and go into more
depth. Daniel Defoe is considered one of the
first modern English journalists, as he was the
first to have based his work on people’s direct
testimony. When he told the story of a terrible
storm in 1703, in fact, he asked those who had
seen it to tell him about their experience.
6.
1. Prompters; 2. essays; 3. publication; 4. reading
public; 5. shock mount; 6. Omni-directional; 7.
droplets; 8. content; 9. strategy; 10. hardware;
11. sound editors; 12. fake; 13. Photo editing
/ photoshopping; 14. Text editor; 15. electronic
signatures.
STUDENT'S BOOK
ANSWER KEYS, AUDIOSCRIPTS
AND TEACHER'S NOTES
 Module 1 COMMUNICATION AND GRAPHIC DESIGN

Unit 1.1 Communication Pages 14-15

Pages 12-13 Think of ten ‘formal’ occasions when verbal

language is used.

Think of a real-life example for each of these Sample answers

purposes.
Sample answer
1. In a classroom between teacher and
student; 2. When an author writes a new
novel; 3. When an advertising agency thinks
of a new ad for a product; 4. During a
wedding, with the best man’s speech;
5. When a lover proposes to his/her partner.
At court, during exams, when talking about a
medical diagnosis, when a king/queen talks
to his/her subjects, etc.
What are the main characters of Disney’s
animation film Inside Out?
Joy, Sadness, Fear, Disgustx and Anger.

4.
Name 5 different channels you can think of 1. e; 2. i; 3. j; 4. g; 5. d; 6. a; 7. b; 8. c; 9. h;
in under 30 seconds. 10. f.

Sample answer
Text, air, TV, book, magazine, postcard,
phone call, etc.
1.
1. F, To communicate we use a system of
symbols, signs, or sets of behaviour; 2. T; 3. F,
The channel is the way or the medium we use to
communicate; 4. T; 5. T; 6. F, It’s a cyclic one;
7. F, They are different, since the first sends the
message and the latter gets it; 8. T.
5.
1. G; 2. F; 3. F; 4. F; 5. G; 6. G; 7. F; 8. G.
6.
1. universal emotions; 2. differences across
cultures; 3. Arab and Iranian cultures, Asia; 4.
different countries; 5. discouraged or prohibited,
especially in public spaces; 6. necessary, rude;
7. the Middle East, Latin America, Russia and
Greece; 8. studying.

2. Pages 16-17
Sample answer
The process of communication starts from
the sender who wants to send a message. He How many YouTubers or Instagrammers do
encodes it and transfers it through a channel, you know with over 1M followers?
where noise may distort it. The receiver decodes Personal answer
it and provides a feedback to the sender.

3.
Sample answer How can a recipient show or express that
something is wrong with the message he’s
listening to?
psychological emotional
Sample answer
He may pull faces, make hand or arm
gestures, nod his head, etc.
Communication
linguistic may fail because physical
of barriers 1.1 7.
ICT in Mass Communication
Without ICT, Information and Communication
physiological attitudinal cultural Technology, communication would be taken

328
 back to the Stone Age, to the use of papyrus,
conventional newspapers and traditional TV and
radio. Internet, websites, blogs, and social media
would not exist, and this would be disastrous
for mass communication: the gathering and the
dissemination of information would be almost
impossible.
ICT makes communication fast, precise and
well-targeted. Live events and real-time reporting
are possible thanks to the technological
advancement in communications. ICT enhances
free access to information.
Sharing information is no longer an expensive
business: with an Internet connection and a
computer, anyone can pass information to the
world. Posting on Facebook, Twitter, and any
other social media platforms costs nothing.
Communication is now able to reach the masses
and the term “mass media” refers to the different
types of technology used as channels for a small
group of people to communicate with a larger
number of people.
Technology plays a critical role in mass
communications: without it, mass communication
would not be able to achieve its goal. That is
why technology will continue to be crucial, not
only to the access of information but also to the
creation of communication messages.
Adapted from: https://www.ama-studios.com/what-is-
the-importance-of-ict-in-mass-communication/
9.
Television Radio Telephone
Advan. Disadv. Advan. Disadv. Advan. Disadv. Advan. Disadv. Advan. Disadv. Advan. Disadv.
2, 6, 1, 5, 2, 6, 3, 5, 9, 10 3, 8
10, 12 8, 13 10, 8, 13
14
1.2 10.
What is Grapevine Communication?
Though it helps to overcome the communication
gap or lack of familiarity, grapevine communication
is informal, chaotic and unofficial. When people
spread rumours – false and irresponsible
statements or half-truths – in all directions,
this is called communication on the grapevine
channel because it spreads in all directions as
fast as the vine of grapes does.
In a business context, the grapevine consists
of a complex network of informal contacts
between workers at all levels. If used well, it
improves relationships between employees and
329
1. F, Without ICT communication would be taken
back to prehistoric times; 2. T; 3. T; 4. F, ICT
increases free access to information; 5. T; 6.
T; 7. F, Technology plays a fundamental role in
mass communication; 8. T.
8.
1. New media are texts distributed using
computers, web sites and electronic tools;
2. They are: press, photography, cinema,
telephone, radio and TV; 3. A computer can be
used as a tool for the production of media and
as a media storage device; 4. It has shifted
towards a computer-mediated form of production,
distribution and communication of media; 5. It
has been compared to the invention of moveable
print in the fifteenth century or to the transition
from an agricultural to an industrial society in
the nineteenth century; 6. They imply the use of
a combination of texts, audios, still images and
animation; 7. Two massive basic factors: Internet
connectivity and computer processing.
Pages 18-19
What are the new types of channels based on?
They are based on synchronous or
asynchronous distant communication
through the Internet.
Magazines and The Internet and Posters and
newspapers social media billboards
5, 6 1, 4, 2, 6, 1, 4, 5, 6 1, 4,
13 7, 9, 5, 8, 13
10 11
management and employees can discuss their
problems openly, so everybody can take part in
finding a solution, and this improves efficiency.
There are different types of grapevine:
• wheel, where one person is responsible for
sending out the information to different people
or groups of people;
• cluster, which has several groups of people
linked together;
• chain, where information passes through a
series of key people linked together in the
organisation.
• free flow, which is random.
Adapted from: http://www.asksurya.in/grapevine-
communication/
1. informal, chaotic, unofficial, fast, complex; 2.
Because it spreads in all directions as the vine
of grape does; 3. It improves the relationships
between the employees and the management,
it helps employees work together openly to find
solutions to problems; 4. Wheel, cluster, chain
and free-flow; 5. Wheel: one person to all others;
cluster: different groups of people; chain: key
people to others; free flow: random.
11. 1.1 Evolution of communication - Stone
Age to Modern age posted by LTE
Hi friends, I am Joy and I am Jennifer. Welcome
to the world of communication. So, today
we are going to show you the evolution of
communication. What differentiates us humans
from animals is the way we communicate with
each other. Here we will show you a brief history
of how communication system evolved. The
whole journey of communication started with the
caveman. The cavemen used to gather around
fire to discuss their day-to-day activities. We can
compare this to modern day social networking
sites such as Facebook. Then one sudden
day they decided to record their activities or
knowledge. The cavemen then started to
inscribing on the caves. We can compare this
to modern day blogging. The problem with this
communication method was it was localised.
When people started moving out of the caves,
long distance communication became very
important.
Smoke signal: this was the first long distance
communication. It was used in Northern America
where each tribe has its own signalling system.
A smoke from top of the hill signified danger.
Smoke signal was also used in Ancient China.
The soldiers stationed at the Great Wall would
alert for danger using smoke signal from tower to
tower. In this way they could transmit message
as far as 750 km within a few hours. The smoke
signal is still used in Vatican to indicate the
selection of a new Pope.
Pigeons: due to their natural homing ability,
pigeons were extensively used for long distance
communication. The pigeons were used by
Persians, Romans, Greeks, Mughals. In the
19th century pigeons were also used to transmit
stock quotations from one city to another. Cher
Ami, a homing pigeon, was awarded the French
War Cross, for her services during World War I.
TV series Game of Thrones has shown the use
of ravens instead of pigeons for long distance
communication.
Pony Express: from ancient time Kings have been
using human messengers to relay messages.
Pony Express was a first of its kind mail service
delivering messages, mails, newspapers and
330
small packages by horseback using small relay
stations. It is regarded as the first courier
service. It was used in the mid-19th century to
communicate between East Coast and West
Coast of America.
Semaphore flag: semaphore flag was used in
maritime during the late 19th century. The word
semaphore is derived from Greek word “sema”,
meaning sign, and “phero”, meaning bearer. It
is the telegraphy system conveying information
at a distance by means of visual signals with
hand-held flags, rods and disks. It is still used
during underway replenishments at sea and
is an acceptable mode of communication for
emergency.
Telegraph: telegraphy was the greatest
breakthrough in the field of communication.
Although the smoke signal and semaphore flags
were a different form of telegraphy, but the
harnessing of electricity in the late 19th Century
gave birth to electric telegraphy. Morse code is still
used globally as a mode of communication. Till a
couple of decades ago, telegraphy was the most
popular form of long-distance communication. The
US discontinued the use of telegraph in 2006.
India’s BSNL owned telegraph service ended in
2013. It was reportedly the world’s last existing
true electric commercial telegraph system.
Radio: the term “Radio” in Latin means beam
of light. In 1864 James Clerck Maxwell showed
mathematically that electromagnetic waves
could propagate through free space. The effects
of electromagnetic waves were observed before
and after Maxwell, but no one could detect its
presence. In 1886 Heinrich Hertz established
the existence of electromagnetic waves. In 1888
he demonstrated that one could produce and
detect electromagnetic waves which we today
call as radio waves. In November 1894 Jagadish
Chandra Bose at Town hall of Kolkata ignited
gunpowder and rang a bell kept at a distance
using microwave. During the same time, an
Italian scientist, Guglielmo Marconi, made an
electric bell which went off during lightning.
This was just the beginning of a whole new era
of distant communication. Early 20th century
radio system transmitted messages using
continuous waves only. Amplitude modulation
was demonstrated for the transmission of voice
and music but with little success. World War I
accelerated the development of radio for military
communication. After the war, commercial radio
broadcasting began in 1920 and was a big hit.
World War II again accelerated the development
of wartime purposes for aircrafts and land
communication.
Telephone: until now real time communication
was confined to diplomatic purposes or for
broadcasting. Still telegram was the fastest
one to one communication used by common
people. In 1876 Alexandre Graham Bell
invented the telephone. At first, the benefits
of a telephone exchange were not exploited.
Instead, telephones were leased in pairs to a
subscriber, who had to arrange for a telegraph
contractor to construct a line between them, for
example between a home and a shop. It was a
luxury that only rich people could afford. Later,
telephones took advantage of the exchange
principle already employed in telegraph
networks. Each telephone was wired to a local
telephone exchange, and the exchanges were
wired together with trunks. Networks were
connected in a hierarchical manner until they
spanned cities, countries, continents and
oceans. This was the beginning of the public
Switch Telephone Network or PSTN. The major
progress took place after the second world war.
So, friends, here we have seen history of
communication started from cavemen to
telephone. But this is just the beginning of the
golden era in the field of communication. In the
next video we will talk about how communication
system evolved from wired to wireless and
local to global. Also, we will see the role of
government to regulate wireless spectrum
and the role of private companies to develop
existing network of 4th Generation.
So, friends, don’t forget to subscribe our channel
and like our videos and stay tuned for upcoming
videos.

Due to their Used in the Navy Early 20th century

homing ability,
they were used
for long-distance
communication by
Persian, Romans,
and Greeks
during the late radio systems
19th century by transmitted messages
means of visual using continuous
signals with electromagnetic waves,
hand-held flags, discovered by Heinrich
rods and disks Hertz in 1888

Smoke Pony Semaphore

Pigeons Telegraph Radio Telephone
signals Express Flags

Used in Used in the mid- The employment In 1876 Alexander

Ancient 19th century to of electricity in Graham Bell
China and communicate the late 19th invented the
Northern between the East century gave telephone.
America and the West birth to electric Networks were
Coast of America telegraphy. The connected in
Morse code a hierarchical
has just been way through
abandoned cities, countries,
continents and
oceans

Pages 20-21
Teacher’s note
Think of two examples of signs that
For a further video to go on with the timeline,
overcome linguistic and cultural barriers.
watch the following:
1.2 - EVOLUTION OF COMMUNICATION - Sample answers
FROM 1G TO 4G & 5G posted by LTE Street signs, hotel icons.

331
 12.
Sample answers
Probable sender Probable receiver
1. Site manager Anyone near the
construction site
2. Tourism office Tourists
3. Maths teacher Students
4. Traffic wardens Car drivers
5. Journalists Football fans/population Newspaper’s front page We are world champions.
6. Government Population
7. Food companies Consumers
8. Furniture company Consumers
1.3 13.
Icon, Index and Symbol – Three categories of
Signs
We live in a visually intensive society and in a
world of spectacular and exciting images. We
see mediated images and signs more often
than we read words. A sign is anything that
creates meaning. It’s anything that can be
used to represent something else. Signs can
take many forms; they can be words, numbers,
sounds, photographs, paintings, road signs and
more. They can be categorised as:
• Icon, which has a physical resemblance to
the concept; it is meant as a direct imitation
of the object or concept and there’s a
real connection between the sign and its
meaning.
• Index, which shows evidence of what’s being
represented; it describes the connection
between sign and concept. An index
doesn’t resemble the object represented, it
resembles something that implies the object
or concept.
• Symbol has no resemblance between the sign
and the meaning. The connection between
them must be culturally learned. Flags are
symbols. What’s being communicated, must
be learned.
Adapted from: https://vanseodesign.com/
web-design/icon-index-symbol/
Icons: 6, 7, 10, 11, 14.
Index: 2, 3, 9, 13.
Symbols: 1, 4, 5, 8, 12, 15.
332
Probable placement Message
At the entrance of the Stop, do not enter.
construction site
Inside the office To make directions clear.
On the blackboard/ Explanation of the
On a book Pythagorean theorem.
At the crossroads Go.
Shops, offices Respect these rules.
Food packaging Gluten free.
Building instructions Insert screw.
Page 23
1.4 14.
Music Therapy
Music therapy is an effective educational and
therapeutic tool for both children and adults
with forms of disabilities such as learning or
intellectual disabilities, cerebral palsy, or autism.
It is defined as a clinical and evidence-based use
of music interventions to achieve individualised
goals within a therapeutic relationship by a
professional. Music therapy aims to facilitate
positive changes in behaviour and emotional well-
being and is essentially a social activity involving
communication, listening and sharing.
From a therapeutic perspective, music has a
number of benefits for people with disabilities:
• repetition within music may be more enjoyable;
• it provides significant memorisation assistance;
• it is an effective way to activate and focus a
person’s attention, as a stimulating introduction,
or to maintain attention: changes in music
may provide signals or alerts that important
interactions or information are coming;
• some kinds of music might also provide
a calming effect when a person’s anxiety
interferes with their cognitive focus;
• it is an effective tool to use for encouraging
and motivating a person’s speech in music
therapy: rhythm may help a person to slow
down their rate of speech and become more
intelligible. Also, it provides a path for non-
verbal communication.
Adapted from: https://www.disabled-world.com/
medical/rehabilitation/therapy/music.php
1. F, Music therapy can be effective with adults
too; 2. T; 3. T; 4. F, It is a perfect way to capture
people’s attention; 5. T; 6. T; 7. F, It helps non-
verbal communication as well.
15.
Sample answer
Behavioural researchers at the University of
Southern Brittany in France, after a study over
a three-week period at two different bars, have
discovered that people tend to drink more,
and more quickly, when the decibel level of the
background music is 22% higher.
16. Why Music Therapy? posted by childrenhosgh
People often ask me: why music? What is it
about music that works in the hospital setting?
And my answer is usually: why not music? Every
single person in the world in some way, shape or
form is connected to rhythm and music; we all
start with rhythm as a heartbeat inside of us and
it doesn’t matter what culture people are from,
music doesn’t discriminate; music is something
that is accessible to all people in some way
shape or form and one of our biggest goals at
Children’s Hospital is to find a way to make
music accessible to that child, their family and
their experience. So, whether it’s listening to a
song that brings out an emotion in that child or
helps them understand and connect to that new
cancer diagnosis they may have just received,
that song may be the only way the child has a
connection or understanding of what’s going
on, and as the music therapists we’re there to
provide that support and walk the journey with
the patient. We are just very fortunate to have a
tool such as music that most people can relate
to.
And music is that tool that can cross all
boundaries; it crosses culture, it crosses age
and gender, it crosses everything. So, we may be
able to use music and not have to say a word for
the entire session; we may have a session that’s
full of words, but the most interesting thing to
me about music is that I can use it with everyone
and anyone.
1. Because everybody in the world is connected
to music and it is accessible whenever and
wherever; 2. We all start with rhythm as a
heartbeat inside of us; 3. To find the way to get
music accessible to patients; 4. They work to give
support to the patients; 5. Music can cross all
barriers, boundaries, cultures, age and gender.
17.
1. with each other from far away for centuries;
2. their arrival and intention preceded them; 3.
333
100 miles an hour; 4. because it was used by
the slaves to communicate; 5. of three different
types: an idea, a repetition/reinforcement,
rhythm.
Page 25
18.
1. messages; 2. below; 3. alter; 4. above; 5.
aware; 6. lowest; 7. auditory; 8. perception; 9.
response; 10. opposite; 11. carry; 12. cues.
19.
1. The black silhouette of a golfer’s back looks
like the face of a Spartan warrior, while the trail
pattern of his swing also makes the shape of
the classic Greek helmet; 2. The cute arrow
connecting A to Z, while forming a grinning face,
works well both to make you feel happy and
to make you see Amazon as an all-inclusive
resource; 3. The whitespace on the right in the
logo clearly shows an arrow, an indication of the
company’s speed and ability to get your delivery
from Point A to Point B.
Pages 26-27
Whose speech do you remember? Why?
Personal answer
20. Martin Luther King jr. I have a dream speech
posted by Ilya Gokadze
[…] and so even though we face the difficulties
of today and tomorrow, I still have a dream.
It is a dream deeply rooted in the American
dream.
I have a dream that one day this nation will rise
up and live out the true meaning of its creed:
“We hold these truths to be self-evident, that all
men are created equal.”
I have a dream that one day on the red hills of
Georgia, the sons of former slaves and the sons
of former slave owners will be able to sit down
together at the table of brotherhood.
I have a dream that one day even the state of
Mississippi, a state sweltering with the heat of
injustice, sweltering with the heat of oppression,
will be transformed into an oasis of freedom and
justice.
I have a dream that my four little children will one
day live in a nation where they will not be judged
by the colour of their skin but by the content of
their character.
I have a dream today!
I have a dream that one day, down in Alabama,
with its vicious racists, with its governor
having his lips dripping with the words of
“interposition” and “nullification” -- one day
right there in Alabama little black boys and
black girls will be able to join hands with little
white boys and white girls as sisters and
brothers.
I have a dream today!
I have a dream that one day every valley shall
be exalted, and every hill and mountain shall be
made low, the rough places will be made plain,
and the crooked places will be made straight,
and the glory of the Lord shall be revealed and
all flesh shall see it together.
This is our hope, and this is the faith that I go
back to the South with.
With this faith, we will be able to hew out of the
mountain of despair a stone of hope. With this
faith, we will be able to transform the jangling
discords of our nation into a beautiful symphony
of brotherhood. With this faith, we will be able
to work together, to pray together, to struggle
together, to go to jail together, to stand up for
freedom together, knowing that we will be free
one day.
And this will be the day -- this will be the day
when all of God’s children will be able to sing
with new meaning: My country ‘tis of thee,
sweet land of liberty, of thee I sing. Land where
my fathers died, land of the Pilgrim’s pride, from
every mountainside, let freedom ring!
And if America is to be a great nation, this must
become true.
And so, let freedom ring from the prodigious
hilltops of New Hampshire.
Let freedom ring from the mighty mountains of
New York.
Let freedom ring from the heightening Alleghenies
of Pennsylvania.
Let freedom ring from the snow-capped Rockies
of Colorado.
Let freedom ring from the curvaceous slopes of
California.
But not only that,
Let freedom ring from Stone Mountain of Georgia.
Let freedom ring from Lookout Mountain of
Tennessee.
Let freedom ring from every hill and molehill of
Mississippi.
From every mountainside, let freedom ring.
And when this happens, and when we allow
freedom ring, when we let it ring from every
village and every hamlet, from every state and
every city, we will be able to speed up that
day when all of God’s children, black men and
white men, Jews and Gentiles, Protestants and
Catholics, will be able to join hands and sing in
the words of the old Negro spiritual:
334
Free at last! Free at last! Thank God Almighty, we
are free at last!
1. a; 2. c; 3. b; 4. d; 5. d; 6. a; 7. a; 8. c; 9. b.
21. We Shall Fight on the Beaches - Winston
Churchill posted by Paul Thewlis
I have, myself, full confidence that if all do their
duty, if nothing is neglected, and if the best
arrangements are made, as they are being
made, we shall prove ourselves once more able
to defend our Island home, to ride out the storm
of war, and to outlive the menace of tyranny, if
necessary for years, if necessary alone. At any
rate, that is what we are going to try to do. That is
the resolve of His Majesty’s Government, every
man of them. That is the will of Parliament and
the nation. The British Empire and the French
Republic, linked together in their cause and in
their need, will defend to the death their native
soil, aiding each other like good comrades to the
utmost of their strength.
We shall go on to the end, we shall fight in
France, we shall fight on the seas and oceans, we
shall fight with growing confidence and growing
strength in the air, we shall defend our Island,
whatever the cost may be, we shall fight on the
beaches, we shall fight on the landing grounds,
we shall fight in the fields and in the streets, we
shall fight in the hills, we shall never surrender,
and if, which I do not for a moment believe, this
Island or a large part of it were subjugated and
starving, then our Empire beyond the seas, armed
and guarded by the British Fleet, would carry on
the struggle, until, in God’s good time, the New
World, with all its power and might, steps forth to
the rescue and the liberation of the old.
Teacher’s note
Here are some sites were the students could
find further information.
About Sir W. Churchill
https://prezi.com/tkc1h-d3yasa/
we-shall-fight-on-the-beaches/
https://www.studienet.dk/we-shall-fight-
on-the-beaches-winston-churchill/analysis/
language/rhetorical-devices
About Dr M.L. King
https://prezi.com/xw_pnvj1moqv/
i-have-a-dream-mlk/
https://www.theclassroom.com/
overall-mood-i-dream-speech-22185.html
Personal answers.
22.
Sample answers
Dr Martin Luther King Sir Winston Churchill
Use of repetitions I have a dream If all do
I have a dream today We shall fight
With this faith we will be able
This will be the day
Let freedom ring
Free at last
Tone of voice Determined, calm, grounded Murmured, monotonous, with
few high peaks, able to build
an extraordinary amount of
power towards the end
Mood Making the reader feel very inspired, Motivating his audience
liberated, motivated and empowered
Use of we instead of I Yes Yes
Use of shall to describe future Yes Yes
events
Use of pauses in the speech Yes No, but slow pace

Pages 28
23.
1. the; 2. the; 3. a; 4. a; 5. the; 6. *; 7. a; 8. the;
9. a; 10. the; 11. *; 12. *; 13. an; 14. *; 15. a;
16. an; 17. a; 18. a; 19. the; 20. the; 21. the;
22. a; 23. an; 24. the; 25. a.
24.
1. a; 2. *; 3. a, the; 4. *, the; 5. *, *; 6. the, *,
a, the, *, *.
Pages 29
25.
1. Communication is the process of meaningful
interaction among human beings; 2. Express
feelings; 3. It is the way the message flows or the
medium it is transmitted through; 4. It is something
which prevents or limits the comprehension of the
message; 5. Happiness, sadness, surprise, fear,
disgust and anger; 6. Interpersonal communication
is the transfer of a message from one person to
another (two-way communication), whereas mass
communication is the public transfer of messages
to a large number of recipients (one-way
communication); 7. Letters, signs and drawings
are traditional channels, whereas e-mails, SMS
and Interactive blogs are new ones; 8. Music
affects our mood and produces emotions; 9. The
word subliminal comes from the Latin sub limen,
and it means “below the threshold”; 10. During
World War II.
26.
1. T; 2. T; 3. F, Informal communication is free
from all kinds of organisational formalities and
conventional rules; 4. F, They are communicated
through words, music or pictures; 5. T; 6. T; 7.
F, Feedback is limited and not always expressed;
8. F, Each message works better with a different
communication channel; 9. T; 10. T.
27.
1. information; 2. to look; 3. communication; 4.
tone; 5. body; 6. arms; 7. barriers; 8. mouth; 9.
thinking; 10. receptive. Extra: verbal, overcoming,
channels.
Unit 1.2 Graphic Design
Pages 30-31
What is the definition of typography?
Typography is the design, or selection, of
letter forms to be organised into words and
sentences to be disposed in blocks of type
as printing upon a page.
1.
1. T; 2. T; 3. T; 4. T; 5. F, Our ancestors were
good at communicating with visuals; 6. F, The
first was William Addison Dwiggins; 7. F, He was
a teacher at Yale; 8. T.

335
2.
1. Designers, makers and users are the three
essential participants in the creation of any kind
of product; 2. Makers are the craftsmen who
give substance to design by transforming raw
materials into finished products; 3. Designers
have to respond to the tastes and choices of
users as well; 4. Technology has blurred the
boundaries among designers, makers and users:
5. It’s Computer-Aided Design software.
3.
Sample answer
1913: Born in Milan; 1939: started working as a
graphic designer; 1946: met H. Meyer (Bauhaus’
chairman) in Mexico; 1948-1971: teacher in
Italy; founder of many art guilds; 1950: art
director for the Rinascente and many other Italian
companies like Pirelli and Olivetti; 1964-1973:
participated in the construction of the museum-
monument dedicated to ex Nazi concentration
camps deportees, built in Carpi between 1964
and 1973;1974: died in Raffadali, Sicily.
Pages 32-33
What’s the difference between type and font?
A typeface is the collective name of a family
of related fonts (such as Times New Roman),
while fonts refer to the weights, widths, and
styles that constitute a typeface.
How are headlines and headings different?
A headline is the title of an article in a
newspaper or magazine. A heading is the title
at the top of a section in a book or written
document other than a newspaper.
4.
Proximity Rule of thirds Alignment
Graphic Design
Principles
Repetition Contrast
1. Use of blank space
2. Be asymmetric, do the unexpected
3. Use large or small words
4. Make your graphic bold or minimalx
336
5. Graphic Designer Career Video posted by
CareerOneStop
Graphic designers create visual concepts to
inspire, inform and captivate consumers. They
develop the overall layout and production design
for advertisements, websites, magazines and
other printed online material. These designers use
both text and images to communicate ideas. They
design the lettering and colour of text as well as
arranging images and copy on a print or web page.
When using copy in layouts, graphic designers
collaborate closely with writers. Many use their
creativity to transform statistical data into visuals
to make complex ideas more accessible. Graphic
designers generally work in studios with drafting
tables, computers, and design software. Although
many graphic designers work independently,
those who work for specialised graphic design
firms often work in teams. Work schedules
typically revolve around deadlines, whether to
deliver a finished product to clients, printing
companies, or to publish on the Internet. Self-
employed designers tailor their workday around
meeting with clients, including evenings and
weekends. They often spend time looking for new
projects and must compete with other designers
for contracts. At firms, graphic designers are likely
to work more standard hours. Most positions
require a bachelor’s degree in graphic design or a
related field. A professional portfolio of their work
is a must for graphic designers to show potential
employers their skill, creativity and originality.
1. c; 2. a; 3. b; 4. a; 5. c; 6. a; 7. c; 8. a.
6.
Personal answers
Pages 34-35
Give an example of an application of graphic
design in each of these fields.
Sample answers
Entertainment: preparing the poster for a
concert; Advertising: preparing an ad for a
magazine; Business: preparing some slides with
graphs to present to shareholders; Education:
preparing the layout of a schoolbook.
7.
1. e; 2. i; 3. a; 4. f; 5. b; 6. c; 7. d; 8. g; 9. h;
10. i.
8.
1. b; 2. a; 3. e; 4. f; 5. c; 6. h; 7. d; 8. g.
 Pages 36-37
Go on the internet and look for an example
of each.
Personal answer
1.5 9.
The Bauhaus era was one of the most influential
in terms of modern design and architecture. It
was founded in 1919 in the city of Weimar by
German architect Walter Gropius (1883-1969).
Gropius believed that all design should be
approached through a study of the problems that
needed to be addressed and he consequently
followed the modernist principle that functionality
should dictate form. He applied these beliefs
to wider social issues, designing affordable
housing in the interwar period and seeking to
improve physical conditions for factory workers
through his architecture. His core objective was a
radical concept: to re-imagine the material world
to reflect the unity of all arts. Gropius explained
this vision of a union of art and design in the
Proclamation of the Bauhaus (1919), a neologism
meant to describe a utopian craft guild combining
architecture, sculpture and painting in a single
creative expression. Gropius developed a craft-
based curriculum that would produce artisans
and designers capable of creating useful and
beautiful objects appropriate to this new system
of living. As head of the print department at the
Bauhaus, in 1925, Herbert Bayer produced his
“Universal Alphabet”, with simple, geometric
characters; he also suspended the use of capital
letters.
1. The Bauhaus was founded in 1919 in the city of
Weimar; 2. Gropius followed the modernist principle;
3. The modernist principle asserted that functionality
should dictate form; 4. It wanted to describe a
utopian craft guild combining architecture, sculpture
and painting in a single creative expression; 5. He
produced a simple, geometric, universal alphabet
suspending the use of capital letters.
10.
1. One of the most influential design periods
and schools of thought in history; 2. Just over
a decade; 3. Bauhaus influences can be seen
everywhere, from furniture to graphic design;
4. The minimalism trend; 5. The emphasis on
function before form; 6. The Scandinavian, the
industrial and the mid-century modern styles.
11.
1. It’s a Google project where a group of
inventors and entrepreneurs build and launch
337
technologies that aim to improve the lives of
millions of people; 2. To reduce road deaths
caused by human errors, to avoid wasting time
in traffic jam and to bring ever yday destinations
within reach for those unable to drive; 3. It’s
able to transport goods ever ywhere having
limited CO2 emissions; 4. Yes, by pulling carbon
and hydrogen out of seawater and combining
it to create a new type of carbon-neutral fuel;
5. Google smart glasses are a hands-free
wearable computing device that intuitively fits
into the user’s workflow to help them remain
engaged and focused on their work; 6. They
are looking for fitness trackers or similar small
devices able to transfer on their smartphone all
the information they need.
Pages 38-39
12.
1. Saul Bass is famous for his work in film and
classic logo design; 2. Saul Bass’s style was made
up of simple, geometric shapes and symbolism,
often hand-drawn by Bass himself; 3. Alfred
Hitchcock, Stanley Kubrick, and Martin Scorsese
were some of the most famous directors Saul Bass
worked for; 4. In 1984 he designed the poster for
the Los Angeles Olympic Games; 5. Paul Rand’s
real name was Peretz Rosenbaum; 6. Paul Rand
is best known for his logo design and corporate
branding; 7. He created timeless icons for IBM and
ABC television; 8. Paul Rand’s book Thoughts on
Design still continues to influence graphic design;
9. Esquire and Direction are magazines Paul
Rand worked for; 10. He was one of the founding
members of the ‘Swiss Style’ of graphic design.
13.
Sample answers
1. Rob Janoff created the Apple logo back in 1977
in only two weeks. According to him, the logo was
designed to convey two messages: the ‘bite out’ part
signifies ‘byte’; Apple products are just as tempting
as the apples from the Garden of Eden; 2. AT&T is
an American telecommunications corporation that is
the second largest provider of mobile telephones in
the United States. In the logo created by Saul Bass,
the globe served to symbolize global connectivity
and the dedication to reach as many customers
as possible; 3. Lindon Leader was the creator of
FedEx logo in 1994; he was the first designer to
use ‘Negative Space’. Today, Negative Space is a
pillar of creative logo design; 4. Paul Rand is still
one of the most famous graphic designers. One of
his most famous creations includes the current IBM
logo designed with eight horizontal stripes. The logo
reflects dynamism and speed; 5. Milton Glaser is
the person who designed the logo ‘I Love New York’;
6. The logo of Nike is perhaps one of the most iconic
marks in this world. Carolyn Davidson was the person
who created it against compensation of $35 only.
When Carolyn Davidson created the famous Nike
logo in 1971, she was a student at Portland State
University. Phil Knight – the person who founded
Nike, was there in the university teaching accounting
to the class where Carolyn was a student.
14.
Sample answer
Rob Janoff is an American graphic designer
of corporate logos and identities, printed
advertisements and television commercials. He
has worked at the top of the US advertising for
more than 30 years. Janoff began working for
a number of small Silicon Valley agencies that
did work for many prestigious clients. He is best
known for his creation of the Apple logo. The
coloured stripes in the logo were to indicate that
Apple machines had colour screens. The single
bite out of the Apple logo originally served a very
practical purpose: scale. The size of the bite
showed that the shape was an apple, not a cherry
or any other vaguely round fruit. He did design
work for both IBM and Intel, too and engaged
with companies as diverse as Kleenex, Diners
Club, Kraft, SC Johnson, AT&T, and Citibank.
Page 40
15.
1. to; 2. across; 3. along; 4. by; 5. into; 6.
opposite; 7. at; 8. past; 9. in; 10. on; 11. for;
12. until; 13. before; 14. below; 15. past.
Page 41
16.
1. Graphic design is the art and profession of
selecting and combining visual elements; 2. Visual
communication, since it’s about communicating
through visuals; 3. William Addison Dwiggins,
an American book designer; 4. Animal pictures,
handprints and hunting scenes on cave walls
and rocks; 5. Because he creates eye-catching
visuals that are easily understood; 6. Passion,
enthusiasm, creative talent, communication skills,
accuracy; 7. Magazines, newspapers, books,
posters, mobile applications, 3D animation, logos
and branding, posters and billboards, website
graphics and elements, signs, packaging, icons
and pictograms; 8. He founded the Bauhaus
school in Germany; 9. The rise of technology;
10. Saul Bass became famous for his unique
style made up of simple, geometric shapes and
symbolism, Paul Rand created timeless icons and
his book influenced the concept of graphic design.
338
17.
1. T; 2. F, They drew animal pictures, handprints and
events like hunting on cave walls and rocks; 3. F,
He was a teacher at Yale University; 4. T; 5. T; 6. F,
It is one of its possible applications; 7. F, Gropius
wanted to stress the importance of the value of arts
in objects and their function; 8. T; 9. T; 10. F, Digital
media are acquiring more and more importance.
18.
1. engages; 2. design; 3. step; 4. collaborate; 5.
marketing; 6. degree; 7. Photoshop; 8. portfolio; 9.
skills; 10. qualifications; 11. agency; 12. JavaScript;
13. content; 14. photo-editing; 15. education.
VOCABULARY
Pages 42-43
1.
1. billboard; 2. radio; 3. virtual reality; 4. layout;
5. augmented reality; 6. social media; 7. sender;
8. mass media; 9. graphic designer; 10. verbal
communcation; 11. logos; 12. non-verbal
communication.
2.
1. sender; 2. channel; 3. feedback; 4. barrier; 5.
receiver; 6. message; 7. icon; 8. encoding.
3.
1. visual; 2. software; 3. inform; 4. design; 5.
technology; 6. font; 7. print; 8. writers; 9. diagrams;
10. marketing.
4.
vertical/horizontal communication; formal/informal
communication; written/oral communication;
interpersonal/mass communication; verbal/
non-verbal communication.
Sample answer
Other types: visual, subliminal.
LIFE SKILLS
Page 44
5.
Personal answers
6.
Teacher’s note
You may want your students to have a look
at some online software that digitally creates
timelines for inspiration:
https://timeline.knightlab.com
http://free-timeline.com
Personal answers
7.
Teacher’s note
You may want your students to have a look
at some online software that digitally creates
word clouds for inspiration:
https://wordart.com/
https://www.wordclouds.com/
Personal answers
CASE STUDY
Page 45
8.
1. b; 2. a; 3. c; 4. c; 5. c; 6. a; 7. b; 8. b.
Teacher’s note
Extra activity
GROUP WORK. Work in groups and find some
cons of using WhatsApp.
Teacher: you may want to suggest your students
think about WhatsApp addiction and borderline
personality disorder.
CLIP
Pages 46-47
9.
Sample answers
1. It’s a short video created by a candidate to
apply for a job and uploaded to the Internet or
sent via e-mail; 2. Video CVs are most commonly
used to apply for creative and customer-facing
roles in sectors such as advertising, creative
arts, marketing, media, PR and sales; 3. The
information in a video CV should be relevant to
the target audience and should at least include:
name, contact details, competences, motivation
and skills; 4. Quality, attention to details,
creativity; 5. They must not be difficult to follow,
cluttered, or not tailored to the company and role
the candidate is applying for; 6. Between one and
three minutes long; 7. High quality, dependent
on equipment, software, and lighting.
10. VIDEO
A Video CV
My name is Maciej Chojnowski. Give me two
minutes and I will tell you who I am. Everything
started in Poland where I was attending to the
339
Faculty of Law. My first term in exchange was in
Greece where I spent one semester. After that, I
decided to continue gaining international education
in Spain. After all I graduated in 2016. I’ve never
been the one to turn down the work opportunities.
I’ve been a part of different collectives in different
areas where I picked up different skills. Few of
my favourite pastime activities are reading, sailing
and of course spending time with my friends. The
biggest of them all is travelling, although I hate
packing but I love sharing my travel adventures on
social media, my very own page personally. Thank
you for your time. You can contact me here.
1. Maciej Chojnowski; 2. Poland; 3. Faculty of
Law; 4. Greece and Spain; 5. 2016; 6. Reading,
sailing, spending time with friends; 7. Travelling.
11.
1. Male, white, about 20-25, dark hair and eyes;
2. Light blue shirt and black t-shirt under it; 3. His
working room; 4. Bialystook in Poland, Aristotle
university of Greece, university of Valencia in
Spain; 5. Period: 2011-2015, Where: Polish
Tourist association; Period: 07/2011-10/2011 -
Where: Call Center; Period: 07/2012-09/2012,
Where: Amazon.de; Period: 01/2013-03/2013,
Where: Cinema Helios; Period: 07/2013-
10/2013, Where: Pizza HUT; Period: 10/2013-
12/2013, Where: Law Office; Period: 02/2015
-05/2015, Where: Boards of Appeals; Period:
10/2016-04/2017, Where: ALPDEST; 6. Polish,
English, Spanish, Czech; 7. Video making, social
media, marketing, creativity, communication, team
work; 8. e-mail, Linkedin, Skype; 9. He mostly
uses visual communication to catch the viewers’
attention; 10. He actually shows his favourite
pastimes, rather than talking about them.
12.
Techniques: visual and real material as coloured
posts on a European map, coloured pens, cut-
out cardboard and letter tiles edited with a stop
motion technique (frame by frame).
Sample answers
1. I think a job in the marketing or social media field;
2. Well, not always and not all; 3. He didn’t specify
what kind of job he was looking for; 4. Yes, it was; 5.
It was nice and rather entertaining but not excellent.
13.
Teacher’s note
Check out www.belooga.com, a video résumé
platform which can help your students create
their video CVs.
Personal answers
 Module 2 PSYCHOLOGY AND MARKETING
Unit 2.1 Psychology
Pages 50-51
What other factors can you think of?
Sample answer
Hobbies, income, character, job, etc.
Can you consciously think of a product/
service you bought because of its ad?
Personal answer
1.
1. c; 2. Because they help them understand the
psychological motivations behind consumers’
purchasing decisions and the complexities of
consumers’ choices; 3. Just those that can
make us act and buy one product instead of
another; 4. Yes, it does, because it influences
your socio-economic status, which is one of the
factors affecting purchasing decisions; 5. It is
a branch of marketing which links emotions to
brands; 6. Yes, they can, as research exposing
potential customers to different colours has
proved.
2. Effective ads in 5 seconds posted by Nancy
Ting
Hello! Don’t skip. Don’t skip. Don’t skip, don’t
skip. Five seconds. Ok, gotta move fast. I just
shipped my drawers. Yes, my boy. I stand naked
in front of my wife and I feel like a small child.
That is messed-up. You can’t skip this geico ad
because it’s already over. Don’t skip it. Don’t
skip it. Don’t skip it. I’m James Reed and you’re
procrastinating on the Interweb, because you
hate your job. Click me! Dave, your house’s on
fire. Let it burn. Your house is on fire. Let it
burn! All right. Ladies and gentlemen, welcome
aboard flight 101 of Blah airlines. You’re still
here.
Sample answer
The ad is unskippable because it is very fast and
surprising. It makes you wonder what’s coming
next. The shorter, the better: people skip video
ads after five seconds.
Advice: Go big; go fast; grab hold and don’t let go
(shock, awe, delight).
340
3.
1. products; 2. eating; 3. companies; 4.
communication; 5. brands; 6. places; 7. marketing.
Pages 52-53
Hum a couple of jingles to see if your
classmates can guess what products they
advertise.
Personal answer
4.
Sample answer
If you advertise a food brand, you rely on red,
because you want to stimulate taste and fruits
are red when they are ripe and can be eaten. If
you advertise a washing powder you will focus
on softness and cleanliness by using a white
Persian cat to stimulate sight and touch, whereas
if you want to advertise a perfume you may focus
on the power of seduction by using a love song
stimulating the sense of hearing.
5.
Sample answers
1. Marketing managers have to know the needs,
desires and aspirations of their customers and
companies; 2. Psychology can help provide the
necessar y understanding of their consumers’
beliefs, attitudes, and intentions; 3. Identifying,
measuring and understanding consumers’
emotions is crucial/essential for sensor y
marketing. 4. This jingle isn’t catchy. Do you
like it? 5. Retailers are disappearing because
of supermarkets.
6.
Personal answers
Pages 54-55
Look for Raymond Savignac and his ads on
the Internet.
Personal answers
7.
1. It is a marketing strategy which focuses on
the idea of selling products through evoking
controversial issues or creating repulsion; 2. No,
because it is an invented word which blends the
term shock with the term advertising; 3. Sincere
brands evoke conservative feelings, exciting
brands evoke provocative ones; 4. Personal
answer; 5. Personal answer.
8.
1. F, The passage explains what shockvertising
is; 2. T; 3. T; 4. T; 5. F, The passage mentions
Benetton, Diesel, Calvin Klein, IBM, Mercedes
Benz, Apple and Abercrombie and Fitch.
9.
Sample answer
The image is shocking because it shows very
clearly that rubbish kills birds because they just
swallow what people throw away, which blocks
their digestion and causes them to die in a very
painful way.
Pages 56-57
Find out more about pain points at
https://www.wordstream.com/blog/
ws/2018/02/28/pain-points.
Personal answers
What other strategies can be used to better
define customer personas?
Sample answer
Analysing existing data, making
questionnaires and surveys, etc.
10.
1. NG; 2. F, It is one of the most relevant pain
points; 3. T; 4. T; 5. T.
11. Brene's Brown Empatia posted by The RSA
So, what is empathy and why is it very different
from sympathy? Empathy fuels connection.
Sympathy drives disconnection. Empathy is… it’s
very interesting, Theresa Wiseman is a nursing
scholar who studied professions, very diverse
professions where empathy is relevant and came
up with four qualities of empathy. Perspective
taking – the ability of taking the perspective of
another person or recognise their perspective as
their truth. Staying out of judgement – not easy
when you enjoy it as much as most of us do.
Recognising emotion in other people and then
communicating that.
341
Empathy is feeling with people. And to me, I
always think of sympathy as this kind of sacred
space. When someone’s kind of in a deep hole
and they shout out from the bottom and they
say: “I’m stuck, It’s dark, I’m overwhelmed.”
And then, we look and we say, “Hey,” and
I’m down. “I know what it’s like down here
and you’re not alone”. Sympathy is “Uuh, it’s
bad. Uh-uh? Errr… No. You want a sandwich?”
Empathy is a choice and it’s a vulnerable choice
because in order to connect with you, I have to
connect with something in myself that knows
that feeling. Rarely, if ever, does an emphatic
response begin with “At least”. Yeah. And we
do it all the time. Because you know what?
Someone just shared something with us that
is incredibly painful, and we’re trying to “silver-
lining it”. I don’t think that’s a verb, but I’m
using it as one. We are trying to put a silver
lining around it. So, “I had a miscarriage.”
“Oh, at least you know you can get pregnant”.
“I think my marriage is falling apart”. “At least
you have a marriage.” “John’s getting kicked
out of school.” “At least Sarah is an A student”.
But one of the things we do sometimes in the
face of very difficult conversations is we try to
make things better. If I share something that’s
very difficult, I’d rather you say “I don’t even
know what to say right now. I’m just so glad
you told me”. Because the truth is, rarely can a
response make something better. What makes
something better is connection.
1. A bear, a fox and an elk; 2. She’s a nursing
scholar; 3. Perspective taking, staying out of
judgement, recognising emotion in other people;
communicating emotion; 4. Empathy means
feeling with people, sympathy means feeling
for people; 5. It addresses grown-ups. I can
infer that from the type of issues mentioned:
miscarriage, marriage, a son misbehaving at
school; 6. Connection could be defined as a
meaningful relationship between two people, or
psychological mutual help.
12.
1. Safety needs are the ones concerning
protection, security and the alike; 2. Esteem
needs, that is to say those which push us
to show our social status; 3. The purchasing
decision of buying a house is driven by a basic
necessity, that is to say the need to find a
shelter; 4. Oxygen is necessar y to sur vive
therefore I would put it at the base level; 5.
Sample answer. Yes, I would. I consider them
essential as far as finding a job and keeping
connections are concerned. Therefore, they
could be put both at the base level and at the
higher levels.
 Pages 58-59
Can you tell a joke in English?
Sample answer
What do snowmen eat for breakfast? –
Snowflakes.
2.1 13.
Creativity is a constant. What changes are the
means of delivery for creative ideas, and the
challenges that technology and society throw at
it. Saatchi & Saatchi tackled the problem with
humour. Picture a Toyota Celica parked in a
suburban street. A dog runs full speed into the
back of a car. Caption reads: “The new Celica.
Looks fast.” Advertising has always made
emotional connections. Boring advertising won’t
do. We have to stop treating people as slavish
consumers, and start treating them as human
beings with hearts as well as minds.
1. changes; 2. tackled; 3. humour; 4. caption;
5. advertising; 6. connections; 7. consumers; 8.
minds.
14.
1. appeal, attrazione; 2. focus, interesse;
3. consumer, consumatore; 4. advertising,
pubblicità; 5. target, bersaglio/pubblico.
15.
Sample answer
The Amori advert could also work with an Italian
audience because there is equivalence in the
double meaning of “content” in both languages,
whereas the beer ad couldn’t work because the
pun on the word “light” cannot be translated into
Italian: the word light which means both “luce/
accendere” and “leggero” would lose one of the
two meanings if translated.
Pages 60-61
What animal/s are you afraid of?
Personal answer
16.
1. c; 2. a; 3. d; 4. g; 5. h; 6. e; 7. b; 8. f.
17.
Sample answer
L’appello alle emozioni
Al fine di creare un feedback o reazione emotiva
342
da parte del pubblico dei consumatori, si usa
il cosiddetto appello alle emozioni. Utilizzando
questo tipo di appello, i pubblicitari cercano di
manipolare i consumatori spingendoli a una
decisione emotiva o fornendo una risposta
emotiva, ecco perché è così frequente nella
pubblicità. L’appello alle emozioni può essere
usato per creare un senso di appartenenza tra
i consumatori. Essi sono indotti a sentirsi unici
solo perché usano quel prodotto o servizio. Un
appello alle emozioni può essere usato anche
per causare timore o empatia. Perciò, gli annunci
per scopi sociali usano questa strategia al fine di
spingere il pubblico dei consumatori ad agire in
modo da aiutarli.
18. Audi Automobile Commercial – Ad Marketing
Strategy for Consulting Branding Compaign
posted by Graeme Newell
Voice 1: Today I’m gonna be in a car accident.
Voice 2: My accident will be the reason everyone’s
late to work.
Voice 3: In twenty minutes I will be in a three-car
collision.
Voice 4: Right at the end of the street I will get hit
by someone who runs the light… Come on kids.
(You never expect it. But we do.)
Voice 5: Engineering safety into every car we build.
Personal answers
It is effective because it represents real and daily
actions all the people do without being aware
of their potential danger. The language is very
effective, since very simple and short phrases
and sentences are used.
Pages 62-63
Have you ever watched a video with a puppy
or a kitten as a protagonist?
Personal answers
What are cats usually associated with?
Sample answer
They are usually associated with laziness,
mystery, independence, elegance, grace.
19. Puppyhood posted by BuzzFeedVideo
Yeah. Welcome home. If you want to change
anything, that’s fine. Just run it by me first
if you could. That’d be super cool. You know,
 we work with each other. Itchy? It seems you B: You cannot train a cat, but when they need to,
like that. Do you go by anything for short or animal trainers use positive reinforcement only,
even for long? Should I call you King Charles? such as treats.
Queen Charles. I just like to keep it loose in
this house. There’s no wrong way to sit on a 1. animals; 2. emotional; 3. ads; 4. attention; 5.
couch. Chloe? I kind of like the sound of that. consequences; 6. should 7. law; 8. animals; 9.
Chloe it is. Like that. It’s like good soccer trained; 10. positive.
practice, too. I’m fine. I’m fine. See you’ve got
to be careful. This end of the piano is kind of
my zone. That’s actually really beautiful. The
further I go down there, just the scarier it gets. Pages 64-65
This is one of the eyes of a robot that I killed.
I’m kidding. Eighties was such a confusing time Do you agree on using marketing strategies
but so much was happening musically. [singing] for political campaigns?
Mandy’s got really grungy. [singing] I put a lot
of work into this guy, presenting it tomorrow, Personal answers
so… keep your paws crossed. Are you hungry?
I’m starving. What are you supposed to eat?
Oh, there’s even food just for puppies. That’s 21.
you. Puppy food for baby dog. Here’s your bowl. 1. Walt Disney was a pioneer; 2. Walt Disney
Oh, no! Ah, you’re fine with that on the ground. did not want only that but expanded his media
enterprise to other fields such as multiple theme
Someone’s in here. This is your bathroom. OK,
parks; 3. Ogilvy’s ideas on marketing are still
do you need me not to watch? All right, I’ll go
taken into great consideration; 4. Ogilvy’s ad
now. Ok. It looks like dog’s poop. You should
for Rolls-Royce was very successful; 5. Dwight
enjoy being a puppy as long as you can. You’re
Eisenhower was a Republican; 6. The campaign
still there. Chloe? Whatever you’re doing is
I like Ike was a political campaign; 7. It was
loud. I’m trying to sleep. Are you trying to dig a
Eisenhower’s nickname; 8. The slogan I like Ike
hole? Ah! Noo! Chloe! I need, I just need some
contains an alliteration.
space. I know you didn’t mean it. I didn’t mean
to freak out like that. You hungry? I’m gonna get
some breakfast. Ummm… very nice. Look, this
22.
1. jingle; 2. corporate brand identity; 3. mode
is gonna work out great. I’m fine, I’m fine.
of operation; 4. the DNA; 5. decision-making; 6.
1. T; 2. F, The puppy doesn’t talk; 3. T; 4. T; 5. philosophy; 7. consumer; 8. see.
F, The dog isn’t put into its/her crate but runs
after the man; 6. The dog’s owner is a designer; 23.
7. T; 8. F, The video was watched by many
people probably because the puppy is cute and
treating it as a human being makes the situation
amusing.

2.2 20.
A: What’s your opinion about using animals in
ads?
B: It is every marketer’s goal to make an
emotional connection with their target audience.
For the most part, we all like animals and using
them in ads is an excellent way to capture our
attention. As long as it doesn’t have any negative
consequences on their well-being. It’s not
banned. So why not?
A: Just because you can, doesn’t mean you
should. Also because it is banned by law
B: On a commercial set they are just cuddled, no
one would ever mistreat them, it’s against the
law to do so in any case.
A: That’s why they use the disclaimer, “No
animals were harmed in the making of this ad.”
They have to be trained, though.

343
Sample answer
One of his most successful ads was the one
for the soap “Dove”. Back then, it was not
yet a powerhouse in the soap industr y. Ogilvy
focused on the fact that Dove soap was 1/4
cream, even making this fact his headline
occasionally. Dove soap became known as a
soap that would moisturise your skin, rather
than strip oils from it like all the other soaps.
The tagline I’m having the most extraordinary
experience… I’m head over heels with Dove
plays with the idiom to be head over heels in
love which rhymes with Dove.
24. 1952 Eisenhower political Ad – I like Ike
– Presidential campaign Ad posted by
Battlefield Sources
Ike for president (10 times). You like Ike, I like
Ike, everybody likes Ike for president. Hang out
the banner; beat the drums. We’ll take Ike to
Washington. We don’t want John (or Dean or
Harry). Let’s do that big job right. Just get in
step with the guy that’s hep. Get in step with
Ike. You like Ike. I like Ike. Everybody likes Ike
– for president! Hang out the banner; beat the
drums. We’ll take Ike to Washington. We’ve
got to get where we are going. Travel day and
night. Let Adlai go the other way. We’ll all go
with Ike. You like Ike. I like Ike. Everybody likes
Ike – for president! Hang out the banner; beat
the drums. We’ll take Ike to Washington. We’ll
take Ike to Washington… Ike for president, Ike
for president, Ike for president… Now is the
time for all good Americans to come to the aid
of their country.
1. People belonging to the middle class; 2.
The elephant represents the Republican
par ty, whereas the dog represents the typical
pet of the standard American family; 3. Yes, it
is ver y easy to remember; 4. At least twenty
times; 5. No, there aren’t, in order not to
associate the name of the candidate to war
casualties.
Page 66
25.
1. are discussing; 2. does this drawing belong;
3. owns; 4. likes; 5. is lying.
26.
1. are influencing  influence; 2. does address
 addresses; 3. are you stand  are you
standing; 4. exploit  exploits; 5. don’t aim 
doesn’t aim.
344
27.
Sample answers
1. Advertisers always think about sales; 2. Why
don’t you change this slogan? The art director
doesn’t like it; 3. Retailers don’t usually sell
these products; 4. Our company doesn’t want
to use animals for the commercial; 5. We are
working on the new campaign in this period.
Page 67
28.
1. It is a very strong one since psychology can
help marketing be more successful; 2. They are
influenced by many factors, such as age, education,
socio-economic status, peers and geographical
location; 3. It began in the 1940s; 4. He was the
great French poster artist of the post-war period,
who believed a poster had to be a visual scandal;
5. They are perceived as people with exciting
personalities, imaginative and provocative, as if
they were human beings; 6. Because it is able to
grab more attention; 7. Content evoking empathy
can; 8. Copywriters are; 9. The product is; 10. Yes,
they do as the I like Ike commercial.
29.
1. F, Advertisers can influence the decisional
process of a consumer; 2. T; 3. T; 4. T; 5. F,
On the contrary, because people are attracted to
that; 6. T; 7. F, Humour is an attention grabber;
8. F, The guilt appeal is becoming more and
more appealing as a persuasion technique;
9. F, Aristotle identified three main appeals of
communications only; 10. F, Empowerment is
often used in advertising.
30.
1. ad; 2. psychology; 3. behaviour; 4. sensory;
5. guilty; 6. personas; 7. consumer; 8 punny; 9.
humour; 10. animals.
Unit 2.2 What is marketing?
Pages 68-69
Surf the Internet to find another definition
for marketing.
Sample answer
Marketing refers to activities a company
undertakes to promote the buying or selling
of a product or service. Marketing includes
advertising, selling, and delivering products
to consumers or other businesses.
1. be accountable for solving each issue. Set up
1. flow; 2. appealing; 3. strategy; 4. products; 5. regular meetings to review progress. Identify and
parties; 6. brands; 7. process. solve issues and align activities across teams.
Learn from your mistakes and victories and
2. How to develop an effective marketing evolve your
strategy posted by Positive Revolution tactics as needed to maintain attraction. If
you have any additional suggestions or tools,
How to develop your marketing strategy? please feel free to share in comments or write
The ultimate goal of any marketing strategy is to us. If you enjoyed this video, give it a like and
to help you grow your business by capturing subscribe.
the maximum mind share at lower cost. The
anatomy of a great marketing strategy will 1. grow your business; 2. mind share; 3. lower
include the following: a clear definition of your cost; 4. your competitive advantage; 5. unique;
competitive advantage on how you flair against 6. features; 7. advantages; 8. target market; 9.
your competition and constructing your unique demographic; 10. psychographic; 11. position;
selling proposition or USP: you need to create an 12. attract; 13. collateral; 14. persuasive; 15.
FAB analysis, which are your product features, medium; 16. audience; 17. plan.
advantages, and benefits. 3.
Then you need to define your target market, which
includes both demographic and psychographic Points to include in Suggestions for a
profiling of your ideal customers. They are hot a good marketing successful marketing
buttons on why they need to buy from you. This strategy strategy
will lead you to how you want to position your • detail specific • be realistic
products and services and several means of activities • implement it
attracting customers to your offerings. • identify target consistently
You need to prepare your marketing collateral, audience • revisit it every quarter
both printed and digital materials, and contents • measure success • track your progress
aiming at attracting your ideal customers with specifically • evolve your tactics
the most effective persuasive messages. • be flexible • define metrics for
Next, you need to know the medium of your • assign/give measuring success
marketing. Identify it from different marketing specific roles to • review progress
methods to reach out your potential prospects your team • identify/solve issues
like advertising, digital marketing, direct • align activities across
marketing, public relations, etc. Depending on teams
your target audience, you will need to pick the • learn from your
best marketing methods to explain, teach and mistakes
promote how your product or service stands out
above other competitors. 4.
Strategically, you must know your Customer’s Personal answer
Acquistion Cost (CAC) and customer lifetime
value and, based on that, you can also budget
your marketing spending, your marketing plan.
The written description of your market strategy Pages 70-71
should also stress on the following points:
– detail specific activities you intend to undertake;
– identify the targeted audience for each market There are many different techniques for
reach activity; pricing. Visit this website and find out about
– specify how you’re going to measure success; some of them: https://blog.hubspot.com/
– be flexible enough to allow adjustments as sales/pricing-strategy
necessary; Personal answer
– stipulate who on your team is responsible for
each activity.
In order for a marketing strategy to be 5.
successful, it must be multi-faceted, realistic and 1. Goods are concrete things, whereas services
implemented consistently over time. Revisit your are not; 2. Sample answers. A journey, a medical
marketing plan at least once every quarter. Track check-up, a French lesson with a teacher; 3. They
your progress and evolve your tactics. Make sure have to make their service more concrete to
you have defined metrics for measuring success customers and therefore focus on place, people,
and have assigned individual team members to equipment, communication, or price of the

345
 service; 4. Product, price, place, promotion; 5.
They decide on the basis of: costs, competition,
quality/performance level, market value,
payment plans, discounts, image and reputation
of the brand; 6. Because they fit services too.
2.3 6.
Both market segmentation and the target market
are important elements of the overall market
strategy of a business. In order to successfully
develop a marketing strategy, the company needs
to identify who they are targeting. The way they
establish their target market is through market
segmentation.
The difference between market segmentation
and market segment is that the former is
the process, whereas the latter is the result. In
order to create market segments, the business
needs to go through the process of market
segmentation. The reason market segmentation
is so critical to business is because it is difficult
to satisfy the needs of all customers with the
same products and messaging. Consumers
have different interests, needs, goals, likes and
dislikes, so businesses need to cater to groups
of consumers in different ways, according to
their traits.
While there are several ways to segment the
market, they can be categorised into four main
groups:
• Demographic: businesses can group consumers
based on age, gender, race, religion, nationality,
occupation, income, family status and social
class.
• Geographic: when segmenting geographically,
businesses group by location, climate,
population density and size of region.
• Behavioural: this segmentation is affected
by what benefits consumers are looking for,
whether they are loyal to a brand, how often
they plan to use the product, how ready they
are to buy and whether they have already
purchased from the company before.
• Psychographic: when a consumer’s hobbies,
opinions, attitudes, values and interests are
taken into account.
Once a business has successfully segmented
its market into various groups, it’s time to
evaluate each market segment and ascertain
whether it is financially sustainable to pursue.
While a business may have several market
segments it is interested in, only one or two
will have the criteria needed for a successful
target market.
Evaluation criteria for market segments include:
• Size: the market segment needs to be large
enough for the company to justify targeting
them with specific messaging and products.
346
• Uniqueness: the market segment needs to be
substantially different from other segments in
order to have unique needs that the company
can cater to.
• Accessibility: the market segment needs to
be easily reachable by the company through
communication and distribution channels.
Adapted from: https://bizfluent.com/facts-5813531-
difference-market-segmentation-target-market.html
1. process, result; 2. needs, different; 3.
categorising, geographic, behavioural; 4.
segments; 5. size, uniqueness, accessibility.
7.
1. segments; 2. target; 3. traits; 4. ideal;
5. products; 6. demographic; 7. picture; 8.
reference; 9. marketing; 10. wants.
8.
Sample answer
Per ciò che concerne la pianificazione strategica,
l’analisi SWOT è un must. Fu sviluppata da
Kenneth Andrews agli inizi degli anni 70. S
sta per forze e sono le capacità e le risorse di
un’azienda, laddove W sta per le debolezze di
un’azienda, vale a dire la mancanza, appunto, di
capacità o risorse. O rappresenta le opportunità,
ossia le possibilità che un’azienda ha di
migliorare le proprie performance quando ci
sono nicchie per nuovi prodotti, per esempio. Ciò
che punta a ridurre le performance di un’azienda
sono invece definite minacce. Oggi giorno alcune
aziende fanno anche la cosiddetta analisi PEST,
che è focalizzata solo su fattori esterni: politici,
economici, sociali e tecnologici.
Pages 72-73
What are ads and commercials used for
social purposes called In Italy?
Pubblicità progresso.
9.
1. Voters are considered as consumers, thus are
addressed in the same way by marketing; 2. Yes,
we can; 3. By surfing the net and doing our daily
activities; 4. No, also as political supporters; 5.
Because, while warning consumers about the
dangers of drinking too much, it is still promoting
its products; 6. Both types of marketing aim at
improving the conditions of society and appealing
to common welfare, but societal marketing also
tries to promote a company’s products and
generate profits.
10.
1. F, It does; 2. F, The new attitude dates back
to the last decades of the previous centur y; 3.
T; 4. F, It is its most important focus; 5. T; 6.
T; 7. F.
11.
Sample answer
The first is a societal marketing ad because it
is sponsored by Ecovia, a car rental agency that
in this case is promoting both the renting of
their cars and safety on the streets. By focusing
on the well-being of society, it is increasing its
reputation and promoting its brand with a socially
responsible image. The second is an example
of a social marketing ad because what is being
advertised will not benefit a particular company
but society in general.
Pages 74-75
Visit https://www.saatchi.it/works/ to find
out more.
Personal answer
12.
Sample answer
This poster by Saatchi & Saatchi goes back
to 1969 and many people found it shocking.
Contraception was a taboo subject and the
image itself subverts the model’s masculinity.
However, these shock tactics were effective in
drawing men’s attention to the issue of unwanted
pregnancy. It is a famous example of the power
of advertising, and the image has become part
of popular British iconography.
13.
1. e; 2. a; 3. g; 4. b; 5. d; 6. f; 7. c.
Sample answer
I think they are very successful because they are
short, effective and amusing. In addition to this,
they make people associate positive feelings
with their product. For example, “A diamond is
forever” combines the value of the object with
what all people in love desire most: everlasting
love.
14.
1. focus; 2. unique; 3. competitors; 4. match;
5. advantage; 6. fastest; 7. sales slogan; 8.
price; 9. left over; 10. the better; 11. basis; 12.
marketplace.
347
Page 76
15.
1. developed; 2. helped; 3. started; 4. was
promoting; 5. was taking.
16.
1. has brought; 2. had begun; 3. had created; 4.
have increased; 5. have moved.
Page 77
17.
1. Marketing can be defined as the sum of
activities involved in directing the flow of goods
and ser vices from producers to consumers; 2.
Evidence of modern marketing emerged during
the first Industrial Revolution; 3. Because
a good marketer has to study a strategy; 4.
“Tangible possessions” are food, clothes, or
cars, in other words, goods; 5. The original
marketing mix is made up of four elements:
product, price, place, promotion; 6. Digital
marketing; 7. Price is usually determined on
the basis of costs, competition, quality level,
market value, payment plans, discounts, image
and reputation of the brand; 8. Social marketing
is used to develop activities for the benefit of
individuals and society as a whole; 9. Rosser
Reeves invented the Unique Selling Proposition
(USP) in his book “Reality of Advertising”; 10.
Saatchi & Saatchi.
18.
1. d; 2. h; 3. f; 4. i; 5. b; 6. g; 7. j; 8. c; 9. a;
10. e.
19.
1. industrial; 2. social; 3. technological; 4.
production; 5. consumer; 6. competition; 7.
selling; 8. methods; 9. goods; 10. company.
Unit 2.3 Marketing applications
Page 79
1.
1. F, It goes back to the days when shepherds
placed marks on their sheep to identify them
from those belonging to other shepherds; 2. T;
3. T; 4. F, The trademark does; 5. F, If a brand
is not registered or trademarked, other people
can use it without fear of any penalty; 6. F, Once
 they are trademarks, their specificity is made
legally unique; 7. T, If they are not trademarked;
8. T.
2.
1. unique; 2. offensive; 3. relate; 4. misleading;
5. shape; 6. distinctive; 7. similar; 8. versions;
9. differences; 10. identical; 11. permission;
12. attorney.
2.4 3.
Brand awareness is a marketing term that
describes the degree of consumer recognition
of a product by its name. Creating brand
awareness is a key step in promoting a new
product or reviving an older brand. Ideally,
awareness of the brand includes the qualities
that distinguish the product from its competition.
Products and services that maintain a high level
of brand awareness are likely to generate more
sales. Consumers confronted with choices
are simply more likely to buy a brand product
than an unfamiliar one. Consider the soft drink
industry. Removed from their packaging, many
soft drinks are indistinguishable. The giants
of the industry, Coca-Cola and Pepsi, rely on
brand awareness to make their brands the ones
consumers reach for.
1. Brand awareness is a term that describes
the degree of consumer recognition of a product
by its name; 2. Creating brand awareness; 3. It
is made up of the qualities that distinguish the
product from its competition;
4. Because a high level of brand awareness is
likely to generate more sales; 5. Not at all; 6. It’s
their brands which make them distinguishable.
Pages 80-81
Who published Theory of Colors and
elaborated on the psychology of colours in
1810?
Johann Wolfgang Goethe.
4.
1. A logo is a piece of a branding strategy, a symbol
that represents a brand; 2. Typeface, shape and
colours in order to communicate a message about
the business; 3. No, they can also be abstract. 4.
Colours help communicate personality as well as
the feeling the company is projecting to consumers;
5. Because our brain reacts in different ways to
specific colours; 6. a, c, d, e.
348
5.
1. red; 2. orange; 3. brown; 4. white; 5. purple;
6. yellow; 7. blue; 8. pink; 9. green; 10. black.
Sample answers
1. angry, excited; 2. happy, playful; 3. serious,
quiet; 4. clean, hygienic; 5. creative, imaginative;
6. clear, optimistic; 7. conservative, strong; 8.
young, delicate; 9. prosperous, balanced; 10.
powerful, elegant.
6.
Sample answer
For example, Dove is associated with white
because it produces products for personal hygiene
and body care. The idea of purity and cleanliness is
thus supported by the colour employed.
7.
Sample answers
1. White, because it is associated with
cleanliness; 2. Orange because it is associated
with amusement and adventure; 3. Black
because it is associated with elegance; 4. Pink
because it is associated with feminine; 5. Black
because it is associated with elegance and
luxury; 5. Green because it is associated with
health and organic foods.
Pages 82-83
Surf the net to look for another definition of
merchandising. How is it different?
Practice in which the brand or image from
one product or service is used to sell
another: names, logos, or character images
which are trademarked brands authorise
manufacturers of products, such as toys or
clothing, to make items or emblazon their
products with the image of the license, so
that they can sell their products better.
Can you name at least three mascots of
popular brands?
Sample answers
Mr Monopoly, Mickey Mouse, Michelin Man.
8.
1. h; 2. a; 3. c; 4. i; 5. b; 6. j; 7. g; 8. f; 9. e;
10. d.
Sample answers
1. It marks the end of the Christmas period
and children get presents delivered by La
 Befana, an old woman or witch on the night
before Epiphany Eve; 2. It celebrates love; 3.
Italians celebrate Father’s day on 19 March,
because it is Saint Joseph’s day, the father of
Jesus Christ who is considered in the Catholic
tradition as the symbol of a per fect father,
but also the protector of woodworkers, poor
people and orphans; 4. It is a public holiday
celebrated throughout Italy. Religious parades
and celebrations are held all over the countr y.
Easter meals var y, but include chocolate eggs,
eggs, and lamb, especially in the past; 5. It is
celebrated on the second Sunday of May. Even
if it is not a public holiday, it’s a time when
families tr y to come together to celebrate; 6.
It marks the start of Italy’s summer holiday
season. It is traditional to use the long weekend
to take a trip, but Roman Catholics celebrate
the Assumption of the Virgin Mar y into Heaven.
However, it was a holiday in Italy before it took
on a religious meaning. Ferragosto, the Italian
name for the holiday, comes from Latin Feriae
Augusti (the festivals of the Emperor Augustus);
7. It entails promoting school equipment and
appropriate “schoolwear”; 8. Lots of pumpkins,
witches, ghosts, zombies and the likes are used
to sponsor this old Irish religious festival which
marks the connection between the two world of
the dead and the living; 9. Many gold, white and
red decorations, together snow, balls, reindeer
and Father Christmases mark this religious
event which celebrates the birth of Jesus Christ
on a Cristian level; 10. Fireworks, party poppers
and confetti mark the turn of the year.
2.5 9.
Not Just Dogs!
The first mascot was probably acquired by
the Royal Warwickshire Regiment somewhere
between 1825 and 1841 while the unit was
serving in India and it was an antelope. At
some point, it seems to have become a
tradition for the 1st Battalion to call their
mascot Bobby, and, if the 2nd Battalion had
one, he was usually called Billy. Obtaining
these animals in India was not a problem.
Back home, however, it was a different matter.
They had to be obtained from a zoo, and they
had to be male. At the end of World War II in
1945, the 2nd Battalion “liberated” one from
Hamburg Zoo. He accompanied them on their
tour to Egypt and Palestine. They usually (but
not always) displayed a fine temperament
on parade, but a few of the antelopes have
earned themselves an unruly reputation. One
such example came during a military parade
in Aldershot when Bobby chose to lie down as
he was being led past King George V. He then
349
proceeded to nibble the grass, thus bringing
the parade to a halt.
1. It was an antelope; 2. Between 1825 and
1841; 3. It called it Bobby; 4. The 2nd Battalion;
5. To Egypt and Palestine; 6. A few of them; 7.
King George V.
10.
1. e; 2. a; 3. d; 4. b; 5. c.
Pages 84-85
Think of three famous ‘packaging’
containers. Are they national or
international?
Sample answers
Pringles – international; M&M – international;
Coca Cola bottle – International.
2.6 11.
Effective packaging is one of the ways you can
stand out from your competitors and attract
customers. So, if you’re selling in a shop,
your packaging design is the first thing that
a prospective customer will see on the shelf.
Your customer may get their first impressions
about your product and your company based on
the way your packaging looks.
Have you heard the saying, “judge a book by
its cover?” Although the total value of your
product isn’t determined by its presentation,
this is the first (and sometimes only)
chance you have to win over a customer.
The graphic identity of your packaging
must capture the buyer’s attention. Think of
your packaging in the same way as you think
about advertising and branding.
1. competitors; 2. design; 3. prospective; 4.
company; 5. book; 6. value; 7. win; 8. capture;
9. attention; 10. branding.
12. The Sustainability of Packaging – The
Three Pillars | Floor D'Souza posted by
Thinkstep
It is not an easy answer. There is no easy
answer for it. I think the best way to look at it
to try and find an answer is to apply systemic
thinking, in the design phase of packaging
products. So, systemic thinking, when applied
to sustainability, means to keep in mind
the three pillars of sustainability. The three
pillars are the economy, the society and the
environment, of course. And when it comes
to economically sustainable packaging, it
would have to be payable by the consumers,
it has to be profitable for the manufacturers
and of course part of it is that the cost of
the packaging cannot be more than a fraction
of the product itself that is its packaging.
The society, the social pillar, would have to
focus on the consumer. It basically means
user friendliness or customer friendliness
and that means the customer should have an
easy way of transporting it home, of storing
the product. So, the packaging should make
it easy for the customer to store, to empty
the product out of the packaging. And, of
course, very important, to sort it, to make
it easy for the consumer to sort it the right
way into the right waste stream. Compliance
is also part of this. So, the packaging of
course in terms of the materials and the
regulations that apply to packaging, they
have to be conformant with the regulations
that are in the region where it is sold. This
is also part of the social pillar, basically.
The environmental pillar of sustainability for
packaging, it would, of course, have to mean
that the overall environmental footprint of the
packaging is relatively low - as low as it can
get for the function that it needs to fulfill.
What is the environmental impact? It is the
carbon footprint, it is the acidification or the
eutrophication, but also the circularity index.
Today, circular economy is a big concept
and of course how circular your product is,
your packaging product, also belongs to
the environmental pillar of sustainability.
Thinkstep - combining data, software and
consultancy services for a more sustainable
planet.
1. To keep in mind the three pillars of
sustainable packaging; 2. Economy, society,
and the environment; 3. It should be payable
by the consumers and profitable for the
producers; 4. It should be easy to transpor t,
to store, to open and to sor t and it should
comply with the regulations of the countr y
the product is sold in; 5. It should have a
low carbon footprint; 6. The carbon footprint,
the acidification or eutrophication and the
circularity index.
13.
1. T; 2. F, The colour may have been chosen
because of the popularity of the turquoise
gemstone in 19th-centur y jeweller y; 3. T; 4. F,
Charles Lewis Tiffany refused to sell them for
any price; 5. T; 6. F, The box is green, because
is made with paper from sustainable sources.
350
Pages 86-87
Do you usually remember better the
influencer, the brand name or both?
Personal answer
14.
1. Sponsorship is a form of marketing in which a
company (the sponsor) grants money or resources
to another company (the sponsee) organising
an event in exchange for specific promotional
benefits; 2. In order to link their name to
something people care or are fond of so as to
improve their reputation; 3. To get people excited
about a brand or a product and encourage them to
buy it; 4. The celebrity should be suitable, reliable,
and professional; 5. Endorsers are people who
are already popular because of achievements in
fields other than social media; influencers rely
on the relationships they have created with their
public on social media independently of their
public achievements; 6. Because they create buzz
around a brand or product and their public pays
close attention to their views.
15.
1. It deals with children acting as vloggers
and their role in influencer marketing; 2. Yes,
they are; 3. They can be paid with money or
free promotional goods; 4. Brands obtain
endorsement of their products, so advertising;
5. Instagram, YouTube, TikTok, and Facebook.
2.7 16.
Though sponsorship is a form of marketing, it
is different from advertising, which attempts
to persuade customers to make purchases
by sharing specific messages about a product
or company. Sponsorships, on the other hand,
don’t directly advertise your company or
products. Instead, your company pays to support
a specific event that your customers care about.
Your business is then associated with the event
by customers, people attending the event, and
the media. In all its forms, sponsorships allow
you to reach targeted niche markets without
the expense and uncertainty associated with
traditional advertising. Strategic sponsorships
can help your company meet multiple marketing
goals at once. Events have to be chosen carefully,
so that the right target audience for your products
is guaranteed. Also, some companies choose to
link purchases to a specific event, as American
Express did by making a donation every time
customers used their AmEx cards during its
“Charge Against Hunger” campaign.
1. marketing; 2. customers; 3. advertise; 4.
event; 5. niche; 6. traditional; 7. target; 8.
purchases.
Pages 88-89
What typical sentence in Italian TV shows
announces the presence of product
placement?
Nel programma sono presenti inserimenti di
prodotti a fini commerciali.
Can you think of some product placements
in a film or TV show that you have recently
watched?
Personal answer
17.
1. Product placement is a form of advertising in
which branded goods and services are featured in
a video production that targets a large audience;
2. It means that a product is integrated into a
movie by being used by one the characters; 3.
They may pay a production company or studio in
cash, goods, or services; 4. “Shaken, not stirred”;
5. No, there are three of them: product exposure,
verbal exposure and brand signage; 6. a, e.
18.
1. coined; 2. motion; 3. performances; 4. painting;
5. name; 6. novel; 7. market; 8. background.
19.
1. No, it is used in primetime television series
too; 2. They cost more; 3. People can skip them;
4. Many of them are done for free; 5. Nothing.
Teacher’s note
For further and more specific information on
the subject:
https://www.pwc.com/it/it/publications/
assets/docs/product-placement-movie.pdf
Pages 90-91
Challenge: draw a popular logo for your
classmates and see if they guess it.
Personal answer
351
20.
1. T; 2. F, The logo was designed by Carolyn
Davidson; 3. F, It means victory, but the statue
is at the Louvre museum; 4. F, It had a bad
reputation in the Seventies; 5. F, He used a
technique already used by the Egyptians; 6. F, It
reminds of a hamburger; 7. F, It underwent many
changes over the years; 8. T.
21. 16 Famous logos with a hidden meaning
(that we never even noticed) posted by
BRIGHT SIZE
Adidas, Apple, BMW, Coca-Cola, Toyota. We
see these famous brands everywhere but never
consider what their logos mean exactly. But
every line curve and colour has meaning behind
it. Most of them were designed to indicate
something much more than simple beauty.
Curious to know? Watch the 16 famous logos
with a hidden meaning you’ve never noticed!
Number 16, Hyundai. Many people think that
the logo of the South Korean company Hyundai
is simply the first letter of its name, in fact the
letter H symbolizes two people, a client and a
representative of the company shaking hands.
That’s very thoughtful.
Number 15, Adidas. The name Adidas is derived
from that of its founder, Adolf Dassler. The
company’s logo has changed over time, but it
has always included three stripes. The current
logos three stripes at an angle which together
form a triangle. This symbolizes a mountain,
which in turn represents the challenges that all
sportsmen have to overcome day after day.
Number 14, Apple. Rob Janoff , the designer who
came up with the world famous Apple company
logo, explained his idea in one of his interviews.
He bought a bag of apples, placed them in a
bowl and spent time drawing them for a week
trying to break the image down into something
simple. Taking a bite out of an apple was part of
the experiment. Completely by coincidence, he
realized that bite sounded exactly the same as
the computer term byte. Isn’t this guy top of his
field?
Number thirteen, Vaio. The first two letters of the
Vaio logo symbolize an analog wave, the last two
are similar to the numbers 1 & 0, that is symbols
of a digital signal.
Number 12, Amazon. At first glance Amazon’s
logo appears to be nothing special. However,
it was designed with the company’s philosophy
in mind: the orange arrow is similar to a smile
because the company wants its customers to be
satisfied; the arrow is also stretched between
the letters A and Z in a hint that the company
sells absolutely every product you can imagine.
Number 11, Baskin Robbins. The pink colored
parts of the BR section make up the number
31, which is how many ice-cream flavors Baskin
Robbins used to famously sell. Have you tried
them all?
Number 10, Toyota. Many people compare the
logo of this Japanese car producer to an image
of a cowboy wearing a hat. In fact, it represents
a stylized image of a needle eye with a thread
passing through it. This is a hint at the company’s
past. They used to produce weaving machines.
However, the individual parts of the logo also
spell out the letters of the company’s name.
Number 9, Continental. Continental, a famous
car tire producer, has a logo in which the first
two letters depict a car wheel. Yeah, everything
genial is simple.
Number 8, Formula one. If you look carefully at the
white space between the letter F and the red stripes,
you can see the number one; the red stripes are
also meant to be a graphical representation of the
high-speed of Formula one cars.
Number 7, Pinterest. On Pinterest people collect
images they like from across the internet and
pin them to their online boards. That’s why the
image of a pin is hidden in the letter P. Simple
and clear!
Number 6, Beats. Beats, an audio equipment
producer based in the USA, uses a logo in which
the letter B looks like headphones on a person’s
head. Less definitely means more.
Number 5, Toblerone. Toblerone, the famous
chocolate company based in Bern, Switzerland,
has a silhouette of a bear in its logo. That’s
because Bern is sometimes called the city of
bears. You can see a lot of these animal figures
throughout the town: in fountains, at the clock
tower and even on buildings.
Number 4, BMW. They say that the central part
of the logo symbolizes the rotating blades of an
airplane which is linked to the company’s early
history of aviation technology. In fact, it is simply
a part of the Bavarian flag the area of Germany
where the company originated.
Number 3, LG. The logo of this South Korean
electronics company is a stylized image of a
person’s face. According to the company, this
represents its aspiration to have ordinary human
relations with their customers.
Number 2, Evernotes. We all know that elephants
have impressive memories. They can remember
both faces and events. That’s why Evernotes, a
notetaking application, uses this animal as part
of the logo. The corner of the elephant’s ear is
folded over in a similar way: how people fold a
corner of a page to make notes.
Number 1, Coca-Cola. In the Coca-Cola logo,
in the space between the letters O and L, you
can clearly see the Danish flag. It’s purely a
coincidence. Nevertheless, Coca-Cola has used
352
this as part of its marketing campaigns in the
Scandinavian country.
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stay with us on bright side.
1. Hyundai represents a silhouette of two
individuals shaking hands; Toyota logo represents
a mutual beneficial relationship and a needle,
because in the past it used to manufacture
textiles; 2. It comes from its founder’s name,
Adolf Dassler; 3. The word bite/byte; 4. It refers
to the fact that you can find everything from A to
Z; 5. Toblerone; 6. From the fact that the colours
are the same of the Bavarian flag: white and light
blue; 7. It used to produce aircraft engines and
planes; 8. A friendly relationship.
22.
1. F, Logos can be copyrighted if the design is
highly and uniquely creative; 2. T; 3. F, You can
have a copyright without a trademark; 4. T; 5. T.
Page 92
23.
1. are you going to do; 2. is registering; 3. is
taking place; 4. will be; 5. is going to become.
24.
1. will grant; 2. is going to affect; 3. will probably
create; 4. are hosting; 5. will employ.
Page 93
25.
1. A brand is a name or a symbol that identifies
a seller’s goods or services on the market and
represents a product and the business in public;
2. A trademark can include any combination of
words, packaging, name, signature, sounds or
colours that identify a company; 3. It includes:
identity, image, personality, character, culture
and reputation; 4. A logo can be made of just
one word or of a group of words or letters; 5.
Colours communicate personality and the feeling
the company is projecting to consumers; 6.
Merchandising is everything a company can do
to promote and sell its products in its store; 7. A
brand mascot can be a live animal, a person, an
object, or a puppet that reveals the company’s
look and feel; 8. The objective of labelling is to
give information about use, transport, storing,
recycling and shelf life of a product; 9. Because
they have a relationship with their audience; 10.
Product placements are usually found in movies,
television shows, personal videos, radio and
sometimes in live performances.
26.
1. d; 2. j; 3. i; 4. f; 5. h; 6. b; 7. c; 8. e; 9. a;
10. g.
27.
1. brand; 2. market; 3. sponsorship; 4.
advertising; 5. strategy; 6. blend; 7. format; 8.
ambassadors; 9. narration; 10. slogan.
VOCABULARY
Pages 94-95
1.
1. empowerment; 2. Kewpie doll effect; 3.
logos; 4. merchandising; 5. packaging; 6.
label; 7. marketing mix; 8. social marketing;
9. sponsorship; 10. endorsement; 11.
shockvertising; 12. product placement.
2.
1. feeling: 2. ads/adverts/advertisements;
3. information about it; 4. design/symbol; 5.
service; 6. animal; 7. display; 8. opinion 9.
financial; 10. company.
3.
1. information  products/contents/goods;
2. label  product; 3. difficult  open; 4.
trademark  product; 5. optional  obligatory/
compulsory; 6. aesthetic  environmental.
4.
1. competition; 2. marketing; 3. media; 4. site;
5. decisions; 6. marketer; 7. target; 8. goals.
LIFE SKILLS
Page 96
5.
Personal answers
6.
Sample answers
1. The boxes are very sophisticated. They are
not made just out of plain paper, but they look
handmade with a nice design resembling an
engraving; 2. The product addresses wealthy and
sophisticated ladies, which can be inferred by
353
the fact that the perfume looks very expensive,
because of the bottle which is an old-fashioned
one and the extravagant packaging; 3. The
colours suggest elegance and luxury; 4. Sample
answer. I would agree on the name because it
suggests perfection and grace/I don’t agree
on the name because it is not very original. I
would choose something suggesting understated
elegance such as “Invisible delight”; 5. Yes, of
course. When you advertise a perfume, including
the packshot is a must, because you cannot
show the scent, so you have to associate it with
your customer persona by designing the right
bottle for it: dynamic, elegant, sophisticated,
charming, etc.
CASE STUDY
Page 97
7.
1. It is societal marketing; 2. White and light blue
suggest reassurance, innocence, and reliability;
3. The boy is putting his hands on his heart; 4.
This gesture is aimed at convincing people to
donate, because it suggests complete unity and
support for each other, as the slogan does; 5.
Because Gucci is known all over the world and
doesn’t have to remind people of its products.
8.
Sample Answers
1. I would use one of the most famous monuments
of Italy, such as the iconic Piazza del Duomo in
Florence or a painting representing rebirth, such
as The Birth of Venus by Botticelli; 2. I would use
a breathtaking view such as the Gulf of the Poets
(Gulf of La Spezia) known not only by Italians
but also by most foreigners, because through
the centuries the bay was a favourite of writers
from Petrarca to Byron, Shelley, and Montale; 3.
I would use an image representing people eating
typical Italian food in the foreground with Naples,
Rome or Venice in the background, because Italy
is often associated with its ancient history and
exquisite food.
CLIP
Pages 98-99
9.
1. Yes, there are two of them: “admen” means
men working in advertising and mad men can be
referred to the fact that they work like crazy; 2.
WASP stands for White Anglo-Saxon Protestant. they don’t talk; 3. He went to college for some
It denotes a person who belongs to, or is thought time; 4. He lives in Wisconsin, Michigan, Ohio.
of, as being part of the American élite made up
of white, upper middle-class, northern European 12.
members; 3. A tall, good-looking white man; 4.
White men; 5. A housewife; 6. I expect they will Demographic data Male, in his twenties,
be shown while smoking because men used to (sex, age, income middle-class, no degree,
smoke a lot back then, since it was considered a level, geographic Wisconsin, Michigan,
location, Ohio, good job
habit ‘real’ men should have.
occupation)
10. VIDEO Characteristics He used to play sports,
works long hours, likes
Mad Men
staying alone, doesn’t
Man 1: Phil, why don’t you tell us a little bit about like women because
this exciting new beverage? they talk too much,
Phillips: Despite the pile of facts and figures in that’s why he loves dogs
front of you, I don’t look at this as a presentation Needs Not to work so hard
of research. To me this is an opportunity
to stimulate some of our industries’ finest
imaginations. I’m going to describe a man to you, Desires Play sports again, drink
of very specific qualities. He lives in Wisconsin, his favourite beer
Michigan, Ohio. Some call it “The Hard Land”,
some call it “The Beer Belt”. He has some 13.
college, makes a good living, but it doesn’t feel Sample answer
like it, because he works long hours. He’s a
Demographic data A millennial (a man
lawn mower, wants a hammock. Bunch of power
(sex, age, income or a woman) with a
tools in the garage that he never uses. He loves
level, geographic temporary job, a degree
sports because he used to play ‘em, he loves
location, in humanities, single,
dogs, because they don’t talk. We all know this
occupation) he/she relies on his/her
man because there are millions of him. And he
relatives when doesn’t
drinks beer. Not just any beer. It has to be his
work, prone to jump from
brand. And what is his brand? The one he drank
job to job
at college, the one his dad drank, the one that
comes in the best bottle, can, tap. It doesn’t Characteristics Narcissistic, always
matter because that’s it and it’s not open for on the cutting-edge
discussion. Now, you all know that that’s not of technology, civic-
true. But how do you get him to open his mind? oriented, concerned with
Better have something more. the protection of the
environment, goes to
1. They are all white men, no black people or the gym, doesn’t smoke
women are sitting at the table; 2. No, Dan Draper cigarettes, but drinks
is looking out of the window, he doesn’t agree on wine, beer, and spirits
what he may think it is an old-fashioned way to Needs Travelling for pleasure,
address the target audience; 3. Coke; 4. “Truth not to find a job, having
well told”; 5. It means that truth may change pets around, a perm job
according to the storyteller’s skills, it is a sort of with a better income
ironic way to define advertising.
Desires Being fit, meeting
11. friends, working
1. Everybody is wearing a suit and a tie, some less hard, earning
of them without a jacket; 2. He loves sports more, having fun in a
because he used to play them, and dogs because responsible way

354
 Module 3 LAYOUT
Unit 3.1 The basics
Pages 102-103
What is the difference between typeface and
font?
A typeface is a set of one or more fonts
each with common design features (such as
Times New Roman), while each font has a
specific weight, style, condensation, width,
slant, etc. (such as Times New Roman
Regular, Italic, Bold).
1.
1. T; 2. F, Its success depends on the
arrangement, propor tion, consistency and
emphasis of the objects/texts/images; 3. F,
Font is a specific style of a typeface; 4. T; 5.
F, New typefaces are constantly developed; 6.
T; 7. F, They can be connected, half-connected
or unconnected; 8. T; 9. F, Monospaced fonts
require more space; 10. F, Serif types are
used for headlines, titles and logos; sans-
serif types are used for body-copy or children’s
books.
2.
1. From the Newspaper “The Times”; 2. Yes, it
is; 3. Because he considered it badly printed
and typographically old fashion; 4. He used
“Plantin”; 5. Victor Larden, a graphic ar tist,
was asked to draw the letters; 6. The new
typeface had sharper serifs and more contrast;
7. The Times needed more strength of line,
firmness of contour and economy of space; 8.
In 1932.
Pages 104-105
What are the six tertiary colours?
Red-orange, yellow-orange, yellow-green,
blue-green, blue-purple, and red-purple.
3.
1. c; 2. b; 3. a; 4. a; 5. c; 6. d; 7. d; 8. a.
355
4.
Teacher’s note
The colour gamut is the full range of colours
visible to the human eye.
A spot colour is a colour obtained with a
special ink, different from the four process
inks, cyan, magenta, yellow and black.
Pantone is the colour code. Basically, it is the
standard language for colours.
What is the difference between RGB and CMYK?
RGB v CMYK posted by Pixels Ink
Hey folks, welcome along to colour fundamentals
part four: RGB vs CMYK.
Hey folks, and thanks for joining me in this fourth
part of my colour fundamental CDs. Today we’re
going to talk about RGB colour model versus the
CMYK colour model because those are the two
models that you will use most when you’re doing
any design work or when you’re speaking to your
graphic designer.
Good, start off today by talking about the CMYK
colour model: now this is what’s known as a
subtractive model or a reflected light colour
model, and the reason for that is that we start
off with a white page and as we add ink to the
page it gets darker and the more ink you add it
will eventually get to black.
Now CMYK stands for cyan, magenta, yellow and
black; now, the reason the black has a letter K
is that comes from old printing terms, where K
would be the key plate and that would have all
the details and information of the job at hand, so
K represents black in this colour model.
And next up, we’ve got the RGB colour model
which is what’s known as an additive model
and unlike CMYK when you add the colours of
the RGB model, red, green and blue and overlay
those, you get white.
With RGB you’ll be using that for any designs that
you will be viewing on a screen and that could be
a laptop
Screen, a desktop computer, your phone, a
television, anything that’s projecting light onto
the screen or use the RGB colour model; so,
CMYK subtract, add the colours you get black;
RGB, additive, add the colours you get white.
RGB has a much wider colour range than CMYK
and that’s what’s known as the colour gamut .
Now, when you are going to be creating a
piece of artwork, you need to, in your head,
understand where that’s going to be seen; if
it’s purely going to be for on-screen use, then
you design your artwork using the RGB colour
model;
But, if you’re going to be doing something that
may be for on screen and printed or solely printed,
then you need to use the CMYK colour model
and the reason for that is, as I’ve explained, RGB
has a much wider colour range, so if you design
something in the RGB mode, that had, say, bright
oranges or bright greens, if you then transfer that
over to the CMYK colour model, it will actually
mute down the colours that you have.
I can explain that through this visual here: as
you can see, on the left hand side we’ve got
a spectrum of colour in the RGB colour mode,
and on the right hand side we’ve got the CMYK
version of that spectrum. You can quite clearly
see that the CMYK can’t replicate the brightness
of the RGB, it’s much more muted. So, if you
had some graphics or a design created for your
website or social media platforms that, say,
used a key colour a key bright orange and you
decided…”yeah I’m gonna print some flyers or
By overlaying the
Colours Usage
colours, you get…
CMYK Cyan, On screen Black
magenta, Printed
yellow,
black
RGB Red, On screen White
green, Phone
blue Television
Pages 106-107
Is Clip Art free or does it require payment?
Most ClipArt is royalty free.
What types of charts do you know of?
Bar chart, pie chart, line graph, pictogram,
radar chart, area chart, bubble chart, etc.
5.
1. To tell a story, to catch the attention, to explain
concepts or to create rhythm in the layout; 2. A
photograph is an image taken with a camera, an
illustration is a drawing; 3. They are based on
reality; 4. It is organised into categories; 5. They
aim at giving an easily understandable overview of
a topic; 6. Charts are graphical representations of
356
I want to have that on my business cards”, you
get a shock when the cards or flyers arrive in
the post because the orange would look really
muddy in comparison to the one that you have
on screen.
Now, you’re probably asking yourselves: “Well, I
want that bright colour, how do I get that bright
colour onto my printed materials?” Well, there
is a way to do that and it’s through using what’s
known as spot colours and you print spot
colours using pantone inks , but we’re not
going to talk about that today; that’s for the next
video in the colour fundamentals series.
I hope you liked the video. If you have, please
give a thumbs up on my YouTube page. If you
have any questions about RGB or CMYK, leave
them in the comment section on my YouTube
page and I will definitely answer those for you
and, if you want to be part of the state creative
team, make sure you subscribe to my channel,
so until next time where we’ll be talking about
pantone, stay creative.
Colour
Final effect Model
Range
Muted down Subtractive Limited
colours
Brilliant Additive Wider
colours
data while diagrams plans, sketches or drawings
showing structures or relationships between the
parts; 7. A bitmap is a grid of individual pixels; 8.
It is an image composed of lines that are either
straight or curved.
6. The difference between raster and vector files
& different file types posted by GH Imaging
Every file saved on a computer has an extension
after it. A dot followed by letters that designate
the file type. It’s important to know the difference
between some of the common file types. With
images and graphics, the most important
distinction to know is the difference between raster
and vector images. Raster images are made up of
pixels, dots of colour that together form the image,
similar to a mosaic. Photographs are always raster
images, and most images you find online are
likely to be raster too. Raster images will gradually
lose quality as you scale them up, creating a low
quality, pixelated appearance. The most common
form of raster images is .jpg (or jpeg). Most digital
cameras will store images as Jpegs by default,
and most images found on the web are JPEGs as
well, due to its small file size. PNGs and GIFs are
similar to JPGs but they also support transparency
of an image. Photoshop files, or PSDs, include the
original layers of a Photoshop file to be edited,
but can only be opened and edited with the Adobe
Photoshop program.
Vector images do not use pixels. Instead, they
use math equations to determine how the image
is formed. Because of this, the image can be
scaled up or down to any size without ever losing
quality or becoming pixelated. EPS and PDF files
are often used when saving vector images. These
are great file types to use for large scale printing.
Two other ways to save a vector image are from
the native file they’re created in: .ai (an Adobe
Illustrator file) and .cdr (a CorelDraw file). These
can be opened using Illustrator or CorelDraw
as vector images and individual layers can be
edited. Keep in mind that these vector files can
be opened with any image-viewing program but
will only remain vector images when opened
with a vector-based program like Illustrator or
CorelDraw. Opening a vector image and saving
it in a raster program (like the Mac’s Preview,
Windows Image Viewer, or Photoshop) will
rasterize the image. When sending files to GH
Companies for printing, it is best to send files in a
vector format, to allow us to scale them to fit your
printing surface without losing image quality. Talk
to your GH Sales Consultant for more information
on file types and when to use them.
1. T; 2. F, Only raster images are made up of
pixels; 3. T; 4. F, They lose quality; 5. T; 6. F, PNG
or GIF files also support transparency; 7. T; 8. T;
9. T; 10. F, Vector images have to be opened with
a vector-based program to retain their qualities.
7.
1. No, photos are not clip art; 2. MacPaint was
one of the first software programs developed to
create clip art; 3. Because it required an Apple
Macintosh, which was very expensive at the time;
4. It introduced vector-based graphic editing; 5.
They were used as a way of installing software
on personal computers and as a channel of
distribution for clip art; 6. It diversified the
distribution model for clip art.
Page 109
8.
Sample answer
The rule of third is a composition rule stating
that every kind of image should be organised
357
around the lines that divide it into nine equal
parts. In this way, composition gets more energy
and interest.
Another graphic tool is the Golden section, whose
aim is to catch more attention and highlight the
main elements of the composition. It refers to a
proportional and geometric way of dividing the
image.
Other suggestions for a successful composition
are:
1. Use blank spaces;
2. Be unexpected and asymmetrical by choice;
3. Use very large or very small words;
4. Make your graphics very bold or very minimal.
9.
1. repetition; 2. alignment; 3. contrast; 4.
hierarchy; 5. white space; 6. proximity.
Pages 110-111
Why is this information important?
Because some of these rules may be governed
by legislation and producers can thus help
customers to identify them correctly.
10.
1. brand mark logo; 2. brand mark logo; 3. letter
mark logo; 4. word mark logo; 5. iconic logo; 6.
letter mark logo; 7. iconic logo; 8. word mark
logo.
11.
1. brand label; 2. grade label; 3. brand label; 4.
descriptive label; 5. grade label; 6. descriptive
label; 7. brand label; 8. informative label. 9.
descriptive label. 10. informative label.
Pages 112-113
What does Helvetica mean in Latin?
It means “Swiss” in Latin.
Teacher’s note
Extra activity
You may like to watch this documentary
on Helvetica with your students for further
information on this typeface.
https://www.imdb.com/video/vi2961047577?
playlistId=tt0847817&ref_=tt_ov_vi
12.
1. Thanks to its neutral aspect, it is suitable for
most types of design because it doesn’t divert the
readers’ attention; 2. Apple, Microsoft, American
Airline, and Jeep; 3. For federal income tax forms,
the Space Shuttle orbiter and in the television
rating system; 4. No, it isn’t. It is sans-serif; 5.
Originally, it was called Neue Hass Grotesk, but
it was changed to Helvetica in order to ensure
greater marketability internationally; 6. Arial
Typeface; 7. Helvetica has no diagonal strokes,
it uses primarily vertical or horizontal strokes, it
focuses on the space surrounding the letters, it
tends to remain legible while travelling in motion,
and it has a monotone stroke weight; 8. Its
misuse: it is often a “safe choice” for anyone who
is too afraid or too lazy to choose something else.
13. The top 8 résumé font for 2019 posted by
Zipjob
Hey Guys, today we’re going to show you the top
8 fonts to use on your resumé and some you want
to avoid.
Number 8 on our list is Times New Roman. This
is probably the most debated font when it comes
to resumé writing. Times New Roman is a classic
serif typeface that may be a bit too classic for a
resumé. Although it is an acceptable font to use
on a resumé, it may not stand out as well as
other fonts on our list.
Number 7 on our list goes to Garamond. Garamond
is a collection of old-style serif fonts created by 16th
century French engravers. It’s a great font to use on
a resumé and is known to be really easy on the eye.
Number 6 goes to Verdana. Verdana is a sans-
serif font which was designed in 1996 by Mathew
Carter who worked for Microsoft. Verdana was
created to appear well on a small screen as
well as screens with low resolution. With most
Font Features
1. Calibri • Microsoft’s default font
• warm, soft and induces a feeling of stability
2. Arial • clean and easy to read
• modern and professional
3. Helvetica • friendly, professional and beautiful
4. Tahoma • real modern look
• used by Microsoft for many years
5. Trebuchet • sans-serif font created, by Vincent Connare, to appear well on screen
• contrasting in texture to Verdana
6. Verdana • sans-serif font designed in 1996 for Microsoft
• created to appear well on a small screen as well as screens with low resolution
7. Garamond • old-style serif font created by 16th century French engravers
• really easy on the eye
8. Times New • too classic serif typeface
Roman • doesn’t stand out as well as the other fonts
358
employers today viewing your resumé on a
computer, Verdana is a great font to use.
Okay, on to number 5. Trebuchet is another
sans-serif font created by Vincent Connare. His
goal with Trebuchet was to create a font that
appeared well on screen and also provided a
contrast in texture to Verdana.
The number 4 spot goes to Tahoma. Tahoma was
used by Microsoft for many years for a variety of
different programs. Tahoma has a real modern
look and is a great choice for a resumé.
All right, number 3 on our list is Helvetica.
Helvetica has been described as being friendly,
professional and beautiful by typography experts
making it an awesome choice for your resumé.
Number 2 on our list is Arial. Many have said that
Arial is clean and easy to read while also being
modern and professional. Here is a good description
from Wikipedia: “Arial contains more humanist
characteristics than many of its predecessors and
as such, is more in tune with the mood of the last
decades of the twentieth century.”
And the number one spot goes to Calibri. Calibri
is Microsoft’s default font and is warm, soft and
induces feelings of stability which employers are
looking for. It’s also professional and modern,
making it a great font to use on a resumé.
Many typography and job search experts agree
that Calibri is the absolute best font for your
resumé. Stay away from fancy or unprofessional
fonts like Comics Sans or Impact. Not only will
hiring managers be quick to dismiss it, it could
be difficult for an applicant tracking system to
process. Applicant tracking systems are used by
most employers to automatically screen resumés,
so you want to ensure yours gets through. You can
see how your resumé does in an actual ATS scan
by getting a free resumé review from zipjob.
Good luck with your job search!
14.
1. To add some appeal or decoration to their
graphic; 2. They are two sets of dingbat fonts
developed by Microsoft; 3. They were designed
by Kris Holmes and Charles Bigelow in 1990
and 1991; 4. In 1992 they were trademarked as
Microsoft Wingdings by Microsoft; 5. They include
icons representing the common components of
personal computer systems and the elements of
graphical user interfaces, plus more traditional
images.
Page 114
15.
1. more/ the most popular; 2. more/the most
suitable; 3. worse/the worst; 4. more/the most
famous; 5. catchier/the catchiest; 6. larger/the
largest; 7. more/the most traditional; 8. farther
(further)/the farthest (furthest); 9. stronger/the
strongest; 10. better/the best.
16.
1. more legible than; 2. clearer, more engaging;
3. better than; 4. as good as; 6. the easiest; 6.
warmer than, as warm as; 7. more common; 8.
the simplest, the most linear.
Page 115
17.
1. Layout deals with the positioning of visual
elements, while composition implies creative
artistic thought; 2. A typeface is a set of
characters of the same design; 3. Secondary
colours derive from a combination of two primary
colours; 4. Shade refers to a colour to which
some black has been added, while tone refers
to a colour to which grey has been added; 5. No,
they aren’t. Images refer to objects modified or
created using a computer, picture is a generic
term; 6. They are repetition, contrast, hierarchy,
proximity, alignment and the use of white
space; 7. They are .eps, .ai, .svg; 8. It has a
strong, often abstract graphic that highlights a
product or service; 9. Labelling helps to catch
customers’ attention and it is usually combined
with packaging; 10. Helvetica is commonly used
on web pages, in printed materials and for logos.
It is also very common in signage of all kinds.
18.
1. reasons; 2. information; 3. follow; 4. meaning;
5. identity; 6. usability; 7. mood; 8. emotion; 9.
metaphors; 10. illustration.
359
19.
1. T; 2. T; 3. F, Sans serif fonts are used for
children’s books; 4. T; 5. F, They are the ones
which are opposite a colour in the chromatic
wheel; 6. F, While a photograph is a type of
picture taken with a camera and based on reality,
an illustration is a drawing of any type or format
generated by an artist which can easily exclude
facts; 7. F, There are 4 more: contrast, proximity,
white space and alignment; 8. T; 9. F, They
provide customers with necessary information;
10. T.
Unit 3.2 Paper
Pages 116-117
What exactly are focal points?
They are the spots eyes can’t resist going
to. They can be set up by using whitespace,
high contrast, big fonts, or spots of colour.
They can distract from the usual progression
to read top-to-bottom and left-to-right.
1.
1. Page layout deals with the aesthetic process
of arranging text, images, and other objects on
a page to produce eye-catching documents; 2.
Mondrian, circus, multipanel, silhouette, big-type
and alphabet-inspired; 3. They are classified
in Mondrian with squared, circus layout, with
irregular composition; multipanel layout, shaped
regularly in different portions, the silhouette
layout, emphasising through shadow; the big-
type layout, used mainly for headlines and
alphabet-inspired layout, which focuses on
the arrangement of letters; 4. They are: visual
hierarchy, visual flow, grouping and alignment;
5. Hierarchy helps the reader to deduce the
informational structure, flow deals with the trail
that readers’ eyes tend to follow as they scan,
grouping consists in the combination of elements
on a page according to their relatedness, while
alignment is used to associate things; 6. The
grid is a subdivision of the work space through
vertical and horizontal lines aimed at organising
the spaces and delimiting the elements that will
make up a project.
2.
1. alphabet-inspired layout; 2. circus layout;
3. silhouette layout; 4. Mondrian layout; 5.
multipanel layout; 6. big type layout.
3.1 3.
Grids
An important component of layout design are grids;
they are the backbone of all layouts. The anatomy
of a grid is made up of several parts. The format is
the full area, the page, where the final design will
be laid out. Margins are the empty spaces between
the edges of the format and the content. Flowlines
are horizontal lines that separate the different
sections of a grid into parallel bands. They help the
reader follow the content of the layout. Modules
are the building blocks of any grid. They are the
spaces created between the flowlines and vertical
lines. Groups of adjacent modules in vertical and
horizontal areas create spatial zones or regions.
Regions can be organised proportionally or used
to create overlapping zones. Columns are vertical
spatial zones or regions that fit fully from the top
to the bottom margin, while rows are horizontal
spatial zones that fit fully from the left to right
margin. The spaces between rows and columns
are called gutters. These should always be equal
between columns or rows, in order to maintain a
visual balance. Finally, markers are areas inside
the running header or footer that mark the exact
place where repeating information is placed from
page to page.
Adapted from: https://visme.co/blog/layout-design/
1. margins; 2. flowlines; 3. module; 4. column; 5.
row; 6. gutters; 7. spatial zone/region; 8. markers.
Pages 118-119
How many pages can a booklet have?
Between 8 and 72.
4.
1. g; 2. h; 3. e; 4. f; 5. a; 6. d; 7. c; 8. b.
5.
1. Br; 2. Br; 3. F; 4. Bo; 5. Br; 6. F, L, Br, Bo;
7. F/L; 8. Br; 9. Bo; 10. Br; 11. F; 12. Bo.
Pages 120-121
Surf the net and find the typical sections of
a broadsheet newspaper.
General news, local and foreign news,
editorial page, sports page, classified
ads, business and finance, entertainment,
home and culture, society page, travel and
tourism, announcements and obituary page.
360
Where does the word “magazine” come
from?
The word magazine comes from the Arabic
word makhazin which means storehouse, so,
magazines are like storehouses of different
kinds of information put together under one
roof, or magazine cover.
6.
1. F, It is necessary to select the most suitable
paper; 2. F, It is quite formal; 3. T; 4. T; 5. F, The
tabloid size is becoming more popular; 6. T; 7. F,
Only tabloids contain many pictures; 8. T.
3.2 7.
The Structure of a Contemporary Newspaper
Newspapers must be registered by law and
must indicate, at the top of the first page, their
name and their owner’s (the publisher), the
place and date of publication, the name of the
editor and finally the name and headquarters of
the printing company (the typographer).
The page where the newspaper header is
shown goes under the name First Page. It
contains the titles of the events deemed most
important and the articles, or part of articles,
which inform about these events. The articles
are not located randomly on the page, but
they are given specific spaces according to
the importance of the news, its author and its
subject.
In the traditional approach, however, a first
page is divided into three sections: high cut,
where the opening article dealing with the event
of the day stands; the medium cut, containing
the editorial, an article that exposes the ideas
of the writer in relation to a topic of some
importance, and the low cut, with the second
most important opinion article.
The first part of each newspaper article is
called the headline; it is a short, attention-
getting statement about the event; the byline
tells who wrote the story; and the lead should
summarise the main facts of the article,
talking about the 5 W’s (Who, What, Why,
When, Where). It should also contain a hook,
which grabs the reader’s attention and makes
the reader want to read the rest of the article.
Paid advertisements are scattered throughout
the paper except on first pages, since the ads
generate most of the revenue that keeps a
newspaper running.
Adapted from: https://www.slideshare.net/
danicajaira/structure-of-contemporary-newspaper
1. newspaper header; 2. titles of the most
important events; 3. (part of) articles about such
events; 4. high cut; 5. medium cut; 6. low cut; 7.
article; 8. the author of the article; 9. the main
facts; 10. 5w’s; 11. the reader’s attention; 12.
running.
8.
Sample answer
A: Can you identify the different kinds of
publication?
B: A newspaper, a magazine and a tabloid.
A: What is different about the headline of the
tabloid?
B: It is written in capital letters and with a bigger
font size.
3.3
A: How can you identify a magazine?
B: From the contents. They are specific and
targeted.
A: What about the different use of colours?
B: The tabloid is very colourful to attract the
readers’ interest.
A: What about the use of images?
B: The tabloid uses catchy images and words
evoking gossip.
A: Can you find any advertisements? Where?
B: Neither the newspaper nor the magazine has
any. Just the tabloid.
Pages 122-123
Can you think of some features typically
associated with these different book
genres? Cookery books, schoolbooks,
children books, narrative book.
Sample answers
Cookery books: large pictures, sections
for ingredients and procedure, division into
courses or ingredients; Children’s books:
large lettering, many pictures, ‘weird’/
attractive formats; Schoolbooks: standard
format, pictures, graphs, section for texts
and exercises, division into sections,
modules, units and chapters; Narrative
books: long sections of text, no pictures,
small lettering, division into chapters.
What is the traditional function of headers
and footers?
To give readers a reference point regarding
sections and chapters.
361
9.
Sample answer
Attribution Use without any limits but
give credits to the author.
Attribution Use without any limits and
sharealike create with the same license
(open source)
Attribution- Use without any modification;
noderivs give credits to the author.
Attribution-non Use and create with the same
commercial- terms of license but non
sharealike commercially
10.
Book Layout
Book layouts are particular and definitely not one-
size-fits-all. They must be adjusted to the style
and genre of the book. If a great cover grabs a
reader’s interest, the inside pages (referred to as
“interior”) have to be given the same attention. A
book interior must be pleasing and well-balanced
in two important areas: typesetting (font, type
size, space and hyphens) and layout (margins,
columns, and illustrations). A book page has three
margins: outside, top and bottom, and a gutter,
or inside margin. Books are traditionally set in
serif fonts like Garamond, Caslon, Baskerville,
but guidebooks, art books, cookbooks, and other
genres use sans-serif for their modern feel and
for ease of reading. The white space between the
lines, known as “leading” is equally important;
it makes sure readers can read a book without
getting a headache from all those lines jammed
together.
Widows and orphans refer to one word or short
line, “widowed” to its own line at the bottom of
a paragraph, or to a short line “orphaned” to
the next page, creating an uneasy break in the
copy.
There are two pages when opening a book: a
left-hand page and a right-hand one, called a
spread. These two pages are named with the
Latin terms “recto” for the right-hand page and
“verso” for the left-hand one. Each section of a
book should start on a right-hand page. The title
page, the table of contents, chapter 1 and so
on, always begin on a right-hand page. Running
heads are the short titles at the top of most
pages of the book which can incorporate the
page number.
Adapted from: https://libguides.lib.msu.edu/
c.php?g=97090&p=908734
https://99designs.it/blog/tips/
book-layout-design-typesetting-tips/
1. f; 2. i; 3. c; 4. j; 5. a; 6. e; 7. h; 8. b; 9. k; 10.
d; 11. g.
11.
1. T; 2. T; 3. F, There are three; 4. F, They are
written in sans-serif fonts; 5. F, It helps to avoid
headaches; 6. F, It is an uneasy break in the
page; 7. T; 8. F, It should start on the right-hand
page.
Pages 124-125
Where can comic strips or books be found?
Sample answer
Strips can be seen in newspapers or
magazines, while comic books or graphic
novels can be found in specific volumes in
bookstores.
Can you think of two modern comic strips,
examples of satire and entertainment?
Sample answer
Mickey Mouse and G. Forattini’s or Vauro’s
satire comics.
Challenge: List all the genres of comic books
you can think of in thirty seconds.
Sample answer
Superhero, Horror, Manga, Fantasy, Humour,
Science-fiction, Fantasy.
Some onomatopoeia are, for example: ouch,
zzz, wow. Can you think of any others?
Sample answer
Buzz, bark, knock, meow, etc.
12.
1895: American Cartoonist R. C. Oucalt designs
a cartoon named Yellow Kid
1933: comic books are printed for the first time
1938: DC publishes Action Comics with
Superman as a superhero
1940-45: Captain America and many other
superheroes become symbols of the 2nd World
War
1948: the comic strip genre depicting the
American Old West frontier spreads in Italy
1950s and 1960s: the black genre emerges in
Italy, with violent and gloomy settings
1950s and 1960s: in the US, Marvel Comics
with Stan Lee invented famous characters such
as The fantastic Four, Spider Man and many
other superheroes
1990: invasion of Japanese production of
mangas
13.
1. F, It means comics; 2. T; 3. NM; 4. T; 5. F,
They are called Ecchi; 6. T; 7. NM; 8. F, They are
addressed to girls from 10 to 18 years old.
Pages 126-127
Can you think of another use for posters?
Sample answer
They are sometimes also used as low-cost
artwork reproductions.
What’s the difference between the
landscape and the portrait format?
Portrait and landscape mode are two types
of page orientation. The modes can be
used to describe printed pages as well as
digital photos. Simply put, a page or image
displayed in portrait mode is taller than it is
wide. Conversely, a page or image displayed
in landscape mode is wider than it is tall.
14.

Poster Billboard
Purpose To advertise an event To advertise a product or service or a brand
Size Small and manageable, limited in size Any size, but most billboards are large

Regulation It doesn’t require a special permit Regulated by local and state authority, a
permit may be required
Placement On a pin board, on a shop window or Along the side of a road, or on the side of a
pinned to a tree or wall building

362
15.
Sample answers
The billboard (number 2) refers to a Public
Service Campaign, Pass It On, aiming to share
some key words like, in this case, confidence. In
this case the picture is Einstein’s face, symbol
of self-confidence and reliance. The billboard
is characterised by very few lines of text, in
bold large size fonts, and by the use of colour
to emphasise and highlight the key word. The
poster (number 3) presents a circus layout,
in fact it has an irregular composition of its
elements. It promotes an event with location and
time and promises fun and entertainment with
its fully coloured display with images of musical
instruments and food that recall the theme of
the event.
Pages 128-129
16.

Movie poster clichés Genre of movie Examples

Two main characters back to
back.
A big, giant, floating face over a
tinier scene of the film
Fragmented hero, whose face is
made up of tiny images
Vigilantes from the back, or a
loner viewed from behind
A close-up on eyeballs
One or more of the cast seen
through someone’s open legs
Orange and blue colour palette
Romantic comedy with
complicated love story of
friendship
Dramatic movie
Psychological movie
Suspense movie
Horror or psychological thriller
Raunchy or ironic movie
Action and dramatic movies
Pretty Woman, Bride Wars, How
to Lose a Guy in Ten Days
Forever Young, Corelli’s
Mandolin, Turning Green
The Extractor, Lord of War, The
Next Three Days
Shoot-Em Up, The Hitcher,
Resident Evil
Requiem for a Dream, The Eye
Transporter, Stinger
//

17. contain too many words, but many/a lot of/lots

Sample answer
In this poster of the movie The Dark Night the
predominant colour is blue. Films use colour
filters to express mood and that blueish tint is
a way to show a “dark” scene without actually
lowering the light. The touch of orange clearly
recalls an action movie. The standing hero,
Batman, is the only one who will defeat the evil
represented by the burning buildings behind him,
which also adds a touch of suspense.
Page 130
18.
1. many; 2. a lot of; 3. a lot of; 4. very; 5. little;
6. few; 7. any; 8. any; 9. too many; 10. enough.
19.
1. Comics use many/a lot of onomatopoeic
words; 2. Many comics are humorous, but
some can be very serious; 3. Brochures don’t
of images; 4. You don’t need much money to
print flyers; 5. There is no image in this flyer; 6.
Few people read a newspaper; 7. Some images
attract the reader; 8. How much money does it
take to print a magazine?
Page 131
20.
1. Visual hierarchy helps the reader to deduce
the informational structure of the page. The other
elements are: flow, grouping, alignment and the
graphic grid; 2. Flyers are single, unbound and
unfolded sheets, single or double-sided, with
different dimensions, low-cost and distributed in
large quantities; 3. They are longer, bound and
more expensive since they are intended to be
durable; 4. Proportions in images, text and white
space are fundamental to catch the readers’
interest and maximises the effectiveness in
presenting information; 5. Magazines can be

363
classified into: common interest publications,
special interest collections and professional
publications; 6. It is the first impact the reader
has with the book itself, so it has to be captivating
and interesting; 7. It is made up of a sequence of
boxed drawings or images, with a little text and
dialogue printed in balloons; 8. It shows that the
character speaks in a low voice; 9. 30% of white
space, 40% of title and text, and 30% of graphic
images; 10. It should capture the tone, the story,
and the visual style of a film.
21.
1. term; 2. compacted; 3. reputation; 4. stories;
5. working; 6. newspapers; 7. costs; 8. transport;
9. convenient; 10. easily.
22.
1. T; 2. F, They can have different dimensions; 3.
T; 4. F, They are losing popularity; 5. F, They are
considered basic elements; 6. T; 7. F, It’s the
first drawing of a comic strip; 8. F, It means the
character is thinking; 9. T; 10. T.
Unit 3.3 Digital layout
Pages 132-133
Can you think of two examples of NLIs?
Two examples of NLIs can be SIRI, the
Virtual assistant of Apple and Google
assistant.
1.
1. They used a green-on-black monochromatic
colour; 2. Only through a keyboard and a
command line inter face; 3. It is an easy way
to navigate through programs using icons
and a mouse; 4. It creates a comfor table
environment that makes the use of a computer
easy; 5. Steve Jobs made an agreement with
Xerox to use the GUI on his Apple computer;
6. LISA stands for Locally Integrated Software
Architecture. It was the first GUI-based
computer available to the public; 7. Lisa
helped make digital ar t and word processing
easier; 8. Because they are based on a visual
language using icons and symbols.
2.
Sample answer
Intelligent virtual assistants are more and more
crucial technologies able to organise our lives.
They can understand our natural language and
complete tasks based on our spoken commands,
364
such as search for information, schedule
events, set reminders or order things. Some of
the most common intelligent virtual assistants
are: Apple’s Siri, Google assistant, Microsoft’s
Cortana and Amazon’s Alexa.
Pages 134-135
How is a pop-up ad different from a pop-up
menu?
A pop-up menu is a type of menu that pops
up on the screen with a right-click on a
certain object or area. It provides quick
access to common program functions
and is used by most operating systems
and applications, while pop-up ads are
automatically generated in a new browser
window with the help of JavaScript or Adobe
Flash.
3.
1. Nowadays consumers have the ability to
interact with businesses and give opinions
and responses to brands and marketing
techniques; 2. First, the increase in Web
usage and, secondly, the development in
targeted adver tising formats and techniques;
3. They have become more communicative
and relevant; 4. They have star ted to use web-
based communication with their clients, they
have purchased more and more diversified
adver tising spaces, and they have implement
interaction with customers; 5. It’s a way of
adver tising focused on the use of different ad
channels, such as mobile and social networks;
6. The purpose is to gather as much viewership
of the adver tisement as possible; 7. We are
living more and more in a multi-tasking age
with shor ter attention spans; 8. The Web has
become a place where a brand’s reputation
and image are shaped.
4.
Digital Marketing: 1, 3, 4, 6, 9, 14, 15.
Traditional marketing: 2, 5, 7, 8, 10, 11, 13.
Both: 12
Pages 136-137
What devices can a user have?
Sample answer
A desktop, a tablet or a smartphone.

What is the technical definition of app?
The term app is short for application, which
refers to any piece of software designed to
exploit the power of a device and direct it to
perform a certain kind of job, using existing
functionality in a simple, more user-friendly way.
5.
1. F, They are inadequate for mobile devices;
2. T; 3. T; 4. T; 5. F, A liquid layout resizes as
the window size changes, while an adaptive
layout adapts its structure according to the user
interaction with the site; 6. T; 7. An adaptive
layout does; 8. T; 9. T; 10. F, They are video ads
which offer prizes for being watched.
6.
1. It is advertising-supported software, designed
to deliver advertisements up on a screen; 2. It
monitors users’ behaviour online and targets them
with specific ads related to their surfing habits; 3.
By downloading a program or visiting a website; 4.
No, it can be installed without your knowledge, or
permission; 5. It starts collecting your information,
redirecting you to unwilling websites, filling up the
browser with advertisements, messing with the
browser or search engine and tracking choices
and preferences; 6. Because it allows users to
get a program for free or at a lower cost.
7.
1. d; 2. a; 3. e; 4. b; 5. c; 6. g; 7. h; 8. f.
3.4 8.
Responsive Design: Drawbacks
The Internet is changing, with responsive websites
quickly adapting to any device and screen size
to bring users the most dynamic experience
possible, but making responsive websites has its
downsides. Here are the main ones:
• in the past every user knew where navigation was;
with the responsive design, the three bars at the
top left corner of the page usually represent the
navigation “button”, but many users still find it
difficult to navigate beyond the menu;
• in responsive design you must make sure images
and icons don’t look blurry and poorly scaled up;
• showing data tables, such as airline flight
timetables, can be a real problem on small
screens;
• a great challenge for the responsive design
is finding the balance between a rich user
experience and the fast-paced nature of the
Internet: slow loading times means losing the
majority of mobile users;
• it takes about twice as long to design a
responsive site compared to a regular site;
365
• websites with complicated user interface
elements, such as advanced search features
or multi-step forms, do not allow browsing
throughout a responsive design;
• when working with mobile-first techniques,
your website might not display properly on
older versions of the browser.
Adapted from: https://uxmag.com/articles/10-
responsive-design-problems-and-fixes
Sample answer
The cons of responsive design are: 1. Difficult
menu to navigate, 2. Images and icons may
look blurry, 3. Data tables on small screen may
appear too small to read, 4. Slow loading times,
5. Long to design; 6. Complicated interface
elements cannot be implemented; 7. Works only
on recent browser versions.
Pages 138-139
What social networks with this structure do
you know of?
Sample answer
Facebook, Instagram, Twitter, Tik Tok Tumblr,
WeChat, Telegram, Snapchat, QQ…
Challenge. See if you know all of these terms
and acronyms: bump, troll, lurker, noob,
meme, lag, LOL, BRB, BTW, LMK and G2G.
Bump: When you want to push a topic back
to the top of the list, just write bump as a
new comment; Trolls are people who take
pleasure from starting disagreements and
anger; Lurker is someone who visits a forum,
blog or website often, but doesn’t leave any
comments; Noob is someone who is new to
something, a beginner; Meme is an image,
text or video, copied and modified over and
over again with funny changes; Lag is when
a computer application is slow to respond;
LOL: laughing out loud; BRB: be right back;
BTW: by the way; LMK: let me know; G2G:
got to go.
3.5 9.
How The Humble Hashtag Has Become a Social
Organiser
Hashtags are used on all social networks, even
though they have become a hallmark of Twitter
and Instagram. The # symbol is used to mark
keywords or topics in a post. It was originally
created by Twitter users as a way to categorise
messages. People use the hashtag symbol
before a relevant keyword or phrase (using no
spaces) in their Tweet to categorise those Tweets
and help them show up more easily in Twitter
Search. Clicking on a hash-tagged word in any
message shows you all the other Tweets marked
with that keyword. Hashtags can occur anywhere
in the Tweet: at the beginning, in the middle or
at the end. Hash-tagged words that become very
popular are often Trending Topics.
Hashtag basics:
• They always start with a hashtag but they
won’t work if you use spaces, punctuation or
symbols.
• Make sure your accounts are public, otherwise
the hash-tagged content you write won’t be
seen by any non-followers.
• Don’t string too many words together. The
best hashtags tend to be relatively short and
easy to remember.
• Use relevant and specific hashtags. If it is too
obscure, it will be hard to find, and it isn’t
likely to be used by other social media users.
• Limit the number of hashtags you use. More
isn’t always better. It actually looks spammy.
1. networks; 2. hashtag; 3. users; 4. keyword; 5.
hash-tagged; 6. anywhere; 7. spaces; 8. public;
9. easy; 10. spammy.
10.
1. F, Not everyone, but most people; 2. T; 3. F, It
is decreasing; 4. T; 5. T; 6. F, They do; 7. T; 8. F,
It reduces marketing costs.
Pages 140-141
What categories are emojis now organised
into?
Emoji characters are grouped into eight
broad categories (each with multiple
subcategories): 1. Smileys and People; 2.
Animals and Nature; 3. Food and Drink; 4.
Travel and Places; 5. Activities; 6. Objects;
7. Symbols; 8. Flags.
Draw some icons for your classmates and
see if you agree on their meaning.
Personal answer
11.
1. f; 2. g; 3. b; 4. a; 5. e; 6. c; 7. d; 8. l; 9. h;
10. i; 11. j; 12. k.
366
12. Linguistic Research: Are emojis the future
of communication? posted by Bangor
University
Hello, my name is Vyv Evans, I’m professor of
linguistics. I’d like to tell you a little bit about
emojis, the colourful glyphs that are used
embedded in digital keyboards, the smileys,
the winks and so on, and I conducted a recent
research that found that 80% of us in the UK
are now regularly using these colourful symbols
when we communicate. A question I often get
asked is, “Is it really the case that emojis are
making us dumber?” Are they a backward step
taking us back to the dark ages of illiteracy and
the answer is a resounding “No”. Why is that?
Well, the research that I’ve been doing has found
that 72% of 18- to 25-year-olds actually find it
easier to express their emotions if they’re using
emoji. In addition to that finding, a further finding
from my research is that nearly half of the 18- to
25-year-old age group in the UK also feel that
emoji in digital communication enables them to
express themselves more effectively to in fact to
become better communicators. So, why is this?
It turns out that what emoji is doing is fulfilling
a function apparent in the spoken channel
that’s not there already in the digital channel;
so, if you think about it, when we speak, what
we do, what I’m doing now, is gesturing and I’m
using intonation and we use intonation actually
to convey meaning that’s not carried by the
words themselves, so I could say with passion
“I love you” and with falling pitch intonation,
with a falling pitch contour this is a declaration
presumably of undying love, but if we say with
a rising pitch contour “I love you” that can be
a derisive counterblast, so what this shows is
that the intonation the pitch contour whether it’s
rising or falling, actually changes the meaning
of words, so gesture and intonation we know in
the spoken channel when we’re speaking face
to face with one another make us more effective
communicators. Now, what we found is, my
research shows, that in the digital channel where
nuancing is often stripped away, emojis add this
further information, they fill in the missing tone if
you like, in terms of the communicative message
and this is the reason why, especially in the 18-
to 25-year-old age group, so the younger people
are often in the vanguard in terms of digital
communication, this is why it enables younger
people to more effectively express themselves,
and this is pretty amazing I think.
Sample answer
Emojis help most young people to express
their feelings and their emotions better and to
achieve better communication. This happens
because the use of emojis helps to fill the digital
channel of communication with the missing
activities featured by spoken language, such as
gesturing, tone or voice intonation, which are
able to convey meaning not carried by words
themselves.
13.
1. Reactions are extension of the Like Button to
give people more ways to share their thoughts
about a post; 2. Reactions influence the way the
news feed appears; they can determine which
content should appear towards the top of the
news feed; 3. Both Facebook and Instagram use
six reactions; 4. LinkedIn’s reactions are more
professional than Facebook’s; 5. It enables
users to allocate a quick emoji response to any
message within a thread.
Page 142
14.
1. c; 2. d; 3. b; 4. c; 5. c; 6. a; 7. d; 8. c; 9. d;
10. a.
15.
1. Anywhere on the network you can find
information about anyone; 2. Thanks to social
media you can connect with anyone who has an
account; 3. You can be tagged everywhere; 4.
Online advertising can be deactivated on all web
pages. Anywhere; 5. Everyone can use a GUI, it’s
easy.
Page 143
16.
1. There are different types of inter faces:
command line, menu driven, form based,
graphical user, touchscreen, natural user
and natural language; 2. Windows, icons and
buttons; 3. It deals with labelling, structuring,
and organising the web content in a manner that
makes it easily accessible and manageable; 4.
Websites may be created in different ways: by
hand-coding pages, with HTML or CSS, using
a WYSIWYG editor, like Adobe Dreamweaver,
or using a content management system with
given templates, like WordPress or Joomla; 5.
There’s a static image initially, then the video
plays once a user clicks on it; 6. They have
been controlled for many years by a mouse and
a keyboard, but with mobile devices they can
be controlled by using a touchscreen inter face
and spoken commands; 7. Thanks to in-app
advertising; 8. There are video ads or display
367
ads; 9. You can connect with friends or people
you don’t know, comment on ever ything, find
out information on different topics and pursue
a social or a business purpose; 10. They are
temporar y mobile videos and images that
appear outside a regular feed.
17.
1. web-based; 2. networking; 3. platform; 4. two-
way; 5. profile; 6. blogs; 7. relationships; 8. viral;
9. people; 10. traffic.
18.
1. T; 2. T; 3. F, It is possible with a NLI, Natural
Language Interface; 4. F, They are examples of
Content Management Systems; 5. F, Browsers
allow users to do that; 6. F, It is the static one;
7. T; 8. T; 9. T; 10. F, They can be understood
without using words.
VOCABULARY
Pages 144-145
1.
1. brochure; 2. serif; 3. barcode; 4. emoticon;
5. touchscreen; 6. label; 7. feedback; 8. clipart;
9. billboard; 10. copyright; 11. network; 12.
icon.
2.
1. command line; 2. graphical elements; 3.
touchscreen: 5. menu driven interfaces; 6.
icons, buttons; 4. graphical user interface; 7.
speech recognition. riordinare
3.
1. comics; 2. storylines; 3. panel; 4. caption; 5.
gutters; 6. bubble; 7. dotted; 8. thought; 9. bold;
10. sound.
4.
1. e; 2. d; 3. c; 4. a; 5. b; 6. e; 7. d; 8. a.
LIKE SKILLS
Page 146
5.
Sample answer for number 1
The meme represents a child who is clenching
his fist, as if to say, “I did it, it was a difficult
task, but I did it”. The image is viral while the text
is a paradox. In this case, the goal is to create
humour through nonsense. A short text has been
applied at the top and at the bottom of a viral
image with a simple photo editor.
6.
Personal answer
Teacher’s note
You may use some of the free apps available
that already contain viral pictures and photos:
meme Factory or memedroid.
CASE STUDY
Page 147
7.
1. It’s the stor y of an adolescent wizard and
his adventurous and magical years at Hogwar ts
School; 2. She was waiting for a delayed train in
Edinburgh; 3. The series is focused on Harr y’s
struggle against an evil wizard who killed his
parents and tried to kill him when he was a
baby; 4. The series is made up of seven books;
each of them chronicles a year in Harr y’s life
at Hogwar ts; 5. Because the book aimed at
attracting younger generations and entering
the market; 6. It was different, there were few
competitors, and the author interacted with her
fans.
8.
Sample answer
Pro books: 1. Imagination is more powerful than
a movie; 2. For reasons of time, films cannot
include the full range of parallels and references
that make books so fabulous. Also, in films,
the audience cannot hear what the characters
are thinking; 3. Films become dated, but books
never do.
Pro films: 1. Characters come to life; by
watching the film you can get the full force
of each character; 2. Background music and
special effects give greater depth to the movie,
adding value; 3. Some changes in cer tain
par ts of the stor yline can make the film more
intense.
CLIP
Pages 148-149
9.
1. Around 1450; 2. Johannes Gutenberg; 3.
They were copied by hand or made using block
368
printing; 4. Because it allowed the spread
of thousands of books; 5. The Bible; 6. It
is a sor t of movable metal type that can be
rearranged in different patterns to from a word
or a sentence.
10. VIDEO
Movable typeset
Movable metal typeset printing is one of the
greatest inventions of the last millennium.
It revolutionised the way people created and
produced books. But what exactly is movable
typeset, and why was it such a big deal?
Before the movable type printing press was
invented, books were expensive and either
copied by hand or made using block printing.
Copying books by hand was tedious and time-
consuming, and scribes sometimes made
copying errors.
Block printing meant that texts and images
had to be carved into blocks of wood, then
covered with ink and stamped onto a page.
These blocks were time-consuming to create
and use.
By 1450, less than 30,000 books existed
in all of Europe. All of this would change with
the innovations of Johannes Gutenberg. In the
late 1390s Johannes Gutenberg was born into
an upper class family in Mainz, Germany. He
learned various crafts like blacksmithing, jewel
cutting and goldsmithing.
Around 1450 he began developing new
techniques for improving the printing press.
Gutenberg created a process using movable
metal type, which meant that letters could be
rearranged into countless patterns. This was
faster and more accurate than any previous
method. It made books and tracts much more
affordable. Gutenberg’s first major project
was printing the Bible in Latin. By 1500, there
were over 200 printing shops in Europe. It is
estimated that between 8 and 20 million books
were printed during those first fifty years. This
type of printing press would lead to the mass
production of the Bible. This meant that the
Bible was more accessible and affordable
to people than ever before. The effects of
Gutenberg’s invention were enormous: ideas
spread across Europe and the world faster
than they ever had. This contributed to major
cultural and intellectual movements such
as the Renaissance, the Reformation, the
Scientific Revolution and the Enlightenment.
Printed books, including the Bible, were
more affordable for everyone. Gutenberg’s
innovations revolutionised the process of book
production and the way people engaged with
the Bible.
 1. Name of the Movable metal typeset 13. Effects of • The Bible was more
invention printing invention for its accessible
2. Before the • Expensive first project • The Bible was more
invention books • Copied by hand, but affordable
were… it was tedious, time- 14. Global effects • Ideas spread across
consuming and there of invention Europe and the world
was the risk of errors faster
• Made using block • Printed books were
printing, but hard more affordable for
to store and time- everyone
consuming • New cultural
3. Number of Less than 30,000 and intellectual
existing books books in all of Europe movements:
before 1450 a. Renaissance,
b. Reformation,
4. Name of the Johannes Gutenberg
c. the scientific
inventor
revolution,
5. Year, city and In the late 1390’s, in d. the Enlightenment.
country of birth Mainz in Germany
of the inventor
11.
6. Previous jobs of • Blacksmith
1. 2 minutes and 25 seconds; 2. The Museum of
the inventor • Jewel cutter
the Bible; 3. There is a voiceover that reads the
• Goldsmith
text and at the same time the main information
7. Year of the Around 1450 appears on the screen, together with drawings
invention and animated images that make understanding
8. Way the The letters could more immediate; 4. It is clear and easy to
invention be rearranged into follow; 5. Yes, thanks to the use of drawings and
worked countless patterns images; 6. It is a documentary about a great
9. Advantages of • Faster invention because it gives information in a linear
the invention • More accurate and chronological way, supporting it with images
• More affordable to make comprehension easier; 7. Giving basic
information about the printing press.
10. First project of Printing the Bible in
inventor Latin
11. Number of Over 200 12.
printing shops Personal answer
in Europe by
1500 Teacher’s note
Look for more information about this issue,
12. Number of Between 8 and 20
starting from this video:
printed books in million
the first 50 years Kindle vs paper books posted by The Verge
after invention https://www.youtube.com/watch?v=N0NoXPmC3qA

369
 Module 4 ADVERTISING
Unit 4.1 The basics of advertising
Page 153
1.
1. Classified ads are basic and cheap, they
are published on specific pages, placed under
separate categories and read by people who
are actively looking for them; 2. Classified ads
are classified into: property ads, business
proposals, recruitment ads, announcement
classifieds, obituary messages and educational
ads; 4. Display ads are not restricted by space
and placement limitations and use pictures; 5.
They are classified into fixed or variable size; 6.
It’s a narrow horizontal ad that covers the entire
width of the newspaper, just under the title.
4.1 2.
Let’s have a look at the classic AIDA model for
communication and promotion in marketing.
The acronym stands for Attention, Interest,
Desire and Action and they represent the levels
and stages of consumer involvement in the
communication process. The model is generally
used in marketing communications and consumer
behaviour, however, in this instance we’re going
to apply it to a general communication inside
and outside of our organisation. Let’s look at
each individual stage as we communicate with
internal and external customers. Attention. Here
the communicator first gains the attention of the
target recipient and businesses don’t tend to
sell anything if their distributors or consumers
don’t know about the product or the services on
offer, let’s face it. Interest. Simply knowing about
the brand rarely gets you a sale, the next stage
is to generate interest in the product. This might
be a TV commercial or a social media message,
it depends very much on your target recipient.
Desire. Potential customers might like a product
or service before they actually buy it; brand owners
will build a need and desire in the consumer
before they actually push them to the point of
370
purchase; you may desire a Porsche when you
are wealthy, but it’s not until you actually have the
means to buy the final purchase that it becomes
possible. Action. This is the point where the
consumer actually purchases the product; any
communication at this point will be to close the
final sale and persuade the customer to make the
final purchase decision having moved along the
continuum of behaviour. So,the communication
will change the purpose and nature of the format
and mode of communication at each individual
point. The consumer is moved from awareness to
action by manipulating the message along each
point. The point here is that it’s not one single
message or communication that generates the
sale. Communications are obviously altered and
some thought goes into the message on the part
of the marketer.
Adapted from: https://www.youtube.com/watch?v=_
ZnsQJKBw5M
1. F, It’s an acronym and stands for Attention,
Interest, Desire, Action; 2. T; 3. F, Attention is
the first step; 4. T; 5. T; 6. T; 7. T; 8. F, It is the
point when the consumer makes a purchase; 9.
T; 10. F, They are the first and the last steps of
the process.
Page 155
3.
1. Because of the Industrial revolution,
production and consumption were transformed;
2. Consumerism is the result of mass production;
3. Advertising became an important component
of the marketing and distribution of products; 4.
Advertising appealed to many different values,
to a range of desires and fantasies; 5. Maslow’s
theory is based on the idea that human needs
are arranged in a pyramidal hierarchy; 6.
According to this theory there are five levels:
physiological needs, safety needs, social needs,
esteem needs and self-actualisation needs; 7.
Higher order needs are no longer pursued; 8. It
is used to examine the needs of consumers.
4.
When Who / Where What
2500 BC Ancient Egyptians Papyrus for messages and carved advertisements
100 BC Ancient Rome Political posters and campaign ads were popular
80 Pompeii Wall messages and billboards were first used
1211 Medieval Europe Town criers read news to illiterate people
1440 Johannes Gutenberg Invention of the press
1704 Boston Newsletter newspaper The 1st newspaper ad appears
1776 The American revolution Political ads encourage enlistment
1835 Birth of car factories Growth of billboards
1882 New York city First electronic sign lit in Times Square
1992 Radio First radio ads
1925 Television First public TV demo
1941 Bulova First TV commercial
1967 First Super Bowl in America First huge advertising event
1975 Coke vs Pepsi Soda wars
1981 MTV New programmes started
1990 World Wide Web Creation of the Web
1995 Computer Creation of pop ups
2000 Google Introduction of AdWords
2006 YouTube Video ads
2008 Smartphones Ads in applications
2012 Advertising Big revenues from ads

5.
Physiological Safety Social Esteem Self-actualisation
• Cry to be fed • Physical • Be part of a • Be respected • Express our
• Seek protection survival group and approved potential,
• Care and • Give and • Occupy a social creativity,
contact receive love role spontaneity
• Suppression • Friendship and • Gain • Having a
of worries and sexual intimacy recognition satisfying self-
anxieties • Be an element from others for image
of the our actions
community • Better
understand
ourselves
and the world
around us

371
Pages 156-157
When was the first edition approved? Surf
the net to find out.
The first edition was dated May 12th, 1966.
6.
Sample answer
In advertising, there is a lot of difference
between making false claims and promises and
forcing the truth.
Many companies have been sued for selling
mediocre products using unlikely claims. Some
examples are the following: 1. Volkswagen
deceived customers with its advertising campaign
in which it promoted its supposedly “Clean Diesel”
vehicles, but the emissions tests were not correct;
2. Dannon payed up to $45 million in damages for
false advertising of its Activia and DanActive yogurt
products and was forced to remove “clinically”
and “scientifically proven” from its labels.
7.
1. Product advertising, comparative ad; 2.
Institutional advertising, enhancing corporate
identity; 3. Public service advertising; 4.
Institutional advertising, advocacy ad; 5.
Product advertising, pioneering ad; 6. Product
advertising, competitive ad.
Pages 159
8.
1. b; 2. e; 3. a; 4. f; 5. c; 6. d; 7. g.
9.
1. Because the slogan Turn It Loose, when
translated into Spanish, transformed itself into a
colloquial term for having diarrhoea; 2. The fact
that in Asia people like blackening their teeth;
3. The Ford company removed the nameplates
from the cars and changed them to read ‘Corcel’,
which means ‘horse’; 4. It was generated by a tag
line that, translated literally into Spanish, meant
‘Fly Naked’; 5. Because they were convinced
that Matador was a word suggesting virility and
excitement to consumers, but in fact it meant
‘killer’.
Page 161
10.
1. newspapers; 2. magazine; 3. television; 4.
radio; 5. outdoor; 6. brochures; 7. direct mail; 8.
newsletter; 9. telephone; 10. internet.
372
11.
1. There are four steps: define the market,
decide on the available budget, choose the
best media and create a strategy; 2. It means
identifying the USP of the company and choosing
the best message and visuals for the campaign;
3. Newspapers, magazines, brochures and
directories; 4. It is the display of ads over
the Internet and digital devices; 5. Informing,
attracting the audience and stimulating their
needs, thus building up the market; 6. An ATL
strategy; 7. Traditional media channels because
it is not specifically targeted; 8. It is a specific
target group; 9. Proximity marketing techniques
or word-of-mouth marketing; 10. It means
through the Line; it refers to a marketing strategy
that combines the goals and tools of ATL and
BTL strategies.
Teacher’s note
PAIR WORK. Read this webpage to look at the
tactics used to optimise the success of visual
advertising. Then, identify some famous
campaigns adopting one or more of these
techniques.
https://visme.co/blog/visual-advertising-
techniques/
Page 163
12.
Sample answers
2012 version: it features supportive mothers
taking their children to training and helping the
kids deal with setbacks on their way to becoming
successful Olympic athletes. The script is, “The
hardest job in the world, is the best job in the
world. Thank you, Mom”.
2014 version: it features mothers helping their
(future Olympic champion) children when they
make mistakes and fail. The final message is,
“It takes someone strong to make someone
strong”.
2016 version: it features supportive mothers
helping their children persevere through difficult
circumstances on their way to becoming
successful Olympic athletes, with the scripts,
“For teaching us that falling only makes us
stronger”.
2018 version: it guides the viewer through
mothers supporting their kids with their dreams
in order to overcome bias over colour, religion,
disability or sexual orientation. The script is,
“Imagine if the world could see what a mom
sees, #LoveOverBias”.
13.
Characters Name Gender Job Age Dress Code Position
Dad Male Journalist about 35 Professional In a traffic jam
Mum Female Teacher about 30 Professional At school
Grandfather Male Retired about 65 Casual In the traffic
Andrea Male Student 10 School uniform In front of a pet
Linda Female Student 6 Casual shop
Plot All of them tell us they would like to live in a house in the countryside
Message Desire to return to nature, tranquillity and simplicity
Art Director Giuseppe Tornatore
Music Ennio Morricone

Sample answer 16.

The journalist father is a dynamic example of
moderate progressivism and democratic culture
combined with the need to inform and play a
socially active and moral role; the children are
a boy and a girl: she is an adorably curly-haired
and blonde girl, he wears an impeccable uniform
to testify his scholastic commitment and already
present desire to get involved in social life; the
grandfather, who transports a bulky pendulum
clock is the symbol of a past that no longer
exists but must not be forgotten; the mother, an
elementary teacher, is beautiful and committed
to the education of her children and students;
the car is an elegant, family BMW car and the
result of an honest life devoted to work. The
commercial represents a utopian and unreal
representation of family, but it is imbued with a
sense of peace, security and serenity.
1. Advertising is a world which lives on
creativity and imagination; 2. Users can find
classified ads, which are generally considered
the cheapest form of advertising, in dedicated
newspapers; 3. Customers who are asked to
increase brand loyalty are the target group of
the BTL strategy; 4. To convince us to buy a
product, advertisers pay influencers, whose
social recognition is measured on the number
of followers; 5. Promotional messages, whose
aim is to promote a product, are planned to
influence people; 6. Before the 1st Industrial
revolution, most people who lived in rural
areas repaired their goods by themselves; 7.
Self-esteem is the need X ever ybody wants to
achieve; 8. The Digital Chart, which regulates
market communication on the Internet, was
released in April 2019.

14.
1. For 45 years; 2. It was a project on sustainable
Page 165
agriculture and recyclable packaging that
involved all the products of Mulino Bianco; 3. A
17.
1. They are to inform, persuade and remind the
customisable and interactive user experience,
audience about a product or service; 2. With the
the creation of an updated app on news and
start of consumerism after the first Industrial
promotions, the presence on social networks
Revolution; 3. It’s a theory about human needs,
and the invite for active users to share their
with the basic ones at its base; 4. It’s a category
recipes as influencers; 4. It was event promoted
of advertising aiming to establish confidence and
and posted on the Instagram stories of a series
generate the total reliability of a brand; 5. It’s a
of influencers, which involved the installation of
compulsory code for agencies and advertisers
a mill in eight Italian squares and which allowed
to regulate their marketing communications; 6.
visitors to learn about the production methods,
Creating the USP, identifying the target, planning
the ingredients used and the social commitment
the campaign, choosing the media channel and
of Barilla.
consultancy; 7. International campaigns are
structured to reflect regional, national and local
market cultural differences and preferences; 8.
Page 164 Print, broadcast, outdoor and digital advertising;
9. Above the line is not targeted, while below
15. the line is a technique addressed to a specific
1. who/that; 2. whose; 3. which; 4. which; 5. target group; 10. It was an emotive online global
that/who; 6. which/that; 7. which/that/*; 8. campaign including digital media, print and
which. television ads and a mobile application.

373
18.
1. T; 2. F, It informs, persuades and reminds
the audience about a product or service; 3. F,
It was the late 18th century; 4. T; 5. T; 6. T; 7.
F, It is used to promote social welfare; 8. F, It is
compulsory for all companies who adhere to the
Italian advertising self-regulation system; 9. T;
10. T.
19.
1. online; 2. optimise; 3. platform; 4. engine; 5.
search; 6. meet; 7. Facebook; 8. audiences; 9.
income; 10. political.
Unit 4.2 Features of advertising
Pages 166-167
Can you tell the difference between a
metaphor and a simile?
Similes use the words like or as to compare
things (e.g. Life is like a box of chocolates);
metaphors directly state a comparison (e.g.
Love is a battlefield).
Teacher’s note
Along with Logic and Dialectic, Rhetoric is
one of the three ancient arts of discourse.
According to Aristotle, it is the ability to
make any argument persuasive, acting in
different but repetitive ways which have
been organised in schemes called rhetorical
figures. These figures are found in fiction, in
political speeches, in theatre and cinema,
in psychotherapy and in the language of
advertising, counselling and training.
1.
1. e; 2. c; 3. f; 4. b; 5. d; 6. a; 7. b; 8. d; 9. a;
10. e; 11. g; 12. g.
2.
1. a; 2. e; 3. c; 4. d; 5. a; 6. d; 7. g; 8. f; 9. b;
10. c.
3.
1. There is both a simile (use of “as”) and a
metaphor (“You’re a mountain”, comparing the
size of the man to a mountain but without using
as or like); 2. There is a metaphor since the
tyre is compared to a fist, expressing power;
3. There is a metaphor because rolling up the
374
sleeves means working for something to happen;
4. There’s a hyperbole: the use of extra strong
nails; 5. There is a pun, a play on the double
meaning of the word “bowl”; 6. There are two
rhetorical figures: a metaphor (the size of the key
compared to the skyline of a city) and an idiom
in the headline, using the saying: the city is in
your hands.
Page 169
4.
1. The Creation of Adam is a fresco painting by
Italian artist Michelangelo which forms part of
the Sistine Chapel›s ceiling, painted in c. 1508-
1512; the headline of the ad, “Connecting
People”, is well adapted to the image of the
nearly-touching hands of God and Adam; the
connection also makes reference to the fact
that the brand can put man in communication
with anybody, even God; 2. The Mona Lisa is
an oil painting by Italian artist, inventor, and
writer Leonardo da Vinci. Likely completed in
1506, the piece features a portrait of a seated
woman set against an imaginar y landscape. It
is on permanent display at the Louvre Museum
in Paris. It has been used because of its
notoriety all over the world and associated to
the headline of the brand; Ferrarelle is a natural
sparkling water, just like Mona Lisa is a simple,
natural woman; 3. In this example, the artist
who is being referred to is Christo, a well-
known contemporar y Bulgarian artist known for
wrapping up famous structures, such as the
Pont Neuf in Paris and the Reichstag in Berlin.
The association with the artist implies pasta
Barilla is like a work of art.
5.
1. T; 2. T; 3. F, Cur ves represent femininity;
4. F, Angles are used to express male
practicality; 5. T; 6. F, Only triangles do that;
7. T; 8. T; 9. F, They use bright colours; 10. F,
It represents a spatial distribution of objects
in ads.
Pages 170-171
Do you remember what product placement is?
It’s a form of communication in which branded
products are positioned in a pre-existing
narrative structure (film, television programme,
music video, commercial relating to another
product) in exchange for a monetary fee.
6.
1. Ad effectiveness is the ability of an advertising
campaign to achieve the objectives for which
it was designed and then realized; 2. It is an
efficient tool to revise ads quickly and to help
control consumer behaviour; 3. In two ways: using
indicators linked to sales like KPIs or through tests
of recall and notoriety; 4. It is a measurable value
that demonstrates how effectively a company is
achieving its key business objectives; 5. User
behaviour, expressed by visits or clicks; the steps
of the marketing funnel or the return of investment;
6. It is the activity of breaking down the customer
journey all the way from the “awareness” stage
to the “purchase” stage; 7. Because it evaluates
the efficiency of an investment; 8. It is a memory
indicator used by brand management specialists
to evaluate whether customers recollect the
name of a brand when prompted with a product
or service.
7. The Marketing Funnel Explained posted by
Free Marketing Metrics
Hello marketers, welcome to our free marketing
metrics dot come. Today we are gonna talk about
a marketing funnel which is sometimes referred
to as a purchase funnel. Let’s jump in! So, what
is a marketing funnel? A marketing funnel is a
way to describe the customer’s journey with a
brand. Suppose you are making a purchase,
marketers have to get you from being aware
of their brand to purchasing a brand and then,
as we’ll see, there’s ultimately steps post-
purchase that are very valuable to marketers.
A purchase funnel, or marketing funnel, is a
way the marketers think and can measure how
to take customers through this journey. Today
we are gonna go through the five main steps
of a marketing funnel. The first being brand
awareness, followed by brand consideration,
next we have purchase and as we’ll see there
are two post purchase stages, brand loyalty and
brand advocacy. Let’s look at all five of these
steps in more detail. Brand awareness is the first
stage of the marketing funnel. It’s a measure of
the percentage of customers who can remember
a brand in some capacity. There are a number
of different brand awareness metrics which we
shall go into in other videos. Overall, consumers
must be cognizant that a brand exists before
other marketing stages can occur. Awareness
marketing is a major focus for new brands and
is typically built through reach and frequency
advertising campaigns. Brand consideration is
the second stage in the marketing funnel. Brand
consideration is defined as the percentage of
customers who would consider a brand when
evaluating their purchase options. Purchase
375
is the third step in the marketing funnel. The
Purchase stage is defined as the percentage
of customers who purchase from a brand. As
with other funnel stages, consumers must
be aware of and consider a brand before they
make a purchase. That brings us to the fourth
stage in a marketing funnel: brand loyalty. Once
a customer makes a purchase, the journey
is not over. Brands aim to cultivate a strong
consumer relationship with the goal of fuelling
repeat customer purchases. The final step in a
marketing funnel is Brand Advocacy. Customers
who are advocates for a brand are extremely
valuable to marketers because they act to attract
new customers, in other words, brand advocates
actually act to market a brand for free. One of
the critical concepts of a marketing funnel is that
a customer cannot move to the next phase of a
marketing funnel without first fulfilling the prior
stage, so as an example, a customer cannot
consider a brand before he/she actually knows
about the brand, which is the awareness stage.
So, how do marketers use a marketing funnel?
The marketing funnel is very important to brand
marketers because, ultimately, they are trying to
build lasting relationships with customers. Now,
by measuring and quantifying how customers go
through this buying journey and post purchase
journey, marketers are able to diagnose
opportunities within their journey to improve.
Ok, thanks for joining us today, as always, you
can read the full article on freemarketingmetrics.
com. Remember to subscribe to our channel.
We’ll talk to you soon.
Awareness It is the percentage of
customers who can remember
a brand in some capacity.
Consideration It is the percentage of
customers who would
consider a brand when
evaluating their purchase
options.
Purchase It is the percentage of
customers who purchase from
a brand.
Loyalty It is the percentage of
customers who purchase from
a brand repeatedly.
Advocacy It is the percentage of
customers who market a
brand for free.
8.
1. Because it is essential to measure the impact
an advertising channel has, how effective ad
 campaigns are, and how much ad investment
translates to increased sales; 2. It is possible
to track click-through rates on paid ads, ads
embedded in email messages, page views,
social media impressions and pay-per-click
ad campaigns; 3. Five: tracking pixel, cookies,
Google ads, Facebook and URL tracking; 4. It’s
a pixel image in an e-mail message which sends
a notification when the email has been opened;
5. Cookies are temporary internet files used to
record user behaviours; 6. It creates custom ad
targeting audiences and gains insights as to how
user interaction with a Facebook page influences
visits to a website and determines purchase
intent.
Pages 172-173
Can you think of an example?
For example, downloading a free resource,
visiting a werbsite or watching a video. Usually
it is expressed through an imperative verb such
as “call now”, “find out more”, “download
free”, “visit the site”, or “tr y out…”.
4.2 9.
The Claim
The term “claim” (also known as headline or
slogan) indicates any expression or short phrase
that implies the promise made to consumers,
of those that are the characteristics or the
main qualities of the product. The claim is a
highly rhetorical elaboration, the result of a wise
alchemy between text, musicality, memorability
and strong anchoring to the main aspects of
the product. To create the necessary illusion of
superiority, advertisers usually resort to one or
more of the following basic techniques.
• The use of the words “better” and “best”,
which are used to establish the superiority of
one brand, product or service over another.
• The unfinished claim is one in which the
ad claims a product is better, or has more
of something, but does not finish the
comparison.
• The “we’re different and unique” claim
states that there is nothing else quite like the
product being advertised.
• The endorsement is when a celebrity or
authority appears in an ad to lend his or her
shining qualities to the product.
• The scientific or statistical claim uses some
sort of scientific proof or experiment, very
specific numbers, or an impressive sounding
mystery ingredient to support the product.
• The “compliment the consumer” claim
butters up the consumer by some form of
flattery.
• The rhetorical question, when a question is
asked and the potential customer is supposed
to answer in such a way as to affirm the
product’s goodness.
Adapted from: http://home.olemiss.edu/~egjbp/
comp/ad-claims.html

Claim
1. Words “better” and “best”
2. Unfinished claim
3. We’re different and unique
4. Endorsement
5. Scientific/statistical claim
6. Compliment the consumer
7. Rhetorical question
Strategy
To establish the superiority of a product or service.
To affirm superiority but the comparison is unfinished.
To affirm unicity.
Use of a celebrity to boast the qualities of the product.
Use of specific data to support the product.
Use of flattery.
Use of a question with an implicit answer stating the
goodness of the product.

10.
Type of product or Running shoes
service
Format (headline, In this ad there is no headline, the visual is in the foreground and is the
body copy, payoff, greatest part of the ad. At the bottom, on the right there is the tag line (Umbro
caption, logo, brand, GT, go faster) and the logo of the brand. The call to action is the indirect
visual, call to action) invitation to click on the website address.

376
Setting The background is totally white; there’s a footballer coming out of an illustrated
colourful explosion with pieces of bricks and lightning from all directions; the idea
of the explosion is reinforced with the onomatopoeic word BOOM.
Characters English star Darren Bent, a professional footballer who played as a striker. He
played in the Premier League and Football League for nine clubs.
Design Very simple, but effective. The design mixes photographs and cartoon: the
image of the exploding wall is combined with a photo of the running character.
The mix gives an idea of speed and strength.
Action The character is running very fast and looks like he is flying since there’s no
visible ground beneath him.
Language The payoff is very short and vivid, with an explicit comparison with all other
brands. The onomatopoeia is very immediate and easily recognisable. The
message arrives easily and to everybody.
Typeface The balloon recalls the pop art technique, with its colours and types. The payoff and
the brand are written in a sans serif font to be more linear and direct, with no frills.
Type of shot It is a digital shot post-produced by software. It makes the footballer appear to
be running faster than the explosion, or to have caused the explosion himself
with his speed.
Atmosphere Energetic and with a sense of speed.
Possible target Footballers, professionals or not
Socio-cultural, Explicit reference to Pop Art. The pop art inspiration behind this ad had partly
political and to do with the fast-consumerism, instant everything-ness of modern youth and
economic references partly to do with the ‘pop’ colours of the cartoon.

11.
Personal answer

Page 175
12.
Sample answer for number 3
1. Media channel You Tube
2. Duration 1’ 03’’
3. Product or service Volkswagen cars
4. Setting A private house: the hall, the sitting room, the laundry, the children’s
bedroom, the kitchen, the front door and the private garden of the house.
5. Protagonists A young boy, his mom, his dad, his dog and a plastic doll.
6. Description A child is wandering around his house, disguised as Lord Vader, one of the
main characters of Star Wars, trying to move animals and objects thanks
to his inner force, but in vain. When his dad’s car arrives in the garden of
the house, the child imposes his hands on it to make it move. His father, in
the kitchen with his wife, turns on the car from inside the house using the
remote control and makes him believe that the boy did it with his ‘force’.
7. Music Soundtrack of Star Wars
8. Key concepts It is possible to turn on the car thanks to a remote control: Volkswagen
technology is excellent and also boosts children’s self-esteem.
9. Main code There are no words: only music and images convey the message.
10. Type and purpose It’s a promotional advertising message playing on the complicity of
parents and the naivety of the child.
11. Language and style There’s no voiceover, but the well-known soundtrack is enough to make
the message easy to understand.

377
12. Specific features The boy disguised as Lord Vader is symbolic in that it shows how children
need to feel strong (with a Volkswagen you can, this is the message).
13. Technique There is a very short plot telling a story with a moral.
14. Claim A Volkswagen car can make your dreams come true.
15. Call to action Coming Soon
16. Atmosphere/mood Empathy towards the child who plays the part convincingly and towards
the parents who take him seriously. The presence of the dog is important
to convey the idea of a perfect family.
17. Beliefs/emotions Tenderness and playfulness.
18. Target audience Wealthy families who can afford a medium-high level car.
19. General judgment It is a very nice and captivating spot playing on tenderness and
mentioning at a popular character.

Pages 176-177

Think of an advert you deem great and see if your classmates know it. Give reasons.
Personal answer

13.
Sample answer for number 2
Type pf product or service Coca Cola
Format Headline: Thank for the pause that refreshes.
headline, body copy, Payoff: Delicious and Refreshing
payoff, caption, logo, Logo: Drink Coca Cola in a red circle.
brand, visual, call to Brand: Coca Cola
action Visual: Santa Claus is sitting with a little blonde girl close to him and with
a Coke bottle in his right hand.
Setting The background is totally black so that Santa Claus’s red costume stands
out considerably; he is hugging a little blonde girl and is about to drink a
bottle of Coca Cola.
Characters Santa Claus is a chubby old man with a long white beard, with a pleasant
and friendly appearance, smiling at a blonde girl with ringlets who seems
attracted to the bottle of Coca Cola.
Design The design is mainly made up of the drawing of Santa Claus, easily
recognizable by the red costume and the white beard, a very large red
circle with the brand, and a happy-looking blonde child.
Action The main character is sitting in a very relaxed way, he is about to drink a
Coca Cola, enjoying it with a little blonde girl.
Language Straightforward and simple. There is a recurring word: refreshing and
refreshes to stress the message it aims at conveying.
Typeface The font of the brand is unique and helps to identify it. The font of the headline
is a serif one and the part which needs to attract the attention most is in italics.
Type of shot It is a coloured illustration.
Year of production The printed ad was designed in 1931.
Atmosphere Joy and tenderness are expressed by the faces of the two characters, but
also the desire to drink a refreshing drink.
Possible target Children in particular, since the main character is Santa Claus who brings
gifts to little ones.
Socio-cultural, political The goal of the brand was to use a reassuring, generous image, a sort of
and economic references grandfather for all the children in the world.

378
14.
Personal answers
Page 178
15.
1. probability; 2. request, offer and invitation; 3.
ability; 4. probability; 5. ability; 6. permission;
7. obligation; 8. ability; 9. permission; 10.
advice.
16.
Sample answers
1. That could/may/might be true, but I don’t
believe in advertising. 2.The consumer can
withdraw from the purchase within 30 days; 3.
Can/Could/May I ask you a question? 4. Would
you please help me read that ad?; 5. Would you
like to come to the opening of the exhibition
on advertising?; 6. They shouldn’t produce
misleading advertisements.
Page 179
17.
1. The use of: the imperative tense and the
second person, ungradable adjective, noun
compounds, prefixes and figures of speech;
2. It is an expression that uses words to
mean something different from their ordinar y
meaning, thereby giving a different message
for emphasis or greater clarity; 3. Colours,
music, images and, sometimes, ar t; 4. To
entice pubic attention and overcome the
materialism of the product; 5. To revise ads
and help control consumer behaviour; 6.
Brand recall is a memor y indicator to evaluate
whether customers recollect the name of a
brand when prompted; 7. Headline, body copy,
pay off, caption, logo, brand, visual, pack
shot and Call to Action; 8. Sample answer.
Characters, target and product adver tised; 9.
Images, music and words; 10. The U.S. Army.
18.
1. visual; 2. speed; 3. quickly; 4. meaning; 5.
identity; 6. despair; 7. usability; 8. mood; 9.
metaphors; 10. envy.
19.
1. T; 2. F, They are prefixes; 3. T; 4. T; 5. F, It
stands for Key Performance Indicator; 6. T; 7.
T; 8. F, Images, colours and music are relevant,
too.
379
VOCABULARY
Pages 180-181
1.
1. consumers; 2. call to action; 3. target; 4.
logos; 5. marketing funnel; 6. feedback; 7.
media channels; 8. brand recall; 9. figures of
speech; 10. psychological needs; 11. audience;
12. tagline.
2.
1. hyperbole; 2. paradox; 3. metaphor; 4. simile;
5. pun; 6. idiom; 7. metonymy.
3.
1. feeling; 2. appeals; 3. imagery; 4. fears; 5.
actors; 6. medications; 7. empowerment; 8.
brand; 9. comparison; 10. consumers.
4.
1. g; 2. a; 3. f; 4. h; 5. b; 6. e; 7. d; 8. i; 9. j;
10. c.
LIFE SKILLS
Page 182
5.
Personal answers
6.
Personal answers
7.
Personal answers
CASE STUDY
Page 183
Search the web for at least 5 characters
who were created and became famous in
Carosello.
Among the most famous: the little man
with a moustache for the Bialetti coffee
maker, the vigilant Concilia, the Indian Unca
Dunca for Riello, the Linea for Lagostina,
Calimero for the Ava detergent, Jo Condor
and the Giant friend for Ferrero, or animated
puppets such as Topo Gigio, Carmencita
and Caballero for Lavazza coffee, or the
hippopotamus Pippo for Lines diapers.
8.
1. Montana canned meat; 2. Apparently in the
state of Montana, in America, between herds
and cowboys; 3. Gringo and his antagonist
Black Jack; 4. It is western music because all
the commercial has been created in this style;
5. The commercial uses animated drawings
and some photographs of real characters; 6.
Gringo; 7. The use of rhyme, sometimes really
funny, the paradoxical situations and the use of
‘puns’ to get the rhyme; 8. The commercial can
be divided into three parts: the first part aims
at a quick presentation of the product and the
brand, the second part is the plot of the story
aiming at entertaining the audience and giving
them a reason to watch the commercial, the
third section is about the Call to Action, aiming at
giving information about the product and pushing
the audience to buy it; 9. The story starts when
Gringo, entering the saloon, starts playing cards
with Black Jack. Gringo catches him cheating and
punches him, challenging him to a duel; 10. Eat
Montana, it’s well-chosen meat.
CLIP
Pages 184-185
9.
1. agency; 2. message; 3. fulfilled; 4. budgets;
5. department; 6. concepts; 7. brainstorming; 8.
communication; 9. conferences; 10. competitive.
10. VIDEO
What Women Want
Nick: You’re ready? Ya. You don’t stand in front of
a mirror before a run and wonder what the road
will think of your outfit. You don’t have to listen
to its jokes and pretend they’re funny in order
to run on it. It would not be easier to run if you
380
dressed sexier. The road doesn’t notice if you’re
not wearing lipstick, does not care how old you
are. You do not feel uncomfortable because you
make more money than the road, and you can
call on the road whenever you feel like it whether
it’s been a day or even a couple of hours since
your last day. The only thing the road cares about
is that you paid a visit once in a while. Nike: no
games, just sports.
Woman 1: He nailed it!
Woman 2: They hit a home run.
Woman 3: Where do we sign?
1. There are six people in the scene; 2. There
are three from the Nike team, and three from the
ad agency: Ms Maguire, Nick Marshall, and the
boss; 3. The three women from the Nike team
are of different races. Two of them are wearing
black dresses while the one in the middle is
dressed in white. They are about thirty years old
and look very interested; 4. They are watching
the commercial, sitting at a long wooden desk,
with papers and pens to take notes; 5. Nick
Marshall is presenting the commercial; 6. Yes,
it is. It softly accompanies the warm voice of the
presenter and the soothing images of the clip;
7. The claim is: Nike, no games. just sports.
It appears at the end of the commercial; 8. He
seems to be very happy since he screws up his
eyes; 9. She closes her eyes with delight and
makes the OK sign with her hands; 9. Yes, the
commercial really reaches women’s hearts
and minds because it targets their fears and
anxieties perfectly.
11.
1. T; 2. F, They are based on blue, which is cold;
3. F, They appear a couple of times; 4. F, They
belong to different races; 5. T; 6. F, There is the
claim too; 7. T.
12.
Personal answers
 Module 5? C?????????????
REATIVE ARTS
Unit 5.1 Photography
Pages 188-189
Can you think of any other ways in which you
use light to communicate?
Sample answers
Traffic lights regulate car traffic; lighthouses
help naval traffic on the sea; fibre optic is
used for high speed internet connections;
infrared beams have their most common
everyday application in the TV remote control;
laser light is used in space communication,
radars and satellites.
What is the name of this technique?
Phototherapy.
1
1. Type of electromagnetic energy that we can
see with the naked eye; 2. Fire, polished metallic
plates, lamps for Morse code; 3. Chiaroscuro; 4.
X-rays, CAT and MRI scans; 5. Drawing with light.
2.
1. Light gives things their visible form, shape,
texture, and colour; 2. Caravaggio created
dramatic paintings that showed the mass of
the human form and the three-dimensional
experience of space; 3. Chiaroscuro consists of
a strong contrast of light and darkness achieved
by a single source of light shining intensely on
the main subject; 4. In medicine, light can be
used to treat depression and rickets; 5. d; e.
3.
1. paper; 2. camera; 3. object; 4. material;
5. sun; 6. sheet; 7. exposing; 8. everyday; 9.
images; 10. artists. Extra: form, space.
Pages 190-191
What is meant by “aura effect”? Surf the
net and find the answer.
In 1939, the Russian scientist Semyon Kirlian
accidentally discovered that an object placed
on a photographic plate connected to a voltage
source produced an image of that same object
surrounded by some mysterious energy.
381
What equipment is necessary to guarantee a
stable, long exposure?
A tripod.
4.
1. T; 2. F, It helps remove shadows; 3. F, Photos
taken at midday are often overexposed or blown
out; 4. T; 5. T; 6. T; 7. F, It occurs just after
sunset; 8. T.
5.
1. Because proper lighting underlines the real
colours, dimensions and features of the subject;
2. It can create silhouettes, glowing, or aura
effects; 3. Natural light depends on the position
of the sun; 4. The sun is closer to the horizon; 5.
Because light is not very intense; 6. The light is
soft and diffused and has a characteristic golden
glow; 7. It starts 30-60 minutes before sunset
and ends a little after the sun falls below the
horizon; 8. The sun is not in the sky anymore.
6.
1. low angle; 2. focal; 3. silhouette; 4. back; 5.
viewers.
a. light; b. brightly; c. focal point, shadow; d.
foreground, background; e. silhouette, back; f.
skyline.
Pages 192-193
When and where did the Crimean War take
place?
It took place from 1853 to 1856.
What risks can you see in such a rapid and
digitalised spread of photographs?
Sample answer
Sharing pictures on social media can have
risks such as cyberbullying, violation of privacy,
sharing information with people you don’t know
or trust, losing control over where a photo or
video has been shared, identity theft, seeing
offensive images and messages.
7.
1. Photojournalism is the way to tell stories or
report on people and events around the world
 through photography; 2. The first photojournalist
was Roger Fenton pioneering the field during the
Crimean War; 3. The Golden Age of photojournalism
lasted about 40 years, from 1930s to 1970s; 4.
The flash bulb and new cameras were some of
the innovations that helped photographers; 5.
Dorothea Lange was a pioneer in documentary
photography; 6. They founded the Magnum
Agency; 7. Because it focuses on poverty,
pollution, wars, criminality, troubles of refugees
and migrant workers; 8. c and d.
8.
1. F, On the British Illustrated London News 2. T;
3. F, Women became well-known in the field, too;
4. T; 5. F, Modern photographers try to capture
emotions; 6. T.
5.1 9.
The Mystery of the Mexican Suitcase
In late December 2007, three small cardboard
boxes arrived at the International Center of
Photography from Mexico City after a long and
mysterious journey. These boxes – the so-called
Mexican Suitcase – contained the legendary
Spanish Civil War negatives of Robert Capa.
Rumours had circulated for years about the
survival of the negatives which had disappeared
from Capa’s studio in Paris at the beginning of
World War II. Cornell Capa, Robert’s brother
and the founder of ICP, had actively sought out
the negatives, without finding them. When, at
last, the boxes were opened for the 89-year-
old Cornell Capa, they revealed 126 rolls of
film – not only by Robert Capa, but also by
Gerda Taro and David Chim Seymour, three of
the major photographers of the Spanish Civil
War. Together, these rolls of film constitute an
inestimable record of photographic innovation
and war photography, but also of the great
political struggle to determine the course of
Spanish history and to fight the expansion of
global fascism.
1. 2007; 2. Photography; 3. boxes; 4. Spanish;
5. years; 6. negatives; 7. Paris; 8. brother; 9.
finding; 10. 89- year-old; 11. 126; 12. film; 13.
innovation; 14. political; 15. history.
Pages 194-195
Where do you expect to see such advertising
photos?
In catalogues, brochures, price lists,
magazines, newspapers posters and in
websites.
382
What kind of picture is the image of a
rucksack used by children wearing it to go
trekking up a mountain?
It is a lifestyle image.
10.
1. It is to show goods and ser vices in the most
attractive way so as to encourage customers
to buy them; 2. Because it allows consumers
to see the features, design and details of
the product; 3. It is to tell an appealing stor y
through the use of images, colours, lighting, and
framing; 4. They may include complex graphics
and use post-production techniques; 5. They
must be honest representations of a product;
6. Thousands of shots; 7. Clean images on a
white background; 8. They show the product
associated with the consumer’s ever yday life;
9. They work with art directors and marketing
managers; 10. They have to analyse and plan
the composition of the photograph; 11. They
use different photographic techniques, light
equipment and photo-processing software; 12.
They stay on the market for a long time and
increase sales.
11.
1. digital; 2. film; 3. electronically; 4. edit; 5.
memory; 6. disks; 7. flash; 8. computer; 9.
software; 10. colour. Extra words: technique,
image.
12.
Personal answers
13.
Sample answer for a small city car
This small car is intended primarily for people
who work or live in the city centre. I would set the
photo in the city centre of a big city, where there
is a young lady parking the car in front of the
entrance of the skyscraper where she works. The
prevailing colours of the photo are warm shades
from pink to gold and the best colour for the car
would be white.
Page 197
14.
1. Director of photography; 2. The producer, the
director, the designer, the sound technicians,
the camera team, the actors, and the grips;
3. General composition of a scene; lighting of
the set; choice of cameras; lenses and
filters; angles and movements of the camera;
integration of special effects.
15.
1. close-up shot; 2. very long shot; 3. bird’s eye
shot; 4. medium shot; 5. long shot; 6. over-the
shoulder shot.
16.
Personal answers
Pages 198-199
What kind of studies may use aerial
photography?
Aerial photography is the art of taking
photographs of the ground from an elevated
position (airplanes, helicopters, balloons,
drones) and is used in photogrammetric
surveys, which are the basis of topographic
maps, land planning and environmental
studies.
How can paparazzi pictures be different from
the other types of photographs?
They can be less defined and focused
because celebrities are often seen in
crowded places, surrounded by people.
This is why paparazzi take many photos in a
short amount of time. Capturing a celebrity
in their best or worst angle is essential to
get a successful photograph.
17.
1. daily basis; 2. estate; 3. paddling; 4. spotlight;
5. mansion; 6. overlooking.
Sample answer
La ragione per cui Harry e Meghan si sono
trasferiti all’estero è stato il loro desiderio di
riservatezza e di porre fine all’essere sotto i
riflettori dei media. Ma mentre nella residenza
reale a Frogmore la loro privacy era totalmente
protetta, a Los Angeles sono fotografati
quotidianamente.
I paparazzi americani di siedono in cima alla
collina che domina la loro villa signorile di Beverly
Hills e vi guardano dentro. La scorsa settimana,
alcuni fotografi hanno scattato foto di Harry
mentre giocava con il suo labrador nero. Le
immagini che sono state rapidamente pubblicate
su siti web americani e australiani mostravano
il cane che sguazzava nella piscina, il che fa
pensare a un drone che volava sopra la casa.
La qualità dell’immagine era così buona che si
poteva vedere una palla di plastica viola lanciata
in alto da Harry perché il cane la prendesse.
383
18.
1. f; 2. c; 3. h; 4. a; 5. g; 6. b; 7. d; 8. e.
5.2 19.
Inter viewer: One photographer, whose passion
for photography, travel and nature, has led
him to become one of the foremost wildlife
photographers in the UK is Will Burrard-Lucas.
We asked Will to take part in an interview for
us so we could learn more about his work,
his inspiration and his exciting plans for the
future. Luckily, he kindly agreed! When did
you first know that you wanted to be a wildlife
photographer, Will?
W. Burrard-Lucas: Having spent part of my
childhood in Tanzania, I developed a fascination
with Africa and its animals and over the years I
have gradually become more and more interested
in wildlife.
I: How did you start your career?
W. B-L: I first started taking photos as a hobby
in 2003. I’ve always loved travelling and going
abroad to see wildlife, but it wasn’t until a
number of years later that I began to realise that
I could practically combine all of my passions for
photography, travel and nature into a possible
career.
I: Did you have any formal photography training?
W. B-L: I have never had any formal photography
training. I’ve found that the best way to improve
is to be out taking photographs whenever I can
and to practise as much as possible. I also enjoy
trying new techniques, which has helped me to
develop my skills and knowledge.
I: Why did you choose wildlife photography in
particular?
W. B-L: I find wildlife photography exciting
because you can’t predict wild animals’
behaviour and you really have to work hard to
get good images.
I: What do you love most about your work as a
wildlife photographer?
W. B-L: The best part about being a wildlife
photographer is being able to travel, enjoying
the natural world and supporting environmental
awareness. Today, our wildlife and environment
are facing greater challenges than ever from
deforestation, environmental damage and many
other destructive forces. It’s hard to compete
against these threats, but I hope to be able to
play a role in environmental conservation.
Adapted from: https://www.thephotographicangle.
co.uk/interview-wildlife-photographer-will-burrard-lucas/
1. part, Africa/Tanzania; 2. wild, years; 3. 2003,
travelling, career; 4. school, practice, techniques,
skills; 5. behavior, images; 6. environmental,
conservation.
Pages 200-201 blurred. The image is asymmetrical because
there are different numbers of people on each
half of the image; The theme of the photo is
Search the Internet and find some children working in the United States at the
information about Lewis Hine. beginning of the 20th century and Lewis intended
to focus attention on exploitation of child labour.
Sample answer
Lewis Hine (1874-1940) was an American
photographer and sociologist known for his
22.
Sample answer
documentation of exploited child workers.
The photo has been taken around midday because
During World War I, Hines worked as a
the lighting is perpendicular. In this image we can
photographer with the Red Cross and later
see a bush of white flowers in the foreground and
photographed the construction of the Empire
other plants which form a sort of frame around
State Building.
the buildings in the background. The cathedral,
which is the focal point, is in the middle of the
20. image, showing that the rule of Thirds has been
used. The image is slightly asymmetrical because
1. Author Lewis Hine there are more visible buildings on the left than
2. Title and year Merilda - 1911 on the right of the Cathedral. The colours are
3. Subject A little girl picking vivid, the cloudless blue sky is not predominant
cranberries in the fields in the image, but it looks a bit flat. A long depth
of field where all the elements are in focus
4. Colour Black and white shows that the intention of the photographer is
5. Lighting Perpendicular to get a global vision of the tourist site, and at
the same time to give a sensation of serenity.
6. Foreground Focal point, the girl with
Unfortunately, the photographer has included
two buckets
a big dark bush on the right of the image that
7. Background Some women working in interrupts the composition of the landscape.
the field
8. Depth of field Short, the image in the 5.3 23.
background is blurred
The Great Depression in America inspired
9. Symmetry No, it is asymmetrical some of the most memorable photographs
because there are different of the 20th century by perfectly capturing the
numbers of people on each suffering of a nation out of work. But Lunch
half of the image. Atop a Skyscraper was different. The image of
10. Rule of Yes, it is used, the subject eleven Rockefeller Center construction workers
thirds is in the centre of the eating lunch sitting on a beam hanging 850 feet
image in the air was a hopeful look at life in the ‘30s
after the terrible previous years. The photo was
11. Main theme Children working in the published in the New York Herald Tribune on
United States at the October 2, 1932, but no one really knows who
beginning of the 20th was responsible for taking the picture. Although
century the image was meant to give a look into the
12. Artist’s Social deprivation and labour conditions of building construction
intention exploitation of child labour workers, it was set up as a publicity shot for the
Rockefeller Center. One theory says that it was
21. also not as dangerous as it looked. Maybe below
Sample answer the men, just out of view of the camera, was a
The photo was taken in 1911 by Lewis Hine in perfectly safe, finished floor for the men to lower
black and white because colours were not used themselves onto. But, like so many things about
yet. The subject is a little girl picking cranberries the image, the truth has been lost to history.
in the fields. The light is perpendicular which Adapted from: https://www.mentalfloss.com/
means that it is around midday. In the foreground article/502243/10-fascinating-facts-about-lunch-atop
there is a girl with two buckets full of cranberries,
and in the background there are some women 1. T; 2. F, Eleven; 3. F, 850; 4. T; 5. T; 6. F,
working in the fields. The composition underlines No one really knows who was responsible for
a short depth of field, in fact the subject is in taking the picture; 7. F, The image was meant to
the centre of the image and everything else is take a look at the labour conditions of building
construction workers; 8. T; 9. T; 10. T.

384
Pages 202-203
Search the Internet and find three famous
people who were photographed by Avedon.
Martin Luther King, Marilyn Monroe, The
Beatles, President Eisenhower.
24.
1. known; 2. children; 3. experience; 4. desperate;
5. remember; 6. camera; 7. exposures; 8.
direction; 9. history; 10. vegetables; 11. fields;
12. tires; 13. food; 14. pictures; 15. helped.
Extra words: unemployed, subject.
25.
Sample answer
YOU: Where was the photo published?
SMC: It was published in the National Geographic
Magazine in June 1985. It soon became an
iconic cover.
YOU: Where and when did you take the photo?
SMC: In 1984. I was in Pakistan taking photos in
a refugee camp near Peshawar.
YOU: Where did you meet the girl?
SMC: I was walking past a school and, by chance,
I saw her.
YOU: Where was the girl?
SMC: She was sitting in a corner.
YOU: What was the thing that attracted you?
SMC: She had extremely vivid green eyes.
YOU: How many photos did you take?
SMC: I took about ten photos.
YOU: Did you know anything about the identity
of the girl?
SMC: No, it was not known.
YOU: Were you able to get any information about
the girl after that day?
SMC: No, but after some long and difficult
research, the National Geographic Team found
her in 2002. She was identified as Sharbat
Gula. She lived in a remote village in Afghanistan
where she had got married and had children, but
her vivid green eyes were the same.
Page 204
26.
1. e; 2. f; 3. a; 4. c; 5. b; 6. d; 7. h; 8. g.
27.
1. undergo, can find out; 2. had invited, would
have come 3. take, will be overexposed; 4.
requires, will be advertised; 5. would you buy,
cost; 6. use, are not able; 7. hadn’t been,
wouldn’t have got; 10. would you do, stole.
385
Page 205
28.
1. Light is primarily used in photography, but
other fields of activities such as medicine and
communication can use light; 2. Photographers
can use natural or artificial lighting; 3. The best
hours to take pictures are at sunrise and at
sunset, when sunlight is particular suitable;
4. Because innovations like the flash bulb
and new cameras made photography easier to
handle, and a great number of photographers
started to work for important magazines, using
photo-essay as a means to spread news; 5.
Because photojournalism can support social
and environmental awareness and can become
a powerful tool to denounce poverty, pollution,
criminality, wars, and troubles of refugees and
migrant workers; 6. Showing goods and services
in a very eye-catching way so that they can look
appealing to potential customers; 7. The Directory
of Photography is the person responsible for
making artistic and technical decisions related
to the images of a movie; 8. The genres of
photography often overlap each other, so they can
usually be categorised according to large thematic
areas such as architecture, business, fashion,
celebrity, sport, nature, set and stage; 9. The
main useful elements to analyse a photograph are
technical features, composition, contest, subject,
and meaning; 10. Richard Avedon started to
work as a photographer for Harper’s Bazaar,
and then worked for Vogue and Life magazines.
As his reputation as a photographer grew, he
photographed many famous people.
29.
1. j; 2. e; 3. a; 4. f; 5. b; 6. i; 7. h: 8. c; 9. d;
10. g.
30.
1. pioneer; 2. street; 3. agency; 4. subjects; 5.
freelancer; 6. image; 7. career; 8. celebrities; 9.
culture; 10. gallery.
Unit 5.2 Music
Pages 206-207
1.
1. motivating atmosphere; reduction of the
feeling of tiredness; increase in heart rate as
a preparation for the exercises; help for muscle
coordination; 2. amount of time spent there;
volume and rhythm of music must be suitable
for guests; classical or soft music may increase
 sales; 3. reduce the effect of dementia; help
the motor function in people with Parkinson’s
disease; 4. stimulate plants to produce more
nutrients; increase milk and egg production.
2.
1. benefits; 2. muscle coordination; 3. gym goers;
4. slowly; 5. nutrients; 6. guests; 7. pleasant; 8.
amount; 9. background; 10. mood.
5.4 3.
Do Plants Like Music?
In 1962, Dr. T. C. Singh, head of the Botany
Department at Annamalai University, India,
experimented with the effect of musical sounds
on the growth rate of plants. He found that
balsam plants grew at a rate that accelerated by
20% in height and 72% in biomass when exposed
to music. He initially experimented with classical
music. Later, he experimented with reena, an
Indian instrument, and he found similar effects.
Singh repeated the experiment with field crops
and the size of crops increased to between 25
to 60% above the regional average. Through his
several experiments, Singh concluded that the
sound of the violin has the greatest effect on
plant growth. According to some other studies,
jazz music appears to have a beneficial effect,
producing better and more abundant growth.
Other experiments conducted in different
countries concluded that plants reacted well to
any type of music, whether rock, country, jazz, or
classical. These experiments however, were not
thoroughly conducted and are highly debatable.
1. botany; 2. sounds; 3. plants; 4. height; 5.
instrument; 6. crops; 7. effect; 8. beneficial; 9.
type; 10. conducted.
Page 209
4.
1. Sales can be increased using the correct
association between song, target buyers and the
product to be advertised; 2. They have shown that
ads with music are more informative, memorable
and emotive compared to those without; 3. A
consumer is most likely to purchase when he
remembers the message on an emotional level;
4. The best ads are the ones that have both
information and emotive power; 5. Different
music genres can be used depending on the
advertised product, so classical music (original
or arranged) gives an idea of value, class and
elegance, pop music brings to mind concepts
of youth, modernity and dynamism, old songs
create nostalgic atmospheres and express love
for things that last over time and electronic
386
music suggests the idea of an innovative future;
6. It is a short song or tune created specifically
for advertising goods or services; 7. The purpose
of a jingle is to attract customers and get them
to buy the product; 8. Because they are being
replaced by popular tunes and existing music; 9.
On television and radio; 10. Coca Cola included
a short song with the words “I’d Like to Buy the
World a Coke” in the 1971 advertising campaign
“It’s a real thing” which became memorable
5.
1. innovative; 2. dynamism; 3. popularity; 4.
arranged; 5. unforgettable; 6. buyer; 7. elegance;
8. replaced.
6. Coca Cola commercial – I'd like to teach the
world to sing (in perfect harmony) – 1971
posted by Shelly Kiss
I’d like to buy the world a home
And furnish it with love
Grow apple trees and honey bees
And snow-white turtle doves
Chorus
I’d like to teach the world to sing
In perfect harmony
I’d like to buy the world a Coke
And keep it company
That’s the real thing.
(Repeat chorus)
I’d like to teach the world to sing
In perfect harmony
I’d like to buy the world a Coke
And keep it company
That’s the real thing
Chorus 2
What the world wants today
Coca-Cola (background)
Is the real thing
(Repeat chorus)
1. home; 2. trees; 3. doves; 4. sing; 5. harmony;
6. world; 7. company; 8. perfect; 9. today; 10.
real. Extra: love, peace, bring.
Page 211
7.
1. T; 2. F, A record company gets profits; 3. T;
4. F, One of the purposes of a music video is to
increase marketing profits through the exposure
of the artist’s profile); 5. F, They were made
in the 1960s; 6. F, It broadcast only a limited
number of videos; 7. T; 8. T; 9. F, Music videos
have become routine in the music industry; 10. T.
8.
Sample answers
1. On August 1, 1981; 2. It expanded its
programming to include rhythm and blues artists;
3. the strengths of the music video format; 4.
an amazing popularity; 5. the visual elements as
important as the music; 6. the heavy rotation of
their videos; 7. motion pictures, commercials and
television; 8. playing music videos 24 hours a day
and seven days a week; 9. a word pun on the letters
DJ (disc jockey); 10. “You’ll never look at music the
same way again”, and “On cable. In stereo.”
9.
Personal answer
Page 213
10.
1. silent movies; music (live or not); subtitles;
2. in the main titles, during the plot, in the
end credits; 3. inside the narration, out of the
narration; 4. It creates emotion and atmosphere;
it gives a rhythm to scenes; it comments on the
actions; it reinforces or foreshadows narrative
developments; 5. songs that already exist; songs
written specifically for a film.
11.
Sample answer
Sorridi, senza una ragione
Ama, come se fossi un bambino
Sorridi, non importa cosa dicono
Non ascoltare una parola di quello che dicono
perché la vita è bella così.
Lacrime, un’ondata di lacrime
Luce, che lentamente scompare
Aspetta, prima di chiudere le tende
C’è ancora un altro gioco da giocare
e la vita è bella così..
Qui, nei suoi occhi eterni
sarò sempre vicina
a come ti ricordi prima
ora che sei là fuori con te stesso
ricorda cos’è vero
e quel che sogniamo è solo amore.
Conserva la risata nei tuoi occhi
presto riceverai il premio tanto atteso
dimenticheremo i nostri dolori
e penseremo ad un giorno più allegro
perché la vita è bella così.
12.
1. d; 2. g; 3. h; 4. a; 5. f; 6. b; 7. c; 8. e.
387
Pages 214-215
What was The War of the Worlds about?
What happened while it was being broadcast
on the radio?
The War of the Worlds is a science
fiction novel by English author H. G. Wells.
Orson Wells’s realistic radio dramatisation of
this Martian invasion of Earth was broadcast
on the radio on October 30, 1938. That
evening, about 12 million people were
listening to a CBS programme on the radio,
when Wells’s broadcast came on air and
announced that the Martians had invaded
New Jersey. Many people thought it was true
and ran out of their homes, panicking.
Search the Internet for at least three famous
directors Ennio Morricone worked with.
Ennio Morricone composed music for Roman
Polanski (Frantic), John Carpenter (The
Thing), Brian de Palma (All the President’s
Men), Bernardo Bertolucci (Novecento),
Roland Joffe (Mission), and Giuseppe
Tornatore (Nuovo Cinema Paradiso).
13.
1. Braveheart James Horner
2. The Hateful Eight Ennio Morricone
3. Godfather Nino Rota
4. Jurassic Park John Williams
5. The Last Samurai Hans Zimmer
6. Dances with Wolves John Barry
7. Psycho Bernard Herman
8. Avatar James Horner
9. Out of Africa John Barry
10. Superman John Williams
5.5 14.
Pablo Juarez: Why did you decide to become a
composer?
Hans Zimmer: Well, I didn’t become a composer,
I became a musician! My first memory is of
music. I never did anything else. Nothing that
the world showed me – for example in school
learning maths or other subjects – nothing struck
me as interesting as music.
PJ: What would you be if you were not a musician?
HZ: I wanted to be a fireman!
PJ: Now that your live show is a hit, can I finally
call you a rock star?
HZ: I don’t think I’m a rock star, but it is exciting
to go out there and play in front of people instead
of hiding behind a movie screen.
PJ: Where did the music for the film Dunkirk
come from?
HZ: When I actually went on the Dunkirk location,
the weather was really bad. I was on that beach,
and it was very cold. Sand was blowing at you
from every direction, the poor actors were
standing there in the freezing wind, and the
director Chris Nolan... And then the melody came
out…
PJ: Do you experience a strong connection with
the audience during concerts? Can you give an
example?
HZ: “Pirates” is 14 minutes long. “The Dark
Knight” is 22 minutes long. These aren’t short
pieces, and the audience really stick with it.
The audience loves it when we take them on a
journey and bring them back into the world.
1. musician; 2. music; 3. fireman; 4. rock star;
5. in front of people; 6. went there; 7. really bad;
8. freezing wind; 9. director; 10. long.
15.
1. Ennio Morricone was one of the most famous
film composers of the 20th century; 2. He started
when he was 12; 3. He played the trumpet in
jazz bands and then worked for the radio; 4. He
started in the early 1960s; 5. He was identified
with the spaghetti western style of soundtracks;
6. From the 1980s onwards; 7. He worked with
Leone, Tornatore and Joffé; 8. The soundtracks
for Nuovo Cinema Paradiso and The Mission; 9.
He used piano, strings and saxophone; 10. It is
a historical drama.
16.
Personal answers
Page 216
17.
1. is composed; 2. were broadcast; 3. will be
used; 4. is being created; 5. was being played;
6. has been linked; 7. had been helped; 8.
would be written; 9. would not have been
produced.
18.
1. In a gym, the heart rate of the gym-goers
can be increased by high-tempo music; 2. In
shopping centres and shops, little attention is
paid to music on a conscious level; 3. In the mid-
1980s, videos were used by music celebrities to
388
represent their “star” image; 4. The scores for
many films of Alfred Hitchcock were composed
by Bernard Herman; 5. The people who watch
the ads are greatly influenced by music; 6. Plants
can be stimulated to produce more nutrients by
sound waves.
Page 217
19.
1. Music may reduce the feeling of tiredness and
allow gym-goers to train harder for a longer time;
2. They prefer louder music; 3. Studies have
found that playing classical background music
increases the amount of money that customers
are ready to spend; 4. A consumer who remembers
the message of an ad on an emotional level is
more likely to purchase; 5. Electronic music
suggests the idea of an innovative future; 6.
They are being replaced by existing pop tunes
music; 7. Music was played “live” by a musician
or a little orchestra; 8. In a film, music can be
found in the main titles, during the plot and in the
end credits; 9. The soundtrack is the sum of the
music and songs played or sung in the film; 10.
It is Ennio Morricone.
20.
1. f; 2. c; 3. h; 4. a; 5. j; 6. b; 7. i; 8. d; 9. g;
10. e.
21.
1. lives; 2. society; 3. company; 4. speakers;
5. music; 6. shopping; 7. active; 8. concert; 9.
sound; 10. emotions.
Unit 5.3 Storyboard
Pages 218-219
Why is the film Gone with the Wind so
popular? Surf the net for some information
then share it with your teacher and your
schoolmates.
Sample answer
The reason why it is so popular is because it
was one of the first technicolor films created
by the Hollywood film industry. The movie is
a dramatic story of love and adultery set on
the background of the American Civil war.
The film is based on a novel by Margaret
Mitchell, published in1936.

Challenge. Draw a series of instructions
using a three-panel quick storyboard and see
if your classmates understand what they are
about.
Personal answers
1.
1. to draw the scenes; 2. creative process; 3. to
focus; 4. in the broadest sense; 5. to plan the
shooting; 6. extreme clarity.
2.
1. Storyboarding was used for the first time by
Webb Smith in the early 1930s; 2. Smith used
the idea of drawing scenes of the Disney short
The Three Little Pigs on separate sheets of paper
and sticking them up on a board to tell the story in
sequence; 3. Storyboarding became common in
film production during the early 1940s; 4. One of
the first films with real actors produced using the
storyboarding technique was Gone with the Wind;
5. A storyboard is a visual representation of a
sequence (usually for film and TV shows) split up
into different panels showing the different frames
an author wants to focus on; 6. The rectangle
frames respect the ratio of 16:9; 7. The frames
contain precise drawings (cartoons, photographs,
or sophisticated technical diagrams) placed
in sequence according to the logical order of
the scene to be recorded; 8. A storyboard can
be of any length; 9. it can be adapted to many
functions, from films to commercials, from
children’s books to emergency instructions
on airplanes; 10. Storyboards are widely used
because pictures combined with text offer a rich
synthesis of information that can both entertain
and inform.
5.6 3.
The Avengers continues to set box office
records. The reason? It’s a fun and well-made
movie. Behind the film were literally hundreds of
artists (both traditional and digital) who brought
the director’s vision to life.
For any special-effects movie (including The
Avengers), after the script has been written, one
of the first parts of the pre-production process is
visualising what the scenes will look like. For this
process, storyboarding is essential: designers,
filmmakers and digital artists will all use the
storyboards as a scheme.
Storyboards are hand-drawn panels that
show filmmakers how each scene will look.
Storyboards usually look almost like comic-book
panels, except without those little word balloons.
Storyboards are primarily used for camera setups
389
and effects shots, even if the special effect will
be created later, but they are extremely helpful
for the entire process.
Adapted from: http://community.digitalmediaacademy.
org/tag/who-invented-storyboards
1. it’s a fun and well-made movie; 2. hundreds of
artists (both traditional and digital); 3. visualising
what the scenes will look like; 4. scheme; 5.
hand-drawn panels, will look like; 6. comic-book
panels, balloons; 7. camera, shots; 8. later.
4.
1. pictures; 2. walls; 3. communication; 4.
director; 5. shooting; 6. representation; 7.
storyboard; 8. drawings; 9. studio; 10. cartoon.
Extra: comic, function, photographs.
Pages 220-221
What role do stunts have in film making?
Sample answer
A stuntman/woman typically performs
acrobatic actions required in a motion
picture, such as car crashes, falls from great
heights, drags (for example, behind a horse),
and explosions.
5.
1. a series of sketches that tells the story; 2. to
visualise the sequence of the plot, plan camera
angles and locations; 3. potential problems that
would not be noticed during the production phase;
4. time, effort and money; 5. a. the characters
in the frame and how they move in the scene;
b. what they are saying; c. the position of the
cameramen; d. the shooting angle; e. the frame;
f. the camera movements; 6. a. to create small
sketches to show the location of the heads of the
people in a scene; b. a rough, quick plan for the
future storyboard; c. try out a number of different
poses; 7. a. cast/characters, costumes, make-
up, vehicles, stunts, special effects, animals,
sound and music, special equipment; b. drawn
by hand; c. made with
script breakdown software.
6.
1. way; 2. final; 3. very; 4. born; 5. professionals;
6. just; 7. imagination; 8. whole; 9. making; 10.
good.
7. How to storyboard your animation | Stop
Motion posted by Howcast
So, you don’t always have to make a plan when
you’re creating a stop-motion animation, but
it’s a pretty good idea to go into the plan and
one way to plan is by creating a storyboard.
Many film directors use storyboards and they
use different styles of storyboards. What a
storyboard basically is, it’s a paper with panels
drawn out; they represent the frame or the shot
of your film and there can be any amount of
space for you to take notes as the director. How
much you draw in your panel, how many notes
you take is up to you, you’re the one planning
the film. It doesn’t have to be a perfect beautiful
masterpiece; what it has to be is a clear map, a
way for you to get through your film, something
to go back to if you ever get lost, lose focus.
So, we’ll put a title for our film up here in the
space provided. I’ll call it The Duck and we’ll
go in here to our first shot and we’re going
to decide that our first shot is just the water
so we see a line here for water and we could
put a little sun in the sky because maybe the
Sun is out and we’ll number this shot 1 and
maybe it’s going to be the same shot so we’ll
call it 1A and we’ll say water... peaceful, if you
want to describe the mood. Again, it’s up to
the director, it’s up to the person making the
storyboards how they choose to do it. In shot
1B, our duck will begin to come into the frame
so we’ll draw just the head of the top and maybe
a little arrow pointing, to show that the duck is
moving, so… duck enters. It’s the same shot,
the third part of it the duck has fully arrived and
show that he’s arrived… ok, quacks and we’ll
make little lines. It’s the symbol to show that
he’s quacking, it’s a simple drawing, but if I
were to try and animate this sequence I would
know where to begin and how to move through,
so making a storyboard is a great way to plan
out your animation.
Personal answer
Page 223
8.
1. Because marketing is further and further
embracing a visual culture; 2. Statistical studies
have found that many customers prefer watching
a video about a product than reading about it; 3.
Because they are by far the most influential; 4.
They are commercial ads that appear on websites
or social media, but that can be skipped after
the first 5 seconds; 5. An agency artist draws
up, in full colour, a storyboard that shows a
broad summary of the commercial; 6. To help
the clients to better visualise what the final ad
will look like; 7. It is an animated storyboard; 8.
It allows the filmmaker to test timings and see
if the intended purpose of the ad is conveyed
390
and if, visually, it flows; 9. They are costly; 10. A
photomatic consists of a series of photographs
instead of illustrations.
9.
1. Opening; 2. It outlines the problem facing the
viewer; 3. Solution; 4. Viewers are called on to
decide whether a specific product is by far better
than others and deserves to be bought.
10.
1. T; 2. T; 3. F, Through storyboarding you can
identify the elements that will work really well and
get rid of the ones that won’t; 4. F, Storyboarding
is an art form; 5. T; 6. T; 7. F, You can use
storyboarding software; 8. F, Anyone looking at
your storyboard should be able to understand
what’s going on at a single glance.
Pages 224-225
Can you think of any differences?
Personal answer
What strategy is used in comics to indicate
movement?
Lines ‘behind’ the object or person moving.
11.
Sample answers
1. What similarities do comic books and
storyboards share?; 2. What does the skill
of illustrators allow?; 3. What is the main
difference between the frames of comic books
and storyboards?; 4. What shared activity do
writers and artists do together?; 5. How can the
distance from the camera be simulated in comic
books?
12.
1. T; 2. F, Different shapes and sizes; 3. T; 4.
T; 5. F, Artists and writer together agree on how
to position the panels on the page to finalise the
action and give continuity; 6. T; 7. T; 8. F, The
distance is decreased, not increased.
5.7 13.
How to Create a Comic Book
Creating a comic book or graphic novel script is
not the same as writing a novel, because it is a
harmony of writing and art that demands a great
amount of work.
With the first solid draft done, you can start to
think about how you will design the book. Are you
a writer/artist or just a writer? If you don’t plan to
illustrate the comic yourself, now is the time to
find and start working with an artist. In particular,
for dedicated writers: you need to stop and take
the time to connect with a talented artist before
you dive into making your comic book. Without a
doubt, finding the right artist to work with is a major
turning point for your story. Even if you thought up
the idea and drafted the outline and script, your
artist will play a huge role in creating this comic,
because the artist has the challenging job of not
only interpreting and understanding your story, but
also finding a way to bring it to life on the pages.
1. graphic; 2. harmony; 3. work; 4. draft; 5.
design; 6. illustrate; 7. artist; 8. connect; 9.
point; 10. outline; 11. comic; 12. life.
Pages 226-227
When and where is The Adventures of
Asterix set? Surf the net to look for
information.
The Adventures of Asterix is set in 50 BC,
in a village in Armorica (a region of ancient
Gaul mostly identical to modern Brittany,
France). The village is surrounded by the
ocean on the northern and western sides,
and is enclosed by a high wooden palisade.
14.
1. C.M. Schultz; 2. Asterix; 3. Stan Lee; 4. Corto
Maltese; 5. Spider Man; 6. Jack Kirby; 7. C.M.
Schultz; 8. Thor; 9. Stan Lee; 10. Stan Lee.
15.
1. T; 2. T; 3. F, He spent his days near the ports
of Malta; 4. F, He comes face to face with an
infinite diversity of men and values; 5. T; 6. F,
Corto takes his place among the great travellers
of history; 7. T; 8. F, His journeys begin with the
hunt for some treasure, for a magic ring, or to
attempt to decode an ancient map; 9. F, During
the first thirty years of the 20th century; 10. T.
16.
Personal answer
Page 228
17.
1. The teacher of the photography course
told us to pay attention to the lighting; 2. The
391
stor yboard artist said to the writer that that
character was difficult to draw; 3. Mike told me
he was going to the top of the hill to take photos
of that landscape; 4. The doctor said that soft
background music would be good therapy for
the elderly people in the nursing home; 5. The
film critic said that that was the best film score
he had ever read; 6. The boss said that that
stor yboard showed a broad summar y of the
commercial.
18.
1. John asked when the stor yboard would
be ready; 2. Luke wanted to know how my
collaboration with the writer was going; 3.
Paula asked if the sketches for that stor y were
finished; 4. Colin asked who had prepared
the script breakdown sheets; 5. Mar y wanted
to know why the opening of that video was
the most important part of the commercial;
6. Jeremy asked if I was going to finish the
stor yboard soon.
Page 229
19.
1. Walt Disney animator Webb Smith first used
storyboarding during the early 1930s for the
Disney short “The Three Little Pigs”; 2. It was
“Gone with the Wind”; 3. A storyboard is a visual
representation of a sequence for a film or a TV
show divided into different panels showing the
different frames an author wants to focus on;
4. Storyboards can be used in many fields,
from films to commercials, from children’s
books to emergency instruction on airplanes;
5. Thumbnailing means creating small sketches
that show the location of the heads of the people
in a scene in order to organise a plan for the
future storyboard; 6. It is a sheet of paper that
summarises the storyboards; 7. A photomatic
consists of storyboarded panels where
photography is used instead of illustrations; 8.
A storyboard for a commercial is prepared by
an agency artist who draws up a storyboard
showing a summary of the commercial, along
with written words describing the scenes and
audio; 9. Authors of comic books use panels
of different shapes and sizes that are made to
accommodate the story; 10. Comic book artists
can use some of the same techniques of film
shooting such as long, medium, close up shot,
dolly shot or a zoom.
20.
1. g; 2. i; 3. h; 4. c; 5. a; 6. j; 7. d; 8. e; 9. f;
10. b.
21.
1. shot; 2. productions; 3. time; 4. story; 5.
animatics; 6. director; 7. artists; 8. client; 9.
conversations; 10. frames.
VOCABULARY
Pages 230-231
1.
1. Fashion photography; 2. Sport photography;
3. Architecture photography; 4. back lighting; 5.
side lighting; 6. front lighting; 7. storyboard; 8.
music video; 9. film shooting.
2.
1. bird’s eye (not a type of lighting used in
photography); 2. end credits (not a genre of
music); 3. score (not referred to storyboard); 4.
soundtrack (not referred to photography); 5. draft
(not referred to music); 6. photo essay (not a
step in storyboarding).
3.
1. panels; 2. narration, character; 3. advertising;
4. music video; 5. frames; 6. blue hour; 7.
sound waves; 8. photo journalism; 9. jingle; 10.
animated storyboard/animatic.
4.
1. illuminazione; 2. rielaborazione fotografica;
3. colonna sonora; 4. schizzo in miniatura;
5. background; 6. record company; 7. script
breakdown; 8. close-up shot.
5.
1. chiaroscuro; 2. studio strobe; 3. photojournalist;
4. jingle; 5. camera crew; 6. bird’s eye; 7.
photomatic; 8. comic book.
LIFE SKILLS
Teacher’s note
Extra activity
Answer the questions.
1. What is Marvel Comics?
2. Why did Martin Goodman create Timely
Comics?
3. What superheroes were presented in
Marvel Comics N°1?
4. What years are considered the Golden
Age of comics?
5. Where did Captain America first appear?
6. How were Timely characters often
portrayed?
7. What genres did Atlas magazines publish?
8. Why did Marvel Comics go bankrupt?
9. Why was 1998 a crucial year for Marvel
Comics?
10. Have you ever read comics or magazines
starring Superheroes? If you have, talk
about your experience to your teacher and
your schoolmates.
banner; 10. Personal answer.
filmmaking offerings under the Mar vel Studios
diversify its production, expanding its
emerged from bankruptcy and began to
book industr y; 9. In 1998, the company
and a general decrease in sales in the comic
fiction; 8. Problematic management decisions
humour, westerns, horror, war, and science
Atlas Magazines published genres such as
the United States entered World War II; 7.
the Nazis and the Japanese even before
were often por trayed as fighting against
Comics no. 1 in 1941; 6. Timely characters
America first appeared in Captain America
the Sub-Mariner; 4. The 1940s; 5. Captain
starring superheroes; 3. The Human Torch and
popularity of comic books – especially those
Mar tin Goodman wanted to exploit the growing
company based in New York City; 2. Because
1. It is an American media and enter tainment
KEYS

Page 232
6.
Personal answers
Teacher’s note
Extra activity
PAIR WORK. Imagine you are a Superhero,
CASE STUDY choose one of the most famous or invent a
new character. How could you use your powers
to help fight daily crime while also preventing
Page 233 threats against humanity from super-villains?
Invent a story and write a short text of about
7. 150/200 words, then share the story in the
1. e; 2. f; 3. g; 4. a; 5. j; 6. b; 7. l; 8. k; 9. c; 10. classroom.
h; 11. d; 12. i.

392
CLIP
Page 234-235
8.
1. Yes, the film is actually a parody of other
films adapted from fairy tale storylines, such
as animated Disney films; 2. Because of the
characters it has; ogres, dragons and talking
donkeys would have been difficult to represent in
a standard film; 3. Yes, the Shrek saga includes
four computer-animated films: Shrek (2001),
Shrek 2 (2004), Shrek the Third (2007), and
Shrek Forever After (2010).
9. VIDEO
Shrek
Donkey: Let me get this straight. You’re gonna
go fight a dragon and rescue a princess just so
Farquhar will give you back a swamp which you
only don’t have ‘cause you filled it full of freaks
in the first place. Is that about right?
Shrek: You know what? Maybe there’s a good
reason donkeys shouldn’t talk.
D: I don’t get it, Shrek. Why don’t you just pull
some of that ogre stuff on him? You know…
Throttle him, lay siege to his fortress, grab his
bones to make your bread? You know, the whole
ogre trip…
S: Oh, I know what, maybe I could have
decapitated an entire village and put their
heads on a pike, got a knife, cut open their
spleen and drink their fluids. Does that sound
good to you?
D: Uh no, not really, no.
S: For your information, there’s a lot more to
ogres than people think.
D: Example?
S: Example? Okay, uhm… ogres are like onions.
D: They stink?
S: Yes! No!
D: Oh, they make you cry.
S: No!
D: Oh, you leave them out in the sun they get all
brown, start sprouting little white hairs…
S: No! Layers! Onions have layers, ogres have
393
layers, onions have layers, you get it? We both
have layers.
D: Oh, you both have layers. Oh, you know, not
everybody like onions. Cake! Everybody loves
cakes. Cakes have layers.
S: I don’t care what everyone likes, ogres are not
like cakes.
D: You know what else everybody likes… parfait.
Have you ever met a person you say, “Hey, let
me get some parfait”, “Listen here, no, I don’t
like no parfaits.” Parfaits are delicious.
S: No, you dense, irritating miniature beast of
burden! Ogres are like onions! End of the story,
bye bye, see ya later.
1. rescue a princess; 2. donkeys shouldn’t talk;
3. You know… throttle him; 4. put their heads
on a pike; 5. for your information; 6. they stink;
7. out in the sun; 8. we both have layers; 9. like
cakes; 10. let me get some parfait.
10.
Personal answers
11.
Sample answers
1. Using special tools called shapers, the
animators were able to achieve sophisticated
facial and body movements by applying interacting
layers of bone, muscle fat, skin and, finally, hair
and clothing or, as in the case of the Donkey,
fur. There are also advances in the creation of
rich, organic natural environments; clothing that
moves, wrinkles and reacts to light, like real-life
fabric; fire and different types of fluids, achieved
using PDI/DreamWorks’ Fluid Animation System
(FLU), which won an Academy Award for Technical
Achievement in 1999. This technology was
applied to many aspects of the film, including
grass, moss, beards, eyebrows and even
threads on Shrek’s tunic; 2. The story was well-
written, and included elements for adults and for
children; the animation was revolutionary due to
advanced animated filmmaking; the film had a
wonderful soundtrack; it inverted many of the
usual stereotypes of the Disney universe: the
hero isn’t handsome, the princess isn’t beautiful
or shy, the hero doesn’t even have to kill anyone
to succeed.
 Module 6 BIG AND SMALL SCREEN
Unit 6.1 Big screen
Pages 238-239
What genres are Woody Allen and Alfred
Hitchcock associated with, for example?
Woody Allen is associated with comedy,
Alfred Hitchcock with suspense and thrillers.
What are Italian westerns called?
They are called Spaghetti westerns.
1.
1. d; 2. a; 3. c; 4. g; 5. e; 6. b; 7. f.
6.1 2.
Auteur Directors
Within the context of cinema, the word auteur
is used to describe a director who exerts a high
level of control across all aspects of a film.
Auteur directors generally have a distinctive
style from film-to-film and often fill other roles
besides directing, including: writing, editing, and
sometimes acting in their own films. Therefore,
the so-called auteur films are usually directed
by great and committed directors. Their films
are not blockbusters, but their artistic quality is
praised by all cinephiles. They don’t appeal to
the mainstream audience, because their plots
are not linear and easy to understand. What
matters is their psychological insight. Among the
most famous ones are Ingmar Bergman, Sergej
Ė jzenštejn, Federico Fellini, Elia Kazan, Akira
Kurosawa, David Lynch, Quentin Tarantino, Wim
Wenders, apart from the ones already quoted.
Wenders is the most eclectic one, having directed
not just films such as the beautiful Der Himmel
über Berlin (Heaven over Berlin; Eng. Title Wings
of Desire), in which angels roam modern-day
Berlin, but also outstanding documentaries:
Buena Vista Social Club (1999), about a group
of veteran Cuban musicians; Pina (2011), a 3-D
tribute to German choreographer Pina Bausch;
The Salt of the Earth (2014), a chronicle of the
career of photojournalist Sebastião Salgado.
1. editing; 2. acting 3. committed; 4. blockbusters;
5. cinephiles; 6. plots; 7. psychological; 8.
documentaries; 9. 3-D; 10. photojournalist.
394
3.
1. NG; 2. F, it was shot in Spain; 3. T; 4. T; 5. F,
He played the role of the ‘bad’; 6. F, A Fistful of
Dollars defined the spaghetti style.
Page 241
4.
1. They were very short, sometimes only a
few minutes, and were shown anywhere a
screen could be set up and a room darkened;
2. Because the First World War limited the film
industry in Europe; 3. They were presented with
synchronised sound and in full colour; 4. Colour
was first used in the 1930s through tinting,
toning and stenciling; 5. Because when Hitler
came to power Hollywood provided the freedom
to produce the film content they desired; 6. The
introduction of television directly into people’s
homes as well as the impact of digital technology.
5.
Sample answers
1. helped to invent cinema; 2. inspired the
Lumière brothers; 3. projected still images on
a screen separated by moments of blackness;
4. the Grand Café during the projection of the
Lumière brothers’ first film; 5. are said to have
fainted on that day; 5. shot and developed the
first moving picture on celluloid film.
6.
1. silent; 2. shot; 3. set; 4. teachers; 5. technique, 6.
sense; 7. camera; 8. scene; 9. films; 10. audiences.
Pages 242-242
What is celluloid for film?
It is a sheet of transparent cellulose acetate
used as a medium for painting animation
frames.
7.
1. dye Snow White; 2. were inspired by; 3. a shot
similar to one in Snow White; 4. pioneering; 5.
nominated for an Oscar; 6. As the no. 1 animated
film of all time.
6.2 8.
What is Meant by Mickey-mousing?
In animation and film, “mickey-mousing” is a film
technique that synchronises the accompanying
music with the actions on screen. The term comes
from the early and mid-production Walt Disney
films, where the music almost completely works
to mimic the animated motions of the characters.
Mickey-Mousing may use music to reinforce
an action by mimicking its rhythm exactly. An
example of mickey-mousing is accompanying a
character walking on tiptoe. Disney Animation
Studios continued perfecting this technique for
a few years, experimenting in a couple of shorts
and eventually making Snow White and the
Seven Dwarves (1937), which was the first fully-
animated feature film that also contained sound.
Since then, Disney has been well-known for their
ability to combine music and imagery to tell a
powerful story. When they eventually branched
into musicals (The Little Mermaid, Beauty and the
Beast, Lion King, Aladdin), they made the songs
catchy and relatable and they used them to tell
the story of the film more effectively.
Adapted from: https://sites.lafayette.edu/fams101-
sp15/2015/03/01/first-example-of-mickey-mousing/
1. It deals with mickey-mousing; 2. The term
comes from the early and mid-production of
Walt Disney films; 3. It refers to a technique in
which music almost completely works to mimic
the animated motions of the characters; 4. An
example of mickey-mousing is accompanying
a character walking on tiptoe; 5. Snow White
and the Seven Dwarves; 6. Yes, they are; 7. By
combining music and imager y in a ver y skillful
way and making songs catchy and relatable.
Pages 244-245
What elements would you consider when
analysing a film?
Personal answer
9.

General data Technical data Genre Cultural references Themes

• Released in 1979 • Directed by • Genre • Heart of • Psychological
• Shot in the Coppola, edited blender: Darkness, a journey of
Philippines by Walter Murch both an novel by Joseph gradual
• Won the Palme • Cinematography epic antiwar Conrad alienation
D’Or 1979 for by Storaro film and a • Wagner’s “Ride capturing the
cinematography • Starring Marlon psychological of the Valkyries” mixture of
and Oscar for Brando drama • “The End” by the mystery and
sound editing and • Postproduction Doors fear
more awards over lasted for more
the years than two years

10. 12. Video essay: Barry Lyndon and Technology

1. b; 2. f; 3. e; 4. c; 5. d; 6. g; 7. a.
11.
Personal answer
Pages 246-247
What’s the Italian title of this film? What
does it focus on?
The Italian title is Quarto Potere and focuses
on the relationship between mass media
and democracy dealt with in the film.
What is the auteur theory? Can you guess?
Sample answer
According to this theory, the director is seen
as the creator of the film.
posted by BFI
Groundbreaking and visionary, the films of
Stanley Kubrick constantly push the boundaries
of cinematic technology. In 2001 Space Odyssey
he transformed the art of special effects; with The
Shining he pioneered the use of steadycam, and
with Barry Lyndon he revolutionised the use of
lenses and natural light to create one of cinema’s
most beautiful films. Kubrick’s obsession with
technology started at an early age and his career
as a photographer helped develop a rare and
in-depth technical knowledge. His fascination
with the new, would seep into this film making,
technical innovation becoming a crucial element
of his work. For Barry Lyndon, Kubrick was
dedicated to the concept of filming in natural
light, determined to accurately portray the look
and feel of the eighteenth century. Traditionally,
films were – and to a large extent still are – shot

395
using studio light, the technique that can add
a layer of artificiality to the image. Previously
Kubrick’s films had attempted to simulate
natural interior light, but with its candlelit sense,
Barry Lyndon posed its own unique challenges.
His solution? To employ a lens that had been
designed for NASA. Created by Zeiss, the lens
was one of just a handful invented for satellite
photography. With a shutter speed 100% quicker
than the fastest movie lens, it enabled Kubrick
to capture images in great detail with very little
light. The size of the lens meant it would not fit on
a standard camera. Instead, Kubrick purchased
and modified a Mitchell BNC, a camera model
he had previously worked with on, A Clockwork
Orange. The modifications to the camera were
irreparable, but the results were spectacular. The
new technology did have its limitations, though.
To film in candlelight, the lens had to be fully
open, greatly reducing its depth of field. Each
scene required precision, staging and reduced
actor movement to maintain focus. These
restrictions, however, helped forge the stilted
atmosphere of 18th century society Kubrick was
striving to create. Just as in Kubrick’s previous
film, A Clockwork Orange, Barry Lyndon also
makes effective use of zoom technology. There
are 36 zoom lens shots in the film, maximising
13.
Title Directed by Starring
Portrait of a Lady Jane Campion Nicole Kidman
Pride and Joe Wright Keira Knightley, Matthew It focuses on the romantic aspect of
Prejudice Mac Fayden
A Passage to David Lean Judy Davis, Victor
India Banerjee, Peggy Ashcroft
The Great Jack Clayton Mia Farrow and Robert
Gatsby (1974), Baz Redford (1974)
Luhrman (2013)
Oliver Twist Roman Polansky Barney Clark
Page 248
14.
Sample answers
1. Romance films deal with love, such as love at
first sight, forbidden love, love triangles etc…; 2.
Colour in films was not used until the beginning
of the 1930s since/because the Technicolor
processes were very expensive; 3. The First
World War limited the film industry in Europe but/
396
the technique’s symbolic potential. By opening
out images, characters become insignificant
to their surroundings. Flattening out the visual
field, the zoom sequences stress the pictorial
quality of the frame and mimic the rigidity of 18th
century formal structures. Lacking the dynamism
of the tracking shot, the zooms stress the vanity
and superficiality Kubrick associates with this
period of history. Kubrick’s efforts to maintain
authenticity also resulted in numerous on set
innovations. How to keep an army marching in
time? Install a metronome on the battlefield,
of course! How to keep their carefully designed
costumes dry in the unpredictable Irish elements?
Five hundred bespoke period bags to disguise
plastic ponchos naturally. Kubrick’s orders and
ambition led to an intense shoot, so strenuous
for his demands production designer Ken Adam,
had a nervous breakdown. However, the stresses
and challenges would prove fruitful. Barry Lyndon
won academy awards for its cinematography and
design and is today regarded as one of cinema’s
greatest technical achievements.
1. T; 2. T; 3. NG; 4. F, It obliged actors to reduce
their movements; 5. F, There was an effective use of
zoom technology; 6. F, there are 36 zoom lens shots
in the film; 7. F, It was really intense and strenuous.
Main features
Feminist view of the novel’s heroine
Jane Austen’s novel
It stresses characterisation
Clayton’s: romanticised side of the
story
Luhrman’s: visual buffet of
multicoloured lights and 3-D texture
It describes a world away from fairy
tales
on the contrary the American industry grew in
importance; 4. All films are classified according
to one major genre, even if there are films that
belong to more than one; 5. Sometimes the
historical context and the literary elements are
very important so they must be carefully verified.
15.
1. but; 2. in fact; 3. in addition to; 4. as; 5.
although.
 Page 249
16.
1. A film is “a series of still photographs projected
in rapid succession onto a screen” according
to the Encyclopedia Britannica; 2. All films are
classified according to one major genre or the
auteur system; 3. The main film genres are:
action/adventure, comedy, crime&gang/thriller,
documentary, drama, epics/historical/war,
musical/dance, romance, science, and western;
4. Because the action was shot on location
without sound, and later a separately recorded
soundtrack was added in the studio; 5. They
were the introduction of television into people’s
homes and the impact of digital technology
which increased opportunities and picture
quality; 6. They consisted in producing complex
backgrounds and then imposing moving figures
on them with celluloid; 7. It was Snow White and
the Seven Dwarfs in 1937; 8. They are primarily
aimed at children, but they are often enjoyed by
adults, too; 9. Plot, setting, characterisation,
structure, theme, cultural context, and film
techniques; 10. General data include film title,
director of photography, year and country of
production, screenwriter, duration, main cast,
and awards.
17.
1. d; 2. g; 3. a; 4. h; 5. i; 6. b; 7. j; 8. e; 9. c;
10. f.
18.
1. entertainment; 2. cinemas; 3. interaction; 4.
employment; 5. work; 6. costume; 7. sound; 8.
trends; 9. encouraging; 10. peace.
Unit 6.2 Small screen
Pages 250-251
What sport event did the Germans
broadcast in 1936?
The Olympic games in Berlin.
1.
1. c; 2. a; 3. f; 4. i; 5. d; 6. j; 7. b; 8. g; 9. e;
10. h.
6.3 2.
The Impact of Television
Since the first broadcast, television has both
reflected and influenced cultural attitudes and
397
values. From the escapist dramas of the 1960s,
which avoided controversial issues, to the reality
TV shows in recent years, on which participants
discuss even the most personal and taboo
issues, television has held up a mirror to society.
But the relationship between social attitudes and
television is reciprocal, since broadcasters have
often demonstrated their power to influence
viewers, either through political commentary, or
by portraying controversial relationships (such
as single parenthood, or same-sex marriages as
socially acceptable). That is why politicians want
to control it.
As far as American politics is concerned, a few
examples have to be quoted. In 1947, Sen.
McCarthy began to investigate what he claimed
was Communist infiltration of the government
and most of the producers, writers, and actors
who were accused of having had anti-American
opinions found themselves on a blacklist. In
1954, journalist Edward R. Murrow broadcast
a negative portrait of U.S. Senator Joseph
McCarthy on his show, See It Now. Murrow
thought that McCarthy’s aggressive tactics were
a threat to civil liberties. His portrait pointed out
contradictions in his speeches and this led to
such a negative impact on people that McCarthy
was formally reprimanded by the U.S. Senate.
The election of Kennedy provided further
evidence of how profoundly television would
change politics because of its power: a survey
of those who listened to the debate between
Kennedy and Nixon on the radio, indicated that
Nixon had won; however, those who watched it
on television were more likely to think Kennedy
had won.
This happened because, when the two
candidates arrived at the CBS broadcast facility
in Chicago for the first televised presidential
debate in American history, Kennedy’s bronzed
complexion made him look like the picture of
health compared to Nixon, who had recently
suffered from flu’ and looked exhausted after
a long campaigning day. For the first time, the
candidates’ physical appearance was under
the camera lens and contributed to form their
reputations with viewers, which did not happen
with radio listeners.
1. F, It is close to reality and culture; 2. T; 3.
T; 4. F, Because it can influence viewers; 5. F,
McCarthy began to investigate what he claimed
were anti-American attitudes; 6. T; 7. T. 8. T.
3.
Sample answer
During the Vietnam conflict, for the first time in
American history, the news from the front lines
was brought straight into the people’s living
 rooms. Television coverage of the Vietnam War
had a huge impact in America. Seeing American
people dead and hurt was X such a shock that
some think that covering the conflict on TV news
affected its final result. Indeed, even if initial
coverage generally supported U.S involvement in
the war, television news dramatically changed its
picture of the war and when Cronkite editorialised
against it, the White House realised it was going
to lose people’s support.
Page 253
4.
1. T; 2. F, They can be divided into many subgenres;
3. F, The so-called Hollywood model applies to
TV series as well; 4. T; 5. F, Talent shows are
considered entertainment programmes.
5.
1. cartoons; 2. documentary; 3. news
programme; 4. reality TV; 5. weather forecasts;
6. game/quiz show; 7. talent contest; 8. chat
show; 9. documentary; 10. cookery show.
6.4 6.
The Right Mix for the Perfect TV Series
Many historians consider classic Hollywood
cinema as representing a set of stable narrative
conventions suitable for TV series:
1. it is human centered: individual characters
are the causal agents of the narrative;
2. it is driven by desire – the narrative defines
6.5
a lack or a need, proposing a goal that the
protagonist must accomplish;
3. it is built on opposition and conflict: the
progress of the hero towards the defined goal is
continually complicated by problems;
4. its actions/events are linked in a chain of
cause and effect: the forward movement of
the narrative and the progress or obstacles
encountered by the hero take place in a linear
fashion;
5. verisimilitude: each element must have a
clear reason for being there;
6. it tends to have an objective or omniscient
narration. The camera narrates in the third person
to provide an objective status against which the
limited knowledge of individual characters can be
measured;
7. it is dominated by a strong sense of closure:
all problems are overcome, mysteries resolved,
desires fulfilled.
Adapted from: https://www.nytimes.com/
interactive/2020/arts/television/best-tv-shows-on-
netflix.html
398
Sample answer
The elements are: having individual characters
at the centre of the narration; having characters
that desire something; having characters that
are opposed by someone or something; being
realistic and related by cause and effect links;
having an omniscient narrator; being able to
solve all the unresolved situations.
Pages 254-255
Nowadays, there are TV channels that
broadcast cartoons non-stop. Are you for or
against these channels? Why?
Personal answers
Can you think of any examples of such
American and Japanese cartoons?
For example, Batman or Spiderman as
American cartoons and Mimì Ayuhara as
Japanese.
7.
1. F, It inspired many more cartoon characters;
2. F, It used the motion of the camera; 3. T; 4.
T; 5. F, Television is a mass medium; 6. F, Some
studies have been conducted on this issue; 7.
T; 8. T.
8.
Appealing to Both Children and Adults: The
Flintstones
The Flintstones is the famous Hanna-Barbera
series in which Fred Flintstone is the head of a
“modern Stone Age family”, living in the town
of Bedrock. Much of the humour is created by
the juxtaposition of cavemen doing very modern
things, like driving cars, operating machinery, and
going to the movies. Because it was designed to
appeal to adults as well as children, ABC aired it
in prime-time, making it the first animated series
to be shown in that slot. The plot deliberately
resembled the sitcoms of the era, with the cave-
dwelling Flintstone and Rubble families getting
into minor conflicts, characteristic of modern
life. For this reason, they were also watched and
liked by an adult audience.
1. series; 2. humour; 3. modern; 4. designed; 5.
aired; 6. sitcoms; 7. life; 8. audience.
9.
1. cartoons 2. aimed; 3. kids; 4. married; 5.
children; 6. popular; 7. recognized; 8. award.
 Pages 256-257
Surf the Internet and see what Survivor is about.
It is a reality show where a group of
contestants are left in a remote location with
little more than the clothes they are wearing.
The lone survivor of the contest takes home
a million dollars.
10.
1. F, It is a hard one; 2. F, Documentaries can
be on any topic; 3. F, The first example of real TV
was Queen for a Day, aired in the UK in 1964; 4.
F, In Queen for a Day contestants didn’t receive
any money but they got prizes; 5. F, Television
is also used to broadcast news globally; 6. F, It
is not generally accepted that it is possible to
broadcast news objectively.
11.
1. documentaries; 2. stor y; 3. film makers;
4. cinema; 5. documentarians; 5. movies; 7.
see.
12.
Sample answers
1. CNN; 2. a broadcasting executive; 3. to earn
respect in the broadcasting world; 4. a continuous
coverage of all news events; 5. to avoid such
exclusionary words and phrases as “foreign” and
“here at home”; 6. in 1986 with its coverage of
the Challenger space shuttle disaster.
Pages 258-259
Challenge. List as many events that can
be filmed live that you can think of in 30
seconds.
Personal answer
6.6 13.
The BBC knew the event would be popular
but could not foresee that it would mark the
coming of the age of television, as well as
the modernisation of the monarchy. The event
brought the nation together, as more than 10
million people watched it at home and 1.5
million watched it in public places, like pubs and
cinemas. The BBC coverage of the event included
cameras installed inside Westminster Abbey for
the first time, to show the Coronation Service.
The future monarch gave her permission for this
399
innovation, against official advice – revealing
the monarchy’s willingness to move with the
times. Television commentary in the Abbey
was provided by Richard Dimbleby, with seven
other commentators, including Bernard Braden
and Brian Johnston providing coverage along
the processional route. The BBC’s Coronation
coverage was broadcast around the world. In
the United States, 85 million people watched
recordings of the highlights, while in Germany
all 11 hours of coverage were transmitted.
Reaction to the broadcasts was overwhelmingly
positive. With competition from ITV only 3 years
away, the BBC established an early lead as the
trusted and reliable broadcaster of national
events.
1. The coronation of Elizabeth II; 2. The
coming of age of television, as well as the
modernisation of the monarchy; 3. More than
11,5 million people; 4. Inside Westminster
Abbey; 5. The future monarch did; 6. Eight; 7.
In Germany; 8. The BBC obtained its reputation
of reliability.
14.
1. tennis; 2. shooting; 3. zoom on; 4. match; 5.
frames; 6. frame; 7. game.
15.
1. b; 2. d; 3. f; 4. a; 5. c; 6. e.
Pages 260-261
Search the Internet for some basic
information on the Emmy Awards.
Sample answer
They are American awards that recognize
excellence in the television industry.
16.
1. Because he covered the most important
events in recent American histor y and was
considered to be the most trusted man in
America; 2. The Vietnam War; 3. “And that’s
the way it is”; 4. Nixon’s; 5. They both covered
the Watergate scandal; 6. He launched “The
MacNeil/Lehrer NewsHour”, which was different
because it was the first hour-long evening news
programme in the US; 7. No, he did so with Jim
Lehrer; 8. Personal answer.
17.
Sample answers
1. He worked as a war reporter/photojournalist
throughout WW II; 2. That news anchor has
never won any awards; 3. Broadcasting news
with footages shot abroad is ver y expensive; 4.
Who won the Walter Cronkite Award last year?;
5. Who are the most famous anchor women?; 6.
Who cares most about controlling a newscast?;
7. Have you ever seen any films on the Watergate
scandal?; 8. Are comments always separated
from facts in news programmes?
18.
1. Name Robin Roberts
2. Job Anchor
3. Awards and People’s Choice Award for
4. prizes Favorite Daytime TV Hosting
Team, Walter Cronkite Award
for Excellence in journalism
5. Production Rock’n Robin Productions
company
6. Publications From the Heart: 7 Rules to
Live By, Everybody’s Got
Something
Page 262
19.
1. come up with; 2. off; 3. turn down; 4. off; 6.
forward to.
20.
1. bring back; 2. run out of; 3. get across; 4. has
been made up.
Page 263
21.
1. Television was not invented by one person
only, but several inventors designed and added
different par ts up to the first broadcasting
experiments in 1929; 2. Two were the
radical innovations that changed the histor y
of television: the arrival of colour and the
introduction of digital technology; 3. News
programmes, weather forecasts, repor ts, and
documentaries; 4. Soap operas, sitcoms, quiz
shows, variety shows, TV dramas, chat shows,
reality TV, talent show and contests, cooker y
shows, and music shows; 5. Programmes
with a limited audience are car toons, some
music and spor ts programmes and religious
programmes; 6. Reliable studies show that
children who watch car toons for a long period
have a higher level of language acquisition
400
and cognitive development, but can also show
aggressive and violent, or even antisocial
behaviour; 7. Real TV aims at showing how
ordinar y people behave in ever yday real-life
situations; 8. To film a spor ts event you need
good technical skills, a suitable knowledge of
the necessar y equipment and experience of
directing.
22.
1. g; 2. d; 3. h; 4. a; 5. b; 6. e; 7. c; 8. f; 9. e.
23.
1. information; 2. professionals; 3. entertainment;
4. lifestyle; 5. call for action; 6. live sport; 7.
picture quality; 8. programming; 9. skilled workers;
10. on and off-screen.
VOCABULARY
Pages 264-265
1.
1. science fiction; 2. western; 3. horror; 4.
kinetoscope; 5. film frames; 6. cathode ray
tube; 7. quiz show; 8. weather forecast; 9.
cartoon.
2.
Whereas the term “stor y” is concerned with
the overall action of the set film/movie in
a random chronological order and can be
expressed as a general description of what
occurs, “structure” “plot” refers to the specific
actions, both external and psychological,
and their developing relationship resulting
from the way in which they are presented. A
more significant sound plot can be revealed
from flashbacks. For example, a historical
film mystery/thriller doesn’t present just a
plot dealing with a lover detective seeking to
discover the reasons for a crime. Some critics
have distinguished plots that emphasise
action, people characters or ideas, but they
are so interrelated that it is arbitrar y to argue
for one emphasis or another.
3.
1. Nouvelle Vague; 2. Suspense; 3. steadycam;
4. dolly; 5. Disney; 6. Neorealism; 7. script;
8. editing; 9. cinematographer; 10. silent; 11.
genre; 12. fiction.
4.
1. fiction; 2. documentaries; 3. filmmaker/
director; 4. audience; 5. Lumière; 6. television;
7. narrative; 8. editing.
LIFE SKILLS Sample answer. Because the three of them are
Catholic countries; 6. Because both Protestants
Page 266 and Catholics were united under the flag of
banning immoral films; 7. Personal answer.
5.
7.
Films shot before Directed by Sample answer
1939 Apart from Ireland’s film censor who wanted to
The Blue Angel Josef von Sternberg safeguard traditional Catholic values denying
Doctor Caligari Robert Wiene film fans in Ireland the full story, Casablanca
Cabinet Fritz Lang was censored by Hollywood. The script was
M F.W. Murnau changed because the USA had just entered the
Nosferatu Phil Jutzi war and some lines were not good enough from
Berlin Alexanderplatz a propaganda point of view.
Films shot during the Directed by
Third Reich
Bel Ami Will Forst CLIP
Olympia Leni Riefenstahl
La Habanera Detlev Sierck
Aftermath of WWII Directed by
Pages 268-269
The Bridge Bernard Wicki 8.
Murders Among Us Wolfgang Staudte 1. Sample answer. Because students can learn
German Nouvelle Directed by both about the history of WII and art history;
Vague 2. Sample answer. I expect they are afraid and
not very skillful as soldiers because their job is
Mephisto Istvan Szabo
dealing with art history; 3. In France and Italy;
U-Boot 96 Wolfgang Petersen
4. Yes, because the team has recovered vast
The Lost Honour of Volker Schlondorff e
quantities of artwork.
Katharina Blum Margarethe von Trotta
Wings of Desire Wim Wenders
The Enigma of Kaspar Werner Herzog
9.
Hauser 1. show; 2. soldier 3. practical terms 4.
characters 5. effective.
Post-Reunification Directed by
Aimée & Jaguar Max Färberböck 10. VIDEO
The Edukators Hans Weingartner
Good-bye Lenin Wolfgang Becker Monuments Men
The Lives of Others Florian Henckel Clooney: I want to get into the war.
Downfall Oliver Hirschbiegel Damon: Monuments men.
Tokio Hotel Oliver Schwabe C: Time to put a team together and do our best
to protect buildings, bridges, and art before the
Personal answers Nazis destroy everything.
D: How many men?
C: Six.
CASE STUDY D: Jesus…
C: Well, with you, it’s seven.
D: That’s much better. I see, you want to go into
Page 267 a war zone with some architects and artists and
tell our boys what they can and cannot blow up.
6. C: That’s right.
1. The passage deals with censorship; 2. D: Aren’t we a little old for that?
Because the establishment wants to control C: Yes, we go through basic and then we wait for
the cinema owing to the strength of its power of orders.
suggestion compared to other media; 3. It was D: Basic? Basic training?
a code which contained rules to be followed by C: Mm
filmmakers in order not to be censored; 4. It had D: Oh, boy!
become outdated because of changes in society Voice over: If you destroy an entire generation
and a more relaxed attitude towards sex; 5. of people’s culture, it is that they never existed.

401
Murray: You got company.
D: Right, we gotta go.
Voice over: …that’s what Hitler wants and it’s
the one thing we can’t allow.
Balaban: So, we get to shoot some Nazis?
Blachett: It’s your responsibility now.
Murray: I’ve never shot at anyone before.
Nazi Officer: Out!
C: She really wanted it all, you’d better get it
back.
D: Okay guys, I seem to have stepped on a
landmine.
C: Why did you do something like that?
Murray: What have we got?
Clooney: Lieutenant here seems to have found
himself on top of an unexploded mine.
M: Why would you do that?
D: You have been spending too much time
together.
1. T; 2. T; 3. F, From the whole clip you can infer
it is going to be very complicated; 4. T; 5. F,
The scenes selected are the most captivating/
compelling ones; 6. T.
11.
audience; 2. plot; 3. mixing; 4. editing; 5. special;
6. emotional.
12.

Basis Teaser Trailer Promo

of comparison
Duration No more than 60 seconds. Between one to two minutes. Brief.
Purpose To excite and create hype To give the potential audience To build up anticipation
with the audience. a very good understanding of with minimal visuals
what is in the film. and without giving away
any details.
Creation time Before the film is Before the film is released. Soon before or after
released. the film is released.
Plotline None. It doesn’t give the It contains several hints and It can sometimes show
necessary context. follows a precise structure. critics’ reviews.

402
 Module 7 PEOPLE AND INSTRUMENTS

Unit 7.1 People Pages 274-275

What is the difference between reporters,

Pages 272-273 columnists and editorialists?
Reporters collect and report news,
GROUP WORK. Who can think of the most columnists write regular articles,
roles in a TV or film crew in 30 seconds? editorialists write articles that express the
editor’s opinion on news or issues.
Sample answer
Scriptwriter, producer, executive
producer, director, casting director, actor/ 4.
actress, presenter, cinematographer,
choreographer, costume designer, set Type of Type of books Content of the
designer, music director, sound technician, writer book
fight master, stunt director, electrician, Fiction Novel Characters,
prompter, hairdresser, make-up ar tist, writer descriptions,
Short story
caterer, cleaner, driver. dialogues, fictitious
events, narrations,
1. plot, setting
1. F, Some, like caterers, do not have an Non- Autobiography Descriptions,
active role in the film process; 2. T; 3. F, They fiction Biography dialogues, narrations,
take care of accounting and legal items; 4. writer real events, real
T; 5. T; 6. T: 7. F, They design the costumes; people, real places
8. F, They play an impor tant role after the Essay Architecture,
shooting. economy, medicine,
philosophy, politics,
2. religious matters, the
Sample Answers earth, the universe
Cookery programme: chef/cook (professional
who shows the public how to prepare and cook
food or takes par t in a cooking competition), 7.1 5.
baker (professional who shows the public
Teacher’s note
how to make bread or cakes or takes par t
in a baking competition), gastronomic exper t Before listening activity
(person who judges the skills of the cooks); Choose the correct meaning of these words
Talent show: would-be dancer (person who and then translate them into Italian.
wants to dance professionally and takes par t 1. degree: a. ability
in the competition), would-be actor (person b. university qualification
who wants to play professionally and takes 2. fairness: a. clarity
par t in the competition), judge (person who b. honesty
evaluates the ar tist’s skills and per formance); 3. ladder: a. thief
Talk show: presenter (person who introduces b. piece of equipment to climb up
the programme and the people), guest 4. to hire: a. give somebody a job
(person invited to take par t in the talk show), b. listen to
commentator (journalist who comments on the
object of the talk); Variety show: impersonator 5. to brief: a. to be quick
(person who moves and speaks as somebody b. to instruct
else); soubrette (person who can dance, sing 6. to draft: a. to write the first rough version
and per form); comedian (person who tells b. to illustrate
jokes and whose aim is to make the audience 7. raw: a. not yet elaborated
laugh) b. eliminated
8. caption: a. head
3. b. explanation under a picture
1. g; 2. c; 3. f; 4. a; 5. i; 6. h; 7. b; 8. e; 9. d.

403
 grezzo; 8. b, didascalia. headlines, abstracts and captions, cutting or
a. assumere; 5. b, istruire; 6 a, abbozzare; 7. a, editing copy to fit on the page.
a. laurea; 2. b, onestà/integrità; 3. a, scala; 4.
1. It is an American media and entertainment 1. 1. editor-in-chief; 2. section editor; 3. executive
KEYS editor; 4. managing editor; 5. commissioning
editor; 6. deputy editor; 7. editorial assistant; 8
sub-editor. Extra: consulting editor.
Newspaper Editors’ Hierarchy
Editors usually have a degree in communication
6.
2, 1, 4, 3, 6, 7, 5, 8, 11, 10, 9, 12.
or journalism and must have excellent
communication skills and experience with
publishing programs. In a newspaper they can
have various qualifications with different degrees
of responsibility and tasks.
Pages 276-277
The top qualification is that of editor-in-chief, who
manages other editors and may be responsible Do you think one of these jobs would suit
for various titles produced by a publisher. you? Why/Why not?
Newspaper editors, also called executive editors,
are in charge of single publications, of which they Personal answers
have to check quality, fairness and accuracy. The
second-in-command are deputy editors, whose
role depends on the management structure of
These professionals need to present their
the publishers. They take over the editors’ role
work and also to store and back it up. They
in their absence, support publication editors and
can do it through soft copies and hard
may operate as section editors.
copies. Do you know the difference?
Section editors look after a particular section
and have to keep up-to-date on the latest Soft copies are unprinted, intangible and
developments of the sector and assign writers handled through software, while hard copies
to cover stories. are printed on paper and are physically
Others are: managing editors, who have great tangible.
responsibility for the business of publication,
consulting or consultant editors, who are advisors
and usually work as freelancers, commissioning Do you remember what a target audience is
editors, who hire and brief external contributors. and why it is good to know what it is?
At the bottom of the editing ladder are editorial Target audience refers to a specific group
assistants, who draft ideas, write short sections of people with common characteristics and
of text, proofread, organise events, and sub- needs. Having a well-defined target audience
editors, who work on the raw copies written helps the company design a precise,
by reporters and prepare them for publication, effective marketing strategy.
correcting spelling or grammar errors, writing

7.
Who… Web Web Content Photo Website
Designer Editor Manager Editor Marketing
Manager
1. must create appealing websites? 
2. reviews and manipulates images? 
3. creates marketing strategies? 
4. develops web content strategies? 
5. must write appealing texts?  
6. increases the company’s presence online? 
7. must check a writer’s work? 
8. must make sure that a website is user-friendly? 
9. approves images for publication? 

404
 8.
Number 2, Kevin, gets the job because he is the
only one that fulfils the requirements. The people
who won’t get the job are: number 1, Jason,
because he has never worked before and prefers
working alone; number 3, Bob, because he
hasn’t got a degree; number 4, Frank, because
he doesn’t like technicalities.
7.2 9.
From Paper to the Web
The greatest change in information media in the
first decades of this century has been the shift
from paper to online publications. Nowadays,
some newspapers only have the online version,
whereas others have both online and paper
versions. Many of them use digital printing
techniques.
Consequently, careers have changed, too. A drop
of over 30% in newsroom jobs, for example, has
taken place in just seven years. Some reporters,
editors and other members of the newsroom
staff have had to migrate from print to online
media or, alternatively, work for both types of
publication. That means that the staff need
digital skills that were not necessary before.
On the hard copy side, printing workers continue
to review and arrange the written material and
photographs, and do the actual printing. On the
online side, there are new job opportunities for
information technology specialists, who are able
to develop software or offer technical support
for websites, mobile editions, apps and social
media platforms.
The traditional newsroom has disappeared
from the online newspaper. Journalists no
longer sit side by side exchanging ideas but
work on the road, from cafés or home, through
computers or smartphones. Some of them
miss the newsroom, though, and think that,
without it, editorial content is not as good as
before and that investigative issues and follow-
up of the stories have, unfortunately, almost
disappeared.
1. d; 2. a; 3. c; 4. c; 5. d.
Pages 278-279
What is investigative journalism?
It is journalism dealing with relevant issues,
such as political corruption, serious crimes,
financial scandals and so on, which require
long, deep investigation before the journalist
is able to write one or more articles
revealing the truth to the public.
10.

Journalist Date/period Piece/paper Type of innovation What they did

Daniel First half The Storm First example of • Relied on first-hand reports
Defoe of the 18th modern journalism and
century/ • Interviewed witnesses
1703
William Second half The Pall Mall Opened the way to • Introduced maps and
Thomas of the 19th Gazette Tabloids diagrams into a newspaper
Stead century for the first time
• Split long articles with
subheadings
• Mixed his opinions and those
of the interviewed
• Articles on welfare,
social legislation and the
reformation of criminal codes
• Demonstrated that journalists
could influence government
policies
Kennedy Late 19th Evening Shifted the income • Increased the reading public
Jones century/ News and from the sale of • Used the most recent
1894 and Daily Mail papers to the increase technical innovation
1896 of ads • Implemented sensationalism,
features, and illustrations to
have more ads

405
11.
Sample answers
1. Stories told by people who witnessed the
event/were on the spot of the event and saw
it; 2. To be on the spot of an event and see it;
3. Way of presenting events with exaggerated
words or worse than they really are; 4. Title of
a newspaper article; 5. The particular group of
people whose attention an article/a newspaper
tries to catch; 6. All the readers of a newspaper
or a book; 7. Title given to the single sections
into which an article is divided; 8. The price of a
newspaper, magazine or book.
12.
Sample answer
• Name: Bob Woodward
• Date and place of birth/death (if not alive):
born in Geneva, Illinois, on March 26, 1943
• Education: undergraduate degree from Yale
University in 1965
• Place/places of work: The Washington Post
since 1971
• Main jobs: associate editor, book writer,
speaker, investigative journalist
• What he/she is mainly known for: his work
revealing the Watergate scandal and his
report on the aftermath of the September 11
terrorist attacks
• Characteristics of his/her work: good at
making people open up during interviews,
precise, consults documents, uses internal
memos, takes lots of notes at meetings,
spends endless hours to interview important
people, including the president
• National/International recognition: has won
many American journalism awards, among
which Pulitzer Prizes and The Gerald R. Ford
Prize
13.
Sample answer
Bob Woodward was born in Geneva, Illinois on
March 26, 1943 and got his undergraduate degree
from Yale University in 1965. He has been working
as an investigative journalist and an associate
editor for The Washington Post since 1971 and
he is also a well-known book writer and speaker.
The works that have made him famous are mainly
his articles revealing the Watergate scandal and
his report on the aftermath of the September
11 terrorist attacks. He is very good at making
people open up during interviews and is precise,
consults documents, uses internal memos, takes
lots of notes at meetings and spends endless
hours to interview important people, including the
president. He has won many American journalism
awards, among which Pulitzer prizes and the
Gerald R. Ford Prize.
406
14.
1. France; 2. Germany; 3. Spain; 4. USA; 5.
India; 6. Canada; 7. Argentina; 8. United Arab
Emirates; 9. Russia; 10. Brazil. Extra: Indonesia,
Japan, Portugal.
Page 280
15.
1. change; 2, to sell; 3. to be; 4. continue; 5.
published; 6. choose; 7. served; 8. to be.
16.
1. perform  to perform; 2. to complain 
complain; 3. used to correct  would correct; 4.
used  use; 5. worked  work; 6. would think
 used to think/thought; 7. modify  modified;
8. let  had.
Page 281
17.
Sample answer
1. Person who finds literary talent and edits
the books; 2. Person who operates cameras
for shooting; 3. Person who prepares meals
for the crew; 4. Person who makes up actors
and actresses before shooting; 5. Person who
modifies images before publication; 6. Person
who works behind the scene and is responsible
for all aspects of a production, from the original
idea to the final result; 7. Journalist who is on
the scene of the events and tells the public what
has happened; 8. Person who creates websites.
18.
1. F, A TV or film crew consists of all people who
contribute, directly or indirectly, to the production;
2. T; 3. F, They contribute to the budget and are
often responsible for the accounting and legal
issues; 4. F, They create the environment in which
the people on screen move; 5. T; 6. T; 7. F, He
is considered one of the first British journalists
because he interviewed the witnesses to the
storm of 1703; 8. T.
19.
1. control; 2. professionals; 3. technical;
4. developer; 5. graphic designer; 6. visual;
7. software; 8. advice; 9. optimisation; 10.
marketing.
20.
Sample answer
1. An anchor person presents and comments on
the news from a TV studio, a reporter reports
 the news from the place where the events take
place; 2. A TV meteorologist is a scientist with
a specific degree who is also a communicator,
a weather person doesn’t need a degree and
presents the weather forecast on TV; 3. A music
director chooses the music and the songs
for a film or a programme, a sound technician
prepares all the audio equipment and isolates
the studio from outside noise; 4. A biographer
relates the life of another person, an auto-
biographer relates his/her own life; 5. A novelist
tells a story with fictional characters and events,
an essayist writes about economic, political,
religious, philosophical issues.
Unit 7.2 Tools
Pages 282-283
What are walk-and-talk interviews?
Walk-and-talk are interviews that take place
while interviewer and interview are walking.
1.
1. wireless microphone; 2. three-point light; 3.
microphone; 4. lavelier microphone; 5. softbox;
6. tripod; 7. dolly technique; 8. shotgun/
directional microphone.
2.
1. c; 2. b; 3. b; 4. a; 5. c.
7.3 3.
Teacher’s note
Before-reading activity
Find synonyms for the words you will hear and
then translate them into Italian.
compulsory • extra • firm • not bright • not to
able to supply energy • to be useful • very big •
very small
Synonym Translation
1. Huge ..................................
2. Tiny ..................................
3. Steady ..................................
4. To come
in handy ..................................
5. Dull ..................................
6. Spare ..................................
7. To go flat ..................................
8. Mandatory ..................................
..................................
..................................
..................................
..................................
..................................
..................................
..................................
..................................
407
senza carica; 8. compulsory, obbligatorio.
in più; 7. not to be able to supply energy, rimanere
comodo; 5. not bright, opaco; 6. extra, di ricambio,
3. firm, stabile; 4. to be useful, essere d’aiuto/
1. very big, enorme; 2. very small, minuscolo;
KEYS
The Equipment you Need to Make a Video
You are not a professional but you want to
start making your own videos? Here’s the basic
equipment you need.
First, a camera. There’s a huge variety of
cameras on the market. Choosing the right
one not only depends on how much you want
to spend, but also on your objectives. A set of
filters and lenses are necessary too, so you
can start with basic ones and then keep adding
more. For example, you may need macro lenses
to increase the size of tiny objects or filters to
avoid unpleasant reflections due to sunlight.
Don’t forget a good support for the camera, like a
tripod for a steady film with no bumping effects.
You certainly won’t have to choose a tripod
for a professional camera. Simpler ones, even
desktop models, will do.
Light and sounds are essential parts in a video.
So, what you need next is a lighting set and a good
quality microphone. Even though most microphone
models fit all makes of cameras, you must make
sure that the one you choose fits yours. You might
also need a boom pole and a shock mount to keep
your microphone steady, or a wireless microphone
to move around more easily.
A light reflector may come in handy and help you
make a dull shot nice and bright.
When you go video shooting, having a pair of
headphones to hear what you’re doing, as well
as spare batteries and a battery charger in case
the camera goes flat is mandatory. It is also
advisable to bring extra flash memory cards,
video tapes and DVD’s with you.
Last but not least, editing your video makes
the difference. And for that you need a good
computer and good editing software.
1. F. There is a variety of possibilities; 2. F, You
can use macro lenses to increase the size of
an object/You can use filters to avoid unwanted
reflections; 3. T; 4. T; 5. NG; 6. F, You should
buy a good microphone; 7. T; 8. T; 9. F, You
should always have spare batteries and a battery
charger with you; 10. T.
Page 285
4.
1. They are big machines that print materials
rotating around a cylinder; 2. Offset printing; 3.
 Because it produces high-quality images; 4. They
deposit droplets of ink onto paper and plastic
substrates; 5. CIJs create an uninterrupted
stream of ink droplets, DODs use a print head
with several nozzles moving across the page; 6.
Laser printers give a higher quality print; 7. No,
they aren’t; 8. They take images from a negative,
a slide or a digital image.
5.
1. e; 2. h; 3. g; 4. b; 5. f; 6. c; 7. d; 8. i; 9. a.
Sample answer
Antiquity – China and East Asia: woodblock
printing technique
1455 – Europe: movable single letters and
characters (Gutenberg) – printing of Forty-Two-Line
Bible
1843 – U.S.: rotary printing press (Richard M.
Hoes)
20th century: cyclostyle (Francis Galton)
Late 20th century: plotter, used in computer-
aided design
7.4 6.
How to Get the Perfect Print for your Photos
Now that we all walk around with high-resolution
cameras in our pockets (i.e. our smartphones),
people are taking more photos than ever
before. We recently spoke to Adobe’s director of
Experience Design, Matthew Richmond, about how
to print them at home and make them look great.
The most confounding issue is the inevitable
difference between what you see on your computer
screen and what you see on the print. Shadows
come out too dark, reds look orange...
“We must start with two primary questions,”
Richmond told us. “One, are the colours you see
on the screen actually what you think they are?
Two, is the printer set up to accurately reproduce
the colours on the screen?”
While there are standards for calibrating computer
screens, many monitors aren’t adjusted to them
at the factory. A display set to its maximum
brightness is rarely good for photography but,
while brightness is relatively easy to fix, colour is a
much trickier issue. The only truly accurate solution
is to use a hardware colourimetre, a device that
measures hue, saturation, and luminance and
creates a monitor profile that tells your graphics
card how to display the proper colour. There are
still a couple of steps you can take to make sure
your prints look good. Look at the histograms in
Lightroom or Photoshop, they will tell you if an
image is over or underexposed, and you can
make adjustments accordingly. Next, download
a paper profile, which will let the printer know
how that paper is going to react to the ink, and
408
a printer profile. Using them reduces the number
of variables. For example, if you make a test print
and it comes out too dark, you know the error is
in your display, and so you can make a simple
brightness adjustment to the image.
Adapted from: https://www.digitaltrends.com/
photography/how-to-print-digital-photos/
1. F, He suggests how to make good prints; 2.
T; 3. T; 4. F, It is more difficult to adjust colour
than brightness; 5. F, It interacts with the graphic
card; 6. T; 7. F, Download a paper profile; 8. F,
Test prints show you where the errors are.
Pages 286-287
Find a platform for each of the following
examples and say what kind of information
you can get.
Personal answers
7.
1. F, Users passively consulted web pages and
didn’t usually participate in generating content;
2. T; 3. F, It offers specific innovation; 4. T; 5. F,
It is used in museum guides, computer games,
e-commerce, geospatial contexts, etc.; 6. F, It
has more connectivity; 7. F, You need a computer
or another device, Internet connection and an
account; 8. T.
8.
1. j; 2. g; 3. n; 4. o; 5. i; 6. k; 7. c; 8. l; 9. h; 10.
a; 11. d; 12. f; 13. e; 14. b; 15. m.
7.5 9.
What Are Wikis for?
“A composition system, a discussion medium, a
repository, a mail system, a tool for collaboration”:
that’s what Ward Cunningham, its inventor, says
about a wiki.
A wiki is substantially a website whose main
characteristic, which makes it different from all
other kinds of websites, is collaborative editing
by its users. A well-known example is Wikipedia,
an online encyclopaedia whose pages are written
by a lot of different people independently.
The way a wiki is composed makes it a very
flexible system, in which it is very easy to add
and link new pages. Through wikis you can run
projects, organise events, communicate with
other people, share information, etc. They come
in handy whenever you need a flexible platform
to centralise information and share it with other
people and are better than emailing when you
need to pass information to a lot of people in
one place, for example participants in a big
competition or event.
Second generation wikis are called XWikis. They
have the same functions as first-generation ones
but, in addition, they are application development
platforms. Applications are sets of pages with
new functionalities, like a blog. XWikis can be
used for a lot of purposes, among which, for
example, the collaborative creation of school
courses, public debates, public web sites, and
project collaboration.
1. website; 2. collaborative; 3. editing; 4.
Wikipedia; 5. flexible; 6. add; 7. link; 8. business;
9. events; 10. information; 11. generation; 12.
application.
Pages 288-289
What is an abacus? When and where was it
invented?
Sample answer
An abacus is a tool used to calculate. We
don’t know exactly where and when it was
invented but we know that it was used in
the Near East, China, Russia and Europe
centuries ago, before the introduction of the
Arabic numeral system.
Find a definition of the word computer.
Sample answer
A computer is an electronic machine that
can store, organise and find information, do
calculations and control other machines.
Explain what hardware and software are.
Sample answer
Hardware is the set of electronic parts of
a computer (processor, screen, keyboard,
peripherals). Software is the set of programs
or instructions used to operate a computer.
10.
1. Computers of the first generation were the
first capable of performing complex operations;
2. Computers produced between 1955 and
1964 were smaller and had magnetic memories;
3. Computers of the third generation had
microchips but were still very big and expensive;
4. In 1981 the first PC, which was smaller,
faster, cheaper and more user-friendly, was
409
produced; 5. In the fifth generation of computers
the attention was more on the software, based
on new technologies, than on the hardware.
11.
1. c; 2. a; 3. b; 4. h; 5. j; 6. g; 7. d; 8. i; 9. f; 10. e.
7.6 12.
The Importance of Computers in Communication
Computers are fundamental for communication
and are the centerpiece of information technology.
The early 1990s saw the growth of household
Internet use, which encouraged general use of
email, websites, blogs, social networking, and
video chat.
The World Wide Web, Internet and email
revolutionised the way individuals communicate
with each other. Rather than waiting days or
weeks to find information, we can now view
all information at the speed of light. Email has
fundamentally transformed how people share
information and conduct business, based on the
flexibility and the speed it offers. Computers can
process data at approximately 20 million bytes
per second so it is easy for them to download
and instantly display email.
Voice-Over-Internet Protocol – or VOIP – almost
replaced the need for landline telephones as they
can provide instant phone communication over the
Internet, and are often cheaper than fixed phone
lines. They also provide the ability to conduct
video chats to see whom you are speaking with.
Social networking sites allow users to rapidly
generate content to be viewed by people in their
network. Rather than sending individual notes,
social networking provides a constant stream of
updates and information. These computer tools
have taken communication a step further, due
to their ability to instantly communicate to an
entire network of people who can respond and
comment in real time.
Routers are types of computers used to direct
communication traffic. They are fundamental for
an efficient distribution of calls, emails and other
Internet traffic.
Adapted from: https://www.techwalla.com/articles/
the-importance-of-computers-in-communication
1. 1990s; 2. flexibility, business; 3. 20 million,
second; 4. instant, video chats; 5. stream,
updates; 6. distribution, traffic.
Page 290
13.
1. underestimated; 2. bored; 3. interconnected; 4.
reproduction; 5. variety; 6. connection, impossible.
14.
1. announcement; 2. useless; 3. accuracy;
4. convincing; 5. tolerance, commitment; 6.
reliable.
Page 291
15.
Sample answers
1. You can use suppor ts, such as tripods,
gimbals, shoulder mount rigs, dollies; 2.
Rotar y printing machine, printer, photocopier,
photo printer; 3. Offset printing is good for
newspapers, magazines, books because it is
suitable for lots of copies, whereas rotogravure
is good for magazines and postcards because
it gives higher-quality images; 4. User-created
content is content (texts, images, audio,
videos, etc.) posted on online platforms by
users; 5. It allows computers to understand
information like humans; 6. Because Web 3.0
has a higher level of connectivity; 7. It is a way
to store and access data and programs over
the Internet; 8. IBM produced the first PC in
1981.
16.
1. F, They are called lavalier; 2. T; 3. F, camera
lights  softboxes; 4. F, flexible metallic or
plastic plate the material to print; 5. F, inkjet
printers produce higher-quality materials than
laser printers laser printers produce higher-
quality materials than inkjet printers; 6. F,
woodblocks  movable single letters; 7. T; 8.
F, The Analytical Engine had the innovative key
function of the conditional statement, based on
the formula: if x, then y; 9. T; 10. F, They focus
on creating more sophisticated software.
17.
1. movie; 2. sensor; 3. frames; 4. speed; 5.
second; 6. moving; 7. machine; 8. designed; 9.
brothers; 10. digital; 11. shooting; 12. images;
13. formats; 14. emotions.
Unit 7.3 Software
Pages 292-293
What is lip sync?
Lip sync/synch consists in matching the
movements of an actor/actress/singer’s
lips with the words.
410
1.
1. a; 2. c; 3. c; 4. a; 5. c; 6. c.
2.
1. a; 2. g; 3. e; 4. c; 5. b; 6. f; 7. d.
7.7 3.
Video Editing Techniques
There are different ways to edit videos and each
method has its pros and cons.
• Film Splicing – Technically this is film editing,
but conceptually it forms the basis of all video
editing. Traditionally, a film is edited by cutting
sections and rearranging or eliminating them.
A splicing machine allows film footage to be
lined up and held in place while it is cut or
spliced together.
• Tape to Tape – Linear editing was the
original method of editing electronic video
tapes, before editing computers became
available in the 1990s. Although it is no
longer the preferred option, it is still used
in some situations. In linear editing, a
video is selectively copied from one tape
to another. It requires at least two video
machines connected together – one
acting as the source and the other as the
recorder. The idea is to record only those
parts of the source tape you want to keep.
In this way, desired footage is copied in
the correct order from the original tape
to a new tape, which becomes the edited
version. This method of editing is called
“linear” because it must be done in a linear
way, that is, starting with the first shot and
working through to the last shot. If the editor
changes their mind or notices a mistake, it
is almost impossible to go back and re-edit
an earlier part of the video. However, with
a little practice, linear editing is relatively
simple and trouble-free.
• Digital/Computer – In this non-linear method,
video footage is recorded onto a computer
hard drive and then edited using specialised
software. Once the editing is complete, the
finished product is recorded back to tape
or optical disk. Non-linear editing has many
significant advantages over linear editing as it
is a very flexible method which allows you to
make changes to any part of the video at any
time.
Adapted from: https://www.mediacollege.com/
video/editing/tutorial/methods.html
1. T; 2. F, It also allows you to rearrange them;
3. F, It was used until the 1990’s; 4. T; 5. T; 6.
F, It is almost impossible to go back and re-edit;
7. F, It is non-linear; 8. T.
 Pages 294-295
List two or three actions you could do to
correct a portrait.
Sample answer
For example, you can eliminate red eyes,
spots on the face, modify the complexion,
highlight lips or eyebrows, etc….
Do you know any free photo editing software
on the Internet?
Sample answers
Adobe Photoshop Express, GIMP, Paint.NET,
Pixlr, Pixlr X, PhotoScape X, Fotor, Foto Pos
Pro, InPixio, BeFunky, Wix Photo Studio.
4.
1. It is the editorial purposes and graphical
guidelines that establish the position of the
text on the page, its visual aspect (font, sizes,
columns, etc.) and the position of ads or pictures;
2. It is the software designers use for the layout
of the page of a newspaper or a book; 3. It links
printer and machines containing the materials to
print; 4. It is used to print documents in a quicker
and cheaper way; 5. With photo editing software
you can modify, eliminate or add details, with
cropping software you can only eliminate parts.
5.
1. d; 2. b; 3. a.
6.
Sample answer
Choose the photo from which you want to eliminate
some details. Upload it onto a computer. Choose
a cropping option. Work on the details you want
to crop until you get the desired image. Click on
“apply” and on “save file”.
7.7 7.
Photo-editing Software
Photo-editing is a software program that you can
use to edit, that is to say modify, improve, or
enhance images. There is an increasing number of
this kind of programs, suitable for many different
uses. Photos are used in trade and industries
for ads, catalogues and billboard posters, as
well as in social media. That’s why more and
more businesses want to reuse photographs for
different purposes and on different channels and
find a program that suits their needs.
411
Programs differ in characteristics and costs and
have different advantages and disadvantages.
Popular ones are, for example, Adobe Photoshop,
Pixir, Microsoft Paint, Aviary, GIMP, Serif Affinity
Photo or VSCO. There are also mobile photo-
editing apps, such as Instagram, Afterlight,
Enlight Photofox, VSCO, or Snapseed.
If you want to try to edit your own photo but
you’re not experienced enough, you can get help
from tutorials that give you the basics for editing
or show you how to perform specific tasks.
1. F, They are suitable for different uses; 2. NG;
3. T; 4. NG; 5. F, You can get help from tutorials.
Pages 296-296
What is a web browser?
A web browser is software that allows
users to access and display web pages
and other content created with languages
such as Hypertext Markup Language (HTML)
and Extensible Markup Language (XML). It
translates web pages and websites from
Hypertext Transfer Protocol (HTTP) into
content people can read.
8.
1. HTML stands for HyperText Markup Language
and it is the language used to write a web
page; 2. A web page is a document which
can be displayed in a web browser, a website
is a collection of web pages grouped together
sharing a unique domain name; 3. A dynamic
web server uses extra software that allows it to
update the hosted files before sending them to
the browser; 4 A text editor, able to create and
modify unformatted text files; 5. To upload files
to the web server; 6. It is a website address; 7.
They use them to test and view their websites;
8. Testers or a small focus group similar to the
perspective public.
9.
1. program; 2. software; 3. install; 4. save;
5. upload; 6. host; 7. offline; 8. technical; 9.
account; 10. web-based; 11. download; 12.
browser; 13. device; 14. services; 15. coding.
7.9 10.
Website Layout Software
A website layout is a pattern or framework that
defines a website structure. It organises the
information present on a site, puts its most
important elements front and centre and provides
clear paths for navigation within webpages.
Designers should choose a layout carefully. A
good layout makes important information easily
accessible and intuitive to find and keeps users
on the site. A bad one frustrates users who can’t
find what they are looking for and quickly leave
the site. It determines how long users remain on
the website pages, how many pages they browse
and how often they come back to the website.
When designing a website layout, designers
should study the balance of elements in a
silhouette view, without colour, adjustments,
additional elements or specific content. A
silhouette view is the simplest representation of
a website layout, its bare structure, and helps
create a balance of power among different visual
elements.
There are some basic notions related to website
layouts to bear in mind. Just to mention a few,
an important one is that people perceive the
visual weight when some objects in the website
carry a stronger visual force. This force can be
induced in specific elements through different
techniques. Among them, negative space, or
space without any elements, which drives the
attention towards the elements on which visual
force is concentrated. Another notion is the
Gestalt law of closure. It says that, even if an
image shape is not complete, the human eye
tends to fill in the visual gaps and recognise the
image as a whole.
The software used to create the layout of a web
page has a crucial role, as the layout is a critical
element that makes a website a success. Or a
failure.
Adapted from: https://colibriwp.com/blog/website-
layout-design-ideas/
1. information; 2. navigation; 3. accessible; 4.
leave; 5. browse; 6. elements; 7. content; 8.
visual; 9. stronger; 10. negative; 11. image; 12.
success.
Pages 298-299
What type of files can be converted into pdf,
for example?
Sample answer
Microsoft Office files, images, HTML and
scanned documents.
11.
Sample answer
John Warnock, Adobe co-founder, had the first
idea of PDF in 1985. In The Camelot Project,
he said that high fidelity documents between
different computer applications and systems
documents should be viewable on any display
and should be printable on any modern
printers.
The first public demo of the original prototype
took place in 1992. The name Acrobat was
chosen to suggest great skill and strength.
Adobe Acrobat 1.0, which included Acrobat
Exchange, Adobe Reader and Adobe Distiller
was presented at the Equitable Center in New
York on 15th June 1993. Acrobat Professional
is the most complete version and has three
components: Acrobat DC for editing PDF files,
Adobe Document Cloud for creating, exporting,
storing, sending them and collecting electronic
signatures, Acrobat Reader DC for reading,
printing and signing them. Mainly businesses
use it.
12.
1. format; 2. intelligence; 3. automating; 4.
cleaning; 5. downloaded; 6. images; 7. digital:
8. publishing; 9. sequential; 10. graphics; 11.
media; 12. link; 13. information; 14. reinvent.
7.10 13.
PDF
PDF stands for Portable Document Format.
It is a file format designed to present
documents consistently across multiple devices
and platforms.
A PDF file can store a wide variety of data,
including formatted text, vector graphics, and
raster images. It also contains page layout
information, which defines the location of
each item on the page, as well as the size
and shape of the pages in the document. This
information is all saved in a standard format,
so the document looks the same, no matter
what device or program is used to open it. For
example, if you save a PDF on a Mac, it will
appear the same way in Windows, Android,
and iOS.
The PDF format also supports metadata,
such as the document title, author, subject,
and keywords. It can store embedded fonts, so
you do not need to have the appropriate fonts
installed to view the document correctly. PDF
documents may also be encrypted, so only
authorised users can open them.
PDFs are usually generated from an existing
document. For example, you might save
a Word document as a PDF or scan a hard
copy and save it as a PDF. While the PDF format
was originally proprietary, Adobe has opened the
format to other developers, so many programs now
include a Save as PDF or Export to PDF option.
412
To view a PDF, you can use Adobe Reader or any
program or plug-in that supports the PDF format.
You can edit PDFs using Adobe Acrobat or a third-
party PDF editor. You can also add images and
blocks of text to the PDF. Most PDF editors also
allow you to merge multiple PDFs into a single
document.
Since the Portable Document Format is
designed to be an exchange format, PDF editing
options are limited compared to other formats.
Therefore, when designing a document, it is
best to create it with an editor such as Microsoft
Word, CorelDRAW, or Adobe InDesign, then save
the document as a PDF.
Adapted from: https://techterms.com/definition/pdf
1. F, On multiple devices or platforms; 2. T; 3.
F, It appears the same; 4. T; 5. T; 6. F, They are
usually made from existing documents; 7. F, You
can use third-party editors; 8. T; 9. T.
Page 300
14.
1. to tell; 2. to send, cropping; 3. trying; 4. post;
5. to modify, deleting; 6. increasing.
Page 301
15.
Sample answers
1. Software to create, edit and exchange PDF files
for businesses; 2. Software used to eliminate
parts of an image; 3. File created to solve the
problem of exchanging high fidelity documents
between different computer applications and
systems; 4. Recording of the movements of
the body, the face and the expressions of an
actor to be used in motion films; 5. It involves
changing the appearance of an image; 6. It
sends the hosted files to the browser; 7. Written
transcription of the dialogues in a film in the
same or another language; 8. Web site address.
16.
1. real-life; 2. technique; 3. cameras; 4. markers;
5. elbows; 6. reflections; 7. session; 8. screen;
9. rotations; 10. sticks; 11. skeletons; 12.
bones; 13. disappear; 14. cleaning; 15. T-pose.
17.
1. It allows the best takes to be chosen, flow
to be created, style, mood or rhythm to be
modifies, a perspective to be created, effects,
sound, music and graphics to be added; 2.
Dubbing consists in replacing the voices of
413
the actors speaking in their own language
with others speaking a different language:
automated dialogue replacement consists in re-
recording the dialogues in the same language
by the original or another actor because of poor
audio quality or of post-production necessary
changes; 3. The environment is created through
software, whereas the actor is filmed on a green
screen, which will then be replaced by the fake
environment; 4. Photo cropping; 5. It is software
able to create and modify unformatted text files;
6. Online and offline.
VOCABULARY
Pages 302-303
1.
1. newsroom; 2. anchorman; 3. cameraman; 4
gimbals; 5. costume designer; 6. film make-up
artist; 7. rotary printing press; 8. film/TV crew;
9. website; 10. photo editor; 11. 3D printer; 12.
lavalier mic.
2.
1. web designer; 2. web languages; 3. production
design; 4. columnist; 5. associate director; 6.
screenwriter; 7. story editor; 8. gaffer/chief
lighting director; 9. content manager; 10. audio
engineer.
3.
1. cameraman (doesn’t appear on the screen);
2. short story writer (writes fiction); 3. web
page (not a person); 4. distributor (works after
the production); 5. headphones (audio tool, not
light tool); 6. web marketing director (person, not
tool); 7. Web 3.0 (uses the others); 8. editors
(the only job).
4.
1. editors-in-chief  sub-editors; 2. technical
 marketing; 3. investigative journalism 
sensationalism; 4. flexography  rotogravure;
5. hardware  tools; 6. designing  editing; 7.
programmer  editor; 8. words  data.
LIFE SKILLS
Page 304
5.
Personal answers
6.
Personal answers
CASE STUDY
Page 305
7.
1. F, It is where the headquarters of YouTube
are; 2. F, Because they were frustrated by how
hard it was to find, watch and share video clips;
3. F, There are over one billion YouTube users;
4. T; 5. T; 6. F, The first video to become viral
was a clip of Brazilian soccer player, Ronaldinho,
receiving his pair of Golden Boots; 7. T; 8. T.
CLIP
Page 306-307
8.
1. twelfth; 2. channel; 3. visual; 4. playing; 5.
difficulties; 6. individual.
9. VIDEO
Up&Up
Fixing up a car to drive in it again
Searching for the water, hoping for the rain
Up and up
Up and up
Down upon the canvas, working meal to meal
Waiting for a chance to pick on your orange field
Up and up
Up and up
See a pearl form a diamond in the rough
See a bird soaring high above the flood
It’s in your blood
It’s in your blood
Underneath the storm, an umbrella is saying
“Sitting with the poison takes away the pain”
Up and up
Up and up, saying
We’re gonna get it, get it together right now
Gonna get it, get it together somehow
Gonna get it, get it together and flower
We’re gonna get it, get it together, I know
Gonna get it, get it together and flow
Gonna get it, get it together and go
Up and up and up
Lying in the gutter, aiming for the moon
Trying to empty out the ocean with a spoon
Up and up
Up and up
How come people suffer? How come people
part?
How come people struggle? How come people
414
break your heart?
Break your heart, oh
Yes, I wanna grow, yes, I wanna feel
Yes, I wanna know, show me how to heal it up
Heal it up, oh
See the forest, there in every seed
Angels in the marble waiting to be freed
Just need love
Just need love
When the going is rough, saying
We’re gonna get it, get it together right now
Gonna get it, get it together somehow
Gonna get it, get it together and flower
We’re gonna get it, get it together, I know
Gonna get it, get it together and flow
Gonna get it, get it together and go
But you can say what is, or fight for it
Close your mind or take a risk
You can say, “It’s mine,” and clench your fist
Or see each sunrise as a gift
We’re gonna get it, get it together right now
Gonna get it, get it together somehow
Gonna get it, get it together and flower
We’re gonna get it, get it together, I know
Gonna get it, get it together and flow
Gonna get it, get it together and go
We’re gonna get it, get it together right now
Gonna get it, get it together somehow
Gonna get it, get it together and flower
We’re gonna get it, get it together, I know
Gonna get it, get it together and flow
Gonna get it, get it together and go
Up and up and up
Oh
Fixing up a car to drive in it again
When you’re in pain, when you think you’ve had
enough
Don’t ever give up
Don’t ever give up
Sample answers
1. an underground station; a city; a washing
machine: 2. Because objects and people are
matched in a way that is impossible in real
life, like a turtle swimming in an underground
station. Proportions are not respected (for
example popcorn is as big as the crater of the
volcano it is erupting from); 3. Sample answers.
Water, nature, people, animals, sports, vehicles,
flowers; 4. No, they continue to represent an
unreal world; 5. The singer and the players are
shown on top of or lying on a mountain, among
the clouds, between two rocks, lying on the
ground; 6. Sample answers. a. There is popcorn
the same size as the crater erupting from a
volcano ; b. A young female athlete is jumping
over a burning forest and landing through the
fire; c. Two cars are driving fast on a track around
a planet, the cars are as big as the planet; d.
Some parachutists are jumping out of a plane
and landing in a small dish of pasta; e. A singer,
Chris Martin, sings lying on the ground that looks
like an entire country, whose plains, mountains
and hills are smaller than him.
10.
Sample answers
1. There’s a little girl crouched near a puddle
with a stick in her hand, watching cars driving on
a bridge, similar to San Francisco’s Golden Gate,
spanning the puddle; 2. The car can represent a
person who has gone through a difficult situation
and suffering and the fixing can represent the
necessity for that person to heal and recover in
order to restart and continue living; 3. Car, water,
meal, bird, flood, ocean, forest, sunrise; 4. a.
Parachutists, surfers, planes/helicopters flying,
horse riders, motorboats on water, skiers, fast
cars, train tracks, people running; b. they are all
dynamic; c. they are all images suggesting speed
and elevation.
415
11.
Sample answers
1. They show objects, animals, people and
nature in contexts in which you wouldn’t find
them in real life (watches and wardrobes in the
open air; butterflies as boat sails); 2. We could
define it as surreal.
12.
Sample answer
1. The movements of the popcorn were captured
with the motion capture technique; the young
female athlete is filmed on a green background,
then replaced by a fake burning forest; the cars
were filmed while driving on a real track and that
image and the image of the planet were re-filmed
together as if they had really been filmed that
way; the parachutists were filmed jumping from
a plane and then the image of a dish of pasta in
a kitchen was added, creating the visual effect of
them landing in the dish; the singer was filmed
lying on a big map that represented the Earth; 2.
A pillow has been used to represent the snow; a
sponge to wash the dishes on a sink has been
used to represent a football pitch; 3. Cinematic
cameras, dollies, camera supports, shotgun
microphones, computers, video screens, lights,
electrical equipment, green background.
13.
Personal answers
 Images & Messages New Edition

Images & Messages N.E. è un testo rivolto in particolare agli studenti dei corsi con indirizzo
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Contenuti Digitali Integrativi

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