Documento 78

ESP
new series
Donatella Bottero • Raffaella Beolé

English for Specific Purposes
New Landscapes
English for the Construction Industry,
the Environment and Design
Teacher’s Book
EDIZIONE MISTA
+ LIBRO DIGITALE
Donatella Bottero • Raffaella Beolé
NEW LANDSCAPES
English for the Construction Industry,
the Environment and Design
Teacher’s Book
01 guida Landscapes_001-008.indd 1 16/09/17 17:52

New Landscapes • Teacher’s Book
Realizzazione editoriale:
– Progetto e consulenza: Raffaele Polichetti
– Revisione linguistica: Annabel Pope
– Direzione grafica: Manuela Piacenti
– Progetto e impaginazione: Pagina32 - Napoli
– Disegni: Mauro Borgarello
– Revisione testi: Lunella Luzi
– Registrazione audio: Ivano Atzori
Contributi: la sezione “Didattica inclusiva e BES” è opera di Nadia Sanità.
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.
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omissioni e inesattezze nella citazione delle fonti dei brani, illustrazioni e fotografie riprodotti nel presente volume.
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INDICE
INTRODUZIONE ............................................................ 5 • Linee guida ministeriali 2° biennio

e 5° anno – Lingua Inglese ........................... 20
OBIETTIVI DEL TESTO .......................................... 5
• Programmazione didattica – Piano
STRUTTURA DEL TESTO .................................... 6
di lavoro ........................................................................... 22
MATERIALE DEL TESTO ...................................... 7
TERMINOLOGIA UTILE ........................................ 30
• Audio .................................................................................. 7
• Digitale .............................................................................. 7 DIDATTICA INCLUSIVA E BES ...................... 35
• Prove d’esame ........................................................... 7 • Normativa e inquadramento scolastico 37
• Test ........................................................................................ 8 • Dislessia, didattica e inglese ....................... 45
• BES ........................................................................................ 8 • Didattica inclusiva e resilienza ................. 59
• Recupero e potenziamento ........................... 9 • Altri tipi di Bisogni Educativi ..................... 66
• Scuola e Lavoro ........................................................ 9 • Suggerimenti e modelli per la
valutazione ................................................................... 69
GLI ISTITUTI TECNICI ........................................... 10
• L’identità degli Istituti Tecnici .................... 10 MAPS AND DIAGRAMS ........................................ 95
• La scuola e il mondo del lavoro .............. 10
REAL-LIFE TASKS ........................................................ 121
• Alternanza Scuola-Lavoro ............................. 11
– Estratto del D.L. 15 aprile 2005, UNIT TESTS ........................................................................ 131
n. 77 ............................................................................. 12
MODULE TESTS – Standard............................... 157
• La Lingua Straniera negli Istituti Tecnici.
Quadro generale di riferimento ................ 13 MODULE TESTS – BES ........................................... 183
LE QUATTRO ABILITÀ LINGUISTICHE 14 TEACHING NOTES, KEYS

and AUDIOSCRIPTS .................................................. 217
CLIL ............................................................................................. 16
KEYS – Unit tests ........................................................... 311
PROGETTARE PER COMPETENZE ............ 18
KEYS – Module tests - Standard....................... 319
LA PROGRAMMAZIONE ...................................... 19
KEYS – Module tests - BES .................................. 328
• Indirizzo “Costruzioni, Ambiente
e Territorio” .................................................................. 19 Risorse per insegnanti di inglese ............... 335

INTRODUZIONE
New Landscapes è un corso di inglese rivolto in particolare agli studenti degli Istituti Tecnici,
indirizzo Costruzioni, Ambiente e Territorio, e più in generale a coloro che operano nell’area
delle costruzioni e dell’ambiente, in quanto finalizzato all’acquisizione di competenze
professionali specifiche del settore.
L’acquisizione progressiva e flessibile di tali abilità contribuisce significativamente alla
costruzione delle competenze generali richiamate nelle indicazioni nazionali per la
programmazione del secondo biennio e nel quinto anno del profilo professionale del “Perito in
Costruzioni, Ambiente e Territorio”. A questo proposito deve anche essere sottolineato il fatto
che le stesse competenze costituiscono elemento selezionante per la partecipazione a progetti
UE (Erasmus Plus) e risultano anche utili per l’assegnazione di work placements all’interno delle
attività di Alternanza Scuola-Lavoro obbligatorie dal terzo 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.
New Landscapes, 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 operatore che possa lavorare nel settore Costruzioni, Ambiente e Territorio;
• 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 dell’ambiente, delle energie, della progettazione, della sicurezza in
ambiente di lavoro e dell’architettura, 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 / CLIL / tesine, ecc.;
• proporre materiali fruibili anche da allievi BES;
• stimolare la soluzione di problemi.

STRUTTURA DEL TESTO
New Landscapes è diviso in otto Moduli, ognuno dei quali è ripartito in cinque
sezioni:
1. FOUNDATIONS (Contents Section) – Divisa in Unità, contiene testi e attività che
riguardano i contenuti specifici della specializzazione già affrontati in L1.
Ogni Unità è suddivisa in brevi Capitoli per favorire non solo uno studio più
parcellizzato, ma anche la scelta antologica da parte dell’insegnante. I testi
vengono affrontati in modo graduale, attraverso esercizi di warm-up, esplorazione
del lessico specifico, comprensione scritta e/o orale, globale e specifica.
Brevi ‘box’ permettono di ampliare le conoscenze sugli argomenti:
per approfondimenti generali;
per analisi di fatti e dati.
Al termine di ogni Modulo è presente una mappa concettuale (Mapping Your

Mind), strumento utile per rappresentare la rete di relazioni tra i vari argomenti del
Modulo, a partire da quello di partenza. Un ricco apparato iconografico correda
i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
2. BRICKS AND MORTAR – Si occupa di contenuti inerenti alla disciplina ponendo
particolare attenzione all’arricchimento lessicale e strutturale.
3. SCAFFOLDING – Offre testi e attività di consolidamento dei contenuti appresi
per sviluppare le abilità di Listening, Speaking e Writing.
4. FINISHING TOUCHES – Propone clip di opere cinematografiche che offrono
spunti di riflessione e svago su aspetti contenutistici e linguistici del Modulo.
5. IN-DEPTH STUDY – Approfondisce tematiche presentate nei Moduli tramite
quattro Building Higher Corner (che sviluppano argomenti di discipline come
Diritto e Economia, Geopedologia, Arte, e Scienze), e quattro CLIL Corner
(che si collegano a discipline curriculari generali del Secondo Biennio e Quinto
Anno, come Storia, Letteratura, Educazione Fisica e Matematica). Questo per
favorire una didattica cross-curricolare che permetta di studiare il medesimo
contenuto da diverse prospettive.

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 audioscripts
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.
Le tracce audio comprendono anche la registrazione di alcuni capitoli
selezionati da ogni unità, come supporto all’esposizione estensiva, alla
pronuncia corretta e al fine di fornire un ulteriore strumento agli studenti con
bisogni educativi speciali.
Digitale
Disponibili sul sito www.edisco.it:
– file audio formato MP3 con la registrazione delle attività di ascolto
– numerosi materiali (letture e video) per attività di approfondimento e di
esercitazione
– dossier di domande di integrazione ai test, per le interrogazioni orali e per la
preparazione all’Esame di Stato.
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.
Le sezioni della parte online del testo sono organizzate in:
Online Resources
Further Resources
Videos.
Prove d’esame
La struttura dell’Esame di Stato è in corso di definizione da parte del MIUR.
Si prevede che a partire dall’anno scolastico 2018/19 venga abolita la terza prova,
che ha sempre previsto una sezione relativa alla Lingua Straniera. In ogni caso,
vengono forniti online degli esempi di terze prove di tipologia A e B riferiti ai
contenuti del quinto anno, corredati da un suggerimento per lo svolgimento.
Vengono anche proposte le griglie di valutazione per ciascuna tipologia di prova.
Per la prova orale, viene proposto online un dossier di domande di riferimento
relative a tutti gli argomenti trattati nel testo, che l’insegnante potrà utilizzare
anche per la valutazione dell’orale nel corso dell’anno scolastico.

Test
Il Teacher’s Book contiene test formativi (uno per ogni singola unità) e test
sommativi (uno per ogni singolo Modulo). Ciascun test propone diverse
tipologie di esercizi ed è molto ricco di attività che verificano tre delle quattro
abilità di base: Reading, Listening e Writing. Può essere dunque adattato alle
diverse esigenze dei docenti a seconda degli studenti con cui si trovano a
lavorare.
I test sommativi 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.
BES
New Landscapes comprende attività adatte o progettate anche per allievi con
Bisogni Educativi Speciali1:
• 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;
• la registrazione di diverse parti di teoria del testo possono aiutare gli
studenti con disprassia visiva o problemi di dislessia;
• le mind maps 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:
New Landscapes 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 secondo le 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 dalla Legge n. 170/2010 e dai Decreti Attuativi n. 5669 del 12
luglio 2011 con le relative Linee Guida.
1. Vedi pag. 35 Didattica inclusiva e BES.

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
Bricks and Mortar e Scaffolding propongono infatti attività di ripresa delle
strutture grammaticali, del lessico e dei contenuti specifici. All’interno delle
pagine Finishing Touches e In-Depth Study gli studenti potranno ampliare
la conoscenza dei contenuti di settore attraverso approfondimenti culturali
(film) ed espansioni cross-curricolari riferite a discipline del biennio (Building
Higher) e del triennio (CLIL).
Scuola e Lavoro
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; tali attività vengono segnalate sul Teacher’s Book con la
dicitura Scuola-Lavoro. Sono previste inoltre, all’interno del Teacher’s Book, otto
schede denominate Real Life Tasks. Queste esercitazioni propongono attività
sul campo per la realizzazione di projects e sono intese a sviluppare quelle
abilità trasversali e di team working che saranno richieste una volta inseriti nel
mondo del lavoro.

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, 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.
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
10

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, 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, 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,
una 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.
Alternanza Scuola-Lavoro
Modalità di realizzazione dei corsi del secondo ciclo, sia nel sistema
dell’istruzione secondaria superiore, sia nel sistema dell’istruzione e della
formazione professionale per assicurare ai giovani, oltre alle conoscenze di
base, l’acquisizione di competenze spendibili nel mercato del lavoro. (Fonte
Decreto Legislativo 15 aprile 2005, n. 77)
11

ESTRATTO DEL D.L. 15 APRILE 2005, N. 77:
Art. 1.
Ambito di applicazione
Il presente decreto disciplina l’alternanza scuola-lavoro, di seguito denominata:
«alternanza», come modalità di realizzazione dei corsi del secondo ciclo, sia nel
sistema dei licei, sia nel sistema dell’istruzione e della formazione professionale,
per assicurare ai giovani, oltre alle conoscenze di base, l’acquisizione di competenze
spendibili nel mercato del lavoro. Gli studenti che hanno compiuto il quindicesimo
anno di età, salva restando la possibilità di espletamento del diritto-dovere con
il contratto di apprendistato ai sensi dell’articolo 48 del decreto legislativo 10
settembre 2003, n. 276, possono presentare la richiesta di svolgere, con la predetta
modalità e nei limiti delle risorse di cui all’articolo 9, comma 1, l’intera formazione
dai 15 ai 18 anni o parte di essa, attraverso l’alternanza di periodi di studio e di
lavoro, sotto la responsabilità dell’istituzione scolastica o formativa.
1. I percorsi in alternanza sono progettati, attuati, verificati e valutati sotto la
responsabilità dell’istituzione scolastica o formativa, sulla base di apposite
convenzioni con le imprese, o con le rispettive associazioni di rappresentanza,
o con le camere di commercio, industria, artigianato e agricoltura, o con gli enti
pubblici e privati, ivi inclusi quelli del terzo settore, disponibili ad accogliere
gli studenti per periodi di apprendimento in situazione lavorativa, che non
costituiscono rapporto individuale di lavoro. Le istituzioni scolastiche e formative,
nell’ambito degli ordinari stanziamenti di bilancio, destinano specifiche risorse
alle attività di progettazione dei percorsi in alternanza scuola-lavoro.
2. Le disposizioni di cui al presente articolo non si applicano alle scuole, enti e
istituti di formazione e istruzione militare.
Art. 2.
Finalità dell’alternanza
Nell’ambito del sistema dei licei e del sistema dell’istruzione e della formazione
professionale, la modalità di apprendimento in alternanza, quale opzione
formativa rispondente ai bisogni individuali di istruzione e formazione dei giovani,
persegue le seguenti finalità:
a. attuare modalità di apprendimento flessibili e equivalenti sotto il profilo
culturale ed educativo, rispetto agli esiti dei percorsi del secondo ciclo, che
colleghino sistematicamente la formazione in aula con l’esperienza pratica;
b. arricchire la formazione acquisita nei percorsi scolastici e formativi con
l’acquisizione di competenze spendibili anche nel mercato del lavoro;
c. favorire l’orientamento dei giovani per valorizzarne le vocazioni personali, gli
interessi e gli stili di apprendimento individuali;
d. realizzare un organico collegamento delle istituzioni scolastiche e formative con
il mondo del lavoro e la società civile, che consenta la partecipazione attiva dei
soggetti di cui all’articolo 1, comma 2, nei processi formativi;
e. correlare l’offerta formativa allo sviluppo culturale, sociale ed economico del
territorio.
* I restanti articoli del D.L. sono reperibili sul sito.
12

La lingua straniera negli Istituti Tecnici – Quadro generale di riferimento
In seguito al nuovo assetto degli Istituti Tecnici, l’insegnamento della lingua
inglese nel settore Costruzioni, Ambiente e Territorio è costituito da un monte
ore settimanale costante per tutta la durata del corso, cioè 3 ore alla settimana.
Il corso di studi è suddiviso in primo biennio, secondo biennio e ultimo anno.
I livelli di uscita fanno riferimento al Common European Framework of
Reference for Languages (CEFR) e sono i seguenti:
• B1 al termine del primo biennio.

“È in grado di comprendere i punti essenziali di messaggi chiari in lingua
standard su argomenti familiari che affronta normalmente al lavoro, a
scuola, nel tempo libero, ecc. Se la cava in molte situazioni che si possono
presentare viaggiando in una regione dove si parla la lingua in questione. Sa
produrre testi semplici e coerenti su argomenti che gli siano familiari o siano
di suo interesse. È in grado di descrivere esperienze e avvenimenti, sogni,
speranze, ambizioni, di esporre brevemente ragioni e dare spiegazioni su
opinioni e progetti.”
• B2 al termine del quinto anno.

“È in grado di comprendere le idee fondamentali di testi complessi su
argomenti sia concreti sia astratti, comprese le discussioni tecniche nel
proprio settore di specializzazione. È in grado di interagire con relativa
scioltezza e spontaneità, tanto che l’interazione con un parlante nativo si
sviluppa senza eccessiva fatica e tensione. Sa produrre testi chiari e articolati
su un’ampia gamma di argomenti e esprimere un’opinione su un argomento
d’attualità, esponendo i pro e i contro delle diverse opzioni.”
In questa ottica, New Landscapes, è strutturato in modo tale per cui i testi
sono graduati nei contenuti, nel lessico e nelle strutture utilizzate. Le
attività proposte, che partono dal livello B1 per favorire il consolidamento,
accompagnano lo studente ad affrontare contenuti e richieste sempre più ampie
e complesse. Il testo offre quindi un percorso studiato per poter raggiungere le
competenze del livello B2 attraverso contenuti professionalizzanti.
13

LE QUATTRO 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 una 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
Presentazione
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 che 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 una immediatezza, rilevanza e valore aggiunto al
processo di apprendimento della stessa, sviluppando competenze sia nella disciplina
non linguistica che nella lingua straniera in cui questa è insegnata. Conseguire
questo duplice obiettivo richiede lo sviluppo di uno speciale approccio integrato
sia all’insegnamento che 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.
Benefici del CLIL

L’approccio multi-disciplinare può offrire una varietà di benefici:
• migliora le competenze linguistiche e le abilità di comunicazione orale
• dà opportunità concrete per studiare il medesimo contenuto da diverse prospettive
• permette ai discenti un maggior contatto con la lingua obiettivo
• non richiede ore aggiuntive di insegnamento
• diversifica i metodi e le pratiche in classe.
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 Italia1

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.
1. Reperibile online: Iniziative e piani del MIUR per l’insegnamento con metodologia CLIL.
17

PROGETTARE PER COMPETENZE 1
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.
1. Vedi Compiti di Realtà pag. 121.
18

LA PROGRAMMAZIONE
Indirizzo “Costruzioni, Ambiente e Territorio”
La metodologia di studio è centrata sulle problematiche tipiche dell’indirizzo
e grazie all’operatività che la contraddistingue facilita apprendimenti efficaci e
duraturi nel tempo. L’approccio centrato sul saper fare consente al diplomato
di poter affrontare l’approfondimento specialistico e le diverse problematiche
professionali ed in seguito continuare a mantenere adeguate le proprie
competenze in relazione al prevedibile sviluppo del settore interessato da
notevoli aggiornamenti delle tecnologie impiantistiche ed energetiche. Lo
studio di quest’ultime approfondisce i contenuti tecnici specifici dell’indirizzo
e sviluppa gli elementi metodologici e organizzativi che, gradualmente nel
quinquennio, orientano alla visione sistemica delle problematiche legate
ai vari generi dei processi costruttivi e all’interazione con l’ambiente. Il
corso, nel secondo biennio ed in particolare nel quinto anno, si propone di
facilitare anche l’acquisizione di competenze imprenditoriali, che attengono
alla gestione dei progetti, all’applicazione delle normative nazionali e
comunitarie, particolarmente nel campo della sicurezza e della salvaguardia
dell’ambiente. Le discipline di indirizzo, pur parzialmente presenti fin dal
primo biennio ove rivestono una funzione eminentemente orientativa, si
sviluppano nei successivi anni mirando a far acquisire all’allievo competenze
professionali correlate a conoscenze e saperi di tipo specialistico che possano
sostenere gli studenti nelle loro ulteriori scelte professionali e di studio.
L’indirizzo “Costruzioni, Ambiente e Territorio” integra competenze nel campo
dei materiali, delle macchine e dei dispositivi utilizzati nelle industrie delle
costruzioni, nell’impiego degli strumenti per il rilievo, nell’uso degli strumenti
informatici per la rappresentazione grafica e per il calcolo, nella valutazione
tecnica ed economica dei beni privati e pubblici e nell’utilizzo ottimale delle
risorse ambientali. Approfondisce competenze grafiche e progettuali in campo
edilizio, nell’organizzazione del cantiere, nella gestione degli impianti e nel
rilievo topografico. Il quinto anno, dedicato all’approfondimento di specifiche
tematiche settoriali, è finalizzato a favorire le scelte dei giovani rispetto a
un rapido inserimento nel mondo del lavoro o alle successive opportunità
di formazione: conseguimento di una specializzazione tecnica superiore,
prosecuzione degli studi a livello universitario.
19

LINEE GUIDA MINISTERIALI SECONDO BIENNIO E QUINTO ANNO
Disciplina: LINGUA INGLESE
Il docente di “Lingua Inglese” concorre a far conseguire, al termine del
percorso quinquennale dell’istruzione tecnica, i seguenti risultati di
apprendimento relativi al profilo educativo, culturale e professionale dello
studente: utilizzare i linguaggi settoriali delle lingue straniere previste dai
percorsi di studio per interagire in diversi ambiti e contesti di studio e di
lavoro; stabilire collegamenti tra le tradizioni culturali locali, nazionali ed
internazionali sia in una prospettiva interculturale sia ai fini della mobilità di
studio e di lavoro; individuare ed utilizzare le moderne forme di comunicazione
visiva e multimediale, anche con riferimento alle strategie espressive e agli
strumenti tecnici della comunicazione in rete; utilizzare le reti e gli strumenti
informatici nelle attività di studio, ricerca e approfondimento disciplinare;
saper interpretare il proprio autonomo ruolo nel lavoro di gruppo.
Secondo biennio e quinto anno
I risultati di apprendimento sopra riportati in esito al percorso quinquennale costituiscono il riferimento delle
attività didattiche della disciplina nel secondo biennio e nel quinto anno. La disciplina, nell’ambito della
programmazione del Consiglio di Classe, concorre in particolare al raggiungimento dei seguenti risultati di
apprendimento, espressi in termini di competenze:
• padroneggiare la lingua inglese e, ove prevista, un’altra lingua comunitaria, per scopi comunicativi e
utilizzare i linguaggi settoriali relativi ai percorsi di studio, per interagire in diversi ambiti e contesti
professionali, al livello B2 del quadro comune europeo di riferimento per le lingue (QCER)
• utilizzare i sistemi informativi aziendali e gli strumenti di comunicazione integrata d’impresa, per
realizzare attività comunicative con riferimento ai differenti contesti
• redigere relazioni tecniche e documentare le attività individuali e di gruppo relative a situazioni
professionali
• individuare e utilizzare gli strumenti di comunicazione e di team working più appropriati per
intervenire nei contesti organizzativi e professionali di riferimento
L’acquisizione progressiva dei linguaggi settoriali è guidata dal docente con opportuni raccordi con le
altre discipline, linguistiche e d’indirizzo, con approfondimenti sul lessico specifico e sulle particolarità
del discorso tecnico, scientifico, economico, e con le attività svolte con la metodologia Clil. Per realizzare
attività comunicative riferite ai diversi contesti di studio e di lavoro sono utilizzati anche gli strumenti della
comunicazione multimediale e digitale.
L’articolazione dell’insegnamento di “Lingua inglese” in conoscenze e abilità, riconducibili, in linea generale,
al livello B2 del QCER, è di seguito indicata quale orientamento per la progettazione didattica del docente in
relazione alle scelte compiute nell’ambito della programmazione collegiale del Consiglio di classe.
20

Secondo biennio
Conoscenze Abilità
Aspetti comunicativi, socio-linguistici e paralinguistici Interagire con relativa spontaneità in brevi conversazioni
della interazione e della produzione orale in relazione al su argomenti familiari inerenti la sfera personale, lo studio
contesto e agli interlocutori. o il lavoro.
Strategie compensative nell’interazione orale. Utilizzare strategie compensative nell’interazione orale.
Strutture morfosintattiche, ritmo e intonazione della frase, Distinguere e utilizzare le principali tipologie testuali,
adeguati al contesto comunicativo. comprese quelle tecnico-professionali, in base alle costanti
Strategie per la comprensione globale e selettiva di testi che le caratterizzano.
relativamente complessi, scritti, orali e multimediali. Produrre testi per esprimere in modo chiaro e semplice
Caratteristiche delle principali tipologie testuali, comprese opinioni, intenzioni, ipotesi e descrivere esperienze e
quelle tecnico-professionali; fattori di coerenza e coesione processi.
del discorso. Comprendere idee principali e specifici dettagli di testi
Lessico e fraseologia idiomatica frequenti relativi ad relativamente complessi, inerenti la sfera personale,
argomenti di interesse generale, di studio o di lavoro; l’attualità, il lavoro o il settore di indirizzo.
varietà espressive e di registro. Comprendere globalmente, utilizzando appropriate
Tecniche d’uso dei dizionari, anche settoriali, multimediali strategie, messaggi radio-televisivi e filmati divulgativi su
e in rete. tematiche note.
Aspetti socio-culturali della lingua inglese e dei Paesi Produrre brevi relazioni, sintesi e commenti coerenti
anglofoni. e coesi, anche con l’ausilio di strumenti multimediali,
utilizzando il lessico appropriato.
Utilizzare in autonomia i dizionari ai fini di una scelta
lessicale adeguata al contesto.
Quinto anno
Conoscenze Abilità
Organizzazione del discorso nelle principali tipologie Esprimere e argomentare le proprie opinioni con relativa
testuali, comprese quelle tecnico-professionali. spontaneità nell’interazione anche con madrelingua, su
Modalità di produzione di testi comunicativi relativamente argomenti generali, di studio e di lavoro.
complessi, scritti e orali, continui e non continui, anche Utilizzare strategie nell’interazione e nell’esposizione
con l’ausilio di strumenti multimediali e per la fruizione orale in relazione agli elementi di contesto.
in rete. Comprendere idee principali, dettagli e punti di vista in
Strategie di esposizione orale e d’interazione in contesti di testi orali in lingua standard, riguardanti argomenti noti
studio e di lavoro, anche formali. d’attualità, di studio e di lavoro.
Strategie di comprensione di testi relativamente complessi Comprendere idee principali, dettagli e punti di vista in
riguardanti argomenti socio-culturali, in particolare il testi scritti relativamente complessi riguardanti argomenti
settore di indirizzo. di attualità, di studio e di lavoro.
Strutture morfosintattiche adeguate alle tipologie testuali e Comprendere globalmente, utilizzando appropriate
ai contesti d’uso, in particolare professionali. strategie, messaggi radio-televisivi e filmati divulgativi
Lessico e fraseologia convenzionale per affrontare tecnico-scientifici di settore.
situazioni sociali e di lavoro; varietà di registro e di Utilizzare le principali tipologie testuali, anche tecnico-
contesto. professionali, rispettando le costanti che le caratterizzano.
Lessico di settore codificato da organismi internazionali. Produrre testi scritti e orali coerenti e coesi, anche tecnico
Aspetti socio-culturali della lingua inglese e del linguaggio professionali, riguardanti esperienze, situazioni e processi
settoriale. relativi al proprio settore di indirizzo.
Aspetti socio-culturali dei Paesi anglofoni, riferiti in Utilizzare il lessico di settore, compresa la nomenclatura
particolare al settore d’indirizzo. internazionale codificata.
Modalità e problemi basilari della traduzione di testi Trasporre in lingua italiana brevi testi scritti in inglese
tecnici. relativi all’ambito di studio e di lavoro e viceversa.
Riconoscere la dimensione culturale della lingua ai fini della
mediazione linguistica e della comunicazione interculturale.
21

PROGRAMMAZIONE DIDATTICA – PIANO DI LAVORO1
MODULE 1 – THE ENVIRONMENT

KNOWLEGDE/CONTENTS
Theory/Foundations Vocabulary Grammar
• Ecology and ecosystems • Specific terms related • Expressing Present
• Kinds of pollution to the environment, Time in English
• Global warming and climate change ecosystems, pollution
• Non-renewable and renewable energy sources and energy sources
LANGUAGE SKILLS
READING SPEAKING
• Answering questions • Exchanging information
• Filling in charts • Correcting false statements
• Selecting true/false statements • Reporting to the class/teacher
• Matching words and definitions • Asking and answering questions
LISTENING WRITING
• Filling in charts • Filling in charts
• Selecting true/false statements • Completing statements
• Completing a text with given words • Writing short texts
• Writing an application letter
COMPETENCES
• Understanding the main topic(s) of a text
• Looking for specific information
• Explaining what Ecology is and how ecosystems work (kinds, interactions and factors)
• Comparing the major forms of pollution
• Explaining the causes and effects of Global Warming
• Explaining the advantages and disadvantages of energy sources
STUDENT’S INDIVIDUAL WORK
ONLINE RESOURCES: The food chain – Health diseases due to pollution – Waste disposal – “Avatar”: after
viewing activities
FURTHER RESOURCES: River landscape – Flooding – River management
VIDEO: How hydroelectricity works
ASSESSMENT
Units 1, 2, 3: Formative Tests; Module 1: Summative Test (standard and BES)
1. Reperibile anche online in versione editabile.
22

MODULE 2 – BIO AND MAN-MADE CONSTRUCTIONS
KNOWLEGDE/CONTENTS
• Definition of landscape • Specific terms related to landscape/s and • Expressing Past
• Soils and their functions sustainable management of soils Time in English
• Sustainable land • Scientific terms regarding the different types
management of soils and their composition
• Ecological Design • Terms connected to ecological design
• The Life Cycle Design • Building materials’ names and definitions,
• Building materials (natural, and adjectives describing building materials’
man-made and alternative) properties and characteristics
LANGUAGE SKILLS
READING SPEAKING
LISTENING • Describing diagrams
• Filling in charts • Describing pictures
• Selecting true/false statements • Acting out guided dialogues
• Completing a text with given words WRITING
• Completing a text without given words • Filling in charts
• Completing statements
• Writing short texts
• Writing a letter of complaint
COMPETENCES
• Explaining what a landscape is (kinds, interactions and factors)
• Understanding cause/effect relationships of land management
• Understanding the principles of eco-design
• Understanding the life cycle of a building material
• Explaining the advantages and disadvantages of different building materials
ONLINE RESOURCES: Transforming the landscape: Freshkills Park (NYC) – Yurts – Brick-making process –
The transparent housing concept – Using Past Simple Tense (William the Conqueror) – Energy star – “A Little
Chaos”: after viewing activities – The Royal Gardens of Versailles.
FURTHER RESOURCES: Science of Colour – Colour Theory – Find colour personality – Wood frame house –
Bricks – Types of bricks.
VIDEO: “How to choose room colors to create a sense of space”
ASSESSMENT
23

MODULE 3 – SURVEYING
KNOWLEGDE/CONTENTS
• Types of surveying • Specific terms related to types • Expressing Future
• Surveying instruments of surveys, measurements and Time in English
• Types of maps instruments.
• The Cadastre • Handy applications in different
• Aerial photography and fields
environmental monitoring
LANGUAGE SKILLS
READING SPEAKING
LISTENING WRITING
• Filling in charts • Filling in charts
• Selecting true/false statements • Completing statements
• Completing a text with/without given words • Completing a passage with given words
• Understanding specific information • Writing short texts
COMPETENCES
• Learning about different types of surveys and surveying instruments
• Explaining how GPS technology works
• Describing how laser scanner can be used in architecture
• Learning about different types of maps and their usage
• Getting information about the Cadastre
• Explaining what aerial photography is and its applications
ONLINE RESOURCES: The Groma – Ordnance Survey – Stonehenge – “The Englishman Who Went up a Hill but
Came down a Mountain”: after viewing activities
FURTHER RESOURCES: Ordnance Survey, a short history
VIDEO: Understanding map symbols with Ordnance Survey
ASSESSMENT
Units 1, 2: Formative Tests; Module 3: Summative Test (standard and BES)
24

MODULE 4 – HOUSE PLANNING
KNOWLEGDE/CONTENTS
• Building design (plans and • Specific terms related to house • The Passive Form
processes) drawings, parts of the building
• Building elements and technical systems
• Technical systems • Specific terms related to
• Building renovation and renovation processes of recent
restoration (processes and buildings and conservation of
types) historical buildings
LANGUAGE SKILLS
READING SPEAKING
• Choosing the correct options
WRITING
LISTENING
• Filling in charts
• Selecting true/false statements
• Completing a passage with given words
• Completing a text with/without given words
• Choosing the correct options
COMPETENCES
• Learning about the steps to design a standard house and a house without barriers
• Describing the main parts of a building and their functions
• Describing the technical systems of a building
• Getting information about the Passive House
• Describing the process of renovating a house
• Explaining what “historical building conservation” means and the types of building restoration
ONLINE RESOURCES: Preparing an architectural brief – Walls in History – Rooftop gardens – Air-conditioning
system – New solar technologies to produce electricity – The Smart City – Filippo Juvarra – “The Money Pit”:
after viewing activities
FURTHER RESOURCES: Housing – Social Housing
VIDEO: “UK housing crisis: 1.7 million families homeless”
ASSESSMENT
Units 1, 2, 3, 4: Formative Tests; Module 4: Summative Test (standard and BES)
25

MODULE 5 – PUBLIC WORKS
KNOWLEGDE/CONTENTS
• Construction projects for public transports (road, • Specific terms related to • Compounds
bridges, tunnels, railway stations, airports) infrastructures, dedicated
• Construction projects for education, culture and buildings and green areas in
entertainment (schools, museums, PACs) different sectors of public works
• Construction projects for recreation and sport
(parks and gardens, stadiums, swimming pools)
LANGUAGE SKILLS
READING SPEAKING
• Choosing the correct option WRITING
LISTENING • Filling in charts
• Filling in charts • Completing statements
• Matching two parts of sentences • Completing a passage with given words
• Completing a text with/without given words • Writing short texts
• Choosing the correct option
• Getting the information required
COMPETENCES
• Explaining the steps of road construction
• Comparing the different types of bridges
• Getting information about tunnel construction
• Explaining the main types of railway station and the basic design of airports
• Describing how schools, museums and performing arts centres can be designed
• Comparing the types of green areas in urban or natural environment
• Explaining the main factors to take into consideration in designing sports facilities
ONLINE RESOURCES: A brief history of roads – The Golden Gate Bridge, San Francisco – The Industrial
Revolution and the birth of the railway in England – Arts and Crafts Movement – The Globe, London – Boboli
Gardens in Florence – A “sky-pool” in London (listening activity) – “Once upon a time in the West”: after
viewing activities – “Blazing Saddles” (a parody)
FURTHER RESOURCES: Stresses on big structures – Bridges
VIDEO: “The Brooklyn Bridge”
ASSESSMENT
26

MODULE 6 – THE WORKPLACE
KNOWLEGDE/CONTENTS
• Understanding what civil engineering is • Specific terms related to engineering • Comparatives
• Learning about the different branches • Scientific terms connected to and
of civil engineering architecture and interior design Superlatives
• Learning about earthquakes and earthquake • Terms related to safety and accident
engineering prevention in the workplace
• Learning about what architects do • PPE (Personal Protective Equipment)
• Definition of interior design • Safety signs icons
• Safety in workplaces: procedures and duties
• Safety signs in the workplace
LANGUAGE SKILLS
READING SPEAKING
LISTENING • Reaching an agreement
• Filling in charts • Describing pictures
• Selecting true/false statements • Acting out guided dialogues
• Completing a text with given words WRITING
• Writing a cover letter
COMPETENCES
• Learning about future careers: engineers, architects, interior designers
• Naming structures
• Explaining how earthquakes generate and what they are like (types of earthquakes)
• Explaining what safety is
• Understanding and following safety procedures
• Understanding safety signs
ONLINE RESOURCES: What quantity surveyors and site engineers do – Construction in the Middle Ages – Electric shock:
what to do – Electric safety – Electric arc and flashover – Cover letter sample – “The Architect”: after viewing activities
FURTHER RESOURCES: An interview with an expert architect
VIDEO: “How to build a brick wall”
ASSESSMENT
27

MODULE 7 – SETTLEMENTS
KNOWLEGDE/CONTENTS
• Different types of settlement in • Specific terms related to: • Prefixes and Suffixes
urban and rural areas – the characteristics and functions
• Urban zoning and urban sprawl of settlements
• Valuation of real estates – the factors influencing the
• Development of City Planning valuation of a real estate
• The City Master Plan – the evolution of cities
• Sustainable urban planning – the creation of a City Master Plan
and sustainable urban projects
LANGUAGE SKILLS
READING SPEAKING
• Matching two parts of sentences • Filling in charts
LISTENING • Completing statements
• Filling in charts • Completing a passage with given words
• Answering questions • Writing short texts
• Matching two parts of sentences
COMPETENCES
• Comparing the different types of settlements
• Explaining the characteristics of urban zoning
• Explaining what the phenomenon of urban sprawl is
• Explaining the main factors in real estate estimation
• Learning about the history of city planning
• Describing the steps to create a City Master Plan
• Listing the objectives to take into consideration for a sustainable urban planning
ONLINE RESOURCES: Patterns of land use in cities – The Renaissance ideal city – Medieval York (listening
activity) – Walled cities in Europe – The Garden City Movement (1) – Industrial villages in Italy – Master Plan
of Greater London (1944) – “Manhattan”: after viewing activities
FURTHER RESOURCES: The Garden City Movement (2) – Welwyn Garden City today
VIDEO: “Birmingham Big City Plan - City centre Masterplan”
ASSESSMENT
Units 1, 2: Formative Tests; Module 7: Summative Test (standard and BES)
28

MODULE 8 – HISTORY OF ARCHITECTURE
KNOWLEGDE/CONTENTS
• Outlines of the History of Architecture from • Specific terms related to • Connectors
early times to the latest trends architectural styles and
• Life, works and architectural philosophy of the architectural features of
major modern and contemporary architects buildings through history
LANGUAGE SKILLS
READING SPEAKING
• Matching two parts of sentences • Filling in charts
• Completing sentences • Completing statements
LISTENING • Completing a text with given words
• Filling in charts or short texts • Writing short texts
• Answering questions
• Matching two parts of sentences
COMPETENCES
• Learning about the history of architecture from ancient times to the most recent architectural trends
• Getting information about the Masters of modern architecture
• Getting information about some of the most important contemporary architects and new architectural
experiments
ONLINE RESOURCES: Renaissance architecture in England – The Chrysler Building in New York – Antoni
Gaudí’s life and works – Alvar Aalto – Unitè d’Habitation – Peter Rice and Richard Rogers – “Medici, Masters of
Florence”: after viewing activities
FURTHER RESOURCES: Alvar Aalto (biography, career, mature works)
VIDEO: “Eero Saarinen at Cranbook Museum, Bloomfield Hills, Michigan”
ASSESSMENT
Units 1, 2, 3, 4: Formative Tests; Module 8: Summative Test (standard and BES)
29

TERMINOLOGIA UTILE
D.P.R. 15 MARZO 2010, ART. 8, COMMA 3
GLOSSARIO
LEMMI DEFINIZIONI
1. Abilità Le capacità di applicare conoscenze e di utilizzare know-how per portare a
termine compiti e risolvere problemi. Nel contesto del Quadro europeo delle
qualifiche le abilità sono descritte come cognitive (comprendenti l’uso del
pensiero logico, intuitivo e creativo) o pratiche (comprendenti l’abilità manuale
e l’uso di metodi, materiali, strumenti)
2. Alternanza Modalità di realizzazione dei corsi del secondo ciclo, sia nel sistema
scuola-lavoro dell’istruzione secondaria superiore, sia nel sistema dell’istruzione e della
formazione professionale per assicurare ai giovani, oltre alle conoscenze di
base, l’acquisizione di competenze spendibili nel mercato del lavoro.
3. Apprendimento in Apprendimento che si realizza in un contesto organizzato e strutturato (per esempio, in
contesto formale un istituto d’istruzione, o di formazione o sul lavoro), appositamente progettato come
tale (in termini di obiettivi di apprendimento e tempi o risorse per l’apprendimento).
L’apprendimento formale è intenzionale dal punto di vista del discente e di
norma sfocia in una convalida e/o in una certificazione.
4. Apprendimento in Apprendimento risultante dalle attività della vita quotidiana legate al lavoro,
contesto informale alla famiglia o al tempo libero. Non è strutturato (in termini di obiettivi
di apprendimento, di tempi o di risorse) e di norma non sfocia in una
certificazione. L’apprendimento informale può essere intenzionale, ma nella
maggior parte dei casi non lo è (ovvero è “fortuito” o casuale).
5. Apprendimento in Apprendimento che si realizza nell’ambito di attività pianificate non
contesto non formale specificamente concepite come apprendimento (in termini di obiettivi, di tempi
o di sostegno all’apprendimento). L’apprendimento non formale non sfocia di
norma in una certificazione. L’apprendimento non formale, a volte denominato
“apprendimento semi-strutturato”, è intenzionale dal punto di vista del discente.
6. Apprendimento Qualsiasi attività di apprendimento intrapresa nelle varie fasi della vita al fine
permanente di migliorare le conoscenze, le capacità e le competenze in una prospettiva
personale, civica, sociale e/o occupazionale.
7. Area di istruzione Area di istruzione comune a tutti i percorsi degli istituti tecnici che ha l’obiettivo
generale degli istituti di fornire ai giovani la preparazione di base, acquisita attraverso il rafforzamento
tecnici e lo sviluppo degli assi culturali che caratterizzano l’obbligo di istruzione (asse
dei linguaggi, matematico, scientifico-tecnologico, storico-sociale).
8. Aree di indirizzo degli Le aree di indirizzo hanno l’obiettivo di far acquisire agli studenti sia conoscenze
istituti tecnici teoriche e applicative spendibili in vari contesti di vita, di studio e di lavoro, sia
abilità cognitive idonee a risolvere problemi, sapersi gestire autonomamente in
ambiti caratterizzati da innovazioni continue, assumere progressivamente anche
responsabilità per la valutazione e il miglioramento dei risultati ottenuti.
30

LEMMI DEFINIZIONI
9. Asse culturale Gli assi culturali costituiscono il “tessuto” per la costruzione di percorsi di
apprendimento orientati all’acquisizione delle competenze chiave che preparino
i giovani alla vita adulta e che costituiscano la base per consolidare e accrescere
saperi e competenze in un processo di apprendimento permanente, anche ai
fini della futura vita lavorativa.
Gli assi culturali che caratterizzano l’obbligo di istruzione sono quattro: asse
dei linguaggi, matematico, scientifico-tecnologico, storico-sociale.
10. Certificazione Rilascio di un certificato, un diploma o un titolo che attesta formalmente
dei risultati di che un ente competente ha accertato e convalidato un insieme di risultati
apprendimento dell’apprendimento (conoscenze, know-how, abilità e/o competenze) conseguiti
da un individuo rispetto a uno standard prestabilito.
La certificazione può convalidare i risultati dell’apprendimento conseguiti in
contesti formali, non formali o informali.
11. Cittadinanza e Acquisizione nel primo e nel secondo ciclo di istruzione delle conoscenze e
Costituzione delle competenze relative a «Cittadinanza e Costituzione», nell’ambito delle
aree storico-geografica e storico-sociale e del monte ore complessivo previsto
per le stesse.
Negli istituti tecnici, le attività e gli insegnamenti relativi a “Cittadinanza
e Costituzione” coinvolgono tutti gli ambiti disciplinari e si sviluppano, in
particolare, in quelli di interesse storico-sociale e giuridico-economico.
12. Classificazione ISCED Standard di classificazione internazionale e analisi comparata dei vari livelli
(International Standard dei sistemi di istruzione creato dall’UNESCO, approvata dalla International
Classification of Conference on Education (Ginevra,1975)
Education)
13. Classifiche ISCO Standard internazionale di classificazione per il mondo del lavoro e delle
(International Standard professioni. È redatto da ILO (International Labour Organization- in italiano
Classification of OIL) e serve per classificare le occupazioni in gruppi /settori secondo le
Occupations) mansioni espletate sul posto dilavoro.
14. CLIL (Content and Approccio metodologico che prevede l’insegnamento di una disciplina non
Language Integrated linguistica, in lingua straniera veicolare al fine di integrare l’apprendimento
Learning) della lingua e l’acquisizione di contenuti disciplinari, creando ambienti di
apprendimento che favoriscano atteggiamenti plurilingui e sviluppino la
consapevolezza multiculturale.
15. Comitato Struttura innovativa di cui possono dotarsi gli istituti tecnici, nell’esercizio della
tecnico-scientifico loro autonomia didattica e organizzativa, con funzioni consultive e di proposta
per l’organizzazione delle aree di indirizzo e l’utilizzazione degli spazi di
autonomia e flessibilità.
È composto da docenti e da esperti del mondo del lavoro, delle professioni e
della ricerca scientifica e tecnologica.
16. Competenze Comprovata capacità di utilizzare conoscenze, abilità e capacità personali,
sociali e/o metodologiche, in situazioni di lavoro o di studio e nello sviluppo
professionale e personale. Nel contesto del Quadro Europeo delle Qualifiche le
competenze sono descritte in termini di responsabilità e autonomia.
31

LEMMI DEFINIZIONI
17. Competenze chiave di Otto competenze, da acquisire al termine dell’obbligo d’istruzione, che
cittadinanza costituiscono il risultato che si può conseguire – all’interno di un unico
processo di insegnamento/apprendimento - attraverso la reciproca integrazione
e interdipendenza tra i saperi e le competenze contenuti negli assi culturali.
18. Competenze chiave Combinazione di conoscenze, abilità e attitudini appropriate al contesto. Le
per l’apprendimento competenze chiave sono quelle di cui tutti hanno bisogno per la realizzazione
permanente e lo sviluppo personale, la cittadinanza attiva, l’inclusione sociale e
l’occupazione.
19. Conoscenze Risultato dell’assimilazione di informazioni attraverso l’apprendimento. Le
conoscenze sono un insieme di fatti, principi, teorie e pratiche relative ad un
settore di lavoro o di studio. Nel contesto del Quadro europeo delle qualifiche
le conoscenze sono descritte come teoriche e/opratiche.
20. Dipartimenti Strutture innovative di cui possono dotarsi gli istituti tecnici,
nell’esercizio della loro autonomia didattica, organizzativa e di ricerca, quali
articolazioni funzionali del collegio dei docenti, per il sostegno alla didattica e
alla progettazione formativa.
21. ECVET (European Sistema europeo di crediti per l’istruzione e la formazione professionale
Credit system for (ECVET) inteso ad agevolare il trasferimento, il riconoscimento e l’accumulo
Vocational Education dei risultati comprovati dell’apprendimento delle persone interessate ad
and Training) acquisire una qualifica.
22. EQARF (European Quadro europeo di riferimento per la garanzia della qualità dell’istruzione e
Quality Assurance della formazione professionale. Strumento di riferimento destinato ad aiutare
Reference Framework) gli Stati membri a promuovere e a seguire il miglioramento continuo dei loro
sistemi di istruzione e formazione professionale sulla base di riferimenti europei
comuni, il quale si basa sul QGCQ (quadro comune di garanzia della qualità)
e lo sviluppa ulteriormente. Il quadro di riferimento dovrebbe contribuire a
migliorare la qualità dell’istruzione e formazione professionale e ad accrescere
la trasparenza e la coerenza delle politiche degli Stati membri in materia di
istruzione e formazione professionale, favorendo così la fiducia reciproca, la
mobilità dei lavoratori e degli studenti e l’apprendimento permanente.
23. EQF (European Quadro europeo delle qualifiche per l’apprendimento permanente. Strumento
Qualification di riferimento per confrontare i livelli delle qualifiche dei diversi sistemi
Framework) delle qualifiche e per promuovere sia l’apprendimento permanente sia le
pari opportunità nella società basata sulla conoscenza, nonché l’ulteriore
integrazione del mercato del lavoro europeo, rispettando al contempo la ricca
diversità dei sistemi d’istruzione nazionali. Il termine qualifica si riferisce a
titoli di studio e qualifiche professionali.
32

LEMMI DEFINIZIONI
24. Identità degli istituti L’identità degli istituti tecnici è connotata da una solida base culturale a
tecnici carattere scientifico e tecnologico in linea con le indicazioni dell’Unione
europea. Costruita attraverso lo studio, l’approfondimento, l’applicazione di
linguaggi e metodologie di carattere generale e specifico, tale identità è espressa
da un numero limitato di ampi indirizzi, correlati a settori fondamentali per lo
sviluppo economico e produttivo del Paese.
25. Indagine OCSE- PISA PISA- Programme for International Student Assessment: Indagine statistica
standardizzata basata sul programma OCSE per la valutazione internazionale
degli studenti quindicenni sviluppato congiuntamente dai paesi aderenti. In
particolare, vengono accertati i livelli ottenuti nelle competenze relative alla
lettura, alla matematica e alle scienze. L’indagine ha periodicità triennale.
26. Linee guida degli Il passaggio al nuovo ordinamento è definito da linee guida a sostegno
istituti tecnici dell’autonomia organizzativa e didattica delle istituzioni scolastiche, anche
per quanto concerne l’articolazione in competenze, conoscenze e abilità dei
risultati diapprendimento.
27. Livelli EQF Il quadro europeo delle qualifiche e dei titoli EQF definisce otto livelli articolati
in conoscenze, abilità e competenze. Ciascuno degli 8 livelli è definito da
una serie di descrittori che indicano i risultati dell’apprendimento relativi alle
qualifiche a tale livello in qualsiasi sistema delle qualifiche.
Le competenze sono progressivamente differenziate in relazione all’acquisizione,
da parte dello studente, di gradi diversi di autonomia e responsabilità.
28. Obbligo di istruzione Istruzione obbligatoria, impartita per almeno dieci anni, finalizzata al
conseguimento di un titolo di studio di scuola secondaria superiore o di una
qualifica professionale, di durata almeno triennale, entro il diciottesimo anno di
età, con il conseguimento dei quali si assolve il diritto/dovere di cui al decreto
legislativo 15 aprile 2005, n. 76.
L’obbligo di istruzione si assolve anche nei percorsi di istruzione e formazione
professionale di cui al Capo III del decreto legislativo 17 ottobre 2005, n. 226,
e, sino alla completa messa a regime delle disposizioni ivi contenute, anche nei
percorsi sperimentali di istruzione e formazione professionale di cui al comma
624 dell’ articolo di seguito citato.
29. Opzioni Ulteriore articolazione delle aree di indirizzo degli istituti tecnici, negli spazi
di flessibilità previsti, in un numero contenuto incluso in un apposito elenco
nazionale.
Ambiti, criteri e modalità sono definiti, previo parere della Conferenza Stato,
Regioni e Province autonome di cui al decreto legislativo 28 agosto 1997, n. 281,
con successivo decreto del Ministro dell’istruzione, dell’università e della
ricerca di concerto con il Ministro dell’economia e delle finanze.
30. Organizzazione Associazione di organizzazioni nazionali, anche, ad esempio, di datori di lavoro
settoriale e organismi professionali, che rappresenta gli interessi di settori nazionali.
internazionale
33

LEMMI DEFINIZIONI
31. Quadro comune Strumento di riferimento del Consiglio di Europa per lo sviluppo e
europeo di riferimento l’implementazione di politiche d’educazione linguistica trasparenti e coerenti.
per le lingue (Common Il Quadro fornisce parametri e criteri per la validazione delle competenze
European Framework of linguistiche definite secondo una scala di misurazione globale che si sviluppa in
Reference for Languages) 6 livelli ascendenti di riferimento (dal livello A1, il più basso, al livello C2, il più
alto). La scala viene utilizzata, a livello europeo, anche per definire il livello di
padronanza linguistica raggiunto da un apprendente.
32. Qualifica Risultato formale di un processo di valutazione e convalida, acquisito quando
l’autorità competente stabilisce che i risultati dell’apprendimento di una
persona corrispondono a standard definiti.
33. Riconoscimento Il processo in cui sono attestati i risultati dell’apprendimento ufficialmente
dei risultati di conseguiti attraverso l’attribuzione di unità o qualifiche.
apprendimento
34. Risultati Descrizione di ciò che un discente conosce, capisce ed è in grado di realizzare
dell’apprendimento al termine di un processo di apprendimento. I risultati sono definiti in termini
di conoscenze, abilità e competenze.
35. Settore Raggruppamento di attività professionali in base a funzione economica,
prodotto, servizio o tecnologia principale.
Il Regolamento degli istituti tecnici prevede due ampi settori : “Economico” e
“Tecnologico”.
36. Spazi di flessibilità Possibilità di articolare in opzioni le aree di indirizzo di cui agli Allegati B)
e C) del Regolamento degli istituti tecnici per corrispondere alle esigenze
del territorio e ai fabbisogni formativi espressi dal mondo del lavoro e delle
professioni, con riferimento all’orario annuale delle lezioni: entro il 30% nel
secondo biennio e il 35% nell’ultimo anno. La flessibilità è utilizzata nei limiti
delle dotazioni organiche assegnate senza determinare esuberi di personale.
37. Ufficio tecnico Ufficio di cui sono dotati gli istituti tecnici del settore tecnologico, con il compito di
sostenere la migliore organizzazione e funzionalità dei laboratori a fini didattici e
il loro adeguamento in relazione alle esigenze poste dall’innovazione tecnologica,
nonché per la sicurezza delle persone e dell’ambiente.
38. Unità di risultati di Elemento della qualificazione costituito da una serie coerente di conoscenze,
apprendimento abilità e competenze suscettibili di essere valutate e convalidate.
Nel sistema ECVET un’unità è la più piccola parte di una qualificazione che
può essere valutata, trasferita, convalidata e, ove possibile, certificata. L’unità
di risultati di apprendimento può essere propria di una sola qualificazione o
comune a più qualificazioni.
34

03A guida Landscapes_035-071.qxp_Layout 1 16/09/17 17:03 Pagina 35
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.
37
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
38
FASCIA NORMATIVA OGGETTO PUNTI CHIAVE

Prima L. 104/92 Legge quadro per Tratta della certificazione di disabilità e invita a una lettura
l’assistenza, equa dei bisogni. Il Profilo Dinamico Funzionale e il Piano
l’integrazione 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 esercenti la potestà parentale o la tutela dell’alunno, appositi
soggetto in situazione accertamenti collegiali, documentati attraverso la redazione
di handicap di 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.
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).
➤
39

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”.
40

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
41
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.
42
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 PDP (Piano Didattico PDP (Piano Didattico
DA PRODURRE Individualizzato): Personalizzato): documento Personalizzato): documento non
DA PARTE documento obbligatorio obbligatorio redatto dal obbligatorio ma consigliato
DEL CONSIGLIO (redatto congiuntamente consiglio di classe entro tre redatto dal consiglio di classe
DI CLASSE dalla scuola e dai servizi mesi dalla ricezione della entro tre mesi dalla ricezione di
socio-sanitari che hanno in diagnosi da parte dell’istituto. eventuali relazioni di esperti
carico l’alunno in Include: da parte dell’istituto o dalla
collaborazione con la – la tipologia del disturbo rilevazione dell’area di
famiglia) e parte integrante – le attività didattiche svantaggio. Include:
della programmazione personalizzate – la problematica rilevata
educativo-didattica di classe. – gli strumenti compensativi – le attività didattiche
Le azioni definite nel PEI – le misure dispensative personalizzate
sono coerenti con le – le modalità di verifica e – gli strumenti compensativi
indicazioni espresse nella valutazione personalizzate – le misure dispensative
Diagnosi Funzionale e nel e comprende tutti i supporti e – le modalità di verifica e
Profilo Educativo Funzionale le strategie che possono portare valutazione personalizzate
(documenti predisposti dalla al successo formativo e comprende tutti i supporti e
Neuro-psichiatria Infantile) e dell’alunno. Le azioni le strategie che possono portare
descrivono annualmente: in esso definite devono al successo formativo dell’alunno.
– obiettivi educativi e didattici essere coerenti con le Deve tenere conto di eventuali
– metodi e criteri di indicazioni espresse nella relazioni cliniche, di esperti o
valutazione. diagnosi consegnata alla scuola. 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 esonero totale delle
TERMINE DELLA (art. 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.
43
ACRONIMO SIGNIFICATO NORMA FUNZIONE

CTS Centri CM 6/03/13 Interfaccia fra l’Amministrazione e le scuole, e tra le scuole stesse e
Territoriali di rete di supporto al processo di integrazione, allo
Supporto sviluppo professionale dei docenti e alla diffusione delle
migliori pratiche.
CTI Centri L. 35/2012 Definiscono, 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 Istituito dalla Rilevazione dei BES presenti nella scuola, raccolta e documentazione
Lavoro per L. 104/92 e degli interventi didattico-educativi posti in essere; focus/confronto
l’Inclusione ripreso nella sui casi, consulenza e supporto ai colleghi sulle strategie e
CM 8/2013 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
Interistituzion definito nel consulenza alle scuole per quanto riguarda l’integrazione
ale e DM 216/1992 e promuove la piena attuazione del diritto allo studio.
Provinciale
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 L. 104/92 Per ogni alunno con disabilità certificata, in genere, viene
Lavoro per costituita un’equipe di lavoro, composta dal Dirigente scolastico, da
l’Handicap almeno un rappresentante degli insegnanti di classe,
Operativo 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.
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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
45
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. V. Introduzione, p. 5.
46
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
LEZIONI
• Chiarire esplicitamente il piano della lezione e, a ogni passaggio a fase successiva,
ricordare il piano
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• 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, consultato il 20 ottobre 2016.
51
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.
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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. I ’m going to eat an apple at lunch.
Adesso mangio una mela. I ’m eating an apple now.
Ho fame: mangio una mela. I’m hungry. I ’ll eat an apple.
Mangio solo una mela a pranzo da una settimana. 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
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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, pianificazione
(schemi di riferimento e ricapitolazioni) 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 TECNOLOGIE COMPENSATIVE

Vengono spesso acquisite, e anche individuate, Almeno all’inizio, l’intervento degli adulti è indispensabile.
autonomamente dagli alunni.
Raramente hanno controindicazioni. Possono essere Le tecnologie mal somministrate possono essere
più o meno efficaci ma è molto raro che possano seriamente controproducenti: calo di motivazione e
essere considerate dannose. autostima, netta diversificazione dalla classe,
complicazione operativa, allungamento dei tempi…
Spesso le strategie sono utili a tutti i ragazzi e quindi L’uso delle tecnologie usate in funzione compensativa
possono essere proposte a tutta la classe. Non hanno è davvero conveniente solo in presenza di un serio
alcuna caratteristica stigmatizzante e vengono disturbo; per gli altri alunni sarebbero un’inutile
accettate molto più facilmente dagli alunni con problemi complicazione in più. Problemi di rifiuto e/o
di vario tipo. accettazione sono molto frequenti.
Le strategie, almeno quelle di base, non hanno costi Molte tecnologie richiedono prodotti software
e possono essere usate con tutti gli alunni senza distribuiti con licenza unica e che non possono
problemi. Questo facilita l’accettazione e la condivisione. pertanto essere usati da tutti i compagni.
Possono essere introdotte o suggerite anche in modo È necessario un percorso di formazione e addestramento,
strutturato o informale, in base ai più svariati stimoli almeno in certi momenti più significativi, per acquisire
o suggerimenti educativi. 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 fa
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.
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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
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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
69
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 non
insieme con/a
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 terze prove, o comunque 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.
70
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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03B guida Landscapes_072-094.qxp_Layout 1 16/09/17 17:58 Pagina 72
Livello A2 - Reading comprehension
1. Read the information about a school theatre trip.

Complete Andrea’s notes.
Leggi le informazioni su un’uscita didattica a teatro.
Completa gli appunti di Andrea.
Join us in a school trip to Stratford-on-Avon on Saturday 3rd July!

You can spend the morning shopping.
For lunch we will have a picnic near the river.
In the afternoon we will see William Shakespeare’s play
Romeo and Juliet.
Price: £15
Meet at River Road car park: 8.30 a.m.
Return: 6.30 p.m.
Dear Students,
Our Stratford-on-Avon trip is very popular. Unfortunately we

cannot get enough tickets to see Romeo and Juliet.
So we have tickets for A Midsummer Night’s Dream instead.
The tickets are a little more expensive, so the trip will now
cost £18 per person.
Arrival and departure times are the same.
Mrs Pendleton
English Teacher
72
Andrea’s notes: School Trip

Name of town: __________________________________________
Name of play: ____________________________________________
Cost: ___________________________________________________
Meeting place: __________________________________________
Return time: _____________________________________________
2. Which notice (A-D) says this?

Quale cartello dice questo?
1. You don’t have to pay to get the bus from here.
A
Please give this seat to an old, sick or pregnant person
if they need it.
B
There are no bus services from this stop on Sundays
and public holidays.
C
The bus service is changing, please take a timetable.
D
We offer a free bus service from this car park to the airport.
73
Livello A2 - Culture
1. Read the web page on the screen and find out information
about Nelson Mandela on the web and complete the fact-file.
Leggi la pagina web sullo schermo, scopri le informazioni su
Nelson Mandela e completa la scheda.
(Nel caso non si disponga di schermo o LIM si fornirà testo autentico)
Name: __________________________
Born: ___________________________
Died: ___________________________
Famous Saying: “The struggle is _________________________”
Family background: Mandela is one of ____ (how many?)
children. His ___________________ was a Thembu king and his
father was a _________________________ .
Ethnic Group: The _______________, his tribal clan, is part of
the _____________ people.
Education: BA, University of South Africa, 1942: Student,
University of the Witwatersrand. Mandela has honorary degrees
from more than 50 international universities and is chancellor of
the University of the North in South Africa.
Occupation: _____________________________________________
Historical Notes:
• In 1964
______________________________________________________
• In 1990
______________________________________________________
• In 1993
______________________________________________________
• In 1994
______________________________________________________
• From 1994 to 1999 he was
______________________________________________________
74
Livello A2 – Grammar and Vocabulary
1. Circle the right answer. / CERCHIA LA RISPOSTA CORRETTA.

1. Which word is a correct past simple verb?
a. made
b. taked
c. stooded
2. What is the comparative form of great?

a. more great
b. very great
c. greater
3. What is the past participle of to be?

a. was
b. been
c. were
4. Which preposition can be used before home?

a. to
b. at
c. in
2. Find the odd one out. / TROVA L’INTRUSO.

1. sauce, orange juice, water, bread: ______________________
2. steak, egg, cheese, wine: _____________________________
3. glasses, dress, skirt, blouse: __________________________
4. eye, heart, mouth, beach, ear: _________________________
5. flowers, forests, rivers, horses: ________________________
6. hockey, soccer, ballet, waterpolo: _______________________
75
3. Tick (✔) if these sentences are correct. Put a cross (✗) if

they’re wrong. / METTI UN TICK (✔) SE LE FRASI SONO
CORRETTE. UNA CROCETTA (✗) SE SONO SBAGLIATE.
1. You do like ham sandwiches. _______
2. Do they play tennis on Sunday afternoons? _______
3. He is got two dogs. _______
4. She isn’t a nice girl. _______
5. Does he work in a factory? _______
4. Subject personal pronoun or possessive adjective? /

INSERISCI IL GIUSTO PRONOME PERSONALE SOGGETTO O
AGGETTIVO POSSESSIVO.
I – YOU – HE – SHE – IT – WE – YOU – THEY
MY – YOUR – HIS – HER – ITS – OUR – YOUR – THEIR
1. Jack and Linda are with ____________ parents today.
_________________ are very nice people.
2. Katie is only 12, but ____________ often goes out with
________________ friends in the evening.
3. Lucas is going out with ____________ friends tonight.
Are __________ going out too?
5. Tick (✔) if these sentences with the Saxon Genitive are

correct. Put a cross (✗) if they’re wrong. / METTI UN ✔ SE
LA FRASE RISCRITTA CON IL GENITIVO SASSONE È
CORRETTA, O UNA ✗ SE È SBAGLIATA.
1. The windows of the house are green. ➞ The house’s
windows are green. ____
2. The car of Luke and Michelle is a Fiat. ➞ Luke’s and
Michelle’s car is a Fiat. _____
3. The bicycles of those men are very expensive. ➞ Those
men’s bicycles are very expensive. _____
76
6. Choose the correct question for the underlined part of the

answer. / SCEGLI LA DOMANDA GIUSTA PER LA PARTE
SOTTOLINEATA DELLA RISPOSTA.
1. Who is Mary’s teacher? – Whose is Mary’s teacher? – Who
is Mary’s teacher’s name?
Mary’s teacher is Mr Reds.
2. With who is Margaret? – Who is Margaret with? – Who with

is Margaret’s father?
Margaret is with her father in this moment.
3. When is your school? – Where is her school? – Where is

your school?
My school is in the city centre, opposite the church.
7. Choose the correct option. / SCEGLI L’ALTERNATIVA

CORRETTA.
Greg and Sarah are married and have got two
daughters / childrens / son. They live in a big house
next to / under / between a supermarket. Upstairs (al piano di sopra)
there are / is / have got the bathroom, two bedrooms, and
an / – / a store room, downstairs (al piano di sotto) there is the
kitchen, the toilet and the living room.
Greg and Sarah’s / Greg’s and Sarah / Greg’s and Sarah’s
favourite room is their living room. It is quite big and his / its / it’s
walls are orange. From / In / On the middle of the room
their / they’re / there is a big circular table with six chairs.
Opposite the fireplace (caminetto) there is a grey sofa with
a / any / some white cushions (cuscini). Their cat usually
sleeps there. Would you like to meet they / their / them?
77
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
78
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.
79
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 tourists 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
80
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. ______
81
Livello B1/2 – Reading Comprehension (Licei)
1. Read the text.

MUSIC IN LITERATURE
People who love both fiction and music might talk Hamlet-like
about whether to enjoy a book or some tunes in their free time.
But there’s a way to combine both!
I don’t mean reading and listening to music at the same time,
though you can do that if you don’t pay full attention to either. I
mean reading fiction containing some musical elements.
Music is so much a part of our lives that its presence in
literature can help readers relate to fictional situations and
characters. Also, characters who love music are often creative
people (as is the case with real-life music lovers), and creative
people tend to be quite interesting.
In addition, music can give us insights into what makes
protagonists tick: What do they listen to? Do they also sing,
write tunes and/or play an instrument? Does music set off
Casablanca-like memories in the minds of fictional characters
(as music can do in the minds of real-life readers)?
Music’s jogging of memory is quite profound in James Joyce’s
“The Dead.” That magnificent short story gets really interesting
when Gretta Conroy hears a song that sparks a melancholy
recollection of a major event in her youth. She subsequently
discusses this with her kind-of-stunned husband Gabriel, and
readers are reminded that we often don’t know everything about
the people we’re closest to.
Of course, there are also longer fictional works with major
musical elements. Five of many novels that come to mind are
Willa Cather’s The Song of the Lark, Colette’s The Vagabond,
Nick Hornby’s High Fidelity, Tom Perrotta’sThe Wishbones and
Jonathan Franzen’s Freedom.
Adapted from http://www.huffingtonpost.com/dave-astor/
music-in-literature_b_2590404.html
82
2. Now answer the following questions.

1. At the ver y beginning of the ar ticle is there an implied
quotation?
2. What does the writer suggest about people who read and
listen to music at the same time?
3. Why does the writer quote Casablanca? Can music help us
understand characters’ tastes?
4. Are music lovers more creative than other people?
5. Does the writer quote an Irish musician?
6. Does Gabriel Conroy know everything about his wife?
7. What does the song Gretta Conroy listens to remind her of?
8. Does the writer like a very famous short story taken from
Dubliners?
9. How would you translate “Music’s jogging of memory”?
3. Ask the questions for these answers about the passage.

1. ___________________________________________________?
No, the writer thinks that we often don’t know people
closest to us.
2. ___________________________________________________?
The article deals with the link between literature and music.
3. ___________________________________________________?
It means to activate.
4. ___________________________________________________?
The writer defines the short story as magnificent.
5. ___________________________________________________?
Yes, there are longer fictional works on this topic.
6. ___________________________________________________?
The film quoted stars Humphrey Bogart and Ingrid Bergman.
7. ___________________________________________________?
No, it is not taken from a British newspaper.
8. ___________________________________________________?
No, the short story quoted was written by James Joyce.
9. ___________________________________________________?
It is set in Ireland.
10. ___________________________________________________?
Yes, I’ve found it interesting.
83
Livello B1/2 Writing
1. Prepare the pre-call checklist to call a supplier for your firm.

Here are some prompts:
Prepara una lista di controllo pre-telefonata per chiamare un
fornitore per la tua ditta. Ecco alcuni spunti:
a. Who do I need to speak to?
b. What time zone is the receiver in?
c. ____________________________________________________
d. ____________________________________________________
e. ____________________________________________________
f. ____________________________________________________
2. Now try to write the phone call. Complete the dialogue.

Adesso prova a scrivere la telefonata, completando il dialogo.
The supplier’s secretary: ABC Ltd., how can I help you?
You: I’d like to _________________________________________
The supplier’s secretary: Who’s calling, please?
You: This is __________________ . It’s about _______________
The supplier’s secretary: Hold the line. I _________ put you
________ .
You: __________________________________________________
The supplier: __________________________________________
You: __________________________________________________
84
Livello B2 – Grammar
1. Match the sentences to the tenses.
1. This issue is dealt with a. Past simple active

c
in the second chapter.
2. Our hamster is being b. Past perfect passive
examined by the vet.
3. Paul looked into Miriam’s eyes. c. Present simple passive
4. My car was being fixed by d. Present continuous
the mechanic. passive
5. She’s been given a telling off. e. Past continuous
passive
6. Their flat had been broken into. f. Present perfect
passive
2. Tick (✔) the right option.

1. He… stealing my silver fountain pen.
a. denied b. refused c. said he didn’t
2. The twins… why they couldn’t come.

a. warned b. explained c. told
3. Susan’s niece… cheating at the maths test.

a. admitted b. agreed c. disagreed
4. I… my parents not to ground me.

a. promised b. begged c. prayed
5.The teacher… his students not to cram before the exam.

a. promised b. advised c. suggested
85
Livello B2 – Reading Comprehension (any kind of school)
HEALTH AND SAFETY CONCERNS ARE RESTRICTING

CHILDREN’S SCHOOL PLAYTIME
Survey shows children brought up ‘in cotton wool’ when they need
boisterous play, say experts
A generation of “cotton wool” children are growing up without
being exposed to risky play, experts have warned, as new
research finds that parents are increasingly concerned about
the health and safety culture in schools.
In a survey of more than 2,000 parents of primary school
children commissioned by Play England and the British Toy and
Hobby Association, almost three-quarters said they felt schools
were too concerned with health and safety during playtime. The
survey found the average child got just 37 minutes of time to
play in the school day.
Two-thirds of parents told researchers they felt this was not enough.
Dr Amanda Gummer, a psychologist who advises the
association, said: “‘Cotton wool’ children are growing up without
having been given the opportunity to learn how to assess risks.
Children have to have bumps and scrapes to teach them what’s
safe and what’s not; children who have all elements of danger
removed from their lives grow up to think they are invincible.
This doesn’t just affect the accidents they might have when
riding a bike or exploring a river, but it has a knock-on effect in
terms of drug culture and gang violence.”
Taken from https://www.theguardian.com/education/2010/sep/07/health-
and-safety-children-school-play
1. After reading this article, circle the best answer for each item.
1. “Cotton wool” children could be translated in Italian as: … .
a. bambini di bambagia
b. bambini di cotone
c. bambini fragili
86
2. Experts think… .
a. children should never be exposed to risky play
b. risky play is an opportunity to take risk and make mistakes
c. rough play should be forbidden
3. According to Dr Gummer… .
a. children shouldn’t get hurt while playing
b. children should not engage in any play involving physical
contact
c. children should be allowed to fall and get bruises
4. Children grow up to think they are invincible if… .
a. they never play outdoors
b. both parents and teachers protect them from any
possible accident
c. they are allowed to engage in physical play
2. Complete the following dialogue between a very anxious

mother complaining about her very lively little girl with her
pediatrician, using the information in the article.
Mother: Susan is my second eldest, so I only had her older
sister to compare with her. Since she was a toddler, she liked
running and fighting with boys.
Doctor: Why don’t you let her free to play and fight, children
have to _________________________________________________
Mother: But she _________ be able to sit still at least at dinner,
I always have to scold her.
Doctor: How long does the school break last?
Mother: It _______________________________________________
Doctor: It’s not _____________ . You should take her to a
playground after school.
Mother: But what if she ______________ hurt?
Doctor: Children should be allowed to _______________________
_________________________________________________________
Mother: But she could end up all black and blue!
Doctor: _________________________________________________
87
3. Choose the best option to fill in the gaps.

FAMOUS SAYINGS
Shakespeare was very clever with words. A lot of 1. lines / words
from his plays are very famous. For example, “Oh Romeo,
Romeo! Wherefore are thou Romeo?”, which Juliet says when
she is 2. standing / staying on her balcony. Everyone knows
this line, and where it comes
3. by / from . But there are a lot of sayings in English which
people
4. say / tell all the time without realising that they come from
Shakespeare. “All that glitters is not gold” is a common saying.
It means that some things are simply not as good 5. like / as
they seem to be at first; it is used in The Merchant of Venice, from
which another saying is also taken: “A pound of 6. flesh / meat ”,
phrase used when people mean that 7. what / who people want
from them is too much.
The saying “It stinks to high heaven” began with Shakespeare,
when Hamlet’s uncle admits to himself that he has done
something
8. meaningful / dreadful by killing his brother. People often say
“There are more things in heaven and earth” to mean that we
cannot think of everything that might happen or might exist. It
comes from Hamlet again, when he is telling Horatio that he
really has seen the ghost of his father: “There are more things
in heaven and earth, Horatio, than are dreamed
9. of / up in your philosophy”.
“A horse! A horse! My kingdom for a horse” is from Richard III.
Richard loses his horse and is desperate for another 10. pet / one ,
so offers his entire kingdom in exchange for it. It’s another
Shakespearean line which sometimes people use humorously,
saying things like “A drink, a drink! My kingdom for a drink!”.
Adapted from Longman Dictionary of English Language and Culture
88
4. Answer these questions with yes or no. Each expression in

bold print appears in the article.
1. If something stinks to high heaven, does it smell good?
2. If someone wants a pound of flesh, is he/she very angry?
3. When people say “All that glitters is not gold” are they
talking about jewels?
4. When people say “My kingdom for a drink” do they want to
show off their education”?
5. Is the saying “Oh Romeo, Romeo! Wherefore are thou
Romeo?” used when you fail to remember a name?
89
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?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
90
2. What does McKeon complain about?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. What are the consequences of poor posture?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
91
B2 – Production: Essay
1. Speak about a wedding you’ve been to. Who was getting

married? What was the ceremony like? And the reception?
Glossary:
THE BRIDE la sposa
VEIL velo
THE BRIDEGROOM lo sposo
SUIT, TUXEDO (American English) smoking, abito da cerimonia
WEDDING RING anello nuziale
AISLE navata della chiesa
WEDDING CAKE torta nuziale
SUGAR ALMONDS confetti alla mandorla
LITTLE TULLE BAGS sacchetti dei confetti
RIBBON nastro
TO BE A GOOD OMEN essere di buon auspicio
COURSE portata
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
92
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 Minima 1
della struttura Sufficiente 2
linguistica
Buona 3
e del lessico
Totale 10
VALUTAZIONE COMPLESSIVA DELLA PROVA ......./10
93
Griglia – Essay
Parametri Descrittori Punteggio
Capacità Insufficiente 1
argomentativa Sufficiente 2
Buona 3
Ottima 4
Organizzazione Scarsa 1
dei contenuti Sufficiente 2
Buona 3
Complessità Minima 1
della struttura Sufficiente 2
linguistica
Buona 3
e del lessico
Totale 10
VALUTAZIONE COMPLESSIVA DELLA PROVA ......./10
94
MAPS AND DIAGRAMS
04 guida Landscapes 095-120.indd 95 16/09/17 17:50

MAPS AND DIAGRAMS
Mappe e schemi rappresentano in forma grafica le conoscenze intorno ad un argomento
specifico. Le seguenti rappresentazioni grafiche delle conoscenze sono organizzate per
modulo e suddivise per unità e possono essere utilizzate dal docente in una molteplicità
di situazioni quali ad esempio:
• come strumento per il recupero
• come strumento compensativo per gli studenti DSA e BES
• come strumento veloce per il ripasso di argomenti già trattati
• come forma di test, presentandole con celle vuote da far completare allo studente (in tal
caso il docente potrà utilizzare la versione editabile fornita online).
L’insegnante potrà inoltre fornire questo materiale agli studenti per facilitare la preparazione
del colloquio dell’Esame di Stato.

MODULE 1 - UNIT 1
FIRST SCIENTISTS:
ORIGIN OF THE WORD: A. Humbolt, C.Darwin, K. Mobius,
Greek A.R. Wallace
ECOLOGY
APPLIED SCIENCE “Comprehensive science of the relationship ENVIRONMENTALISM
of the organism to the environment”.
Ernst Haekel 1866
OBJETCS OF ECOLOGICAL STUDIES: THE ENVIRONMENT OF AN ORGANISM CONSISTS OF:

• population processes • abiotic factors: water, air, soil, temperature, light
• interspecific relations • biotic factors: interspecific or intraspecific relations
• intraspecific relations
• biogeochemical cycles
FOOD CHAIN
BIOMES:
ECOSYSTEMS:
• desert CLIMATE:
• terrestrial • aquatic
• freshwater • latitude BIODIVERSITY
• forest • humidity
• marine • grassland • elevation
• urban • tundra
URBAN ECOSYSTEM = URBAN ECOLOGY =

community of plants, animals and science of relationships between
people that live in the same organisms and man-made
environment environment
97

MODULE 1 - UNIT 2
WATER POLLUTION AIR POLLUTION

main causes: rubbish in rivers, seas main cause: burning of fossil fuels;
and oceans, chemicals; consequences: global warming and climate change
consequences: unhealthy water, harm
to water life and human life
SOIL POLLUTION
POLLUTION main causes: rubbish thrown on the ground,

chemicals;
contamination of the environment by waste, consequences: visible litter, harm to people,
chemicals or other harmful substances plants and animals
OTHER FORMS OF POLLUTION

• Radioactive contamination =
dispersion of radioactive materials ACID RAIN
in the environment main cause: precipitations containing damaging
• Noise pollution = excessive noise amounts of nitric acid and sulphuric acid ;
• Light pollution = alteration of consequences: damages to natural environment,
natural light levels building materials and human health
GLOBAL WARMING and CLIMATE CHANGE

main cause: increase in the atmosphere of greenhouse gases (water
vapour, carbon dioxide methane) due to the burning of fossil fuels;
consequences: Earth’s atmosphere gets warmer and warmer, changes
around the world, on land, in the oceans, in climate
1. Only the US, Syria and Nicaragua

The UN Climate Change Conferences: (under the Presidencies
of Donald Trump, Bashar al-Assad
agreements signed by world leaders of nearly 200 countries1 to and Daniel Ortega
fight global climate change cutting down their gas pollution. respectively) are not part
of the agreement now
at the time of printing.
98

MODULE 1 - UNIT 3
FUTURE
ENERGY SOURCES PERSPECTIVES:
more investments,
better technologies,
NON-RENEWABLE ORIGIN: formed in the combination of
(fossil fuels/finite) Carboniferous Period all these sources
• oil
• coal
• natural gas PRODUCTION:
oil and gas from seams underground
and then processed in plants;
coal by mining
RISKS: oil spills, gas leaks,
emission of greenhouse gases,
global warming CAUSES of WARS
NON-RENEWABLE
RECYCLABLE (finite) ORIGIN: underground
• Uranium
PRODUCTION: processed in nuclear plants through

the fission of atoms; heat to drive a turbine to produce
electricity; very efficient
RISKS: production of toxic waste,

accidents at nuclear plants, serious
Strong opposition; referendum
damages to human health and
natural environment
RENEWABLE
ORIGIN: natural
• Biomass
• Wind energy
• Hydroelectric energy PRODUCTION: low impact on the
• Solar energy environment, processed in plants
• Hydrogen
• Geothermic energy
RISKS: overdevelopment
• Tidal energy
99

MODULE 2 - UNIT 1
Natural or man-made Earth surface,
cultural landscape LANDSCAPES geographic features,
landforms
SOILS
• Inorganic material
• Minerals
• Organic material
• sand
• silt
• clay
• or a combination of these
Hydrogeological Environmental
stability • allow growth of plants function
• modify the atmosphere
(emitting and absorbing gases)
• provide habitat for animals
• absorb, hold, release and purify
water
• process recycled nutrients
• provide solid base for
construction
Health and food

SUSTAINABLE LAND MANAGEMENT Efficient development
benefits
ENVIRONMENTAL ENGINEERING
• organic agriculture
• reforestation
• water resources management
• ecotourism projects
100

MODULE 2 - UNIT 2
ECO-DESIGN
Preserves Preserves the health of people

the environment living in the building
• selecting materials in loco • avoiding materials releasing

• guaranteeing building flexibility toxic substances
• designing energy saving systems • adjusting humidity/dryness
• guaranteeing durability • optimizing illumination/heating
• using green as an element of design • avoiding electrical fields
• reducing acoustic pollution
LIFE CYCLE DESIGN
PRE-BUILDING: BUILDING : POST-BUILDING:

production and delivery useful life of materials possibility of recycling
process, discovering, (from assembly to building materials
extracting, manufacturing, maintenance and repair), when their useful
packaging and transporting includes waste on the life is over
to construction site construction site and long-
term exposure of occupants
ECO -MATERIALS
Structure of the Performances of Finishing materials

building the building
• good interaction among materials

• biodegradable, recyclable, non toxic,
sustainable
• good for the occupants and for the
environment
101

MODULE 2 - UNIT 3
BUILDING
MATERIALS
Natural Synthetic or man-made

(unprocessed/minimally (manufactured in
processed) industries after human
manipulation)
• fabric • concrete
• mud and clay • metal
• rock • glass
• thatch • bricks
• wood • blocks
ALTERNATIVE MATERIALS
(renewable, natural and locally available)
straw bales bamboo rammed earth earthbags earthships earth-sheltered

(excellent (flexible, (durable, (strong) (sustainable, houses
insulation, durable) weather save heating (energy
energy resistant) and cooling efficient,
efficient) costs) soundproof, fire
resistant)
102

MODULE 3 - UNIT 1
HYDROGRAPHIC– LAND – land boundaries, MINING –
nautical charts, maps land ownership mines and tunnels
of marine environment
AS-BUILT – during a SURVEYING GEODETIC –

construction project or determination
after the construction The science of making measurements to of latitude and
has been completed establish the relative position of points on the longitude
surface of the Earth
TOPOGRAPHIC – natural features of a SURVEYORS work in the office (use specialized

place, man-made improvements
- software to draw plans and maps; in the field,
they use the latest technology
TRADITIONAL: chains, barometer,

EQUIPMENT measuring tapes, transit, theodolite
MODERN SURVEYING
INSTRUMENTS: total TOTAL STATION: a theodolite with
station; GNSS systems, laser an electronic distance measurement
scanners, drones, digital device
electronic levels
GNSS = Global Navigation Satellite Systems DRONES (UAV): LASER SCANNER:

Constellations of satellites – radio signals efficient use in architecture
• GPS (USA) supplements to for a 3D accurate
• GLONASS (Russia) other survey documentation of
• BEIDOU (China) methods. the spatial geometry
• GALILEO (Europe)
Use: major communication systems, financial
markets, weather forecast, earthquake DIGITAL ELECTRONIC LEVEL: set on a tripod,
monitoring, environmental protection reads bar coded rod using laser methods
103

MODULE 3 - UNIT 2
ROAD: streets,
motorways, airports,
PHYSICAL: physical POLITICAL: state boundaries, railroads, cities and
features of an area capitals and major cities points of interest
ECONOMIC or
TOPOGRAPHIC: contour MAPPING RESOURCE: economic
lines showing shape and picture of the Earth’s surface, activities and natural
elevation of land compass rose, scale resources
CLIMATE: temperature, CADASTRE1:

precipitations, sunny days in boundaries and
a long period of time ownership of each
GIS SYSTEM= computer property (parcel)
system for getting, storing
WEATHER: current weather and displaying data related
or forecast for the coming to positions of points on the
hours/days Earth’s surface
USE OP MAPS: different purposes

MAPMAKERS: cartographers
AERIAL PHOTOGRAPHY: photos of the

Orthophotos used in GIS to
ground from an elevated position using Google maps
create maps
aircraft
USE: natural disasters, environmental studies,

LIDAR: lasers attached to aircraft to
land use and planning, geotechnical research
digitally map the land; information to
specialists in many fields
1. Official register of property ownership. Use: land valuation, taxation, transfer, planning, protection,
determination of electoral boundaries, administrative purposes.
104

MODULE 4 - UNIT 1
SITE PLAN FLOOR PLAN

• Property in its context • Room sizes and wall lengths
• Utility services and easements • Doors and windows
• Roads and walkways • Built-in elements
• Topographical data • Finishes and construction methods
• Symbols for electrical items
SECTION PLAN
ARCHITECTURAL
ELEVATION PLAN • Internal finishes
• Front, rear and

DRAWINGS • Ceiling height,
side elevations ceiling types
• Ridge height • Window and door
and roof pitch dimensions
• Exterior
architectural FURTHER PLANS
styling archite
• Foundation plan
• Framing plan
• Electrical, telecom, home automation plans
• Plumbing drawings
architect as the supervisor building permit

of the construction
DESIGN TECHNOLOGY UNIVERSAL DESIGN

• Computer-aided design (CAD) – drafting tools buildings and
• Building information modelling (BIM) – building environments
life cycle designed to meet the
• Rendering – 3D visualisation needs of all users
105

MODULE 4 - UNIT 2
TYPES OF FOUNDATIONS
Settlement = tendency
for a new building to • Shallow foundations for small light
sink into the ground building – open footings
• Deep foundations for large, heavy
buildings – piles
– Steel reinforcement
FOUNDATION = part of a structure that transfers – Safe bearing capacity
the load from the structure to the ground
Excavation
• Frost line
BUILDING ELEMENTS • Depth of underground water
• Footings = pouring concrete into
wood or steel forms
WALLS = supports the load
of roof and ceilings Requirements: strength, stability, fire
• load-loadbearing insulation, heat insulation, sound
• non-load-bearing insulation, privacy and security
FLOOR= walking surface of a room

FLOORING = long-lasting floor covering
Types of stairways:
STAIRS = set of steps
linking one level of a • straight flight
building to another • half-land
• riser • arched
• tread • spiral
• compact
Materials: slate, terracotta tiles, thatch, metal

ROOF = top part of a building
sheets, steel, rubber, fibre glass, green roofs
• supporting structure
• insulating layer
• uppermost weatherproof layer Durability: protection from weather risks and
rainwater with gutters and drainpipes
106

MODULE 4 - UNIT 3
TECHNICAL SYSTEMS
ELECTRICAL SYSTEM Hot wiring + neutral wire + grounding wire

• Power lines
• Electric meter Safety measures: circuit breaker, ground-fault
• Service panels circuit interrupter, smoke alarm, gas detector,
• Household wiring security systems
• Cable television
• Electrical boxes, switches Security systems to protect the house from
and plugs, lighting intrusion
Types of heating systems:

HEATING SYSTEM
• forced air heating
• Central heating
• water heating
• HVAC
• hydronic heating No heating systems:
– gas
• geothermal heating
– electricity Passive House
• district heating
– oil
– coal • condensing boilers
– wood • solar thermal
• solar photovoltaic
PLUMBING SYSTEM
Cold and hot water distribution
• Water heater
• District heater (pipes,
fittings, service valves used water and waste to
DWV SYSTEM
and taps) sewers or septic tanks
HOME AUTOMATION Internet of Things
Everything is controlled by computers

or mobile programmable devices Smart cities
107

MODULE 4 - UNIT 4
Improvement and added features Comfort Maintenance and repair
Additional space BUILDING Saving energy

RENOVATION
Safety measures Process of improving or making Evaluation of
renovation to an existing building home’s
stability to
withstand an
earthquake
Hazardous material
management
MAIN TYPES OF RESTORATION:
HISTORICAL • building cleaning

• major repair
BUILDING • rebuilding
RESTORATION • adaptive reuse
Action of recovering the state of a historic
building as it appeared at a particular period
of its life
ARCHITECTURE CONSERVATION
• UNESCO World Heritage Sites
• Royal Commission on Historical
STEPS OF THE PROCESS:
Monuments (Great Britain, 1908)
• assessment of the building’s history
• Historic American Buildings
• measurement and survey
Survey (USA, 1933)
• examination of the structural stability
• FAI (Fondo Ambiente Italiano,
• conservation plan related to the
1975)
available budget
• maintenance of the building
An example in Italy: Royal Castle of Venaria (Turin)
108

MODULE 5 - UNIT 1
ROADS AND PUBLIC TRANSPORTS
ROADS EARTHWORKS
• curvature, gradient, itinerary • Earth-moving machines (bulldozers, graders)
• environmental impact – foundations
• cost – drains and storm sewers
• availability of materials – road paving (asphalt, concrete)
• safety
Road maintenance
BRIDGES MATERIALS
• distance to be spanned • wood, stone, iron, concrete
• types of material • cast iron, wrought iron
• size and shape • structural steel, reinforced concrete
TYPES OF BRIDGES: arch, suspension, cantilever, cable-stayed, movable, pedestrian
TUNNELS RAILWAY STATIONS – ticket counters

• road tunnels – waiting rooms
• terminus
– offices
• railway tunnels • junction – information centre
• island platform – car rental
continuous arch
lifts, escalators, ramp access to platforms,

restrooms, safety measures
AIRPORTS TERMINAL BUILDING

• runways (landings/take-offs) check-in desks, boarding gates, security/inspection
areas, cafés, restaurants, duty-free shops
• control tower
• terminal buildings (connected
IDEAL LOCATION
to highways, train stations,
ample space, endless flat ground, favourable winds,
bus bays, parking facilities)
great visibility, sufficient distance from residential areas
109

MODULE 5 - UNIT 2
DESIGN ELEMENTS
• comfort
• safety
• lighting
• temperature control
• good acoustics
Innovative teaching-learning modality

(Bedale School, England) EDUCATION,
CULTURE and
MUSEUMS incorporate all that is part
of our shared cultural experience
ENTERTAINMENT
Architectural features:
• Matching buildings to their surrounding
• Working against established geometries
and materials
Permanent exhibitions, temporary

exhibitions, guided tours, videos, lectures
and seminars
New trends: PERFORMING ARTS CENTRES

• food and beverage offering multi-use performance spaces that can be used by
• convertible audience floors various types of performing arts (dance, music,
• light and video animation theatre, opera and visual arts)
110

MODULE 5 - UNIT 3
Historical Parks of
great aesthetic value
PARKS AND GARDENS = areas of natural or man-made Equipped green areas

vegetation reserved for people’s enjoyment and recreation dedicated to social life
• meadows
• rocks Green belts surround
• trees and flowers urban areas
• small lakes and ponds
• buildings, monuments, fountains and playgrounds
National parks: vast natural
areas of wildlife
STADIUM = a structure
RECREATION and SPORT that surrounds a central
field in which a sport
event takes place
• Centres of attraction, Ecological design: Construction of large, private, innovative

changeable and e.g. roof with and technologically advanced facilities
dynamic places photovoltaic linked to the name of famous firms
• Variety of events system
• Heterogeneous users
Wembley Stadium, Stade de Suisse, Allianz Arena,

London (England) Berne (Switzerland) Munich (Germany)
SWIMMING POOLS
very expensive to build and maintain DESIGN
so local authorities try to rationalize the costs • pool size
• technical systems (ventilation,
• closing pools with problems microclimate, lighting,
• focusing resources on larger popular high-energy efficiency)
facilities • sanitation and filtration systems
• reducing loss of resources (financial and • materials
energy consumption)
111

MODULE 6 - UNIT 1
INVOLVES: INCLUDES :
Mechanics, CIVIL ENGINEERING buildings,
Geology, bridges,
Materials (Designing and executing structural works that serve both roads, canals,
Science, the general public and private people) ports and
Hydrology dams
Surveying and construction Earthquake engineering

engineering (planning and (devoted to mitigate
execution of the designs earthquake hazard)
from the site development
to the building)
Environmental Structural engineering

engineering (involved (concerned with the
with pollution reduction, structural design and
green engineering and structural analysis)
industrial ecology)
Evaluation of a seismic
Practical application of solutions in
performance associated with
designing, constructing and
the direct damage to a building
management of earthquake-resistant
subject to a specified ground
structures
shaking
Seismic loading (application Earthquake-resistant

of an earthquake-generated construction techniques are as
shake-up to a structure) important as quality control
and the use of correct
materials
112

MODULE 6 - UNIT 2
ARCHITECTURE
(Art, science and business of building)
ARCHITECTS
(Natural ability for design, awareness of social trends,
keen business sense, solid engineering skills
and understanding of the law)
may practise alone, be serve on planning boards

part of a firm, be self, and are involved in
employed or on salary restoring parts of a city,
(government, real estate developing housing
developers or large projects or industrial parks
corporations) or designing shopping
centres
design or redesign
- and use design furniture
modern techniques and ideas to and objects
renew historic buildings inside buildings
Work starts with a commission

(or contract) from a client
Interior designers
work for the function, safety
and aesthetics of interior spaces,
combining different colours,
textures, furniture, lighting,
and space; plan the interior spaces
of almost every type of building
focused on decorating, involved in
artwork and lighting architectural detailing
and in planning layouts
of buildings which need
renovation
113

MODULE 6 - UNIT 3
SECURITY AND SAFETY IN THE WORKPLACE

(important to correctly inform and train both workers and employers)
Employers must: Workers should:

• carry out an assessment of risks and draft the • make sure their duties are clear to them and
relevant document; respect the rules on safety;
• set up an accident prevention unit; • wear their badge and report the presence
• set up a competent doctor; of any strangers on the premises;
• appoint safety officers in advance; • make sure they are physically and mentally fit
• provide employees with the appropriate and for their work and report any unusual or
necessary personal safety devices; strange behaviour;
• ensure compliance with the current regulations • not remain inside the building yard after
regarding safety and work hygiene and use of working hours unless authorized;
collective and personal safety; • not remove protective devices from machines or
• carry out the duties of information, instruction equipment and report any possible anomalies;
and training; • make sure that the protective devices in use
• consult Safety Officers; are efficient;
• provide Safety Officers with a copy of the risk • not wear clothes or objects which can cause
evaluation document; risk in building yard activities;
• supply employees with an identification badge • have regular health check-ups;
with a photo of the worker. • immediately evacuate the workplace (without
waiting for the employer’s authorization)
in case of a serious or immediate risk;
• take part in information, instruction and
training activities organized by the
. company.
SAFETY SIGNS
• used whenever a hazard or danger cannot be avoided or reduced in
another way;
• provide information or instructions using a combination of shapes,
colours and symbols;
• symbols or pictograms on a signboard are intended to be understood,
regardless of the language ability of the worker viewing
. it.
Red for prohibition Discs for prohibitions and instructions

Yellow for caution Triangles for warnings
Green for positive action
Squares and rectangles for emergency
Blue for mandatory actions and information signs
114

MODULE 7 - UNIT 1
Megacities – main centre of world economy
SETTLEMENT = a place where Conurbations – groups of town joined together

people live.
• rural or urban City – large settlement reliant on commerce,
• manufacturing manufacturing and industries
• hi-tech industry City Region – network of urban communities
• administrative centre
Towns – smaller urban areas lacking the range of
• port
facilities of a city
• holiday resort
• educational
Village – settlement in a rural area with basic services
• farming and agricultural
Hamlet – small group of farms in a rural area with no

services
URBANISATION
URBAN ZONING - combination of historical, economic and social factors
CBD (downtown)
: THE INNER CITY THE SUBURBS:
(was the centre of • detached, semidetached houses
• cultural and historical industry):
buildings • commuters
• finance centres • terraced houses
• banks and • blocks of flats
• gentrification RURAL-URBAN FRINGE
administration offices
• counter-urbanisation
• town hall
• bus and railway
stations URBAN SPRAWL
Market comparison approach = comparing

REAL ESTATE VALUATION : properties with similar characteristics,
recently sold, with adjustments depending
estimation of the value of a property
on the age and conditions of the building
.
115

MODULE 7 - UNIT 2
CITY PLANNING
Nomadic life
10,000 years ago: long lasting settlements
4,000 BC: permanent settlements
Greeks and Romans: areas for meetings, recreation and worship
Middle Ages: walled cities, the church in the centre of the city
The Renaissance: symmetry, monumental buildings, long straight streets
BAROQUE PERIOD THE INDUSTRIAL REVOLUTION

• long avenues • beginning of factory system of
• radial street networks manufacturing
• monumental squares • overcrowded cities, pollution and
• geometric gardens and parks diseases
• Sir Christopher Wren (London) • upper classes moved to suburbs
• Baron George Haussmann (Paris) • industrial villages
MODERN CITY
• Garden City Movement - Ebenezer Howard (1920s and 1930s)
• Modernism: elimination of disorder and congestion
• Widely spaced roads and tower blocks set within gardens
• Renewal project after World War 2
• After the 1970s, demolition of uniform tower blocks replaced by more conventional houses
The City Master Plan = document Physical elements of the city:

showing a community as it is and • Networks
how it should be in the future
.. • Buildings
Planning process. • Open spaces
Sustainable urban planning
116

MODULE 8 - UNIT 1
EGYPT INDIA
• Old Kingdom: great stone BABYLONIA • Buddhism: temples,
pyramids AND ASSYRIA monasteries and stupas
• 1,800 to 1,200 BC: large stone • Tall temples called • Hinduism: temples with
temples (Karnak, Luxor) Ziggurat carved domes
• Islam: temples called
mosques with tall
GREECE
ARCHITECTURE • Island of Crete – Palace
towers called minarets
FROM THE of Knossos, Mycenae

CHINA
BEGINNINGS TO • From 450-400 BC
temples with a main • Wooden temples
THE 18TH room (cella) with the and palaces
statue of a god
CENTURY • Three architectural
JAPAN
• One-storey-high
orders: Doric, Ionic,
houses surrounded by
THE ROMANS Corinthian gardens
• The Parthenon
• Domed buildings,
the Pantheon
EARLY CHRISTIAN, BIZANTINE,
• Basilicas
ROMANESQUE AND GOTHIC
• Theatres, stadiums,
public baths • Churches on the model of the Roman Basilica
• Richly-coloured mosaics
• Forum
• Romanesque: strength and heaviness
• Gothic: large stained glass windows
THE RENAISSANCE
BAROQUE AND REVIVAL
• Italy and Europe, 15th – 16th century
• Inspiration from Greek and Roman architecture • Europe 17th and 18th century
• Ideal proportion of a building • Structures with flowing, curving shapes
(De Architectura by Vitruvius) • Religious buildings, country mansions
,
• Church, Palazzo and Villa royal palaces (Royal Palace of Versailles)
• Filippo Brunelleschi (the Dome of the • Francesco Borromini
Cathedral in Florence) • Lorenzo Bernini
• Leon Battista Alberti, Donato Bramante • Guarino Guarini
• Andrea Palladio (Mannerism) • Regional variations in the South of Italy
• Non-Italian Renaissance architecture • Sir Christopher Wren, John Burlington
influenced by Gothic style (London)
• France: the Chateau • Claude Perrault, Louis Le Vau (Paris)
• Britain: Country House • 18th and 19th century: Neo-Gothic style
117

MODULE 8 - UNIT 2
Innovative style with
different names:
Rebellion against • Art Nouveau in France
formal, classical • Sezession in Austria
design; ART NOUVEAU in ARCHITECTURE
• Jugendstjl in Germany
creative forms
• Modernismo in Spain
inspired by nature
• Liberty in Italy
• Asymmetrical shapes
• Curved forms
Liberty in Italy
• Plant-like embellishments
• Mosaics • 1902, Turin, Esposizione Internazionale
• Stained glass di Arte Decorativa Moderna
• Japanese motifs
Influence from earlier architectural Variety of historical styles, development of new

movements and exotic styles materials and structural methods
Assorted kinds of styles: ARCHITECTURE Development of new

Greek, Roman, Etruscan, materials: cast-iron, and
Gothic, Renaissance: OF THE 19 TH steel
• institutional
buildings, opera
CENTURY • Tour Eiffel (Paris)
• Skyscrapers
houses, town
halls, railway
stations CHICAGO SCHOOL OF
• Eclecticism ARCHITECTURE
• Skyscraper architecture
• Danmark Adler and
SPANISH MODERNIST MOVEMENT Louis Sullivan
• Steel-frame building
• Strong and influential in the region of Catalonia with masonry cladding
• First International Exhibition in Barcelona in 1888 • Chicago window
• Fusion of all arts into one • Home insurance
• Antoni Gaudí: influenced by oriental style and nature building (1884)
• Lluis Domenèch i Montaner
118

MODULE 8 - UNIT 3
THE MASTERS OF MODERN ARCHITECTURE
FRANK LLOYD WRIGHT (1867-1959)

• Organic architecture
• Prairie Style
MODERN ARCHITECTURE
• Usonian Houses
• Falling water
• Guggenheim Museum
1932, International Exhibition
of Modern Architecture.
WALTER GROPIUS (1883-1969)
Birth of International Style
• Bauhaus Schools–Weimar,
Dessau, Berlin, from 1919 to
• Technological and
1933; closed in 1933 by the Nazi
engineering development,
regime.
availability of new
• Innovative design that borrowed
materials (iron, steel,
materials and methods of
glass)
construction from modern
• Reaction against
technology
Eclecticism and stylistic
excesses of the Victorian
LUDWIG MIES VAN DER ROHE Age and Art Nouveau
(1886-1969)
• Less is more
“Form follows function”
• Skin and bones architecture
• Seagram Building, NYC
ORGANIC MODERNISM
• Alvar Aalto
LE CORBUSIER (1887-1965) • Oscar Niemeyer
• Eero Saarinen
• Rough cast concrete
• Villa Savoye, Poissy (France)
• The five points
• The Modulor
• City planning of the new city of
Chandigarh
• Religious and social buildings
119

MODULE 8 - UNIT 4
CONTEMPORARY
Re-use of buildings
ARCHITECTURE Organic architecture
(FROM 1970s TO THE

PRESENT)
High-tech
Using computer
in the design
Deconstructivism
process
RENZO PIANO (1937)
FRANK GEHRY (1929) • Collaboration with Richard Rogers

and Peter Rice
• Buildings as tourist
• Renzo Piano Building workshop
attractions
• Pompidou Centre, Paris
• Guggenheim Museum in
• Master Plan of the reconstruction
Bilbao (Spain)
of Postdamer Platz, Berlin
• Walt Disney Concert Hall,
• Auditorium Parco della Musica, Rome
Los Angeles
• California Academy of Science
• Dancing House, Prague
• The Shard, London
• Facebook headquarters,
• San Paolo IMI skyscraper, Turin
California
• Humanist Techie
• Skyscraper 8 Spruce Street,
NYC
• CATIA design NORMAN FOSTER (1935)
• Sustainable buildings
• Wide range of works
• The Gherkin, London
• Restoration of the Reichstag
• British Museum Great Court
STARCHITECTS
• University Campus in Turin
Icons of contemporary architecture:
: • New high-speed railway station in Florence
• Zaha Hadid • Pavilion of UAE at Milan Expo 2015
• Rem Koolhass
• Daniel Libeskind
• Richard Meier
• Santiago Calatrava Architectural Charity
• Tadao Ando Article 25
120

REAL-LIFE TASKS
121
05 guida Landscapes COMP_REAL 121-130.indd 121 16/09/17 17:31

REAL-LIFE TASKS
Questo Teacher’s Book contiene otto schede (una per modulo) che propongono
“Compiti di Realtà” – ovvero attività il più possibile vicine al mondo reale, personale o
professionale dello studente; essi devono essere eseguiti utilizzando conoscenze e abilità
acquisite nel contesto scolastico. I compiti di realtà proposti prevedono che l’allievo
impieghi in forma integrata più apprendimenti acquisiti – infatti, le attività coinvolgono
due o più discipline.
Il prodotto finale completo sarà la risoluzione del compito di realtà. L’obiettivo principale
di queste attività è quello di superare il divario esistente nell’uso delle conoscenze e
competenze in contesti scolastici e contesti reali, permettendo agli studenti di assumere
ruoli diversi e di sviluppare esperienze in molti campi professionali.

M1 Real-Life Task WHAT IS YOUR ENVIRONMENTAL AWARENESS?
SITUATION
Environmental awareness helps people understand the economic, aesthetic and biological importance
of preserving resources, reducing or eliminating the harmful impacts of man-made actions and
identifying remedial solutions. Your school is partner in the European Comenius school project “What
is your environmental awareness?”, whose aim is to assess the general knowledge of the environment
and the awareness of environmental problems.
WORK MODALITY: GROUP WORK

Choose the target of assessment: groups of people with similar characteristics (e.g.: 18-year-old
students, 40/50-year-old adults, adults over 65). At least 20 per group.
Decide the period of time for the assessment (e.g.: 3 weeks).
Prepare a paper for each person with personal data and with a list of about 15/20 questions in English
(the question can be asked in Italian if the person doesn’t speak English). Name is not required.
Age: Sex:
Occupation: Level of education:
QUESTIONS (e.g.)
1. Do you know what ecology is?
precise good poor none
2. What kinds of pollution do you know about?
3. What is meant by “fossil fuels”?
The students are required to add more questions. Each question has to be assessed according to four
parameters:
– Precise = detailed and complete; – Good = sensible, but not detailed;
– Poor = confused and imprecise; – None = no answer.
ANALYSIS OF DATA
Data must be organised in percentage and shown as bar charts. Each group must compare its own data
with those of other groups and discuss them in class. The final data will be sent to the European Agency
and compared with those from different European schools involved in the project.
FINAL OUTCOME
Each group will write an article for a newspaper or magazine, intended for non-specialised public,
explaining the reasons of the survey and the necessity of improving the knowledge of the environment (in
Italian and in English). Besides that, a report in English will be prepared which explains the aims of the
project and the modality of the work, the results of which will be sent to the European Comenius Agency.
SCHOOL SUBJECTS INVOLVED: English, Italian, Geopedology, Science.
123

M2 Real-Life Task THE LANDSCAPE AROUND YOU
SITUATION
The local administration of the town/city where you live has decided to contribute to the project
“Green Flag”, which is studying different kinds of landscape in order to help local areas to become
tourist attractions. As a technical high school for Building Construction, Design and Territory, your
school is deeply involved in the project.

• Choose the target of study: the town where you live, the province, the region.
• Decide the period of time necessary: e.g. 3/4 weeks.
• Select the instruments: geographical maps, a photo camera, a computer.
Indicate the key factors:

1. Natural elements of the landscape – morphology of mountains, hills, flatlands, coastlines; rivers and lakes; local
climate, natural vegetation.
2. Human elements of the landscape – ancient towns and villages, roads and industrial sites; new urban areas,
networks of roads and railroads, shopping centres, main economic activities.
3. Cultural elements of the landscape – historical buildings, landmarks, places described in literature or portrayed
in paintings or used as locations for films.
ANALYSIS OF DATA
Each group must compare its own data with those of other groups and discuss them in class, trying to
focus on the cultural elements of the place. The final data will be sent to the local administration and
compared with those from different schools involved in the project.
FINAL OUTCOME
Each group of students will prepare posters with photos, written reports and a tourist brochure in
Italian and English, explaining the main features of the area taken into consideration and suggesting
itineraries to improve knowledge of the territory.
Besides that, a report in English will be prepared which explains the aims of the project and the
modality of the work, the results of which will be sent to a well-known magazine such as The
National Geographic.
SCHOOL SUBJECTS INVOLVED: English, Italian, Geopedology, Science.
124

M3 Real-Life Task YOUNG SURVEYORS IN THE FIELD
SITUATION
Your school is organising a surveying camp in the mountains, the aim of which is to put into practice
what students have learnt in the classroom about measurements and land surveying. Students have
already been involved in land surveying tutorials in the area around the school using total stations
and other surveying instruments. The activity needs the collaboration of the teacher of Topography as
a supervisor. It can be considered as CLIL work and should be carried out in English. As this activity
is technically demanding, the teacher of Topography can be helped by a technician from a specialised
firm in the surveying sector.

• Choose the target: the mountain location and the area that has to be surveyed.
• Decide the period of time necessary: e.g. 1 week.
• Select the instruments: total stations, laser scanners, GPS, tripods, surveying optical rods,
measuring tapes, hubs and nails, marking paint, computers.
Indicate the steps of the surveying activity in the mountains, e.g.:

1. Divide the class into groups of 5/6 students.
2. Assign a part of the territory to be surveyed to each group.
3. Choose the surveying techniques and instruments suitable for that kind of survey.
4. Plan and schedule the survey.
5. Check that the entire survey has been performed in accordance with the required specifications.
ANALYSIS AND USE OF DATA

Each group must compare its own data with those of other groups and discuss them. All the data are
downloaded to a computer by means of a special software.
FINAL OUTCOME
The results of the survey, whether in written or graphic form, have to be prepared in a clear and
accurate way and must include the rendering of topographic relief in order to produce a topographic
map showing the configuration of the terrain and the location of natural and man-made objects.
Students can present their works with Power Point or videos and with posters illustrating the various
phases of the activity.
SCHOOL SUBJECTS INVOLVED: Topography, Maths, English, Italian.
125

M4 Real-Life Task ADOPTING A HISTORICAL BUILDING
SITUATION
In many of our city centres, the main building construction works have to do with the restoration or
renovation of existing buildings. As a technical high school for Building Construction, Design and
Territory, your school has proposed the project “Adopt a historical building”, the main aim of which
is to protect and defend an ancient building in need of restoration. So the students have to produce a
project about conservation work on a historical building in the area where they live.

• Choose the target: a historical building (house, palace, church, tower, etc.)
• Select the instruments: a camera, measurement instruments, a computer.
Indicate the steps of the intervention:

1. Knowledge of the history of the building.
2. Measurements and technical survey.
3. Assessment of the structural stability.
4. Restoration project.

Each group must compare its own data with those of other groups and discuss them in class. Then
they can transfer all the data to the computer and start working with AutoCad in order to complete the
project. In this phase, the Building Construction teacher will be the supervisor of the activity.
FINAL OUTCOME
The students will elaborate a final restoration project of the building and will make a video tutorial
of the various steps taken to produce the final project. The video could be shared on Facebook or
YouTube. A detailed report on the work modality and the project will be sent to the Regional Authority
for Architectural Heritage. This report may be translated into English for a potential school exchange.
SCHOOL SUBJECTS INVOLVED: English, Italian, Building Construction, Surveying.
126

M5 Real-Life Task DESIGNING AN EQUIPPED GREEN AREA FOR CHILDREN
SITUATION
Children are an important user group to be considered in planning, designing and managing green
spaces in towns or cities. Outdoor spaces are vital for children’s health, learning, development of
competences, connection to and care for nature. Your school is involved in a project called “Let’s
play together!” the aim of which is to design a public equipped green area for children. The project is
shared with a school partner in a European country.

• Choose the target: children from 3 to 11 years old
• Select the instruments: maps, a camera, a computer.
Indicate the steps of the project’s development, e.g.:

1. Take pictures of the public areas (parks, gardens, etc.) where children are generally taken to play by their
parents.
2. Consider their dimensions and location, equipment (if any), ecological conditions.
3. Choose a place suitable for creating a new play area for children.
4. Analyse all the environmental characteristics (soil, sun exposition, local vegetation).
5. Choose all the equipment useful for a playing area (swings, slides, ladders, wood structures, benches and so on).
6. Choose the suitable flooring material for the area where the equipment is located.
7. With a garden specialist, evaluate the types of trees and plants that would be suitable.
8. Design a sketch of the equipped area.

Each group must compare its own data with those of other groups and discuss them in class. All the
data and information collected must be transferred to the computer. Students use them to design the
equipped area with AutoCad.
FINAL OUTCOME
Students will present their work with posters illustrating the various phases of the project and the
project itself. A detailed written report will be prepared in Italian. They both will be put online on the
school website. An English version of the whole work will be created to send to the partner school in
Europe.
SCHOOL SUBJECTS INVOLVED: Geopedology, Building Construction, Italian, English.
127

M6 Real-Life Task “SAFE BUILDINGS” – PREVENTION OF SEISMIC DAMAGE
SITUATION
Italian regulations for constructions in seismic zones contain complex laws which include general
criteria for design, safety assessment and the subdivision of Italy into 4 seismic areas. Today, as
regards the seismic safety of residential buildings, there are still many critical situations: in fact,
“over 70% of the buildings would not withstand the earthquakes that can hit them, including schools,
hospitals and many other strategic structures,” say the ENEA (European Nuclear Energy Agency)
experts.
The Building Construction teachers at your school, both architects and engineers, have decided to
implement a study about existing structures (in the area where you live or other areas) to withstand
seismic activity.

• Choose the target: e.g. your school, a church, a hospital, a bridge, etc.
• Decide the period of time necessary: e.g. 6 weeks.
• Select the instruments: interviews with local politicians, internet, a camera, a computer, etc.
Indicate the steps of the project development, e.g.:

1. Knowledge of the history of the building.
2. Assessment of the structural stability and the risk factors:
a. poor quality materials and poor construction methods;
b. incorrect architectural and/or structural interventions;
c. maintenance of the building.
3. Evaluation of the most suitable anti-seismic retrofitting and reinforcing intervention.
4. Elaboration of a project considering the budget for the management of risk.

Each group must compare its own data with those of other groups and discuss them in class. All the
data, historical and technical information collected must be transferred to the computer.
FINAL OUTCOME
Students can present their work with Power Point or a video, posters illustrating the various phases
of the activity, and/or mind-maps. A detailed report in Italian will be sent to local administrations.
A report in English will be prepared for a possible future international meeting on anti-seismic
prevention.
SCHOOL SUBJECTS INVOLVED: English, Italian, Building Construction, Surveying.
128

M7 Real-Life Task IS SUSTAINABLE MOBILITY POSSIBLE?
SITUATION
Urban traffic is one of the main factors of the unsustainability of our cities. It is very hard to deal with
because of the variety of related problems and its close relationship to people’s lifestyle. The Regional
Administration of the region where you live is a partner in the European project “Is sustainable
mobility possible in the 21th century city?”, involving all the high schools of the region. The schools
will have to survey the present mobility systems in the main cities of the region and develop the best
practice guidelines to implement a sustainable mobility policy.

• Choose the target: a city or a town.
• Select the instruments: interviews, maps, internet, a camera, a computer, use of GIS.

1. Divide the town into smaller areas.
2. Interview the residents about public transport, noise and air pollution, car accidents, etc.
3. Take pictures (parking areas, cycling paths, etc.).
4. Interview civic administrators about traffic problems.
5. Check the road maps and the cadastral maps of the area.
6. Other.
Indicate the aims of the Sustainable Mobility Plan, e.g.:

1. Reduce the use of private cars (limited traffic areas, alternate circulation, car sharing, road pricing, traffic
blocks).
2. Improve the efficiency of public transport.
3. Improve walkability of city centres.
4. Foster the use of bicycles through new cycling paths.
5. Reduce the environmental impact of traffic emissions on air quality and on human health with less polluting fuels.
6. Remove architectural barriers and make mobility also sustainable for disabled people.
7. Other.

Each group must compare its own data with those of other groups and discuss them in class. All
the data and information collected must be transferred to the computer and organised in percentage
and shown as bar charts. Interviews could be short videos with transcripts. Online maps can be
downloaded from the web and printed.
FINAL OUTCOME
Students can present their work with Power Point, with posters illustrating the various phases of the
surveys or with mind-maps. The guidelines will be the core of the work. A detailed report will be sent
(in Italian) to the Regional Administration and (in English) to the European Agency for Sustainable Cities.
SCHOOL SUBJECTS INVOLVED: English, Italian, Building Construction, Surveying, Maths.
129

M8 Real-Life Task “ARCHITECTURAL TRAILS”
SITUATION
There is no other place in the world with as much architectural history as Italy. From Roman classical
buildings to the Italian Renaissance, from royal Baroque residences to contemporary skyscrapers, our
country offers the architectural enthusiast more than can be seen in all other countries in a lifetime. In
collaboration with the Faculty of Architecture of the local University, your school has decided to create
a collection of architectural tours in the area where you live. The tours have to follow a particular
architectural style, focusing on buildings of particular beauty and famous architects. The activity is
required to be written in English.

• Choose the target: an architectural style (classical Roman, Romanesque, Renaissance, Baroque, etc.).
• Decide the period of time necessary: e.g. 4 weeks.
• Select the instruments: maps (paper and online), internet research, a camera, a computer.

1. Choice of an architectural style and buildings of the same style.
2. Information on buildings and architects.
3. Work on the field, taking pictures of the buildings.
4. Draw the architectural trail on a map.

Each group must report on its own architectural tour to the class and the teacher. All the information
and photos collected must be transferred to the computer and organised according to the historical
period.
FINAL OUTCOME
The core of the activity will be the creation of architectural itineraries with remarkable buildings.
Students can present their works with Power Point or videos, with posters illustrating the various
phases of the activity and large maps of the area taken into consideration. A detailed report will be
sent to the Faculty of Architecture.
SCHOOL SUBJECTS INVOLVED: Building Construction, History, English, Italian.
130

UNIT TESTS
06 guida Landscapes TEST UNIT 131-156.indd 131 16/09/17 17:32

UNIT TESTS
I seguenti test hanno l’obiettivo di verificare la conoscenza dei contenuti di ciascuna
delle 24 Unità del libro. Sono test formativi per cui sono brevi e veloci da svolgere.
Ciascuno di questi richiede circa 30 minuti.
Il materiale è editabile, pertanto l’insegnante può facilmente adattare una verifica per
gli studenti BES.

M1 Unit 1 Name ...........................................................................................................................
ECOLOGY Class ...................... Date ...................................................................................
1. Fill in the text with a suitable word for each blank space. There are two extra words which you do
not need to use.
abiotic • balance • biotic • community • cycle • environment • food • habitat • interspecific • predation •
photosynthesis • science
The environment of an organism consists of (1) …..................................... factors, such as climate and geology, and
(2) …..................................... factors, such as members of the same species and other species that share the same
(3) …..................................... .
Objects of ecological study include: population processes, (4) …..................................... relations, (5) ….....................................
structures, biogeochemical cycles. The central principle of ecology is that each living organism has a constant
relationship with every other element that makes up its …..................................... (6). The most important relation among
different species is the relation of (7) …..................................... which leads to the essential concept in ecology of the
(8) …..................................... chain. Any extraneous living thing or an external factor introduced into an ecosystem
can distort the natural (9) …..................................... of the interaction and potentially harm or destroy it. Life on Earth
depends on the Sun as sunlight is captured by plants in the phenomenon of (10) ….....................................
......... /10
2. Choose the right option.

1. Ecology is usually considered a branch of …..................................... .
a. Physics b. Biology c. Geography
2. Which of these factors is not important for the distribution of terrestrial biomes?
a. latitude b. humidity c. pollution
3. An urban ecosystem is a community of …..................................... .
a. plants, animals and people b. plants and animals c. animals and people
4. Urban ecosystems are …..................................... .
a. becoming smaller b. remaining the same size c. expanding
5. The phenomenon known as the UHI effect refers to the …..................................... .
a. cooling in urban areas b. warming in urban areas c. average temperature in urban areas
......... /5
3. Answer the following questions.

1. What is the origin of the word Ecology? When and by whom was it coined?
2. Ecology is often considered as an applied science, why?
3. What are biomes and how can they be divided?
4. What is an Urban Ecosystem and what man-made structures can be found in it?
5. What are the consequences of increased warming in urban areas?
......... /15
Total score ......... /30
133

M1 Unit 2 Name ...........................................................................................................................
POLLUTION Class ...................... Date ...................................................................................
not need to use.
air • environment • fossil • gas • health • land • noise • pesticides • radioactive • rivers • rubbish •
warming
Pollution occurs when the (1) …................................. is contaminated by waste, chemicals and other harmful
substances. Most air pollution comes from burning (2) …................................. fuels which are coal, oil, and natural
(3) …................................ . This kind of pollution may be the cause of global (4) …................................ .
Water pollution is visible in streams, (5) …................................. , ponds, lakes, and oceans. Occasionally water can be
polluted by chemicals, such as (6) …................................. and fertilizers in agricultural areas.
(7) …................................. pollution is the accumulation of dangerous chemicals in the ground, but the most evident
form is throwing (8) …................................. on the ground. There are other forms of pollution such as (9) ….................................
contamination, light pollution and (10) …................................. pollution.
......... /10

1. Soil contamination has ….........…....................................... .
a. few consequences on the production of fruit and vegetables
b. major consequences on human health
c. no evident consequences
2. A sudden increase in pH in rain precipitation had been shown since the start of the ….........…................................... .
a. Glacial Era b. French Revolution c. Industrial Revolution
3. Acid rain includes ….........…....................................... .
a. wet and dry precipitation b. dry precipitation c. only wet precipitation
4. The emission of carbon dioxide into the environment has increased dramatically over the past
….........…....................................... .
a. decade b. two centuries c. fifty years

5. By ….........…....................................... the UN Intergovernmental Panel on Climate Change (IPCC) had announced it was
likely that our civilization would face severe global warming.
a. 2001 b. 2010 c. 1999
......... /5

1. What is meant by noise pollution and light pollution?
2. What is the main damage caused by acid rain on the environment?
3. How can acid rain damage buildings?
4. How do greenhouse gases act in the atmosphere?
5. What were the main issues of the 21st Climate Change Conference which took place in Paris in 2015?
......... /15
134

M1 Unit 3 Name ...........................................................................................................................
ENERGY SOURCES Class ...................... Date ...................................................................................
not need to use.
coal • earth • fossil • non-renewable • oil • recyclable • renewable • safety • steam • Sun • tidal • wind
We get most of our energy from (1) …............................................ energy sources which include (2) ….........…..................................,
natural gas and (3) ….........…....................................... . They are called (4) ….........…....................................... fuels because they
were formed hundreds of millions of years ago when ancient animals and plants died and their bodies
were buried deep in the (5) ….........…....................................... . Nuclear power is considered a kind of non-renewable
(6) ….........…....................................... energy. This energy is released as (7) ….........…....................................... that runs turbine
generators. (8) ….........…....................................... energy is a source of energy that can never be exhausted. We can
obtain this energy mainly from the (9) ….........…......................................., water and (10) ….........…....................................... .
......... /10

1. There is ….........…....................................... of natural gas still available.
a. a little supply b. too small a supply c. a large supply
2. Coal is produced ….........…....................................... .
a. in processing plants b. by mining c. by drilling the seabed
3. As an energy source, Uranium produces ….........…....................................... .
a. toxic waste b. polluting gases c. no waste
4. In Italy, a referendum led to the closing of nuclear power plants in ….........…....................................... .
a. 2008 b. 1988 c. 2011
5. Bio-fuel is used in combination with ….........…....................................... for the transportation industry, especially in Brazil.
a. natural gas b. coal c. petrol
......... /5

1. What is the most evident consequence of burning fossil fuels?
2. Why does nuclear energy create strong opposition?
3. How can solar energy be exploited?
4. How can geothermal energy be used?
5. What is tidal energy and what are its main disadvantages?
......... /15
135

M2 Unit 1 Name ...........................................................................................................................
LANDSCAPES Class ...................... Date ...................................................................................
not need to use.
area • balance • consumption • cultural • degradation • geographers • landforms • natural • resources •

surface • sustainable • technology
A landscape is part of the Earth (1) ….........…....................................... with geographic features that are characteristic
of a particular area. A natural landscape is made up of different (2) ….........…....................................... . When people
modify a landscape to grow plants or care for animals, it is called (3) ….........…....................................... landscape.
(4) .........…....................................... has increased our ability to change (5) ….........…....................................... landscapes.
The studies of (6) …........…....................................... suggest ways to help us protect the (7) ….........….......................................
of the Earth’s ecosystems. (8) ….........…........................................ Land Management is decisive in minimising land
(9) ….........…......................................., rehabilitating degraded areas and ensuring the best use of land
(10) ….........…....................................... for the benefit of present and future generations.
......... /10

1. Soil is ….........…....................................... .
a. organic material b. minerals and rocks c. organic and inorganic material
2. Soil is frequently made up of ….........…....................................... .
a. sand or silt b. sand, silt or clay c. loam
3. Soil also contains ….........…....................................... .
a. water b. air c. both water and air
4. Sustainability refers to the use of the ….........…....................................... .
a. resources in a productive way
b. resources in a productive way preserving their durability and their environmental function
c. minimum possible amount of resources
5. Sustainable land conservation has ….........…....................................... .
a. economic benefits as well b. only economic benefits c. no economic benefits
......... /5

1. Where does the word landscape come from?
2. Why is it essential to keep soil stable, healthy and productive?
3. Why will pressure on natural resources become more important in the future?
4. What are Land Trusts?
5. What is it necessary to understand in order to preserve the territory and the community resources?
......... /15
136

M2 Unit 2 Name ...........................................................................................................................
ECO-DESIGN Class ...................... Date ...................................................................................
not need to use.
design • eco-architecture • energy • green • health • impact • life • maintenance • materials • place •
save • time
Creating “healthy” buildings, which have little ecological (1) ….........…......................................., has always been
the objective of architecture. (2) ….........…....................................... is returning to those old objectives. A green
building has to be designed to last and to create comfort. It should also be made so as not to waste
(3) ….........…......................................., but rather to recuperate and regenerate it. An ecological building is a quality
building, created without excessive attention to saving money; on the contrary, its (4) ….........….......................................
should last in time reducing the costs of (5) ….........…....................................... The general standards of ecological
(6) ….........…....................................... are related to a complex reality, so it is almost impossible to satisfy them all.
Depending on the context and possibilities, the goal is to come as close as possible to the main objectives,
which are to create harmony between the building and the (7) ….........…....................................... where it stands to
(8) ….........…....................................... energy and to guarantee the (9) ….........…....................................... of its inhabitants, using
(10) ….........…....................................... as an element of the design.
......... /10

1. Long-term costs of materials are paid by the owner
a. only b. and the occupants c. the occupants and the environment
2. The phase of the Life Cycle Design which has the most potential for causing environmental damage is the
a. Pre-Building phase b. Building phase c. Post-Building phase
3. According to how they are used in building, building materials can be sorted into structural materials, …........................ .
a. and finishing materials
b. and materials aimed at improving the performance of the building
c. finishing materials and materials aimed at improving the performance of the building
4. Timber, brick, stone and clay are examples of ….........…....................................... .
a. structural materials b. finishing materials
c. materials aimed to improve the performances of the building
5. Cork is an example of an eco-friendly material used ….........…....................................... .
a. in building structures b. to insulate c. as a finishing material
......... /5

1. What are the possible causes of indoor pollution?
2. According to the guidelines of eco-design, what should the materials used in building be like?
3. What is the purpose of the Life Cycle Design?
4. What does the Pre-Building phase refer to?
5. What are finishing materials?
......... /15
137

M2 Unit 3 Name ...........................................................................................................................
BUILDING MATERIALS Class ...................... Date ...................................................................................
not need to use.
dense • heat • horizontally • industry • loads • long lasting • properties • roofs • tensile • tents •
vertically • walls
Natural building materials are unprocessed or minimally processed by (1) ….........…....................................... .

Fabric, mud and clay are examples of natural materials. (2) ….........…....................................... and yurts have been the
homes of nomadic groups for thousands of years and fabric (3) ….........…....................................... structures are used in
today’s architecture, too. Clay is good at keeping temperatures at a constant level because it holds the
(4) ….........…....................................... or the cold, releasing it over a period of time. Rock has always existed as a
building material. It is (5) ….........…....................................... and very (6) ….........…....................................... but it is heavy and hard
to work. Thatch is a good insulator and is still used for (7) ….........…....................................... . Wood is flexible under
(8) ….........…....................................... and is extremely strong when compressed (9) ….........…....................................... . There is a
great variety of types of wood with different (10) ….........…....................................... that make them suitable for different
purposes.
......... /10

1. Concrete ….........…....................................... .
a. has a low tensile strength b. has a high tensile strength c. does not last for a long time
2. Steel ….........…....................................... .
a. is strong, flexible, and lasts a long time
b. is a metal alloy with a prevalence of iron
c. Both a. and b. are correct.
3. Aluminium alloys have a ….........…....................................... .
a. higher density and a high resistance to corrosion and are more expensive
b. lower density and a high resistance to corrosion and are more expensive
c. higher density and a high resistance to corrosion and are less expensive
4. Bricks are made of a mixture of ….........…....................................... .
a. concrete and water b. clay and water c. mud and water
5. Using concrete blocks instead of bricks ….........…....................................... .
a. is faster and requires less mortar
b. is faster but requires a higher quantity of mortar
c. takes more time but requires less mortar
......... /5

1. What is concrete made from?
2. What are the advantages of bricks as building units?
3. How are straw bales used to build a house?
4. How is a rammed earth-house built?
5. What are earthships?
......... /15

138

M3 Unit 1 Name ...........................................................................................................................
PROFESSION AND EQUIPMENT Class ...................... Date ...................................................................................
not need to use.
calculations • construction • geometry • laser • mapping • maps • scanner • station • software • survey
• technology • topography
Surveying has been very important in the development of human history and it is a necessary requirement
of nearly every form of (1) ….........…....................................... . Its most common uses are in the fields of transport,
building and construction, communications, (2) ….........…..........................................., and the making of legal
boundaries for land ownership. Out in the field, surveyors use the latest (3) ….........….......................................
such as GPSs, robotic total (4) ….........…....................................... and aerial and terrestrial (5) ….........….......................................
scanners to map an area, making (6) ….........…....................................... and taking photos. In the office, surveyors use
sophisticated (7) ….........…......................................., such as Auto-CAD to draw plans and (8) ….........…....................................... .
Surveying is divided into categories, depending on the area to be surveyed or the purpose of the
(9) ….........…....................................... . In order to find the information they need, surveyors use
(10) ….........…......................................., engineering, trigonometry, mathematics, physics and law.
......... /10

1. As-built surveys are usually required for ….........…....................................... .
a. roads and tunnels b. every type of land project c. cadastral maps
2. A 3D laser scanner is used ….........…....................................... .
a. to create maps b. to measure height c. in detailed surveys of buildings
3. Which instrument can be useful for surveying a large area after a river has flooded?
a. A laser scanner. b. A barometer. c. A drone.
4. The EDM is an electronic device used on ….........…....................................... ?
a. Total stations. b. Mobile phones. c. Aircraft.
5. The Global Positioning System (GPS) is ….........…....................................... owned utility.
a. a Russian b. an American c. a European
......... /5

1. What kind of projects do surveyors deal with?
2. What basic surveying tools were used as late as the 1970s?
3. What electronic instruments are used today?
4. What is a drone and what is it used for?
5. What does the acronym, GNSS stand for and what does it describe?
......... /15
139

M3 Unit 2 Name ...........................................................................................................................
MAPPING Class ...................... Date ...................................................................................
not need to use.
aircraft • boundaries • compass rose • distances • elevated • orthophotos • parcels • planning • shape
• surveillance • scale • taxation
In broad terms, an aerial photograph is any photograph taken from an (1) ….........…................................. position.
Normally, these photos are taken vertically from an (2) ….........…................................. using a highly-accurate camera. It
has many practical applications such as map-making, urban and rural (3) ….........…................................., environmental
studies, police (4) ….........…....................................... and also archaeology. Aerial photographs are usually directed
vertically and these are often used to create (5) ….........…................................., which are used to draw maps. Most
paper maps include a (6) ….........…......................................., which indicates which way is north, south, east and west.
They also include a (7) ….........…................................. (usually shown with a bar) to estimate (8) ….........…................................. .
There are different kinds of maps depending on the purpose of the study. One of the most useful is the
Cadastral Map, which displays how (9) ….........…................................. subdivide land into units of ownership called
(10) ….........…..................................
......... /10

1. An orthophoto is a photograph taken ….........…................................. .
a. horizontally b. from an infinite distance c. from a short distance
2. A resource map shows ….........…................................. .
a. information about the climate of an area
b. the specific type of economic activity of an area
c. the accurate measurements of boundaries
3. Photogrammetrists and cartographers use ….........…................................. to create maps.
a. spatial and non-spatial data b. spatial data c. only aerial photos
4. A GIS system ….........…................................. .
a. is a surveying instrument
b. is not used in case of natural disaster
c. can include information about people
5. The Groma was an ancient instrument used ….........…................................. .
a. by the Romans b. by the Greeks c. in the Middle Ages
......... /5
1. Who can use data developed by a LIDAR system?
2. What do Physical Maps illustrate?
3. What is the difference between a Climate Map and a Weather Map?
4. Why is a GIS system convenient?
5. What is the Cadastre used as the base for?
......... /15
140

M4 Unit 1 Name ...........................................................................................................................
DESIGNING Class ...................... Date ...................................................................................
not need to use.
authorities • BIM • brief • building permit • concept • construction • project • materials • software • size
• supervisor • time
Architectural drawings are a presentation of the architect’s design. The first step is (1) ….........….................................
designs to communicate the architect’s ideas which can be simple sketches. The next step is usually an
architectural (2) ….........…................................. where the characteristics of the (3) ….........…................................., the kind
of work and the choice of building (4) ….........…................................. are described depending on the budget of the
client. Today, architectural drawings are prepared using the latest computer design (5) ….........….................................
such as AutoCAD, (6) ….........…................................. and rendering programmes. All the necessary information on
(7) ….........…................................. and materials to be used and how the house should be built must be provided
by the architect’s drawings. Before the opening of the construction yard, a (8) ….........….................................
….........…................................. must be obtained from the appropriate (9) ….........…................................. keeping to a “building
code” that establishes regulations for the (10) ….........…................................., remodelling and maintenance of a structure.
......... /10

1. Roof pitches are included in the ….........…................................. .
a. floor plan b. elevation plan c. section plan
2. CAD graphic technology has been available on the market since the ….........…................................. .
a. 1980s b. 1970s c. 1990s
3. BIM technology is based on ….........…................................. .
a. three dimensions b. four dimensions c. five dimensions
4. Universal Design includes ….........…................................. .
a. all people b. only elderly people c. only people with disabilities
5. According to Universal Design rules, the bathroom sink must be mounted no higher than ….........….................................
from the floor.
a. 70 cm b. 80 cm c. 90 cm
......... /5

1. What is a “floor plan” and what information does it provide?
2. Why is the “Progetto Esecutivo” necessary to the workers on the construction site?
3. What does AutoCAD technology allow designers to do?
4. Why are rendering computer-generated programmes becoming a strategic support for most professionals?
5. Among the established principles of Universal Design, list five that provide guidance in the design of buildings.
......... /15
141

M4 Unit 2 Name ...........................................................................................................................
BUILDING ELEMENTS Class ...................... Date ...................................................................................
not need to use.
excavation • footings • landing • load • materials • non-load bearing • roof • settlement • surface •
straight • tiles • weather
The structure of your house is based on foundations which support the (1) ….........…................................. of the whole
building. The essential design of the foundations concern (2) ….........…................................. and bearing capacity. The
(3) ….........…................................. is the first step in constructing foundations. Walls are structural elements that define
specific areas and support the load of the (4) ….........…................................. and the ceilings. Walls can be load-bearing and
(5) ….........…................................. . Floors provide a strong, level (6) ….........…................................. to support people, furniture and
other equipment. The staircase has the function of going from the level of one floor to another. Stairs may be
(7) ….........…................................., round, or may consist of two or more straight pieces connected by a (8) ….........…................................. .
The main function of a roof is to protect a building from (9) ….........…................................. damage; the factors to be
considered when designing a roof are the type of construction, (10) ….........…................................. and durability.
......... /10

1. Shallow foundations are used for ….........…................................. .
a. heavy, tall buildings b. small, light buildings c. both types of buildings
2. During the foundation works, excavations for technical systems are dug .
….........….................................
a. at the same time b. after the foundations are finished c. with the footings
3. The term “flooring” refers to the ….........…................................. .
a. structural building element b. subfloor containing the technical systems c. covering of a floor
4. The so-called “goose-step” stairs are ….........…................................. stairs.
a. arched b. compact c. half-landing
5. Between the supporting structure and the uppermost part of a roof there is a/an ….........…................................. .
a. insulating layer b. metal sheet c. layer of natural material
......... /5

1. What system for supporting heavy loads is used in deep foundations for high-rise buildings?
2. What materials can be used to build walls?
3. What is an arched stair?
4. What factors may influence the choice of the type of staircase to be built?
5. What are the advantages of “green roofs”?
......... /15
142

M4 Unit 3 Name ...........................................................................................................................
TECHNICAL SYSTEMS Class ...................... Date ...................................................................................
not need to use.
automation • electricity • floor • geothermal • hot • internet • meter • passive • piping • pumps • roofs • warmth
Technical systems are the core of a house. They allow you to use electricity, gas and water. Electricity has
become an essential part of our way of life. The electrical system includes a wide range of equipment, from
the electric (1) ….........…................................. to the last home automation system. The central heating system provides
(2) ….........…................................. to the whole interior of a building. In contemporary buildings hydronic heating is often
installed. This is a type of radiant heat where (3) ….........…................................. water flows through tubes under the
(4) ….........…................................. . Geothermal heating uses geothermal heat (5) ….........…................................. to extract heat
from the ground. It is exploited to the best in countries such as Iceland where natural (6) ….........….................................
action is very active. Solar panels can be seen more and more frequently on (7) ….........…................................. of houses.
They can provide hot water or (8) ….........…................................. . The delivery of drinking water is a huge infrastructure of
(9) ….........…................................., pumps and appliances. The most modern houses also have (10) ….........….................................
systems which allow the owner to control almost everything in the house through a remote device.
......... /10

1. In an electric technical system the purpose of the grounding wire is to ….........…................................. .
a. distribute electricity to the various appliances
b. protect the house from potential intrusion
c. divert electricity into earth, preventing electric shocks
2. An HVAC system ….........…................................. .
a. provides heating and cooling b. is used for controlling the indoor temperature
c. follows Passive House standards
3. A solar thermal system provides .
….........….................................
a. only electricity b. only hot water c. both electricity and hot water
4. The DWV system ….........…................................. .
a. supplies the various fixtures and appliances that require hot water
b. carries away used water and waste to sewers or septic tanks
c. has its pipes built to be visible
5. The programmable devices in a smart home refer to ….........…................................. .
a. the thermostat and the sprinklers b. the fridge and the washing machine
c. everything that can be remotely controlled
......... /5
1. What parts does a home electrical system include?
2. How does a forced-air heating system work?
3. What is a Passive House?
4. What is the necessary equipment for domestic water distribution in a house?
5. What is the Internet of Things?
......... /15
143

M4 Unit 4 Name ...........................................................................................................................
BUILDING RENOVATION AND RESTORATION Class ...................... Date ...................................................................................
not need to use.
asbestos • bathroom • conservation • evaluation • earthquakes • existing • historical • maintenance •

retrofitting • stability • survey • waterproofing
A renovation is an update to an (1) ….........…................................. building. Renovation works may include a wide range
of actions from simply changing tiles in the kitchen or (2) ….........…................................. to removing dangerous material
such as (3) ….........…................................., or adding an extra floor to the original roof. In many countries, before any
renovation works, it is essential to carry out a seismic (4) ….........…................................. because many buildings need
a special (5) ….........…................................. to make them more resistant in case of (6) ….........…................................. . The term
“restoration” refers to (7) ….........…................................. buildings. The first step is the assessment of the building so
a detailed (8) ….........…................................. is crucial before any restoration works. After that, consolidation works such
as (9) ….........…................................. the roof and the walls are crucial to maintain the building safe. In Italy,
the restoration of the Royal Residence of Venaria is considered a significant achievement in the field of
(10) ….........…................................. of historical buildings.
......... /10

1. Which of these actions cannot be considered as maintenance and repairing?
a. Roof tear-off and replacement
b. Masonry repair works c. Turning an attic into an extra bedroom
2. You can save energy by ….........…................................. .
a. removing dangerous materials
b. insulating the roof c. adding new communication systems
3. The structural stability of a historical building can be assessed with ….........…................................. .
a. high-capillary tubes b. tell-tales c. aerial photos
4. The FAI is ….........…................................. .
a. an Italian historical building conservation body
b. a British private historical body c. the American Monument Commission
5. After the Napoleonic period, Venaria Palace was converted into ….........…................................. .
a. military barracks b. a royal residence c. a cultural centre
......... /5

1. What renovation works can be done to improve the comfort of your home?
2. Why is the knowledge of the history of the building in need of restoration works important?
3. What kind of action can a surveyor carry out to examine the structural stability of the building?
4. What happens when the roof of a building starts deteriorating?
5. When and why was the Royal Residence of Venaria built?
......... /15
144

M5 Unit 1 Name ...........................................................................................................................
ROADS AND PUBLIC TRANSPORT Class ...................... Date ...................................................................................
not need to use.
cities • convenient • design • efficient • function • implementation • invisible • maintenance • network •

roadway • traffic • underwater
Most of us tend to take the roads we drive on every day for granted, at least until they are closed for repairs,
but road (1) ….........…................................. and construction need accurate studies on the (2) ….........…................................. a
road will support, topographic surveys and the evaluation of many other factors. After a road is constructed,
the main concern is its (3) ….........…................................. in order to extend the road longevity. Bridges and tunnels are
key elements of a nation’s transport (4) ….........…................................. . There are many kinds of bridges, depending
on the (5) ….........…................................. and the material used in the construction. Tunnels are mostly
(6) ….........…................................., but they are vital for transportation. They may be located in (7) ….........….................................
as well as in mountainous areas or (8) ….........…................................. . Railway stations and airports are also part of
transportation systems. They both should therefore be well designed, pleasing to the eye, comfortable and
(9) ….........…................................. for the passengers, as well as (10) ….........…................................. for people who work there.
......... /10

1. Which of these materials is not used to pave roads? ….........….................................
a. Asphalt b. Concrete c. Gravel

2. A swinging drawbridge is a kind of ….........…................................. .
a. suspension bridge b. movable bridge c. footbridge
3. The basic geometry of a tunnel is a/an ….........…................................. .
a. square b. circle c. arch
4. Which of the following is a subject of discussion on their provision in railway stations?
a. Toilets b. Lifts and escalators c. Safety measures
5. Which of these is not a specification of airport construction standards? ….........….................................
a. Luggage dimensions b. Airfield pavement c. Signs and visual aids
......... /5

1. Why are land surveys carried out in road construction?
2. What materials can be used to build bridges?
3. What techniques can be used to excavate a tunnel?
4. What is a terminus station?
5. What is a terminal building of an airport usually connected to?
......... /15
145

M5 Unit 2 Name ...........................................................................................................................
EDUCATION, CULTURE AND ENTERTAINMENT Class ...................... Date ...................................................................................
not need to use.
changed • contemporary • environment • flexible • form • function • ideas • matching • project • revolution
• stored • visual
Schools are part of our life both as students and as teachers so a good learning (1) ….........…................................. is essential
to get positive achievements. Most schools haven’t (2) ….........…................................. much in the last decades, but today,
in the new educational building (3) ….........…................................., architects are using modern designs to create innovative
and (4) ….........…................................. learning space. A museum is a building in which objects of historical, scientific, artistic,
or cultural interest are (5) ….........…................................. and exhibited. Architectural features of the museum building have
been influenced by the new technological (6) ….........…................................. and some architects emphasise the importance of
(7) ….........…................................. buildings to their surroundings, while others, are deliberately against established
(8) ….........…................................. and materials. Per forming Arts Centres are (9) ….........…................................. cultural centres
which include spaces for performing arts such as music, dance, opera, drama, and even (10) ….........….................................
arts. They are becoming more and more popular and architects are implementing new trends into their projects.
......... /10

1. The Bedale school found its roots in the ….........…................................. .
a. Bauhaus school b. Art Nouveau architecture c. Arts and Crafts movement
2. The oldest building at Bedales is the ….........…................................. .
a. Memorial Library b. Olivier Theatre c. Orchard Building
3. The increased interest in museums is associated with ….........…................................. .
a. entertainment for children b. cultural tourism c. food tourism
4. A PAC in an urban environment has the function of ….........…................................. .
a. revitalising a part of the city
b. becoming an exclusive centre
c. reducing the teaching of performing arts in state schools
5. PACs began to appear in the ….........…................................. .
a. first decades of the 20th century
b. first decade of the 21st century
c. last decades of the 20th century
......... /5

1. What kind of school was the Bedale School when it was founded?
2. What main concept is behind the design of new educational buildings?
3. What kind of activities may be hosted in a museum?
4. What new ideas may improve a museum design exhibition?
5. What kind of trends have recently been implemented in PACs?
......... /15
146

M5 Unit 3 Name ...........................................................................................................................
RECREATION AND SPORT Class ...................... Date ...................................................................................
not need to use.
amazing • container • club • equipped • facilities • interests • pleasure • projects • proximity • together
• values • walking
Recreational activities are done for enjoyment and (1) ….........…................................. . They may take many different
forms which reflect individual (2) ….........…................................. and age but also the surrounding social environment.
Public spaces such as parks and gardens are vital places for many recreational activities. So (3)
….........…................................. in a historical park or running in an (4) ….........…................................. green area or observing
wildlife in a national park may contribute to improving our lifestyle as most health enthusiasts agree. Besides,
(5) ….........…................................. to green areas is considered a factor increasing house property
(6) ….........…................................. in a city. A recreational place which holds thousands of people (7) ….........….................................
is the stadium. Today, it is not only a place for sporting competitions but it is becoming a (8) ….........….................................
for mass events, a challenge to architects and engineers, an (9) ….........…................................. park. Modern stadiums,
especially the largest among them, are huge (10) ….........…................................. that can only be afforded by the largest
corporations, wealthiest individuals, or governments.
......... /10

1. Green belts ….........…................................. .
a. are green areas inside an urban environment
b. surround urban areas
c. are vast natural areas of thousands of square kilometres
2. In Europe, parks were private properties until the ….........…................................. century.
a. 17th b. 16th c. 18th
3. designed the Wembley Stadium.
….........….................................
a. Santiago Calatrava b. Norman Foster c. Frank Gehry

4. In order to save energy, the Stade de Suisse in Berne ….........…................................. .
a. uses geothermic energy from underground
b. exploits hydroelectric power because it is near a river
c. has photovoltaic panels on the roof
5. In designing a swimming pool, ….........…................................. must be taken into consideration because of the costs.
a. a pool tank b. a sanitation system c. materials
......... /5

1. What are “equipped green areas”?
2. What is the function of parks and gardens in cities?
3. What is the characteristic of the Wembley Stadium’s roof?
4. Approximately how many people can have a seat inside the Wembley stadium?
5. How can energy saving can be implemented in swimming pool design?
......... /15
147

M6 Unit 1 Name ...........................................................................................................................
CIVIL ENGINEERING Class ...................... Date ...................................................................................
1. Fill in the text with a suitable word for each blank space. There are two extra words which you do not need to use.
building • contracts • disciplines • dynamic • environment • Geology • hazard • jobs • loads • pollution •
quality • stability
The term Civil Engineering was used in the 18th century for the first time. Nowadays, it is a profession that includes
design, construction and safeguarding of the (1) ….........…................................. . Engineering is related to the knowledge of other
(2) ….........…................................. (Mechanics, (3) ….........…................................. Materials Science, Hydrology, etc.). It has many sub-fields,
such as surveying and construction engineering, environmental engineering, structural engineering and earthquake
engineering. Surveying and construction engineering involves planning and execution of the designs from the site
development to the (4) ….........…................................. . Construction engineers often draft (5) ….........…................................. and monitor
prices of supplies. Environmental engineers can be involved with (6) ….........…................................. reduction, green engineering
and industrial ecology. Structural engineering takes into account, stiffness, and (7) ….........…................................. of the
structure when subjected to (8) ….........…................................. which may be static or (9) ….........…................................. . Earthquake
engineering deals with the mitigation of earthquake (10) ….........…................................. . ......... /10

1. Earthquake engineering deals with ….........…................................. .
a. studying earthquakes and analysing their effects
b. analysing the effects of earthquakes to reduce damage
c. analysing effects of earthquakes to find design solutions
2. The Big One ….........…................................. .
a. is the most powerful earthquake expected to hit California
b. is taken as a reference by building codes in the U.S.A.
c. Both a. and b. are correct
3. Seismic loading is ….........…................................. .
a. the application of an earthquake-generated shake-up to a structure
b. the resistance of a structure to an earthquake
c. the intensity of a seismic wave
4. The quality of the materials used in earthquake engineering is ….........…................................. .
a. less important than the earthquake-resistant construction techniques
b. as important as the earthquake-resistant construction techniques
c. more important than the earthquake-resistant construction techniques
5. In an earthquake occurring on a convergent boundary ….........…................................. .
a. plates are forced apart from each other
b. plates slip by each other
c. one plate is forced over another plate during movement, creating a thrust fault ......... /5
1. What may the action of an earthquake on constructions be like?
2. What should anti-seismic structures be designed to withstand?
3. What do earthquake engineers need to evaluate when building according to anti-seismic criteria?
4. What is the hypocentre of an earthquake?
5. Can you describe the three main forms of earthquake?
......... /15
148

M6 Unit 2 Name ...........................................................................................................................
ARCHITECTURE AND ARCHITECTS Class ...................... Date ...................................................................................
1. Fill in the text with a suitable word for each blank space. There are two extra words, which you do
not need to use.
boards • buy • bylaws • central • client • commission • design • government • historic • self-employed •
specialists • task
Architecture is the art, the science and the business of building. Today’s architects may practise alone or be
part of a small, medium or large firm. Some are (1) ….........…................................. while others may be on a salary, as
are employees of (2) ….........…................................., real estate developers or large corporations. Architects design or
re-design buildings and use modern techniques to renew (3) ….........…................................. buildings. Inside buildings,
architects may (4) ….........…................................. furniture and objects. Many architects serve on planning
(5) ….........…................................. or are involved in restoring parts of a city, developing housing projects or industrial
parks or designing shopping centres. The work of an architect starts with a (6) ….........…................................. (or contract)
from a client. The contract may involve the design of a single building or a group of buildings and the spaces
between them. The (7) ….........…................................. may be an individual person, a group, a government department or a
business. The architect leads a team of (8) ….........…................................. and must also understand and deal with building
codes and (9) ….........…................................. set out by the local and (10) ….........…................................. government.
......... /10

1. Interior designers plan the interior spaces of ….........…................................. .
a. private homes b. almost any type of building c. public buildings
2. The stages in the work of an interior designer are ….........…................................. .
a. different according to the type of building
b. different according to the type of work
c. almost the same in any type of work
3. The first step, known as programming, is to determine ….........…................................. .
a. the client’s needs and wishes b. the materials needed c. the schedule
4. Interior designers are ….........…................................. .
a. required to know laws and safety regulations
b. required to know laws and regulations about safety and architectural barriers
c. not required to know safety regulations.
5. Computer-aided design (CAD) ….........…................................. .
a. provides more detailed design b. makes corrections easier c. Both a. and b. are correct
......... /5
1. What requirements should an architect meet?
2. What should architects consider when they have to design large public buildings?
3. What different kinds of clients can an architect have?
4. What kind of positive effects can a good design have?
5. What steps do interior designers follow when working on a space?
......... /15
149

M6 Unit 3 Name ...........................................................................................................................
SAFETY IN THE YARD Class ...................... Date ...................................................................................
1. Fill in the text with a suitable word for each blank space. There are two extra words, which you do
not need to use.
benefits • devices • duties • employees • employers • job • migration • non-native • regulations • risks •
safety • workplace
Building companies must be conscious of how important security and safety in the (1) ….........….................................
are. It is essential to correctly inform and train both workers and (2) ….........…................................. . The phenomenon
of (3) ….........…................................. has made information and training even more important for workers who are
(4) ….........…................................. speakers of the language of their new working environment.
Employers have several (5) ….........…................................., such as to carry out an assessment of (6) ….........….................................,
set up an accident prevention unit and avail themselves of a competent doctor, appoint (7) ….........….................................
officers, provide employees with personal safety (8) ….........…................................., ensure compliance with the current
(9) ….........…................................., offer information, instructions and training. (10) ….........…................................. are asked to
respect the rules on safety, wear their badge and report the presence of any strangers, make sure they are
physically and mentally fit for their work and check that the protective devices in use are efficient.
......... /10

1. A signboard is a sign that provides information or instructions using a combination of shapes, …..................................... .
a. symbols and writing b. colours, symbols and writing c. colours and symbols
2. Red stands for ….........…................................. .
a. mandatory action b. caution c. prohibition
3. Yellow stands for ….........…................................. .
a. mandatory action b. caution c. prohibition
4. This symbol stands for ….........…............................... .
a. suspended loads b. sudden drops c. stumble danger
5. This symbol stands for ….........…................................. .
a. do not touch b. protective gloves required c. do not enter

......... /5

1. What do accidents in the workplace mostly appear to depend on?
2. What is the risk assessment/evaluation document?
3. What are safety officers in charge of?
4. What should employers do before installing safety signs?
5. When must safety signs be used?
......... /15
150

M7 Unit 1 Name ...........................................................................................................................
URBANISATION Class ...................... Date ...................................................................................
not need to use.
boundary • countryside • commuters • development • functions • home • implementing • populated •

rural • size • sprawled • towns
A settlement is an organised human habitation. It can be a single (1) ….........…................................. or a busy city.
Settlements can vary in (2) ….........…................................. and shape. Urban settlements are usually large and densely
(3) ….........…................................. . (4) ….........…................................. settlements, on the other hand, are generally small.
The (5) ….........…................................. of settlements also differ, as settlements may be established as ports, market
(6) ….........…................................. and resorts. As cities grow, perhaps the most serious concern should be how they
expand out into the surrounding (7) ….........…................................. . Over the past century, urban settlements have not
only expanded demographically, they have also (8) ….........…................................. outwards – covering green areas and
farmland. Urban Zoning is the prime tool for (9) ….........…................................. the City Master Plan by controlling land
use and setting (10) ….........…................................. standards throughout the city. Master Plans must be flexible and
subject to periodic change.
......... /10

1. In suburbs, we mainly find ….........…................................. .
a. semi-detached houses b. skyscrapers c. terraced houses
2. A sprawled city has ….........…................................. .
a. low density people b. a green belt around it c. a good network of public transport
3. The model of urban zoning fits ….........…................................. .
a. generally to Italian cities b. only to American cities c. to many large cities in the world
4. In the field of real estate valuation, the market price of a property refers to the ….........…................................. .
a. cost of expenses and material to build a house
b. amount of money that a buyer will spend on that property and what a seller will accept
c. sales price
5. The benefits of a real property are recognised ….........…................................. .
a. in a few weeks b. in the first year c. over a long period of time
......... /5

1. What is a City Region?
2. Where and when did the phenomenon of “gentrification” take place?
3. When can Rural-Urban Fringe be found?
4. What is the “market comparison approach” method in a real estate valuation?
5. What factors can be taken into consideration in the valuation of a property?
......... /15
151

M7 Unit 2 Name ...........................................................................................................................
HISTORY OF CITY PLANNING Class ...................... Date ...................................................................................
not need to use.
agriculture • making • capital • church • defensive • development • forum • monumental • planning •

reconstruction • symmetry • villages
The development of (1) ….........…................................. before the beginning of recorded history enabled the populations
of the Palaeolithic age to live together in small (2) ….........…................................. . The ancient Romans used a
consolidated scheme for city (3) ….........…................................. . The basic plan was a central (4) ….........….................................
surrounded by a rectilinear grid of streets and surrounded by a (5) ….........…................................. wall. The collapse
of Roman civilisation saw the end of their urban planning. Urban (6) ….........…................................. in the Middle Ages
characteristically focused on walled cities. The (7) ….........…................................. was the main building in town. The
Renaissance was a period of great artistic development and many artists of the time participated in the
process of (8) ….........…................................. cities more attractive. During the Baroque period, rulers often redesigned
their (9) ….........…................................. cities as an attraction to glorify the nation. On the other hand, disasters were
often a major reason for planned (10) ….........…................................., such as London after the Great Fire of 1666.
......... /10

1. designed the great restructuring work of Paris.
….........….................................
a. Christopher Wren b. George Haussmann c. Ebenezer Howard

2. Many suburbs inspired to the Garden City philosophy were constructed in the ….........…................................. .
a. 1890s b. 1940s c. 1920s
3. The “industrial villages” were places where people ….........…................................. .
a. worked in the company factory
b. lived near the company factory
c. worked and lived in the company factory
4. Using public transport in a city .
….........….................................
a. reduces pollution b. worsens the microclimate c. is more expensive for the users
5. Protection from industrial areas or heavy traffic routes is usually achieved with ….........…................................. .
a. high thick walls b. bushes or green paths c. concrete panels
......... /5

1. How did cities change during the Industrial Revolution?
2. Who was Ebenezer Howard?
3. What does Modernism mean in city planning?
4. What are the basic steps in preparing a City Master Plan?
5. What are the objectives to pursue in a sustainable urban planning project?
......... /15
152

M8 Unit 1 Name ...........................................................................................................................
FROM THE BEGINNINGS TO THE 18TH CENTURY Class ...................... Date ...................................................................................
not need to use.
bath • beginning • birth • brick • buttress • civilisations • dome • forms • inspiration • orders •
proportions • strength
In the past, great (1) ….........…................................. built large temples, pyramids, ziggurats, monasteries, stupas and
mosques with tall minarets. The Mediterranean region saw the (2) ….........…................................. of Greek and Roman
classical architecture. The Romans built in (3) ….........…................................. and concrete, and used the arch, the vault,
and the (4) ….........…................................. . They built theatres and temples, palaces, basilicas, public
(5) ….........…................................. and other buildings all over their vast empire. Byzantine architecture was essentially
a continuation of Roman architecture. In the 11th and 12th centur y, a new style, the Romanesque, developed
in Europe. Its main characteristics were (6) ….........…................................. and heaviness. Then, at the
(7) ….........…................................. of the 13th century, architects began to design lighter (8) ….........…................................. so the
great Gothic cathedrals provide us with the best examples of this style. During the Renaissance, architects
looked back to the Romans and Greeks for (9) ….........…................................. when designing. Their main aim was to
establish the ideal (10) ….........…................................. for a building, based on those of the idealised human body.
......... /10

1. The Lion Gate can be seen in ….........…................................. .
a. Knossos b. Athens c. Mycenae
2. Saint Sophia in Istanbul is one of the best examples of ….........…................................. architecture.
a. Romanesque b. Byzantine c. Gothic
3. The main characteristics of Romanesque buildings were ….........…................................. .
a. high narrow arches and thin walls
b. low wide arches and thick walls with heavy supports
c. high wide arches and thick walls
4. The so called “flying buttress” is a ….........…................................. .
a. slender beam supporting the weight of the building from outside
b. large stained-glass window
c. wide aisle crossing the nave in a Romanesque church
5. The Renaissance began in Italy and spread throughout Europe ….........…................................. .
a. during the 1400s and the 1500s.
b. during the 1300s. c. during the 1500s and the 1600s.
......... /5

1. What impressive buildings did the Romans build during the Imperial Period?
2. What kind of buildings did Gothic architects design?
3. What ancient book was the base of Renaissance architecture?
4. When did Baroque architecture flourish in Europe?
5. What buildings are the best example of Baroque architecture in Italy?
......... /15

153

M8 Unit 2 Name ...........................................................................................................................
ARCHITECTURE OF THE 19 TH CENTURY Class ...................... Date ...................................................................................
not need to use.
brick • cast-iron • cathedrals • eclectic • glass • Greek • historical • industrial • innovative • materials •
promotion • Romanesque
The two principal characteristics which distinguish 19th-century architecture are the use of a variety of
(1) ….........…................................. styles and the development of new (2) ….........…................................. and structural methods.
The 19th-century interest for the architecture of the past began with (3) ….........…................................. temples and
Gothic (4) ….........…................................., but it soon included an amazing range of other historical styles: Egyptian,
Byzantine, (5) ….........…................................., and even Renaissance styles. As much as architects of the 19th century
loved these “neo” styles, they were also dedicated to new and (6) ….........…................................. architecture, and this
meant taking advantage of new building materials. Traditional materials such as (7) ….........…................................. and
stone were replaced by iron, steel and (8) ….........…................................. . It was Paxton’s astonishing Crystal Palace,
built for the Great Exhibition of 1851in London, which revealed the potential of (9) ….........…................................. in new
architecture. In 1889, the famous Eiffel Tower was the best (10) ….........…................................. of a new material: steel.
......... /10

1. One of the characteristics which distinguishes 19th-century architecture is ….........…................................. .
a. the use of Egyptian style
b. a mix of styles used mainly for private residences
c. the use of a variety of historical styles
2. The first skyscrapers were seen in ….........…................................. .
a. Chicago b. London c. Paris
3. One of the distinctive characteristics of the Chicago School of Architecture was the use of ….........…....................... .
a. iron-frame building with glass cladding
b. steel-frame building with masonry cladding
c. masonry-frame building with steel cladding
4. Art Nouveau in France took advantage of many technological innovations from the late 19th century, especially
the use of ….........…................................. .
a. iron and glass b. steel and glass c. copper and glass
5. Modernism was particularly strong and influential in Spain in the region of Catalonia because ….............................. .
a. Barcelona was the capital of Spain at that time
b. a lot of tourists visited the city
c. the First International Exhibition in 1888 was organised in Barcelona
......... /5

1. What did the designers of the Chicago School invent?
2. Where does the word “skyscraper” come from?
3. What are the general characteristics of Art Nouveau architecture?
4. What great event in Barcelona deeply changed the aspect of the city?
5. Which architects were the most representative of Spanish Modernismo?
......... /15

154

M8 Unit 3 Name ...........................................................................................................................
THE MASTERS OF MODERN ARCHITECTURE Class ...................... Date ...................................................................................
not need to use.
building • craft • figures • function • industrial • inter-war • natural • reaction • skyscraper • steel •
technological • work
At the beginning of the 20th century, the birth of Modern architecture was the result of (1) ….........….................................
developments and the availability of new (2) ….........…................................. materials, but it was also a (3) ….........….................................
against the eclecticism of previous architectural styles. Important schools and leading (4) ….........….................................
characterised the period from the 1930s to the 1970s. The Bauhaus School, founded in Germany, greatly
influenced the (5) ….........…................................. modernist architecture. The Bauhaus School emphasised the harmonisation
of (6) ….........…................................. and the fine arts to create a total (7) ….........…................................. of art. It had a deep influence
on Modernist architecture, typography and (8) ….........…................................. design. The International Style became
the dominant style in American Architecture and was mainly used for (9) ….........…................................. and institutional
architecture, because of its smooth “modern” look, and use of (10) ….........…................................. and glass.
......... /10

1. Wright’s architecture was characterised by ….........…................................. .
a. steel and glass b. natural materials c. masonry and concrete
2. The Guggenheim Museum in New York has an interior similar to a ….........…................................. .
a. flower b. star c. seashell
3. Gropius borrowed materials and methods of construction from ….........…................................. .
a. modern technology b. the natural world c. Medieval architecture
4. The “Five Points” of Architecture explained by Le Corbusier were: the pilotis, a free façade,
a. vertical windows, an open floor plan and the roof garden.
b. horizontal windows, an open floor plan and the roof garden.
c. horizontal windows, an open floor plan and the back garden.
5. In 1948, Le Corbusier published “Le Modulor” which is ….........…................................. .
a. the project for a block of flats
b. a set of furniture designs
c. a proportional scale based on the male figure
......... /5

1. What important event can be considered the cornerstone of Modern Architecture?
2. What are the architectural features of Fallingwater by F.L. Wright?
3. What did Gropius do after he left Germany?
4. What kind of buildings did Ludwig Mies van der Rohe mainly design?
5. What was the main interest of Le Corbusier expressed in his book “La Ville Radieuse”?
......... /15
155

M8 Unit 4 Name ...........................................................................................................................
CONTEMPORARY ARCHITECTURE Class ...................... Date ...................................................................................
1. Fill in the text with a suitable word for each blank space. There are two extra words which you do not need
to use.
architectural • buildings • century • Constructivism • contemporary • design • idols • materials • organic

• styles • tech • technology
The term “contemporary architecture” refers to present-day building (1) ….........…................................., which
include a wide array of trends, from Postmodernism and High-(2) ….........…................................. architecture to
De-(3) ….........…................................. and expressive styles. The different styles and approaches have in common the
use of very advanced (4) ….........…................................., modern building (5) ….........…................................. and the use of new
techniques of computer-aided (6) ….........…................................. . Most of the landmarks of (7) ….........….................................
architecture are the works of architects whose firms work on an international scale. Many of these buildings
were designed by architects already famous in the late 20th (8) ….........…................................., while others are the
work of a new generation of architects. Some of their (9) ….........…................................. have become real icons of
contemporary architecture and have transformed them into (10) ….........…................................., achieving a sort of
celebrity status both in the world of architecture and among the general public.
......... /10

1. Frank Gehry’s works fall into ….........…................................. architecture.
a. Post-modernist b. Deconstructivist c. Technological
2. Frank Gehry remodelled his ….........…................................. in Santa Monica.
a. studio b. museum c. house
3. The building nicknamed “The Gherkin” designed by Norman Foster is ….........…................................. .
a. an art gallery b. a cigar-shaped structure c. the tallest skyscraper in Great Britain
4. In the mid-1990s, Renzo Piano was responsible for the Master Plan for the reconstruction of a par t of
….........…................................. .
a. Berlin b. Copenhagen c. Wien

5. Renzo Piano worked in San Francisco to reconstruct the famous “California Academy of Science”, badly
damaged by the ….........…................................. earthquake.
a. 1970 b. 2009 c. 1989
......... /5

1. Can you give a brief description of the Guggenheim Museum designed by Frank Gehry?
2. What are the architectural characteristics of the “Gherkin”?
3. What building did Norman Foster restore in Berlin?
4. Why is the Pompidou Centre in Paris considered High-Tech architecture?
5. What famous buildings have been designed by Renzo Piano’s firm in Italy?
......... /15
156

MODULE TESTS – STANDARD
07a MODULE test_157-182.indd 157 16/09/17 17:24

MODULE TESTS (Standard)
I seguenti test hanno l’obiettivo di verificare la competenza degli studenti su ciascuno
degli 8 Moduli del libro. Sono test sommativi per cui sono alquanto lunghi e richiedono
del tempo per essere svolti. Possono essere somministrati in un’unica sessione dando
alla classe circa 1,5 ore per portare a termine l’intera verifica. In alternativa, ciascun
Modulo può essere diviso in tre sezioni (1. Contents; 2. Skills; 3. Skills, Vocabulary and
Grammar) che possono essere date in tre momenti diversi.
L’obiettivo della prima sezione è di verificare i contenuti del Modulo ed è composto da
2 attività: un esercizio a scelta multipla (6 punti) e un questionario (8 x 3 = 24 punti).
Il punteggio parziale è 30 punti.
L’obiettivo della seconda sezione è di verificare due abilità: Reading e Listening. La
prima viene valutata tramite un esercizio di Vero/Falso (4 frasi false correttamente rese
vere → 8 punti + 4 frasi vere riconosciute come tali → 4 punti = 12 punti); la seconda
tramite varie tipologie di attività (correzione di errori, riempimento di spazi vuoti,
questionario, sequenza di argomenti: 8 punti). Punteggio parziale: 20 punti.
L’obiettivo della terza sezione è di verificare una terza abilità (Writing), il Vocabolario
e la Grammatica. La prima parte consiste di un breve composizione (120/150 parole)
riguardante una delle tematiche presenti nel Modulo (20 punti derivanti da conoscenza e
sviluppo dell’argomento, corretto uso delle strutture, vocabolario appropriato e ortografia
accurata); la seconda parte è formata da due attività lessicali (7 + 8 punti); la terza parte
è composta da un esercizio su una struttura grammaticale rivista nel Modulo (5 punti) e
una traduzione (5 x 2 = 10 punti). Punteggio parziale = 50 punti.
Il punteggio totale di ciascun Module Test e di 100 punti.

Module 1 Name ............................................................ Class ................
THE ENVIRONMENT Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS
1. Choose the right option. (........../6 p.)

1. Ecology as a science …............................…..….................................................…............................ .
a. has no practical applications in everyday life
b. has a limited field of application
c. needs no contribution from other sciences
d. is multidisciplinary
2. An ecosystem …............................…..….................................................…............................ .
a. can be of any size
b. is not part of a biome
c. is not affected by relations between individuals of the same species
d. can only be terrestrial
3. Pollution …............................…..….................................................…............................ .
a. became a serious problem during the French Revolution
b. became an important issue after the Second World War
c. occurs only in cities because of the large number of cars
d. has never caused an environmental disaster
4. Climate change …............................…..….................................................…............................ .
a. will have important social, economic and political consequences
b. is not connected to global warming
c. has never been studied
d. has become a matter of concern since 1930s
5. Nuclear energy …............................…..….................................................…............................ .
a. has no drawbacks
b. produces waste which is dangerous to deal with
c. is a valid alternative to fossil fuels
d. produces toxic gases
6. Hydrogen is …............................…..….................................................…............................ .
a. polluting
b. largely used
c. difficult to store and distribute
d. not good for vehicles
2. Answer the following questions (........../ 24 p.)

1. What are the objects of ecological studies?
2. What are “intraspecific relations” and “interspecific relations”?
3. What are the main forms of environmental pollution?
4. What are the consequences of soil pollution on human health?
5. What is “acid rain” and what effects does it have on the environment?
6. What are the predicted visible effects of “global warming”?
7. What are non-renewable energy sources and why can they be considered polluting?
8. What energy sources can be considered “environmentally-friendly”? Why? ......... /30
159

Module 1 Name ........................................................................................................... Class .................... Date ...............................................................
SKILLS
3. Read the article and decide if the statements below are true or false. Correct the false ones. (........../12 p.)
THE BOREAL FOREST

The Boreal Forest covers 6.5 million square miles climate change. Despite its remote location, the
across the northern regions of Russia, Scandinavia, North American boreal is home to 14% of Canada’s
Canada and Alaska. In North America, the Boreal population, almost four million people. One third of
Forest stretches from Alaska across Canada to these inhabitants are aboriginal. They have linked
the Atlantic Ocean. It forms 25% of the world’s their existence to the forest for hundreds of years,
intact forests. The Boreal Forest ecosystem is using the trees for heat, the plants for healing and
an extraordinary mosaic of interrelated habitats the animals for both food and clothing. The variety
made up of forests, lakes, wetlands, rivers and of animals that coexist with humans is impressive.
tundra at its northern edge. The Boreal floor is The forest is home to the continent’s largest
covered by a dense layer of organic matter. This population of wolves, lynxes, bears, caribous and
cover is created when fallen trees, pine needles, moose and an amazing number of birds. The lakes
leaves and other plants remain on the ground of the boreal are packed with some of the world’s
and are prevented from decomposing by the cold largest freshwater fish. Although only 8% of the
temperatures. This groundcover is particularly boreal is protected, it is still largely intact, with
effective in storing carbon, and the boreal forests 80% of its land still undeveloped. Unfortunately,
of Canada and Russia together store more carbon one third of the remaining land has already been
than any other terrestrial ecosystem on the planet. allocated for industrial use, and the decisions we
The huge size of the forests may help to regulate make in the next few years will play a large part in
the earth’s temperature, as it represents an area determining the future of this vast, biologically rich
large enough to limit the dangerous effects of and largely unspoiled ecosystem.
1. The Boreal Forest is a very large area which stretches from North America to Europe and Russia. T F
2. The Boreal Forest ecosystem is quite dry and hot. T F
3. The Boreal floor is covered by a thick layer of organic matter. T F
4. The organic matter on the ground decomposes rapidly because of the cold temperatures. T F
5. Only a few people live in this remote area. T F
6. Because of the freezing temperatures, few species of fish can live in the lakes. T F
7. Most part of the boreal area is intact. T F
8. There are industries in this area. T F
1.4
4. Each of the sentences below contains one mistake. Listen to the recording and correct the sentences. (........../8 p.)
WATER POLLUTION: AN OCEAN OF PLASTIC
1. The Great Atlantic Garbage Patch is a collection of marine rubbish.
2. It goes from the East Coast of North America to Japan.
3. The heart of the garbage patch is thought to be around 1.5 m sq km.
4. The dimensions of waste are continually decreasing.
5. The waste is caught in the ocean’s waves.
6. The South Pacific vortex has accumulated a large amount of plastic waste.
7. The UN says that the patch is growing slowly.
8. However, a scientific report predicted there will still be more fish than plastic in the oceans by 2050.
160

SKILLS, VOCABULARY AND GRAMMAR
5. Write a short text (120/150 words) about what we can do to encourage people to take action to
protect the environment. (........../20 p.)
O R
W S
D
6. Insert the most suitable word in the sentences below. (........../7 p.)
1. Ecosystem boundaries are not marked by rigid lines but are often separated by …………………......….. barriers.
2. A new organism can distort the natural …………………......….. of the interaction and potentially harm or destroy the
ecosystem.
3. The burning of fossil fuels may release tiny solid …………………......….. and harmful gases into the air.
4. Light pollution is the …………………......….. of natural light levels in the outdoor environment due to artificial light sources.
5. Oil spills and gas …………………......….. may cause terrible damage to the environment.
6. Nuclear energy is generated by the …………………......….. or fission of atoms of uranium or heavier elements.
7. There are serious questions about hydrogen …………………......….. and distribution.
O R
W S
D
7. Match each word with its synonym. (........../8 p.)
1. relationship a. highest point
2. detrimental b. conflicting
3. chain c. to deliver
4. to release d. negative
5. adverse e. sequence
6. peak f. to use (excessively)
7. to scan g. interconnection
8. to exploit h. to examine
8. Fill in the blanks using tenses referring to the present. (........../5 p.)
1. The term ecosystem …………...................………......….. (refer) to all living organisms in an area interacting with each
other and their physical environment.
2. We …………...................………......….. (currently - exploit) fossil fuels too much.
3. Lots of people …………...................………......….. (not – use) public transport to go to work every day.
4. With the rapid growth of cities worldwide, urban ecosystems are perhaps the only major ecosystem type
that …………...................………......….. (expand).
5. These days I …………...................………......….. (cycle) to school, because I want to be more environmentally friendly.
9. Translate these sentences into English. (........../10 p.)

1. Molte persone non sanno che fare per ridurre lo spreco di energia nella loro vita quotidiana.
2. Alcuni ricercatori stanno sviluppando nuovi sistemi per l’utilizzo delle fonti rinnovabili.
3. La prossima settimana andremo ad una conferenza sull’energia nucleare.
4. A causa delle altissime temperature, questo mese la popolazione utilizza una gran quantità di energia elettrica.
5. Nell’immagine vediamo alcuni tecnici che installano turbine eoliche.
......... /50
161

BIO AND MAN-MADE CONSTRUCTIONS Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS

1. Soil is made up of …............................…..….................................................…............................ .
a. rocks and minerals c. weathered rocks, minerals, organic material air and water
b. organic material d. clay
2. Sustainable land management refers to the use of natural resources …............................…..….................................................….................... .
a. to produce the maximum possible amount of goods
b. to produce natural materials
c. in a productive way without wasting their productive potential completely
d. in a productive way
3. The materials used in ecological building …............................…..….................................................…............................ .
a. should come from the surroundings, be unrefined and must not harm the health of the people living
inside a house in any way
b. may come from everywhere but should not be produced wasting energy
c. should be as cheap and available as possible
d. may be artificially manufactured and refined but have to come from the surroundings
4. The Life Cycle Design is related to the …............................…..….................................................…............................ .
a. life of the materials used in building
b. possibility of recycling the materials used in building
c. analysis of building products, from collecting raw materials to their ultimate disposal
d. disposal of building products
5. Among natural materials …............................…..….................................................…............................ .
a. rock is the most durable and easy to shape
b. earth and clay do not protect from external temperature variations
c. wood offers resistance to vertical compression
d. fabric is no longer used in building
6. Alternative materials are …............................…..….................................................…............................ .
a. natural or man-made materials used in a different way
b. naturally available or recycled man-made materials used in building
c. man-made materials used in a different way
d. natural materials used in a different way
2. Answer the following questions. (........../24 p.)

1. What is a cultural landscape?
2. What are the effects of technology on landscapes?
3. How can geographers’ studies help to protect the Earth’s ecosystems?
4. What are the general guidelines of ecological design?
5. What is the purpose of materials used in building?
6. What different groups can materials used in building be divided into?
7. What are the characteristics of eco-materials?
8. What will the use of eco materials result in?
......... /30
162

SKILLS
BEDZED
BedZED was designed to achieve big reductions in The great majority of BedZED’s houses and flats
climate-changing greenhouse gas emissions and are passively solar heated. The homes are all very
water use. It tries to make it easy for people living highly insulated but also well ventilated using the
there to have a greener, lower impact lifestyle, relying distinctive and colourful wind cowls on the roofs. A
less on private cars and producing less waste. gas-fired communal boiler supplies hot water for the
The homes range from one bed apartments to four entire development. A large hot water tank in each
bedroom houses. home helps to keep it warm in winter as well as
On average, BedZED homes sell for about 5 to storing hot water.
10% more than homes of the same size in the BedZED’s buildings use concrete to store heat
surrounding area. and help to maintain a comfortable and even
Even though BedZED is, by suburban standards, a temperature, night and day throughout the year.
high density development, most homes have private Extensive photovoltaic (PV) panels, on the roofs and
outdoor space and many have small gardens. The incorporated into south facing windows, supply some
whole development shares a square and a large of BedZED’s electricity. Any surplus PV power is
playing field. exported into the local grid.
1. BedZED was built to help reduce climate change. T F

2. BedZED helps people to have an environmentally friendly lifestyle. T F
3. All the homes are the same size. T F
4. There is the possibility of using a car pooling system at BedZED. T F
5. There is no great demand for buying a BedZED home. T F
6. BedZED is densely inhabited. T F
7. There aren’t any public areas in BedZED. T F
8. BedZED does not recycle unused energy. T F
2.4
4. Listen and fill in the blanks. (........../8 p.)
THE SECRET OF ROMAN BUILDINGS
The buildings and (1) ….........…................................. of ancient Rome have stood for a ver y long time, so the building
materials they used must offer something to learn from. Now, (2) ….........…................................. from Berkeley Lab at the
University of California have made a breakthrough in cracking the (3) ….........…................................. of their long life – the
special formula the Romans used to make their concrete. Unlike modern concrete, in which Portland cement
is used to bind the (4) ….........…................................., Roman concrete uses a (5) ….........…................................. mix of volcanic
limestone, which reacts to form (6) ….........…................................. that expand into the space within the concrete more
effectively. This performs the function of (7) ….........…................................. in Portland-based concrete but is more resistant
to corrosion and packs the space more tightly. This also cuts the risk of micro-cracking in the concrete over time,
extending (8) its ….........…................................. considerably – 2,000 years and over, as a trip around Rome will prove.
......... /20
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5. Write a short text (120/150 words) about what eco-building is and how it can help preserve the
environment. Mention natural materials and their properties. (........../20 p.)
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6. Match each word/phrase with its definition. (........../7 p.)
1. loam a. Material used for mixing with cement.
2. weathering b. Timber or logs especially when prepared for use.
3. fixing material c. A substance added to a mixture to make all the parts stick together.
4. binder d. A metal that is made by mixing two or more metals, or a metal and another substance.
5. aggregate e. Mixture of sand, clay and decaying plant material.
6. alloy f. Used inside the house to complete the structure.
7. lumber g. When rock is broken into pieces by the action of the weather.
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7. Fill in the blanks. (........../8 p.)
1. Recyclable materials help to preserve the ….........…................................. .
2. Natural materials should be minimally ….........…................................. .

3. Clay helps to keep indoor ….........…................................. constant.
4. Modern buildings can include ….........…................................. materials such as fabric or plastic membranes.
5. Rock is the ….........…................................. ….........…................................. building material.
6. The ….........…................................. of waste building material must be considered in the Life Cycle Design.
7. One of the drawbacks of metal as a building material is ….........…................................. .
8. Blocks are large ….........…................................. units of concrete.
8. Fill in the blanks using tenses referring to the past. (........../5 p.)
1. People ….........…................................. (use) cement and concrete for many amazing things throughout history,
including architecture, infrastructure and more.
2. In 2016, I ….........…................................. (see) the Burj Khalifa in Dubai.
3. In the past, people ….........…................................. (build) dry-stone walls at the borders of their fields.
4. They ….........…................................. (lay) the floors in two of the rooms so far.
5. When ….........…................................. (they/start) using eco-materials in their buildings?

1. In passato, l’uomo ha utilizzato l’ambiente senza rispettarne l’equilibrio.
2. Quando sono arrivato all’appartamento, l’architetto stava mostrando al cliente alcuni materiali ecologici
per i pavimenti.
3. Sono anni che cerco di progettare un’abitazione totalmente ecologica.
4. Quell’architetto ha progettato molte case in questa città quando era più giovane.
5. Mentre l’ingegnere controllava il progetto, il cliente parlava con gli operai.
......... /50
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SURVEYING Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS

1. Surveying is the science ….........…................................. .
a. of determining the distance between two points
b. of measuring the position of points, the distances and the angles between them
c. of drawing maps
d. that uses maps to measure the distances between two points
2. A total station is a theodolite ….........…................................. .
a. with a laser scanner
b. with a transit
c. mounted on an aircraft
d. with an electronic distance measurement device
3. GPS systems ….........…................................. .
a. work very well in areas covered by lots of trees and buildings
b. have increased the precision of surveying
c. cannot be combined with laser scanners
d. are usually mounted on tripods
4. Photogrammetric surveys ….........…................................. .
a. give information about the physical and social characteristics of land
b. do not need the use of aircraft
c. only use full-size aircraft
d. are never used for police surveillance
5. Environmental surveys ….........…................................. .
a. are usually carried out with the use of a total station
b. are useless in natural disasters.
c. need simple instruments.
d. show advantages in land planning, mineral and geotechnical research.
6. Which of these actions does not use the Cadastre as a base?
a. General land-based administrative purposes.
b. Land valuation and taxation.
c. Location of physical features of an area.
d. Mapping.

1. What sciences can make useful contributions to surveying?
2. What are the different types of surveying?
3. What surveying instruments were used in the past?
4. What is a total station and how does it work?
5. What kind of platforms can be used for aerial photography?
6. Why is a laser scanner useful in architectural surveying?
7. How can online maps be created?
8. What is cadastral surveying?
......... /30
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SKILLS
MAPS IN THE ANCIENT WORLD

The greatest figure of the ancient world in the centuries, progress in technology, such as instruments
development of geography and cartography was for observation and astronomy, improved existing map
the Greek astronomer and mathematician Claudius information, as well as supporting further exploration
Ptolemy who lived in Alexandria, Egypt, around 150 A.D. and new discoveries significantly increased geographic
His work, the Guide to Geography was written in eight knowledge. During the 15th and 16th centuries, the
volumes. The first volume included basic principles great discoveries of Christopher Columbus, Vasco de
and dealt with map projections. The next six volumes Gama, Amerigo Vespucci and other explorers gradually
carried a list of the names of some 8,000 places and transformed the world maps of those days.
their approximate latitudes and longitudes. The last The main cartographer of the age of discovery
volume constitutes an atlas of regional maps. During was Gerardus Mercator. He published an accurate
the Middle Ages, the great enthusiasm generated by map of Europe and built globes that showed the
the travels of Marco Polo in the 1270s and 1280s led Earth and the heavens. He created the term
to an increasing interest in world maps. Atlas for a collection of maps. A reformation of
In the 1300’s and 1400’s, sailors used a nautical chart, cartography that evolved during the 18th century
the Portolano. It was developed as an aid to navigation was characterised by scientific trends and more
along the coast of the Mediterranean Sea. Maps of accurate details. It was also based on better
this kind were written on sheepskin. In the following instruments and far more accurate surveys.
1. Ptolemy was Egyptian. T F

2. Ptolemy wrote a monumental work on geography in his time. T F
3. The travels of Marco Polo had a great influence on the knowledge of the world. T F
4. The Portolano was a kind of map written on paper made from vegetal fibres. T F
5. Geographic knowledge was not improved by further exploration and discoveries. T F
6. The great discoveries of famous navigators changed the geographical maps of the 15 and th
T F
16th centuries.
7. The term Atlas, coined by Mercator, was a list of geographical names. T F
8. In the 18 century, cartography became more accurate and detailed.
th
T F
3.4
4. Listen to the project “Scan the top of Europe” whose goal was to calculate the real height of Mont Blanc.
Fill in the blanks with a word. (........../8 p.)
Reaching the top of Mont Blanc, Europe’s (1) ….............…................................. mountain, is a formidable challenge even
to the most experienced alpinists – not only because of its elevation, but also because of its severe
(2) ….........…................................. conditions. Strong (3) ….........…................................. and snowfalls at the summit constantly
cause fluctuations to the mountain’s ice cap. This motivated a team of expert (4) ….........…..................................... to
determine the actual variations of the ice cap every two (5) ….........…................................. using the latest technological
instruments. Last year a team of fourteen climbers, including nine surveyors, three alpine guides, a
(6) ….........…................................. and a cameraman, went to the top of the peak and used a MultiStation to capture the
first ever 3D laser (7) ….........…................................. of the Mont Blanc ice cap. This instrument is able to combine the
latest (8) ….........…................................. in the fields of total station measurements, digital imagery, 3D laser scanning
and GPS positioning. The survey took two hours and recorded almost 100,000 points which were immediately
displayed on the MultiStation’s screen. ......... /20
166

5. Write a report (120/150 words) about a surveying internship or practical experience. Explain
where you were, who you were with, what technical equipment you used, what kind of
measurements you carried out, how the data were transferred to a computer and the final result.
(........../20 p.)
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1. All the branches of surveying have to do with the measurement of the earth’s surface/depth.
2. Land surveying deals with the determination of land features/boundaries.
3. The GPS space segment consists of a constellation of satellites transmitting light/radio signals to users.
4. With advanced forms of GPS you can make measurements to closer than a centimetre/metre.
5. 3D laser scanning is considerably cheaper/relatively more expensive than conventional techniques.
6. Aerial photography is used in hydrographic surveying/photogrammetric surveys.
7. An orthophoto is a photograph taken from an definite/infinite distance, looking straight down.
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7. Match the words (1 – 8) to the right definition (a – h). (........../8 p.)
1. to draw a. Excavation in the earth.
2. ownership b. Lighter-than-air craft, aerostat.
3. mine c. Largely.
4. licence d. To represent something by making lines on a surface.
5. balloon e. Rising or falling sharply.
6. widely f. State of possessing something.
7. steep g. Regular form or sequence.
8. pattern h. Formal or official permission to do something.
8. Fill in the gaps with the right future tense. (........../5 p.)
1. My friends ….........…................................. (work) as land surveyors when they finish school.
2. The surveyor ….........…................................. (take) aerial photos of the area tomorrow morning.
3. Please, answer the phone, I ….........…................................. (check) the data on the computer.
4. Let’s not fly the drone now, it ….........…................................. (rain).
5. The famous architect ….........…................................. (probably give) several lectures at the university.
9. Translate the following sentences into English. (........../10 p.)

1. Ti aiuterò io se non capisci come funziona un laser scanner.
2. Un tecnico effettuerà un’ispezione catastale giovedì prossimo.
3. I geometri vogliono migliorare la loro strumentazione tecnica, quindi hanno intenzione di acquistare una
nuova stazione totale.
4. I droni saranno il futuro della rilevazione topografica.
5. Quei ragazzi non sono capaci di pilotare il drone. Sta per schiantarsi contro il muro.
......... /50
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HOUSE PLANNING Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS

1. The floor plan of a house indicates the ….........…................................. .
a. location and the utility services c. front, rear and side elevations
b. construction methods d. height and ceiling type
2. BIM is based on ….........…................................. technical drawings.
a. two-dimensional c. four-dimensional
b. three-dimensional d. five-dimensional
3. A foundation transfers the loads from the .
….........….................................
a. ground to the structure c. structure to the ground

b. walls to the ground d. structure to the wall
4. Roofs of thatch ….........…................................. .
a. are made of metal
b. need stainless steel nails
c. may be of different colours
d. have excellent insulating properties
5. The safety rules for designing a staircase specify the ….........…................................. .
a. height of the entire stairs
b. length of the handrails
c. depth and width of treads
d. materials the stairs are made up of
6. The most common method of heat generation in a house ….........…................................. .
a. involves combustion of fossil fuels in a furnace
b. is a fireplace burning wood
c. is a HVCA
d. includes solar panels only

1. What kind of plans make up building construction drawings?
2. What is the first step when constructing foundations?
3. What materials can be used for roofs and what are their main characteristics?
4. What electrical safety measures are required to protect the occupants of a building?
5. What kind of heating systems can be used in buildings?
6. What is the difference between a solar thermal system and a solar photovoltaic system?
7. What is meant by Home Automation?
8. What are the different types of building restoration and what do they refer to?
......... /30
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SKILLS
MODULAR AND KIT HOMES

Modular homes are built using the same materials construction, and installation need to be taken into
and construction processes as regular houses but account when buying a kit home.
are constructed offsite in a factory. The modules The materials used do not differ a great deal
are built to specification and transported to the site between kit and modular homes. They both
where they are installed. offer a wide selection of quality and eco-friendly
Kit homes are similar because all the parts are components and they can both make use of
already made and transported to the site for the renewable materials.
owner to construct, but they require further work to Modular homes are predominantly constructed
achieve a completed home: they get delivered and off-site, they take considerably less time to be
have to be put together with a set of plans from the fully constructed, leaving only the need to put the
manufacturer. modules together on site. Kit homes come un-
Though kit homes can be cheaper than modular assembled and it takes longer to fit all the different
homes, it is important to remember that they parts together.
do not include everything a modular built When it comes to design, modular homes usually
home includes. The cost of fittings, services, offer more flexibility than kit homes.
1. Modular homes and kit homes do not differ. T F

2. Kit homes are transported on site and then installed. T F
3. You spend less on a kit home. T F
4. You need to consider extra costs when buying a kit home. T F
5. Only modular homes are an example of green building. T F
6. It takes longer to construct a kit home. T F
7. The materials used for modular and kit homes are more or less the same T F
8. You can’t adapt a modular home to your specific needs. T F
......... /12
4.1
4. Listen and answer the questions (........../8 p.)
Colletta di Castelbianco
1. Where is Colletta di Castelbianco located?
2. When was it founded?
3. When was it abandoned?
4. What did the 1992 restoration project provide the village with?
5. What does the village consist of?
6. What materials were used to restore the outside walls of the buildings?
7. What is flooring made from?
8. Where is the heating system positioned?
......... /20
169

5. Write an email (120/150 words) to an English friend describing the technical systems of the house/flat
you live in (kind of heating system, age and conditions of electrical and plumbing systems). Explain if you
think some renovations are necessary and add personal considerations on the possibility of installing solar
panels on the roof and implementing some “intelligent technology”. (........../20 p.)
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6. Match each word with its definition. (........../7 p.)
1. sketch a. Tendency for a new building to sink into the ground.
2. plumbing b. When concrete is poured into wood or steel forms.
3. settlement c. Device for connecting electric wires to a jack.
4. footings d. Concrete foundation.
5. plug e. Rough drawing.
6. slab f. Device measuring the width of cracks.
7. telltale g. Apparatus for the distribution and use of water in a building.
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7. Match each word with its synonym. (........../8 p.)
1. unique a. decisive
2. main b. depthless
3. broad c. reachable
4. strategic d. global
5. accessible e. suited
6. shallow f. peculiar
7. overall g. wide
8. proper h. dominant
8. Insert the verb given in brackets into the correct Passive Form. (........../5 p.)
1. The flat ….........…................................. (redecorate) now.
2. A block of flats ….........…................................. (build) here next year.
3. Strict safety measures ….........…................................. (generally - require) to protect the workers.
4. The electrical system ….........…................................. (check) last year.
5. The historical tower ….........…................................. (restore) for six months.
9. Translate the following sentences into Italian. (........../10 p.)

1. Alcuni schizzi vengono preparati dagli architetti per illustrare le loro idee.
2. Un tempo non veniva utilizzato il computer per produrre disegni architettonici.
3. Il restauro della facciata verrà iniziato la prossima settimana.
4. Quando visitammo il cantiere, venivano scavate le fondazioni.
5. Il calore può venire estratto da sottoterra per mezzo di una pompa di calore.
......... /50
170

PUBLIC WORKS Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS

1. The first step in building a road is .
….........….................................
a. earthworks c. planning
b. availability of materials d. environmental impact
2. Engineers must consider the ….........…................................. before projecting a bridge.
a. distance and the materials
b. distance and the shape
b. materials and the cost
d. height and the materials
3. When designing an airport, engineers must take into account ….........…................................. .
a. space and gradient
b. winds and visibility
c. distance from inhabited areas
d. all of the above
4. A PAC – Performing Arts Centre – can only host ….........…................................. .
a. dancing halls
b. theatres
c. visual arts
d. all of the above
5. The new development of Bedales School consists of ….........…................................. .
a. the teaching and the administration blocks
b. classrooms in the west block
c. a green roof
d. a large circulation space near the administration offices
6. Modern stadiums are becoming the new symbols of a city because ….........…................................. .
a. there are many football supporters
b. they may be dynamic and versatile centres of attraction
c. they are in the city centre
d. many football teams would like to play there

1. What materials are commonly used to pave roads?
2. How many types of bridges can you remember?
3. Why is the arch an ideal shape for tunnels?
4. What are the basic structures of railway stations, according to their function and location?
5. What five elements of design can favour good learning?
6. Can you name at least three factors to be taken into consideration when planning a museum exhibition?
7. What are green belts?
8. Can you write a few lines about a European stadium built in accordance to marketing strategies?
......... /30
171

SKILLS
WHY WERE RAILWAYS BUILT?

In the 19 century, once railways were established
th
Reliability: unlike rivers, which froze during the
as Britain’s newest and fastest communication and winter, railways were almost always able to
transport system, they started to have a number of transport goods.
encouraging effects on British economy and way of life. Population growth: the increase in population,
Trade: railways linked areas with mines and especially those living in towns, meant an increase
factories directly to ports so that British products in demand for the distribution of heavy goods such
could be exported all over the country and the as coal.
world. Farmers could send their products to market Social impact: railways encouraged a relatively wide
easily and quickly. part of working class to travel and move to different
Cost: raw materials and manufactured goods could areas to find work. Besides this, people were able
be transported more cheaply so prices could be to take short holidays and day trips, bringing about
reduced. Lower prices meant more products sold, mass tourism.
increasing profits for industrialists. People began to The Liverpool to Manchester Railway, completed in
travel more often as the cost of transport became 1830, was the first successful railway line to open
more affordable. in Britain.
1. Railways started to be developed in Britain around the 1900s. T F

2. Railways greatly affected the exchange of goods. T F
3. The development of railways made factory owners richer. T F
4. It was too expensive to travel by train for ordinary people. T F
5. Trains were as reliable as boats and ships. T F
6. The growth of urban population involved an increased demand of distribution of goods. T F
7. Not many workers were able to travel by train. T F
8. In 1830 people could travel by train from Liverpool to Manchester. T F
4. Listen and put the topics in order using numbers. (........../8 p.)
THE SCHOOL OF ONE PROJECT – NEW YORK CITY
a. …................... Current implementation of the project
b. …................... Spaces for learning
c. …................... Students’ learning modalities
d. …................... Name and aim of the project
e. …................... Differences between School of One and conventional schools
f. …................... Internal walls
g. …................... Furniture
h. …................... Assessment of results
......... /20
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5. Sports facilities. Write an email (120/150 words) to a friend living in London and tell him/her that
you are a sport addict. Give details about the sports facility where you play your favourite sport
and inform him/her about other facilities in the area where you live. (........../20 p.)
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6. Fill in the blanks with the words given in the box. (........../7 p.)
arch • flood • masterpieces • material • pillars • protection • surviving
Roman stone (1) ….........…................................. bridges were semi-circular, often made in segmental form which offered
greater (2) ….........…................................. from the force of (3) ….........…................................. waters and enabled builders to use
less (4) ….........…................................., making bridges lighter. One of the best examples of a segmented arch bridge
can be seen in Limyra Bridge in south-western Turkey. It features 26 segmental arches. The Alcántara Bridge
in Spain is today regarded as one of the most impressive and best preserved (5) ….........…................................. of
ancient Roman architecture. The bridge is supported on six graceful arches over five big (6) ….........…................................. .
The 17-metre long Turkish Karamagara Bridge, which was built around the 6th century, represents the oldest
(7) ….........…................................. Roman pointed arch bridge.
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7. Match each verb (1-8) to the right definition (a-h). (........../8 p.)
1. span a. possess
2. anchor b. need something for support
3. rely on c. enclose on all sides
4. board d. cause someone to take part in something
5. manage e. hold in place
6. own f. extend across
7. engage in g. get onto (bus, train, etc.)
8. surround h. be able to
8. Transform the following phrases into compounds. (........../5 p.)

1. A green area used for recreation. ….........….................................
2. Machinery used to excavate. ….........….................................
3. An environment where people learn. ….........….................................
4. A building which contains offices. ….........….................................
5. A system to filter water. ….........….................................

1. Un sistema di igienizzazione dell’acqua sarà richiesto nella piscina pubblica.
2. Quell’architetto è un esperto di tecniche di restauro di edifici.
3. Nella costruzione di quel ponte sono stati cruciali gli elementi di calcolo strutturale.
4. Gli operai stanno allestendo il sistema di riscaldamento del museo.
5. Negli aeroporti sono presenti dispositivi per le ispezioni di sicurezza.
......... /50
173

THE WORKPLACE Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS

1. Civil engineering ….........…................................. .
a. is a branch of military engineering c. is traditionally divided into several different activities
b. is a term first used in the 16th century d. deals only with building houses
2. Structural engineers ….........…................................. .
a. deal with the design of bridges, roads, dams, oil rigs, etc.
b. are involved in pollution reduction
c. are in charge of drafting contracts for building houses
d. are not involved in earthquake engineering
3. In the USA the basic concepts of earthquake engineering ….........…................................. .
a. expect a building to survive a light earthquake
b. are implemented in the major building codes
c. are studied at university
d. are applied only in California
4. Architects ….........…................................. .
a. design new buildings and interiors c. is traditionally divided into several different activities.
b. design new buildings and restore old ones d. do not need any engineering skills
5. A signboard is a sign that gives information or instructions ….........…................................. .
a. combining shapes, colours and symbols but excludes information in writing
b. combining shapes and writing
c. combining colours and writing
d. in writing
6. Accidents in the workplace appear to depend on the ….........…................................. .
a. working environment c. organisation of the work itself and on the behaviour of workers
b. behaviour of workers d. employer’s behaviour

1. Can you give a definition of Civil Engineering as a profession? When was the term first used?
2. What does Civil Engineering deal with today?
3. What do environmental engineers do?
4. What are the four parameters to be taken into consideration in earthquake engineering?
5. What are the steps followed by interior designers when working on a place?
6. What must be done to avoid accidents on the workplace?
7. When do safety signs have to be used?
8. What do the different colours of safety signs represent?
......... /30
174

SKILLS
ELECTRIC SHOCK FIRST AID

The danger from an electrical shock depends on off. Stay at least about 6 metres away – farther if
the type of current, how high the voltage is, how wires are jumping and sparking.
the current travels through the body, the person’s Do not move a person with an electrical injury
overall health and how quickly the person is unless he or she is in immediate danger.
treated. While waiting for medical help turn off the source
An electrical shock may cause burns, or it may of electricity, if possible. If not, move the source
leave no visible mark on the skin. In either case, away from you and the person, using a dry, non-
an electrical current passing through the body can conducting object made of cardboard, plastic or
cause internal damage, cardiac arrest and other wood. Begin CPR if the person shows no signs
injuries. Under certain circumstances, even a small of circulation, such as breathing, coughing or
amount of electricity can be fatal. movement. Try to prevent the injured person from
Do not touch the injured person if he or she is still becoming chilled.
in contact with the electrical current. Apply a bandage. Cover any burned areas with a
Call your local emergency number if the source of sterile gauze bandage, if available, or a clean cloth.
the burn is a high-voltage wire or lightning. Don’t Do not use a blanket or towel, because loose fibres
get near high-voltage wires until the power is turned can stick to the burns.
1. All types of electric current are dangerous in the same way. T F

2. You can always see signs of an electric shock on the skin. T F
3. People may die even though they receive only small amounts of electric current. T F
4. It is always advisable to remove a person who is in contact with an electric source. T F
5. Jumping and sparking wires are more dangerous. T F
6. If a person is not in danger, do not touch him/her. T F
7. Turn off the source of power or remove it, taking precautions. T F
8. A person with burns is hot, so try to make him/her feel cooler. T F
6.4
4. Listen and complete the sentences below with one word from the recording. (........../8 p.)
SCAFFOLDING
1. Scaffolding is a ….........…................................. structure.
2. There are ….........…................................. to be followed when constructing or erecting scaffoldings.
3. Scaffolding is an alternative to ….........…................................. .
4. Scaffolding may be dangerous if you overlook safety ….........…................................. .
5. Scaffolding does not only put workers at ….........…................................., but also other people.
6. People may be hit by pieces of ….........…................................. falling from the structure.
7. The ….........…................................. of the whole scaffolding can be compromised by the smallest mistake.
8. Sometimes a single faulty or wrong-sized ….........…................................. can make the whole structure collapse.
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5. Write a short text (120/150 words) outlining the main aspects of the profession of an architect/
engineer and say if it would be a suitable profession for you. (........../20 p.)
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6. Fill in the blanks with the words from the box. (........../7 p.)
development • mines • equipment • inspections • wastewater • pollution • recycling
Environmental engineers use their scientific knowledge to design systems that control (1) ….........….................................
and protect public health. For example, they design systems, processes and (2) ….........…................................. to
control waste and pollution, such as (3) ….........…................................. management systems. Environmental engineers
coordinate waste management and (4) ….........…................................. activities at manufacturing sites and (5)
….........…................................. . They make sure waste is treated and disposed of in accordance with all environmental
and (6) ….........…................................. regulations. In fact, they are often appointed to ensure that all of their
companies’ projects, including building and development projects, are compliant with regulations. They give
advice on the environmental effects of construction projects, fill out permit paperwork, incorporate regulations
into project planning, and conduct (7) ….........…................................. to ensure compliance.
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7. Choose the correct alternative. (........../8 p.)
Earthquake engineering is an interdisciplinary/disciplinary branch of engineering that restores/designs and
analyses structures, such as buildings and bridges, with earthquakes in mind. Its overall goal/study is to
make such structures more resistant to earthquakes. An earthquake engineer aims to construct structures
that will not be damaged in minor/major shaking and will avoid serious damage or collapse in a minor/
major earthquake. Earthquake engineering is the scientific field concerned with protecting society, the
natural environment, and the man-made environment from earthquakes by limiting/avoiding the seismic
risk to acceptable levels. Traditionally, it has been defined as the study of the behaviour of structures and
geo-structures subject to seismic loading; it is considered as a subset/subject of structural engineering,
geotechnical engineering, mechanical engineering, chemical engineering, applied physics, etc. However, the
tremendous costs experienced in recent earthquakes have led to an expansion of its scope to encompass
disciplines from the wider/wilder field of civil engineering, mechanical engineering and from the social
sciences, especially sociology, political science, economics and finance.
8. Fill in with the correct form of the comparative or superlative of the adjectives given in brackets.
(........../5 p.)
1. That building is ….........…................................. (tall) in town.
2. Working as an engineer is ….........…................................. (stressful) than working as an interior designer.
3. Your flat is 150 m2 and mine is only 100 m2. My flat is not ….........…................................. (big) yours.
4. That’s ….........…................................. (good) project I have ever taken part in.
5. They have used ….........…................................. (advanced) anti-seismic techniques to build that school.

1. Il cantiere dove lavoro è il più lontano dal centro della città, ma il più vicino alla stazione.
2. Non sono così esperto come te in ingegneria antisismica.
3. In questo cantiere gli operai non lavorano così velocemente come in quello.
4. Questo edificio è più moderno ma meno spazioso.
5. Questo è il peggior progetto, non vincerà il concorso!
......... /50
176

SETTLEMENTS Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS

1. During the Renaissance, many cities ….........…................................. .
a. were encircled by defensive walls
b. were made more attractive with monumental buildings
c. were built with a grid plan
d. became overcrowded and dirty
2. During the Industrial Revolution, ….........…................................. .

a. the population of many cities decreased
b. people left their manufacturing jobs
c. people left the countryside
d. people lived far from their work place
3. In the CDB you can usually find ….........…................................. .

a. the Town Hall, banks and finance centres
b. long rows of similar houses
c. large green areas
d. poor and shabby houses
4. Which of these factors is not usually taken into consideration in a Real Estate Evaluation of a residential
building?
a. Age and condition of the building. c. Type of foundations.
b. Number of rooms and living spaces. d. Exposure to the sun and heating system.
5. make up the crucial part in preparing a City Master Plan.

….........….................................
a. Transportation networks c. Industrial building sites

b. Open spaces d. Different uses of land
6. Sustainable urban planning deals with ….........…................................. .

a. waste systems c. suburban peripheries
b. the global improvement of urban life d. sports facilities

1. What factors originated the first “Urban Revolution” around 4,000 BC?
2. How were cities enlarged during the Middle Ages?
3. Where and when did the Renaissance begin?
4. What principles of urban design were used by Baron Georges Haussmann?
5. What was the “industrial village”?
6. What are the main objectives to work for in sustainable urban planning?
7. What is the “inner city”?
8. What are the main characteristics of suburbs?
......... /30
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TRASTEVERE, THE WARM HEART OF ROME

“Trastevere” literally means “across the Tiber”, Santa Cecilia Church has a quiet churchyard with
and covers an area delimited on two sides by the flowering hedges surrounding a graceful fountain.
river and on the third side by the Gianicolo Hill. Saint Cecilia is the patron saint of music and the
From the days of the Roman Republic, it has been singing of the vespers on her feast day of November
the working-class district: artisans, merchants, 22 is one of the most moving of Trastevere rituals.
soldiers, workers from the busy river port, all made In Piazza della Scala is the 17th century pharmacy of
their homes in the labyrinth of its streets and the Barefoot Carmelite friars. They established their
alleys where Medieval houses are close to elegant reputation during the severe outbreak of the plague
Renaissance palaces. The heart of Trastevere is in 1764 with the Acqua di Santa Maria della Scala,
Piazza Santa Maria and its magnificent church is a curative potion made from natural ingredients, still
said to have been founded around the year 222 on sale today. The Trasteverini consider themselves
on the spot where, according to the legend, a the only authentic Romans and they are proud of
fountain of oil sprang up on the day Jesus was born. their district, celebrated by the poet Gioacchino
The main part of the church, including the lovely Belli, whose statue stands at the entrance of
Romanesque bell tower, dates from the 12th century. Trastevere.
1. The name Trastevere comes from its geographical position. T F

2. It has always been inhabited by common people. T F
3. In Trastevere there are only poor, medieval houses. T F
4. The church in the central square of Trastevere was founded on the spot where a miracle had T F
happened.
5. The singing of Vespers on Santa Cecilia feast day is a very touching ceremony. T F
6. The Barefoot Carmelite Friars have been running a historic pharmacy for one hundred years. T F
7. The statue of the poet Gioachino Belli is in the main square of the district. T F
8. The inhabitants of Trastevere do not love the place where they live! T F
7.4
4. Listen and fill in the gaps with one word. (........../8 p.)
HOW CAN WE ASSESS A “SUSTAINABLE CITY”?
Cities in the world have rapidly expanded in the 21st century. Urban (1) ….........…................................. are facing
immense pressures to accommodate the growing population without exhausting the limited
(2) ….........…................................. reserves we have left. Sustainable (3) ….........…................................. is the principal aim to
ensure resource security to future (4) ….........…................................. . The Sustainable Cities Index assessed 50
(5) ….........…................................. areas based on their economic, social and (6) ….........…................................. characteristics.
Naturally, cities that are considered major (7) ….........…................................. financial centres ranked highly, as they tend
to be richer and have a highly-developed living (8) ….........…................................. . The study ranks Frankfurt (Germany)
at the top, followed by London as the second in Europe.
......... /20
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5. Write a short text (120/150 words) for a tourist brochure about the city or town where you live
or about a famous city in Italy or abroad. Talk about the location of the town/city, how to get
there, how to go around the city; add some information about its history, what to see (monuments,
important museums, parks, etc.), what to do (shopping, special events, nightlife, etc.). (........../20 p.)
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6. Write the appropriate term for each definition (........../7 p.)
1. Group of towns joined together to form an area with a high population.

2. Small group of houses in a rural area with no services.
3. Urban area around the city centre.
4. Line which marks the limits of an area.
5. Easily recognisable feature of a landscape.
6. Poor and overcrowded urban district.
7. Large enclosed shopping area from which traffic is excluded.
7. Choose the correct option. (........../8 p.)

1. A settlement with basic services in a rural area is a a. town; b. village; c. hamlet.
2. In the Middle Ages, towns were surrounded by a. thick; b. low; c. thin walls.
3. During the Industrial Revolution, the population of cities: a. decreased; b. remained nearly the same; c. increased.
4. a. Industrial; b. Residential; c. Commercial structures occupy almost half of all urban land.
5. The system which drains all the used water of a city is called a a. sewer; b. water; c. waste system.
6. Pedestrian and cycling a. streets; b. roads; c. paths should be increased in cities.
7. The estimation of the value of a building in relation to other buildings in the same district is the a. area;
b. market; c. price comparison approach.
8. A group of apartments is called a a. lot; b. set; c. block of flats.
8. Add suitable prefixes/suffixes or modify the words given into a noun or an adjective. (........../5 p.)
1. It is ….........…................................. (legal) to occupy an abandoned building.
2. The purpose of urban planning is to preserve the ….........…................................. (beautiful) of a city.
3. The Industrial Revolution cities were characterised by the ….........…................................. (ugly) of their suburbs.
4. During the Industrial Revolution, cities were ….........…................................. (crowded).
5. ….........…................................. (developed) and poor countries are greatly affected by urban sprawl.

1. Lo sviluppo sostenibile è contrario ad un illimitato utilizzo delle risorse.
2. L’ampiezza delle strade aumentò dopo la Rivoluzione Industriale.
3. Le condizioni di vita nei bassifondi sono insalubri.
4. La disponibilità di mezzi di trasporto pubblico contribuisce alla riduzione dell’inquinamento.
5. La funzionalità delle reti stradali è importante nella pianificazione urbana.
......... /50
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HISTORY OF ARCHITECTURE Date .............................................. TOTAL SCORE: .......... / 100
CONTENTS

1. The Assyrians and Babylonians built ….........…................................. .
a. Pyramids c. Stupas
b. Ziggurats d. Mosques
2. The most famous ancient Greek building is the ….........…................................. .
a. Parthenon
b. Palace of Knossos
c. Pantheon
d. Basilica of Maxentius
3. The main characteristics of the Romanesque style churches were ….........…................................. .
b. thin walls with supports
c. low wide arches and thick walls with heavy supports
d. high wide arches and thick walls
4. Toward the end of the 1800s, architects began designing decorative buildings in ….........…................................. .
a. the classical style
b. the baroque style
c. a variety of styles
d. the Renaissance style
5. Modern architecture is characterised by the principle that ….........…................................. .
a. functional needs are not important
b. extra ornaments are essential
c. curved lines magnify the form
d. form follows function
6. A proportional scale based on the male figure was used as a guideline at the planning stage by ….........…........................ .
a. Mies van der Rohe
b. Le Corbusier
c. Gropius
d. Alvar Aalto

1. What were the characteristics of classical Greek temples?
2. What were the main features of Gothic architecture?
3. When did the Renaissance begin and what did it bring?
4. What were the main currents of the Architecture of the 19th century?
5. What was the “Chicago School” of Architecture famous for?
6. What does the term “Art Nouveau” refer to?
7. What was the “Bauhaus”?
8. What are the key ideas of contemporary architecture?
......... /30
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SIR CHRISTOPHER WREN

Christopher Wren was an English scientist College (Cambridge) and then the Sheldonian Theatre
and mathematician and one of Britain’s most in Oxford. From then on, architecture was his main
distinguished architects. motivation. In 1665, Wren visited Paris where he was
He was born in 1632 in Wiltshire and was educated strongly influenced by French and Italian baroque
at Westminster School and then Oxford University. styles. In 1666, the Great Fire of London destroyed
He showed an early talent for Mathematics. In much of the medieval city, providing a huge opportunity
1657, Wren was appointed professor of Astronomy for Wren. He designed 51 new city churches, as
at Gresham College in London and four years later, well as the new St Paul’s Cathedral. In 1669, he
professor of Astronomy at Oxford. In 1662, he was was appointed surveyor of the royal works, which
one of the founding members of the Royal Society, effectively gave him control of all government buildings
along with other mathematicians, scientists and in the country. In 1675, Wren was commissioned to
scholars, many of whom were his friends. Wren’s design the Royal Observatory at Greenwich.
interest in Architecture developed from his study of He died in 1723. His gravestone in St Paul’s Cathedral
Physics and Engineering. In 1664 and 1665, Wren features the Latin inscription which translates as: “If
was commissioned to design a chapel for Pembroke you seek his memorial, look around you.”
1. Wren was very good at scientific subjects. T F

2. He developed his interest in architecture because he was fond of art. T F
3. His first project was for the Sheldonian Theatre in Oxford. T F
4. French and Italian baroque styles influenced his work. T F
5. Wren’s career as an architect was stopped by the Great Fire of London. T F
6. He mainly designed private houses. T F
7. In 1669 he became responsible for all government buildings in England. T F
8. He died when he was very old and was buried in St Paul’s Cathedral. T F
8.4
4. Listen and correct the notes. (........../8 p.)
A “GREEN” TOWER IN TURIN
Listen to Leonard Murray, Architect and Professor of Sustainable Building Technology at Newcastle University,
giving a lecture to a group of students about skyscrapers in Europe. Paul, one of his students, is taking notes
about the new skyscraper in Turin but he’s making a lot of mistakes. Correct Paul’s notes.
PAUL’S NOTES CORRECTION

1. The skyscraper was designed by Norman Foster and inaugurated in March 2016.
2. It is 157 metres high and has 47 floors.
3. There are five underground floors used as a parking structure.
4. There is a museum in the building.
5. The panoramic restaurant is on the 37th floor.
6. The architect implemented an air conditioning system to cool the building in summer.
7. The skyscraper causes air pollution.
8. The tower is covered with dark materials.
181


5. Write a short text (120/150 words) about the architecture in your city. Think of a famous building in the area
where you live and describe it: name, location, age, style, building materials, architect, function, when it was
built and the current use if different from the original one (restoration works). (........../20 p.)
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6. Write the appropriate term for each definition (........../7 p.)
1. nave a. Monastery ruled by an abbot.
2. entablature b. A column of iron, steel, or reinforced concrete supporting a building
above an open ground level.
3. masonry c. Projected and supported at only one end
4. sash d. In classical architecture, horizontal part resting on columns.
5. abbey e. Main part of the interior of a church.
6. cantilevered f. Either of a pair of windows, one above the other, that are opened
and closed by sliding them up and down inside the frame
7. pilotis g. Built by laying units of stone or brick.
7. Choose the correct option. (........../8 p.)
accessible • baroque • fall • ground • passage • present • public • site
The Jewish Museum Berlin, opened to the (1) ….........…................................. in 2001, exhibits the social, political and
cultural history of the Jews in Germany from the fourth century to the (2) ….........…................................. .
The Jewish Museum Berlin is located in what was West Berlin before the (3) ….........…................................. of the Wall.
Essentially, it consists of two buildings – a (4) ….........…................................. old building, the “Kollegienhaus” (former
(5) ….........…................................. of the Berlin Museum) and a new, de-constructivist-style building designed by Daniel
Libeskind. The two buildings have no visible connection above (6) ….........…................................. The Libeskind building,
consisting of about 15,000 square meters, is a twisted zig-zag and is (7) ….........…................................. only via an
underground (8) ….........…................................. from the old building.
8. Insert the suitable connector. (........../5 p.)

1. Contemporary architects use materials …................................. steel, glass, titanium in their work.
2. …................................. little wood and stone was available in Babylonia and Assyria, people built clay huts.
3. Romanesque churches were often dark …................................. architects couldn’t cut windows in the thick walls.
4. …................................. Baroque architecture spread across Europe, it reached its peak in Italy and France.
5. An architect has to understand materials …................................. make the best use of their properties.

1. Mentre le chiese Romaniche avevano archi bassi e mura spesse, quelle Gotiche erano alte e slanciate.
2. Quello è un grattacielo sostenibile, il che significa che è stato costruito rispettando l’ambiente.
3. Il nuovo stadio non può essere costruito a meno che il governo non approvi il progetto.
4. A Barcellona ho visitato Casa Batllò e Casa Milà. Nella prima viveva la famiglia Batllò ma nella seconda vi
erano diversi appartamenti.
5. Non appena sono arrivato a Londra, ho fotografato il grattacielo di Renzo Piano.
......... /50
182

MODULE TESTS – BES
07b MODULE test BES_183-216.indd 183 16/09/17 18:04

MODULE TESTS (BES)
I seguenti test hanno l’obiettivo di verificare la competenza degli studenti BES su
ciascuno degli 8 Moduli del libro → v. Presentazione per Standard Module Tests a p. 158.
I punteggi sono spesso diversi ma i criteri di attribuzione dei punti sono gli stessi.

THE ENVIRONMENT Date ............................................. . TOTAL SCORE: ............ / 60
CONTENTS
1. Choose the right option. ( /5 p.)

..........
1. Ecology as a science ….........…..............….…...................................... .

a. has no practical applications in everyday life
b. needs no contribution from other sciences
c. is multidisciplinary
2. Biomes are ….........…..............….…...................................... .
a. large ecosystems at a global scale
b. defined by the kind of animals that live there
c. not influenced by the climate
3. Pollution ….........…..............….…...................................... .
a. became a serious problem during the French Revolution
b. became an important issue after the Second World War
c. occurs only in cities because of the large number of cars
4. Climate change ….........…..............….…...................................... .
a. will have important social, economic and political consequences
b. is not connected to global warming
c. has become a matter of concern since 1930s
5. Nuclear energy ….........…..............….…...................................... .
a. has no drawbacks
b. produces waste which is dangerous to deal with
c. is totally renewable
2. Answer the following questions ( /15 p.)

..........
1. What are the objects of ecological studies?

2. What are the biotic factors in an ecosystem?
3. What are the main forms of environmental pollution?
4. What is “acid rain” and what effects does it have on the environment?
5. What energy sources can be considered “environmentally-friendly”? Why?
......... /20
185

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3. Read the following article and decide if the statements below are true
or false. (........../12 p.)
THE BOREAL FOREST

1. The Boreal Forest covers 6.5 million square miles across the northern regions
of Russia, Scandinavia, Canada and Alaska. It forms 25% of the world’s
intact forests. The Boreal Forest is an extraordinary mosaic of interrelated
ecosystems made up of forests, lakes, wetlands, rivers and tundra.
2. The Boreal floor is covered by a dense layer of organic matter. This cover
is created when fallen trees, pine needles, leaves and other plants
remain on the ground and are prevented from decomposing by the cold
temperatures. The huge size of the forests may help to regulate the
earth’s temperature, as it represents an area large enough to limit the
dangerous effects of climate change.
3. The North American Boreal Forest is home to 14% of Canada’s population,
almost four million people. One third of these inhabitants are aboriginal. They
have linked their existence to the forest for hundreds of years, using the trees
for heat, the plants for healing and the animals for both food and clothing.
4. Although only 8% of the boreal area is protected, it is still largely intact,
with 80% of its land still undeveloped. Unfortunately, one third of the
remaining land has already been allocated for industrial use.
1. The Boreal Forest is a very large area which stretches from North
T F
America to Europe and Russia. (Par. 1)
2. The Boreal Forest is made up of one ecosystem. (Par. 1) T F
3. The Boreal floor is covered by a thick layer of organic matter. (Par. 2) T F
4. The organic matter on the ground decomposes rapidly because of

T F
the cold temperatures. (Par. 2)
186

5. The extension of the Boreal Forest has no effect on the climate

T F
change. (Par. 2)
6. The populations who live in the North American Boreal Forest have
T F
used natural resources to live for a long time. (Par. 3)
7. Most part of the Boreal area is protected. (Par. 4) T F
8. There are industries in some parts of the Boreal area. (Par. 4) T F
1.4
4. Each of the sentences below contains one mistake. Listen to the
recording and correct the sentences. (........../8 p.)
WATER POLLUTION: AN OCEAN OF PLASTICS
1. The Great Atlantic Garbage Patch is a collection of marine rubbish.

2. It goes from the East Coast of North America to Japan.
3. The heart of the garbage patch is thought to be around 1.5 m sq km.
4. The dimensions of waste are continually decreasing.
5. The waste is caught in the ocean’s waves.
6. The South Pacific vortex has accumulated a large amount of plastic waste.
7. The UN says that the patch is growing slowly.
8. However, a scientific report predicted there will be more fish than plastic in
the oceans by 2050.
......... /20
187

5. Write 3 sentences using the following terms/phrases. ( /6 p.)

..........
ecosystem • renewable energy sources • global warming
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6. Insert each of the given words in the suitable sentence below. ( ........../5 p.)
alteration • balance • by-products • geographical • particles
1. Ecosystem boundaries are not marked by rigid lines but are often separated
by ….........…................................. barriers.
2. A new organism can distort the natural ….........…................................. of the interaction and
potentially harm or destroy the ecosystem.
3. The burning of fossil fuels may release tiny solid ….........…................................. and harmful
gases into the air.
4. Light pollution is the ….........…................................. of natural light levels in the outdoor
environment due to artificial light sources.
5. Biomass fuels include ….........…................................. from a variety of agricultural
processes and also the organic component of urban and industrial waste.
8. Fill in the blanks using either the present simple or the present
continuous. (........../5 p.)
1. The term ecosystem ….........…................................. (refer) to all living organisms in an area
interacting with each other and their physical environment.
2. We ….........…................................. (currently – exploit) fossil fuels too much.
3. Lots of people ….........…................................. (not – use) public transport to go to work
every day.
4. With the rapid growth of cities worldwide, urban ecosystems are perhaps
the only major ecosystem type that ….........…................................. (expand).
5. Acid rain ….........…................................. (take away) important minerals from the leaves of trees.
9. Translate these sentences into English. ( /4 p.)

..........
1. Io di solito vado a scuola in bicicletta perché è ecologico.

2. L’energia solare è una risorsa rinnovabile e i pannelli solari stanno
diventando molto popolari.
......... /20
188

BIO AND MAN-MADE CONSTRUCTIONS Date ............................................. . TOTAL SCORE: ............ / 60
CONTENTS
..........
1. Soil is made up of ….........…..............….…...................................... .

a. rocks and minerals
b. organic material
c. weathered rocks, minerals, organic material, air and water
2. Sustainable land management refers to the use of natural resources
….........…..............….…...................................... .
a. to produce the maximum possible amount of goods

b. in a productive way without wasting their productive potential completely
c. to produce natural materials
3. The Life Cycle Design is related to the ….........…..............….…...................................... .
a. life of the materials used in building
b. collection of raw materials up to their ultimate disposal
c. possibility of recycling the materials used in building
4. Among natural materials ….........…..............….…...................................... .
a. rock is the most durable and easy to shape
b. earth and clay do not protect from external temperature variations
c. wood offers resistance to vertical compression
5. Alternative materials are ….........…..............….…...................................... .
a. naturally available or recycled man-made materials used in building
b. natural or man-made materials used in a different way
c. man-made materials used in a different way
2. Answer the following questions. ( /15 p.)

..........
1. What is a cultural landscape?

2. What is the purpose of materials used in building?
3. What different groups can materials used in building be divided into?
4. What are the characteristics of eco-materials?
5. What will the use of eco materials result in?
......... /20
189

SKILLS
or false. (........../12 p.)
BedZED
1. BedZED was designed to achieve big reductions in climate-changing,
greenhouse gas emissions and water use. It tries to encourage
residents to have a greener lifestyle.
2. The homes range from one-bed apartments to four-bedroom houses. On
average, BedZED homes sell more than homes of the same size in the
surrounding area.
3. Even though BedZED is, by suburban standards, a high-density
development, most homes have private outdoor spaces and many have
small gardens. The residents share a square and a large playing field.
4. The great majority of BedZED houses and flats are passively solar heated.
The homes are all very highly insulated but also well ventilated. A gas-fired
communal boiler supplies hot water for the entire area. A large hot water
tank in each home helps to keep it warm in winter as well as storing hot
water. Extensive photovoltaic (PV) panels on the roofs supply some of
BedZED electricity. Any surplus PV power is exported into the local grid.
1. BedZED was built to help reduce climate change. (Par. 1) T F

2. BedZED helps people to have an environmentally-friendly lifestyle.
T F
(Par. 1)
3. All the homes are the same size. (Par. 2) T F
4. There are not only flats available at BedZED. (Par. 2) T F
5. There is no great demand for buying a BedZED home. (Par. 2) T F
6. BedZED is densely inhabited. (Par. 3) T F
7. There aren’t any public areas in BedZED. (Par. 3) T F
8. BedZED does not recycle unused energy. (Par. 4) T F
190

2.4 4. Listen and fill in the blanks. ( ........../8 p.)

THE SECRET OF ROMAN BUILDINGS
The buildings and (1) ….........…................................. of ancient Rome have stood for a very
long time, so the building materials they used must offer something to learn
from. Now, (2) ….........…................................. from Berkeley Lab at the University of California
have made a breakthrough in cracking the (3) ….........…................................. of their long life –
the special formula the Romans used to make their concrete. Unlike modern
concrete, in which Portland cement is used to bind the (4) ….........…................................., Roman
concrete uses a (5) ….........…................................. mix of volcanic limestone, which reacts to form
(6) ….........…................................. that expand into the space within the concrete more effectively.
This performs the function of (7) ….........…................................. in Portland-based concrete, but is
more resistant to corrosion and packs the space more tightly. This also cuts the
risk of micro-cracking in the concrete over time, extending (8) its ….........….................................
considerably – 2,000 years and over, as a trip around Rome will prove.
......... /20
191

5. Write 3 sentences about eco-buildings using the words/phrases given. ( /6 p.) ..........
alternative materials • insulation • environmentally friendly
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6. Match each word/phrase with its definition. ( /5 p.)
..........
1. weathering a. Timber or logs especially when prepared for use.

2. fixing material b. Material used for mixing with cement.
3. aggregate c. A metal that is made by mixing two or more
metals, or a metal and another substance.
4. alloy d. Used inside the house to complete the structure.
5. lumber e. When rock is broken into pieces by the action of
the weather.
7. Fill in the blanks using tenses referring to the Past (past simple/
present perfect/used to/past continuous). (........../5 p.)
1. People ….........…................................. (use) cement and concrete for many amazing things
throughout history, including architecture, infrastructure and more.
2. In 2016, I ….........…................................. (see) the Burj Khalifa in Dubai.
3. In the past, people ….........…................................. (build) dry-stone walls at the borders of
their fields.
4. The engineers ….........…................................. (inspect) the area around the bridge, when it
collapsed.
5. When ….........…................................. (they/start) using eco-materials in their buildings?

..........
1. Mentre l’ingegnere controllava il progetto, il cliente parlava con gli operai.

2. Quell’architetto ha progettato molte case in questa città quando era più
giovane.
......... /20
192

SURVEYING Date ............................................. . TOTAL SCORE: ............ / 60
CONTENTS

..........
1. Surveying is the science of ….........…................................. .

a. determining the distance between two points
b. measuring the position of points, the distances and the angles between them
c. drawing maps
2. A total station is a theodolite ….........…................................. .
a. with a laser scanner
b. mounted on an aircraft
c. with an electronic distance measurement device
3. GPS systems ….........…................................. .
a. work very well in areas covered by lots of trees and buildings
b. have increased the precision of surveying
c. cannot be combined with laser scanners
4. Photogrammetric surveys ….........…................................. .
a. give information about the physical and social characteristics of land
b. do not need the use of aircraft
c. only use full-size aircraft
5. A cadastral map ….........…................................. .
a. subdivides land into units
b. is very easy to understand
c. is not used for electoral boundary determination

..........
1. What sciences can make useful contributions to surveying?

2. What are the different types of surveying?
3. What kind of platforms can be used for aerial photography?
4. What is cadastral surveying?
5. What are the advantages of using laser scanners in architectural surveys?
......... /20
193

SKILLS
or false. (........../12 p.)
MAPS IN THE ANCIENT WORLD

1. The greatest figure of the ancient world in the development of geography
and cartography was the Greek astronomer and mathematician Claudius
Ptolemy who lived in Alexandria, Egypt, around 150 AD. His work, the
Guide to Geography was written in eight huge volumes.
2. During the Middle Ages, the great enthusiasm generated by the travels
of Marco Polo in the 1270s and 1280s led to an increasing interest in
world maps. In the 1300’s and 1400’s, sailors used a nautical chart, the
Portolano. Maps of this kind were written on sheepskin.
3. In the following centuries, progress in technology, such as instruments
for observation and astronomy, improved existing map information, as
well as supporting further exploration; new discoveries significantly
increased geographic knowledge. During the 15th and 16th centuries, the
great discoveries of Christopher Columbus, Vasco de Gama, Amerigo
Vespucci and other explorers gradually transformed the world maps of
those days.
4. The main cartographer of the age of discovery was Gerardus Mercator.
He created the term Atlas for a collection of maps. A reformation of
cartography that evolved during the 18th century was characterised by
scientific trends and more accurate details.
1. Ptolemy was Egyptian. (Par. 1) T F

2. Ptolemy wrote a monumental work on geography in his time. (Par. 1) T F
3. The travels of Marco Polo had a great influence on the knowledge
T F
of the world. (Par. 2)
4. The Portolano was a kind of map written on paper made from
T F
vegetal fibres. (Par. 2)
5. Geographic knowledge was not improved by further exploration
T F
and discoveries. (Par. 3)
194

6. The great discoveries of famous navigators changed the

T F
geographical maps of the 15th and 16th centuries. (Par. 3)
7. The term Atlas, coined by Mercator, was a list of geographical
T F
names. (Par. 4)
8. In the 18th century, cartography became more accurate and
T F
detailed. (Par. 4)
3.4
4. Listen to the project “Scan the top of Europe” whose goal was to calculate
the real height of Mont Blanc. Fill in the blanks with a word. (........../8 p.)
Reaching the top of Mont Blanc, Europe’s (1) ….........…................................. mountain, is a
formidable challenge even to the most experienced alpinists – not only because of
its elevation, but also because of its severe (2) ….........…................................. conditions. Strong
(3) ….........…................................. and snowfalls at the summit constantly cause fluctuations
to the mountain’s ice cap. This motivated a team of expert (4) ….........….................................
to determine the actual variations of the ice cap every two (5) ….........….................................
using the latest technological instruments. Last year a team of fourteen
climbers, including nine surveyors, three alpine guides, a (6) ….........….................................
and a cameraman, went to the top of the peak and used a MultiStation to
capture the first ever 3D laser (7) ….........…................................. of the Mont Blanc ice cap. This
instrument is able to combine the latest (8) ….........…................................. in the fields of total
station measurements, digital imagery, 3D laser scanning and GPS positioning.
The survey took two hours and recorded almost 100,000 points which were
immediately displayed on the MultiStation’s screen.
......... /20
195


..........
total station • drone • cadastral map
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6. Choose the right option ( ........../5 p.)
1. All the branches of surveying have to do with the measurement of the earth’s
surface/depth.
2. The GPS space segment consists of a constellation of satellites transmitting
light/radio signals to users.
3. 3D laser scanning is considerably cheaper/relatively more expensive than
conventional techniques.
4. Aerial photography is used in mining surveying/photogrammetric surveys.
5. An orthophoto is a photograph taken from an definite/infinite distance,
looking straight down.
7. Fill in the blanks using tenses referring to the Future (will/to be going
to/present continuous). (........../5 p.)
1. My friends ….........…................................. (work) as land surveyors when they finish school.
2. The surveyor ….........…................................. (take) aerial photos of the area tomorrow morning.
3. Please answer the phone, I ….........…................................. (check) the data on the computer.
4. The famous architect ….........…................................. (probably give) several lectures at the
university.
5. The National Conference of Surveyors ….........…................................. (start) next Monday.

..........
1. I geometri hanno intenzione di lavorare anche domenica per preparare la

mappa del sito archeologico.
2. Probabilmente gli architetti useranno un laser scanner per una misurazione
dettagliata dell’edificio storico.
......... /20
196

HOUSE PLANNING Date ............................................. . TOTAL SCORE: ............ / 60
CONTENTS

..........
1. The site plan of a house indicates ….........…................................. .

a. the location of the utility services
b. construction methods
c. front, rear and side elevations
2. BIM is based on ….........…................................. technical drawings.
a. three-dimensional
b. four-dimensional
c. five-dimensional
3. A foundation transfers the loads from the ….........…................................. .
a. ground to the structure
b. walls to the ground
c. structure to the ground
4. The most common method of heat generation in a house ….........…................................. .
a. involves combustion of fossil fuels in a furnace
b. is a fireplace burning wood
c. is a HVCA
5. The term “building restoration” refers to the action of ….........…................................. .
a. improving a recent building
b. recovering the state of a historical building
c. removing dangerous materials

..........
1. What kind of plans make up building construction drawings?

2. What materials can be used for roofs?
3. What does a home electrical circuit consist of?
4. What kind of heating systems can be used in buildings?
5. What is the difference between a solar thermal system and a solar
photovoltaic system?
......... /20
197

SKILLS
or false. (........../12 p.)
MODULAR AND KIT HOMES
1. Modular homes are built using the same materials and construction
processes as regular houses but are constructed off-site in a factory.
The modules are built and transported to the site where they are installed.
2. Kit homes are similar to modular homes because all the parts are already
made and transported to the construction site, but they require further
work to achieve a completed home – they get delivered and have to be
put together with a set of plans from the manufacturer. Though kit homes
can be cheaper than modular homes, it is important to remember that the
costs of fittings, services, construction and installation are not included.
3. The materials used for kit and modular homes are similar. They both offer
a wide selection of quality and eco-friendly components and can both
make use of renewable materials.
4. Modular homes are mainly constructed off-site, they take considerably
less time to be fully constructed, leaving only the need to put the modules
together on site. Kit homes come unassembled and it takes longer to fit
all the different parts together. As for the design, modular homes usually
offer more flexibility than kit homes.
1. Modular homes are built directly on-site. (Par. 1) T F

2. Kit homes are transported on site and then installed. (Par. 2) T F
3. You spend less on a kit home. (Par. 2) T F
4. You need to consider extra costs when buying a kit home. (Par. 2) T F
5. Only modular homes are an example of green building. (Par. 3) T F
6. It takes longer to construct a kit home. (Par. 4) T F
7. The materials used for modular and kit homes are more or less
T F
the same. (Par. 4)
8. A modular home cannot be adapted to specific designs. (Par. 4) T F
198

4.4 4. Listen and answer the questions ( ........../8 p.)

COLLETTA DI CASTELBIANCO
1. Where is Colletta di Castelbianco located?
2. When was it founded?
3. When was it abandoned?
4. What did the 1992 restoration project provide the village with?
5. What does the village consist of?
6. What materials were used to restore the outside walls of the buildings?
7. What is flooring made from?
8. Where is the heating system positioned?
......... /20
199


..........
CAD • universal design • renovation

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6. Match each word/phrase with its definition. ( /5 p.)
..........
1. sketch a. Tendency for a new building to sink into the ground.

2. plumbing b. When concrete is poured into wood or steel forms.
3. settlement c. Device for connecting electric wires to a jack.
4. footings d. Apparatus for the distribution and use of water in a building.
5. plug e. Rough drawing.
7. Turn these sentences into the Passive Form. ( .......... /5 p.)

1. They are redecorating the flat now.
2. They will build a block of flats here next year.
3. They generally require strict safety measures to protect the workers.
4. They checked the electrical system last year.
5. A well-known firm has recently restored the historical tower.

..........
1. Il restauro della chiesa fu completato in un anno.

2. La scorsa settimana nel mio appartamento sono stati installati dei dispositivi
programmabili.
......... /20
200

PUBLIC WORKS Date ............................................. . TOTAL SCORE: ............ / 60
CONTENTS

..........
1. The first step in building a road is ….........…................................. .

a. earthworks
b. planning
c. availability of materials
2. When designing an airport, engineers must take into account ….........…............................... .
a. winds and visibility
b. distance from inhabited areas
c. all of the above
3. In a suspension bridge ….........…................................. .
a. the central span rests on the cantilevered arms
b. cables support the deck
c. the arms swing up
4. A PAC – Performing Arts Centre – generally does not host ….........…................................. .
a. museums
b. theatres and concert halls
c. visual arts centres
5. Modern stadiums are becoming the new symbols of a city because ….................................. .
a. there are many football supporters
b. they are in the city centre
c. they can be dynamic and versatile centres of attraction

..........
1. How many types of bridges can you remember?

2. According to their function and location, what are the basic structures of
railway stations?
3. What five elements of design can favour good learning?
4. What are green belts?
5. What are the main concerns to take into consideration about a swimming
pool design? ......... /20
201

SKILLS
3. Read the article and decide if the statements below are true or false. ( /12 p.) ..........
Why were railways built in Britain?

1. In the 19th century, once railways were established as Britain’s newest
and fastest communication and transport system, they started to have
many encouraging effects on British economy and way of life.
2. Trade: railways linked factories directly to ports so that British products
could be exported all over the country and the world. Farmers could send
their products to market easily and quickly.
3. Cost: raw materials and manufactured goods could be transported more
cheaply so prices could be reduced. Lower prices meant more products
sold, increasing profits for industrialists.
4. Reliability: unlike rivers, which froze during the winter, railways were
almost always able to transport goods.
5. Population growth: the increase in population living in towns meant an
increase in demand for the distribution of heavy goods such as coal.
6. Social impact: railways encouraged a relatively wide part of working
class to travel and move to different areas to find work. The Liverpool to
Manchester Railway (1830) was the first railway line in Britain.
1. Railways started to be developed in Britain before the 19th century.

T F
(Par. 1)
2. Railways greatly affected the exchange of goods. (Par. 2) T F
3. Railways helped farmers to sell their products. (Par. 2) T F
4. The development of railways made industrialists poorer. (Par. 3) T F
5. Trains were as reliable as boats and ships. (Par. 4) T F
6. The growth of urban population involved an increased demand of
T F
distribution of goods. (Par. 5)
7. Not many workers were able to travel by train. (Par. 6) T F
8. In 1830, people could travel by train from Liverpool to Manchester.
T F
(Par. 6)
202

5.4 4. Listen and put the topics in order using numbers. ( .......... /8 p.)
THE SCHOOL OF ONE PROJECT – NEW YORK CITY
a. ….........…................................. Current implementation of the project
b. ….........…................................. Spaces for learning
c. ….........…................................. Students’ learning modalities
d. ….........…................................. Name and aim of the project
e. ….........…................................. Differences between School of One and conventional schools
f. ….........…................................. Internal walls
g. ….........…................................. Furniture
h. ….........…................................. Assessment of results

......... /20
203


..........
tunnel • national parks • stadium
6. Fill in the blanks with the words given in the box. ( .......... /5 p.)
examples • flood • masterpiece • pillars • protection
Roman stone arch bridges were semi-circular, often made in a segmental form
which offered greater (1) ….........…................................. from the force of (2) ….........….................................
waters and enabled builders to use less material, making bridges lighter. One
of the best (3) ….........…................................. of a segmental arch bridge is Limyra Bridge in
south-western Turkey. It features 26 segmental arches. The Alcántara Bridge in
Spain is today regarded as one of the most impressive and best preserved (4)
….........…................................. of ancient Roman architecture. The bridge is supported on six
graceful arches over five big (5) ….........…................................. .
7. Transform the following phrases into Compounds. ( .......... /5 p.)

1. A green area used for recreation.
2. Machinery used to excavate.
3. An environment where people learn.
4. A building which contains offices.
5. A system to filter water.

..........
1. Il nuovo centro per le arti dello spettacolo è stato progettato da un famoso

architetto.
2. Nella mia città ci sono molte aree verdi attrezzate.
......... /20
204

THE WORKPLACE Date ............................................. . TOTAL SCORE: ............ / 60
CONTENTS

..........
1. Civil engineering ….........…................................. .

a. is a branch of military engineering
b. is traditionally divided into several different activities
c. deals only with building houses
2. Structural engineers ….........…................................. .
a. deal with the design of bridges, roads, dams, oil rigs, etc.
b. are involved in pollution reduction
c. are in charge of drafting contracts for building houses
3. Architects ….........…................................. .
a. design new buildings and restore old ones
b. design new buildings, restore old ones and design objects
c. do not need any engineering skills
4. A signboard gives information or instructions combining ….........…................................. .
a. shapes, colours and symbols but excludes information in writing
b. shapes and writing
c. colours and writing
5. Accidents in the workplace appear to depend on the ….........…................................. .
a. working environment
b. behaviour of workers
c. organisation of the work itself and on the behaviour of workers
2. Answer the following questions. ( /15 p.) ..........
1. Can you give a definition of Civil Engineering as a profession?

2. What do environmental engineers do?
3. What are the four parameters in earthquake engineering?
4. When do safety signs have to be used?
5. What do the different colours of safety signs represent?
......... /20
205

SKILLS
3. Read the article and decide if the statements below are true or false. ( /12 p.) ..........
ELECTRIC SHOCK FIRST AID

1. The danger from an electrical shock depends on the type of current, how
high the voltage is, how the current travels through the body, the person’s
overall health and how quickly the person is treated.
2. An electrical shock may cause burns, or it may leave no visible mark on the skin.
Under certain circumstances, even a small amount of electricity can be fatal.
3. Do not touch the injured person if he or she is still in contact with the
electrical current. Don’t get near high-voltage wires until the power is
turned off. Stay at least about 6 metres away – farther if wires are
jumping and sparking. Do not move a person with an electrical injury
unless he or she is in immediate danger.
4. While waiting for medical help turn off the source of electricity, if
possible. If not, move the source away from you and the person, using
a dry, non-conducting object made of cardboard, plastic or wood. Try to
prevent the injured person from becoming chilled.
1. All types of electric current are dangerous in the same way. (Par. 1) T F
2. You can always see signs of an electric shock on the skin. (Par. 2) T F
3. People may die even though they receive only small amounts of
T F
electric current. (Par. 2)
4. It is always advisable to remove a person who is in contact with an
T F
electric source. (Par. 3)
5. Six metres is the recommended minimum distance from the power
T F
source. (Par. 3)
6. If a person is not in danger, do not touch him/her. (Par. 3) T F
7. Turn off the source of power or remove it, taking precautions. (Par. 4) T F
8. A person with burns is hot, so try to make him/her feel cooler.
T F
(Par. 4)
206

6.4 4. Listen and complete the sentences below with one word from the
recording. (........../8 p.)
SCAFFOLDING
1. Scaffolding is a ….........…................................. structure.
2. There are ….........…................................. to be followed when constructing or erecting
scaffoldings.
3. Scaffolding is an alternative to ….........…................................. .
4. Scaffolding may be dangerous if you overlook safety ….........…................................. .
5. Scaffolding does not only put workers at ….........…................................., but also other
people.
6. People may be hit by pieces of ….........…................................. falling from the structure.
7. The ….........…................................. of the whole scaffolding can be compromised by the
smallest mistake.
8. Sometimes a single faulty or wrong-sized ….........…................................. can make the
whole structure collapse.
......... /20
207

5. Write 3 sentences about safety using the words/phrases given. ( ........../6 p.)
assessment of risks • mandatory sign • personal safety devices
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6. Fill in the blanks with the words from the box. ( ........../5 p.)
equipment • health • mines • pollution • recycling
1. Environmental engineers use their scientific knowledge to design systems

that control (1) ….........…................................. and protect public health.
2. They design systems, processes and (2) ….........…................................. to control waste and
pollution. Environmental engineers coordinate waste management and (3)
….........…................................. activities at manufacturing sites and (4) ….........…................................. .
3. They make sure waste is treated and disposed of in accordance with all
environmental and (5) ….........…................................. regulations.
7. Fill in with the correct form of the comparative or superlative of the

adjectives given in brackets. (........../5 p.)
1. That building is ….........…................................. (tall) in town.
2. Working as an engineer is ….........…................................. (stressful) than working as an
interior designer.
3. This is ….........…................................. (bad) earthquake we have had in the last twenty years.
4. Your flat is 150 m2 and mine is only 100 m2. My flat is not ….........….................................
(big) yours.
5. That’s ….........…................................. (good) project I have ever taken part in.

..........
1. Questo edificio è più moderno ma meno spazioso.

2. Questo è il peggior progetto, non vincerà il concorso!
......... /20
208

SETTLEMENTS Date ............................................. . TOTAL SCORE: ............ / 60
CONTENTS

..........
1. During the Renaissance, many cities were ….........…................................. .

a. encircled by defensive walls
b. made more attractive with monumental buildings
c. built with a grid plan
2. During the Industrial Revolution, ….........…................................. .
a. the population of many cities decreased
b. people left the countryside
c. people lived far from their workplace
3. In the CBD you can usually find ….........…................................. .
a. the Town Hall, banks and finance centres
b. long rows of similar houses
c. large green areas
4. make up the crucial part in preparing a City Master Plan.
….........….................................
a. Transportation networks
b. Industrial building sites
c. Different uses of land
5. Sustainable urban planning deals with the ….........…................................. .
a. global improvement of urban life
b. waste system
c. suburban peripheries

..........
1. How were cities enlarged during the Middle Ages?

2. Where and when did the Renaissance begin?
3. What was the “industrial village”?
4. What are the main objectives to work for in sustainable urban planning?
5. What are the main characteristics of suburbs?
......... /20
209

SKILLS
3. Read the article and decide if the statements below are true or false.
Correct the false ones. (........../12 p.)
TRASTEVERE, THE WARM HEART OF ROME

1. “Trastevere” literally means “across the Tiber”, and covers an area
delimited on two sides by the river and on the third side by the Gianicolo
Hill. From the days of the Roman Republic, it has been the working-class
district: artisans, merchants, soldiers, workers from the busy river port,
all made their homes in the labyrinth of its streets and alleys where
Medieval houses are close to elegant Renaissance palaces.
2. The heart of Trastevere is Piazza Santa Maria and its magnificent church
was probably founded around the year 222 on the spot where, according
to the legend, a fountain of oil sprang up on the day Jesus was born. The
main part of the church, including the lovely Romanesque bell tower, dates
from the 12th century. Santa Cecilia Church has a quiet churchyard with
flowering hedges. Saint Cecilia is the patron saint of music and the singing
of the vespers on her feast day of November 22 is one of the most moving of
Trastevere rituals.
3. In Piazza della Scala is the 17th century pharmacy of the Barefoot
Carmelite friars. The Trasteverini consider themselves the only authentic
Romans and they are proud of their district, celebrated by the poet
Gioacchino Belli, whose statue stands at the entrance of Trastevere.
1. The name Trastevere comes from its geographical position. (Par. 1) T F
2. It has always been inhabited by common people. (Par. 1) T F
3. In Trastevere there are only poor, medieval houses. (Par. 1) T F
4. The church in the central square of Trastevere was founded on the

T F
spot where a miracle had happened. (Par. 2)
5. The singing of Vespers on Santa Cecilia feast day is a very

T F
touching ceremony. (Par. 2)
210

6. The Barefoot Carmelite Friars have been running a historic

T F
pharmacy for one hundred years. (Par. 3)
7. The statue of the poet Gioachino Belli is in the main square of the
T F
district. (Par. 3)
8. The inhabitants of Trastevere do not love the place where they live.
T F
(Par. 3)
7.4
4. Listen and fill in the gaps with one word. ( /8 p.)
..........
HOW CAN WE ASSESS A “SUSTAINABLE CITY”?

Cities in the world have rapidly expanded in the 21st century. Urban (1)
….........…................................. are facing immense pressures to accommodate the growing
population without exhausting the limited (2) ….........…................................. reserves we have

left. Sustainable (3) ….........…................................. is the principal aim to ensure resource
security to future (4) ….........…................................. . The Sustainable Cities Index assessed
50 (5) ….........…................................. areas based on their economic, social and (6)
….........…................................. characteristics. Naturally, cities that are considered major (7)
….........…................................. financial centres ranked highly, as they tend to be richer and
have a highly-developed living (8) ….........…................................. . The study ranks Frankfurt

(Germany) at the top, followed by London as the second in Europe.
......... /20
211

5. Write 3 sentences about city planning using the words/phrases given. ( /6 p.) ..........
central business district • city master plan • urban sprawl

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6. Write the appropriate term for each definition ( /5 p.)
..........
1. Group of towns joined together to form an

area with a high population.
2. Urban area around the city centre.
3. Line which marks the limits of an area.
4. Easily recognisable feature of a landscape.
5. Large enclosed shopping area from which
traffic is excluded.
7. Add suitable prefixes/suffixes, choosing from the ones given in the

box to modify the words given. (........../5 p.)
dis • il • irr • ity • ment • ness • over • under
1. It is ….........…................................. (legal) to occupy an abandoned building.

2. In some countries advice about urban planning is also given by the
….........…................................. (govern).
3. During the Industrial Revolution, cities were characterised by the

….........…................................. (ugly) of their suburbs.
4. ….........…................................. (developed) and poor countries are greatly affected by urban

sprawl.
5. During the Industrial Revolution, cities were ….........…................................. (crowded).

..........
1. Le strade diventarono più ampie dopo la Rivoluzione Industriale.

2. Le condizioni di vita nei bassifondi sono insalubri.
......... /20
212

Module
Module ??
8 Name ............................................................ Class ................
HISTORY
XXXXXXXXX
OF ARCHITECTURE Date .............................................
............................................... TOTAL SCORE: ..........
............/ /100
60
CONTENTS
..........
1. The Assyrians and Babylonians built ….........…................................. .

a. Pyramids
b. Ziggurats
c. Stupas
2. The most famous ancient Greek building is the ….........…................................. .
a. Parthenon
b. Palace of Knossos
c. Pantheon
3. The main characteristics of the Romanesque style churches were ….........…........................ .
b. low wide arches and thick walls with heavy supports
c. high wide arches and thick walls
4. Toward the end of the 1800s, architects began designing decorative
buildings in ….........….................................
a. the classical style
b. the baroque style
c. a variety of styles
5. Modern architecture is characterised by the principle that ….........…................................. .
a. functional needs are not important
b. extra ornaments are essential
c. form follows function

..........
1. What were the main features of Gothic architecture?

2. What were the main currents of the Architecture of the 19th century?
3. What does the term “Art Nouveau” refer to?
4. What was the “Bauhaus”?
5. What buildings is Frank Gehry famous for? ......... /20
213

SKILLS
3. Read the article and decide if the statements below are true or false.
Correct the false ones. (........../12 p.)
SIR CHRISTOPHER WREN

1. Christopher Wren was an English scientist and mathematician and one of
Britain’s most distinguished architects. He was born in 1632 in Wiltshire
and was educated at Westminster School and then Oxford University. He
showed an early talent for Mathematics. Wren’s interest in Architecture
developed from his study of Physics and Engineering.
2. In 1664 and 1665, Wren was commissioned to design a chapel for
Pembroke College (Cambridge) and then the Sheldonian Theatre in
Oxford. In 1665, Wren visited Paris where he was strongly influenced
by French and Italian baroque styles. In 1666, the Great Fire of London
destroyed much of the medieval city, providing a huge opportunity for
Wren. He designed 51 new city churches, as well as the new St Paul’s
Cathedral.
3. In 1669, he was appointed Surveyor of the Royal Works, which effectively
gave him control of all government buildings in the country. In 1675,
Wren was commissioned to design the Royal Observatory at Greenwich.
In 1682, he received another royal commission to design a hospital in
Chelsea. He died in 1723. His tomb in St Paul’s Cathedral features the
Latin inscription which translates as: “If you seek his memorial, look
around you.”
1. Wren was very good at scientific subjects. (Par. 1) T F

2. He developed his interest in architecture because he was fond of
T F
art. (Par. 1)
3. His first project was for the Sheldonian Theatre in Oxford. (Par. 2) T F
4. French and Italian baroque styles influenced his work. (Par. 2 ) T F
5. Wren’s career as an architect was stopped by the Great Fire of
T F
London. (Par. 2 )
214

6. He mainly designed private houses. (Par. 2 ) T F

7. In 1669, he became responsible for all government buildings in
T F
England. (Par. 3 )
8. He died when he was very old and was buried in St Paul’s
T F
Cathedral. (Par. 3)
8.4
4. Listen and correct the notes. ( ........../8 p.)
A “GREEN” TOWER IN TURIN
Listen to Leonard Murray, Architect and Professor of Sustainable Building
Technology at Newcastle University, giving a lecture to a group of students about
skyscrapers in Europe. Paul, one of his students, is taking notes about the new
skyscraper in Turin but he’s making a lot of mistakes. Correct Paul’s notes.
PAUL’S NOTES CORRECTION

1. The skyscraper was designed by
Norman Foster and inaugurated in
March 2016.
2. It is 157 metres high and has 47
floors.
3. There are five underground floors
used as a parking structure.
4. There is a museum in the building.
5. The panoramic restaurant is on the
37th floor.
6. The architect implemented an air
conditioning system to cool the
building in summer.
7. The skyscraper causes air
pollution.
8. The tower is covered with dark
materials.
......... /20
215


5. Write 3 sentences about the history of architecture using the words/
phrases given. (........../6 p.)
Renaissance • Liberty • Frank Lloyd Wright
O R
W S
D
6. Match each term with the appropriate definition. ( .......... /5 p.)
1. nave a. Monastery ruled by an abbot.
2. masonry b. A column of iron, steel or reinforced concrete
supporting a building above an open ground level.
3. abbey c. Projected and supported at only one end.
4. cantilevered d. Built by laying units of stone or brick.
5. pilotis e. Main part of the interior of a church.
7. Insert the suitable connector choosing from the ones given in the box. ( /5 p.) ..........
as/since/because • because • in order to • such as • though
1. Contemporary architects use materials ….........…................................. steel, glass, titanium

in their work.
2. ….........…................................. little wood and stone was available in Babylonia and Assyria,
people built clay huts.
3. Romanesque churches were often dark ….........…................................. architects had problems
in cutting windows in the thick walls.
4. ….........…................................. Baroque architecture spread across Europe, it reached its
peak mostly in Italy and France.
5. An architect has to understand materials ….........…................................. make the best use of
their properties.
8. Translate the following sentences into English. ( ........../4 p.)

1. Il nuovo stadio non può essere costruito a meno che il governo non approvi
il progetto.
2. Non appena sono arrivato a Londra, ho fotografato il grattacielo di Renzo Piano.
......... /20
216

Teaching Notes, Keys and Audioscripts
08a guida Landscapes KEY 217-310.indd 217 20/09/17 12:18

Module 1 THE ENVIRONMENT
FOUNDATIONS
WEAKER STUDENTS
Unit 1 ECOLOGY READING COMPREHENSION. Tell the students to

underline or highlight the lines in the text where they
can find the correct information and match them to
Page 14 the question number.
a. Personal answer.
b. International: Greenpeace, WWF (World Wide Fund for
Nature), UNESCO (United Nations Educational, Scientific 2. PET-LIKE ACTIVITY
and Cultural Organisation), Agenda 21, FAO (UN Food 1. T; 2. F (The word Ecology comes from two Greek
and Agriculture Organization); Italy: Legambiente; words); 3. F (Several well-known 19th century scientists,
USA: EPA (Environment Protection Agency); UK: EPUK such as Alexander Humboldt (1769-1859), Charles
(Environmental Protection UK). (see also p. 25) Darwin (1809-1882), Alfred Russel Wallace (1823-1913)
c. Personal answer. and Karl Möbius (1825-1908) made many important
contributions); 4. F (Biogeochemical cycles include
Page 15 water, carbon, phosphorus and nitrogen); 5. T; 6. T; 7.
F (Because of its vast scope, ecological science is often
1.
closely related to other disciplines such as Physics,
1. In the 19th century, several well-known scientists,
Chemistry, Mathematics, Computer Science, Climatology,
such as Humbolt, Darwin, Wallace and Möbius, made
Meteorology, Geology and Oceanography); 8. F (The
important contributions to environmental studies.
term ecology is often used as a synonym for the natural
2. The term “Ecology” comes from the Greek words
environment or environmentalism).
-oîkos, “house”; and -logos, “study of”.
3. The comprehensive science of the relationship of the
organism to the environment.
3.
1. e (discipline: A particular area of study, especially a
4. The environment of an organism consists of abiotic
subject studied at a college or university.);
factors, such as climate and geology, and biotic factors,
2. a (climate: Generally prevailing weather conditions of a
such as members of the same species and other species
region.)
that share a habitat.
3. f (goal: Achievement toward which effort is directed.)
5. The study of Ecology increases man’s understanding of
4. b (competition: The struggle among living things, for
the world and all its creatures This is important because
food, space, etc.)
man’s survival and well-being depend on relationships
5. c (knowledge: The information, understanding and
that exist on a world-wide basis.
skills that you gain through education or experience.)
6. It is to intelligently manage the living and non-living
6. d (habitat: The natural environment of a living thing.)
things in the world.
7. They are concerned about population processes,
including reproductive behaviour, mortality and migration; CULTURAL NOTE
interspecific interactions, such as predation, competition,
parasitism and mutualism; plant and animal community Charles Darwin (1809-1882)
structures; biogeochemical cycles (water, carbon, Charles Darwin was an English scientist. He is most
phosphorus, nitrogen). well-known for his theory of evolution. In 1831,
8. Ecologists use knowledge from many different fields Darwin set sail on the HMS Beagle, a naval survey
of study including Physics, Chemistry, Mathematics and ship. Darwin was there to collect plant and animal
Computer Science. They also rely on other sciences such specimens from the countries and islands the ship
as Climatology, Meteorology, Geology and Oceanography visited. The voyage took five years. For Charles
to learn about air, land and water environment. Darwin, the most important part of the journey was
9. Ecology is an applied science because much of natural the time spent in the Galapagos Islands in the Pacific
resource management, such as forestry, fisheries, wildlife Ocean. These islands are the home to plants and
management and habitat conservation, is directly related animals that can’t be found anywhere else in the
to ecological sciences and many problems in agriculture, world. He published On the Origin of Species in 1859.
urban development and public health are informed by It challenged the truth of the creation story found in
ecological considerations. the Bible. Today, Darwin’s theory of natural selection
10. The term “ecology” has also been connected with has been accepted as a scientific fact, and new fossil
philosophical ideologies, such as social ecology and discoveries are constantly adding to our knowledge of
human ecology and it is sometimes used as a synonym the different stages of evolution.
for the natural environment or environmentalism.
219

EXTRA ACTIVITY the peel in relation to the size of an apple. The biosphere
is unique. Life on Earth depends on the Sun as sunlight
Referring to the table below, write a text about Charles is captured by plants in the marvellous phenomenon of
Darwin’s life and theories (about 100 words). photosynthesis. The captured energy transforms carbon
12 February 1809 Born in Shrewbury, England dioxide into organic compounds as sugars and produces
oxygen. The vast majority of species of animals and plants
1831-1836 Naturalist aboard H.M.S. Beagle depend directly or indirectly on photosynthesis.
1839 “Journal of Researches into
1. F (The biosphere ranges from heights of up to ten
Natural History and Geology of
kilometres above the sea level to depths of the oceans
the Countries Visited During
at more than eight kilometres deep); 2. T; 3. F (The upper
the Voyage of H.M.S. ‘Beagle’
atmosphere has little oxygen and very low temperatures);
Round the World”
4. F (The biosphere of the Earth is like the peel in
Theories Evolution occurred relation to the size of an apple); 5. T; 6.T; 7. T; 8. F (The
gradual evolutionary changes – photosynthesis transforms carbon dioxide into organic
millions of years compound as sugars and produces oxygen).
evolutionary change – natural
selection Page 19
single life form – branching
process “speciation” 6.
1. The central principle of ecology is that each living
1859 “The Origin of Species” organism has a constant relationship with every other
1882 Death. Buried in Westminster element that makes up its environment.
Abbey, London 2. An ecosystem is a system that includes all living
organisms (biotic factors) in an area as well as its physical
Sample answer. environment (abiotic factors) functioning together as a unit.
Charles Darwin was born on 12th February 1809 in 3. An ecosystem can be of any size.
Shrewsbury, England. From 1831 to 1836 he served 4. Ecosystem boundaries are not marked by rigid lines.
as a naturalist aboard the H.M.S. Beagle. In 1839, he They are often separated by geographical barriers such
published “Journal of Researches into Natural History as deserts, mountains, oceans, lakes and rivers.
and Geology of the Countries Visited During the Voyage 5. Ecosystems can be roughly divided into terrestrial
of the H.M.S. ‘Beagle’ Round the World”. His theory is ecosystems (forests, plains, mountains and so on),
that evolution has occurred through a gradual change freshwater ecosystems (lakes, ponds and rivers) and
requiring millions of years; this process is called marine ecosystems (seas and oceans).
“natural selection” and today’s species arose from 6. Ecological factors that affect a given environment can
a single life form through a branching process called be abiotic and biotic.
“speciation”. In 1859, he published the book “The 7. Abiotic factors include water, air, soil, temperature and light.
Origin of the Species”. He died in 1882. He is buried 8. Biotic factors are considered as either intraspecific or
in Westminster Abbey in London. interspecific relations.
9. Because a new organism or factor can distort the
natural balance of the interaction and potentially harm or
Page 16 destroy the ecosystem.
4. 10. The most significant relation is the relation of predation
1. living, 2. individual, 3. community, 4. referring, 5. made, (to eat or to be eaten), which leads to the essential concept
in ecology of food chain.
6. example, 7. morphology, 8. study, 9. environment, 10.
Physics.
WEAKER STUDENTS
Page 17 Draw this diagram on the blackboard and tell the
students to copy it on their exercise books.
1.1 5.
organisms, species, abiotic factors,
The biosphere habitat, survival biotic factors
The biosphere is the layer of the planet where life exists. This
ECOLOGY
layer ranges from heights of up to ten kilometres above sea
level to depths in the oceans of more than eight kilometres; population processes, environmentalism,
these are the extremes. However, in general the layer of the interspecific relations applied science
Earth containing life is thin: the upper atmosphere has little community structures,
oxygen and very low temperatures, while ocean depths are biogeochemical cycles
dark and cold. It has been said that the biosphere is like
220

EXTRA ACTIVITY ANSWERS
a. How many categories of biome are there on Earth?
Surf the EDISCO website → NEW LANDSCAPES b. What main category of biomes do freshwater biomes
Online Resources: The food chain (with activities) belong to?
c. What kind of biomes can be found on the Alps?
d. What are the most important climatic factors?
FURTHER RESOURCES e. Where does biodiversity increase?
 River landscape
 Flooding CULTURAL NOTE
 River management (with activities)
The Gaia hypothesis
1.2 7. The Gaia theory suggests that the Earth and its natural
cycles can be thought as a huge living organism. When
Biodiversity. one natural cycle starts to be out of balance, other
cycles work to bring it back, continually optimising the
Biodiversity is the variety of living things in a given place. conditions for life on Earth. Named after the Greek
It can be studied on many levels. At the highest level, you Earth goddess, Gaia, the theory was developed in the
can look at all the different species on the entire Earth. 1960s by scientist Dr James Lovelock. At the time,
On a much smaller scale, you can study biodiversity Lovelock was working for NASA, looking for methods of
within a city park. In general, tropical regions have greater detecting life on Mars. The theory is a way of explaining
biodiversity than temperate ones. Biodiversity provides us why the Earth’s atmosphere contains high levels of
with a range of foods and materials and contributes to the nitrogen and oxygen.
economy. Most medical discoveries were made because www.gaia.org
of research into plant and animal biology and genetics.
Biodiversity plays an important role in making life possible
on Earth: plants provide oxygen for us to breathe – one of
the many things that plants do for people. Today, species Page 21
are becoming extinct at an accelerated and dangerous rate,
WEAKER STUDENTS
because of non-natural environmental changes caused by
human activities. Some of the activities have direct effects READING COMPREHENSION. Tell the students to
on species and ecosystems, such as habitat loss or habitat underline or highlight the lines in the text where they
degradation, over exploitation (such as overfishing), spread can find the correct information, and match them to
of non-native species, climate change and pollution. the question number.
1. Definition – Biodiversity is the variety of living things in
a given place. 9.
2. Levels of study – It can be studied on many levels. At 1. An urban ecosystem can be defined as any ecological
the highest level, you can look at all the different species system located within a city or, in a broader sense, the greater
on the entire Earth. On a much smaller scale, you can ecological system that makes up an entire metropolitan area.
study biodiversity within a city park. 2. The largest urban ecosystems can be found in Europe,
3. Difference of biodiversity – Tropical regions have India, Japan, China, Africa, South America, Africa and
greater biodiversity than temperate ones. the United States, mostly on coasts with harbours, along
4. Contribution of biodiversity to rivers and at intersections of transportation routes.
a. Economy: biodiversity provides us with a range of 3. An urban ecosystem is simply the community of plants,
foods and materials; animals and people that live in the same environment.
b. Medicine: most medical discoveries were made because 4. In an urban ecosystem there are buildings, roads, power
of research into plant and animal biology and genetics; lines, sewers, but also parks, gardens and street plantings.
c. People: plants provide oxygen to breathe. 5. Trees may be subject to high levels of air pollutants,
5. Main threat to biodiversity – extinction diseases, poor soil quality, frequent drought and reduced
6. Human activities – habitat loss or habitat degradation, sunlight. Animal and bird populations may lose their habitat
over exploitation (such as overfishing), spread of non- and food sources and be victims of toxic substances and
native species, climate change and pollution. vehicle pollution.
6. They provide goods and services of great importance
8. such as work, housing, transportation and basic social
HEADINGS services from health care to education.
2. Definition of biome 7. Urban ecosystems are expanding because of the rapid
4. Main categories of biomes growth of city in many parts of the world.
1. Climatic factors 8. Urban Ecology is a sub-discipline of Ecology that
3. Systems of classifying biome examines the interactions between organisms in human-
5. The role of biodiversity dominated ecosystems.
221

1.3 10. 11.
1. d; 2. a; 3. b; 4. e; 5. f; 6. c.
Urban ecology in developing countries
Over the next thirty years, most of the world’s population growth TEACHING TIP
will occur in cities and towns of poor countries. Asia will see
an absolute increase of nearly a billion people over the next Try to assess your students’ skill in understanding +
three decades – growth concentrated mostly in urban areas. writing with the following simple dictation.
Also in Africa the urbanisation process is occurring rapidly. For The Montreal Biodome, Canada
example, in Tanzania, the population of Dar Es Salaam, the Built in 1992, the Montreal Biodome houses different
largest city in the country, is doubling every twelve years. ecosystems under one roof: the tropical forest, the
Rapid, unplanned and unsustainable patterns of urban Canadian forest, the St. Lawrence marine ecosystem
development are making developing cities focal points for and the polar worlds. The largest area is the humid,
many emerging environment and health hazards. As urban tropical ecosystem which measures 2,600 m2. Its
populations grow, the quality of the urban environment temperature and humidity resemble what would be
plays an increasingly important role in public health, experienced in Costa Rica with hundreds of types of
urban housing, waste management and sanitation, urban mammals, reptiles and birds. The Canadian forest
planning, and the quality of air and water. shows the different growth stages of a forest and the
changes that occur in the different seasons. The St.
1. T; 2. F (In urban areas); 3. F (The population is increasing,
Lawrence marine ecosystem measures 1600 m2 and
doubling every twelve years); 4. T; 5. F (As urban populations
its cold waters are homes to hundreds of fish and
grow, the quality of the urban environment plays an
marine species. In the Polar ecosystems, animals from
increasingly important role in public health, urban housing,
the Arctic and Antarctic live side by side.
waste management and sanitation, urban planning, and the
quality of air and water).
WEAKER STUDENTS
Draw this diagram on the blackboard and tell the students to copy it on their exercise books.
Metropolitan areas in THE URBAN ECOSYSTEM = Buildings, roads, parks, sewer
Europe, India, Japan, China, Community of plants, animals and people systems, power lines
Africa, South America, USA
Pollution, urban microclimate, Work, housing, transportation,
urban ecology social services, education
Unit 2 POLLUTION
Page 22
a. In Italy there are specialised magazines, such as are also many websites which deal with local problems.
Focus or the Italian edition of the National Geographic b. Personal answer.
magazine, which cover environmental problems. There c. Personal answer.
Page 23
1.
TYPE OF POLLUTION CAUSES EFFECTS
Air pollution burning fossil fuels PMs and harmful dusts; smog, acid rain,
global warming, damages to the ozone layer
Water pollution rubbish into streams, rivers, ponds, lakes, groundwater unfit to drink, dangerous for
and oceans; oils, poisonous chemicals from fish and other forms of life
factories, use of chemicals in farming
Soil pollution littering or tossing garbage on the ground, chemicals can spread to plants and
accumulation of dangerous chemicals in the ground animals and people
Radioactive dispersion of radioactive materials, such as contamination to people, animals, plants
contamination radioactive gases, liquids, or particles and buildings
Noise pollution excessive amount of noise or an unpleasant temporary disturbance to people and
sound unnatural in volume and production animals
Light pollution excessive artificial (usually outdoor) light washing out of starlight at night interferes
with astronomical research, adverse
health effects, energy waste
222

2. Read the following passage and choose the correct Page 25
option.
Considering how soil is the reason we are able to 5.
sustain ourselves, the contamination of it has major 1. Acid rain is precipitation containing damaging amounts
consequences on our health. Crops and plants grown of nitric acid (HNO3) and sulphuric acid (H2SO4) released
on polluted soil absorb much of the pollution and then into the atmosphere when fossil fuels are burnt.
pass it on to us. This could explain the increase in small 2. It can be wet precipitation (rain, snow or fog) or dry
and terminal illnesses. Long term exposure to such soil precipitation (PMs and dusts).
can affect the genetic make-up of the body, causing 3. It can damage crops, buildings and wildlife and
indirectly people.
congenital illnesses and chronic health problems that
4. The principal natural phenomena that contribute to
cannot be cured easily. The toxic chemicals present in
acid-producing gases of the atmosphere are emissions
the soil can decrease soil fertility and therefore decrease
from volcanoes and from biological processes that occur
the soil products. The contaminated soil produces fruits
on the land and in the oceans.
and vegetables which lack quality nutrients and may
5. The acid takes away important minerals from the leaves
contain some poisonous substances.
of trees and from the soil. Minerals are like vitamins for
trees and plants. Without them, trees and plants cannot
1.4 3.
grow properly. They lose their leaves and become very
Far from the madding light weak and can even die.
6. There is a strong relationship between higher pHs of
For thousands of years, people have looked up at the the water and the lowering of populations of fish in lakes.
night sky and wondered at what they saw. This wonder 7. Acid rain can ruin buildings because the acid corrodes
helped to explain the sense of who we are, our myths metal and stone.
and legends, our religious beliefs and our place in a wider 8. Particulates, usually known as PMs, are one of the
cosmos. But today, dark skies are a rare occasion for main causes of health problems. When we breathe,
many of us. Our nights are filled with the orange glow these very fine particulates can easily enter our body,
of street lighting and we are all more accustomed to a where they can cause breathing problems, and over time
TV screen than looking at the stars. The UK has some even cause cancer.
of the largest areas of dark sky in Europe. You can find
dark skies near where you live, if you can get away from
WEAKER STUDENTS
bright lights of street lighting. That could be in your back
garden, a local park, or getting out of town altogether. READING COMPREHENSION. Tell the students to
From a city centre we might see about 100 stars with our underline or highlight the lines in the text where they
naked eyes, and the further away from the streetlights can find the correct information, and match them to
you go, the better the view becomes. Under a really dark the question number.
sky we can see over 1,000 stars. We can even see our
own galaxy, The Milky Way, stretching across the sky.
CULTURAL NOTE
1. T; 2. T; 3. F (Today dark skies are very rare in our
towns); 4. F (Urban streets have an orange lighting); 5. F Most acidified areas in the world
(The largest areas of dark skies are in the UK); 6. T; 7. F The most acidified areas are in the industrialised
(We can see over 1,000 stars); 8. T. countries in Western Europe, in East Asia and in the
USA. However, on a local scale, acid rain pollution is not
4. SCUOLA-LAVORO in the main industrial areas. For example, Scandinavia
and Eastern Europe are seriously affected and many
Open answer. studies say that the sources of the contaminants are
Britain and Germany, respectively.
EXTRA ACTIVITY
• Ask the students to surf the Italian Ministero
dell’Ambiente website and gather information about the
6.
most recent laws concerning environment protection ITALIAN ENGLISH
and pollution prevention. This activity can be carried out 1. quantità amount
with the teacher of Geopedology and/or the teacher of
Law and Economics. The students have to summarise 2. polveri dusts
the outcome of their research in English. 3. verificarsi occur
• Surf the EDISCO website → NEW LANDSCAPES
4. aumento increase
Online Resources:
- Health diseases due to pollution (with activities) 5. sopravvivere survive
- Waste disposal (with activities) 6. respirare breathe
223

1.5 7. 3. When you heat your house with oil, gas or coal, then
you also generate CO2.
Effects of acid rain on building materials 4. Even if you heat your house with electricity, the
generation of the electrical power may also have emitted
Buildings can be damaged by acid rain because it dissolves
a certain amount of CO2.
the stone or corrodes the metal that is exposed to the
5. When you buy food and goods, the production of the
weather. Before people became aware of the problems that
acid rain could cause for buildings, they used limestone and food and goods also emitted some quantities of CO2.
marble as building materials. These types of material contain 6. Your carbon footprint is the sum of all emissions of CO2
calcium carbonate or calcium-based compounds, which which were produced by your activities in a given time period.
can be dissolved by acid rain. Sandstone is more resistant 7. A carbon footprint is usually calculated for the time
to being dissolved by acid rain, but black deposits can form period of a year.
on the external surface of it. Old statues and monuments
are vulnerable to acid rain because they were made of
limestone. After several decades of exposure to acid rain,
all the details of a statue can be lost. The sulphuric acid in Unit 3 ENERGY SOURCES
acid rain turns calcium carbonate in limestone into calcium
sulphate, which dissolves in water. So acid rain washes Page 28
away bits of a statue. What used to be a finely chiselled
sculpture becomes a desolate mass of stone. a. Personal answer.
b. Open answer.
Page 26 CULTURAL NOTE
8. PET-LIKE ACTIVITY
In the past, wood was the most important fuel used
1. T; 2. T; 3. F (Greenhouse gases act like a mirror and in fireplaces for heating houses until the second half
reflect back to the Earth a part of the heat radiation, which of the 19th century, when it was replaced by coal in
would otherwise be lost to space); 4. F (The emission of CO2 furnaces. Coal became dominant in the late 19th century
into the environment has been increased over the past 50 before being overtaken by petroleum products in the
years); 5. F (By 2001 the IPCC announced it was likely that middle of the 20th century, a time when natural gas
our civilization would face severe global warming); 6. T; 7. T. usage also rose quickly. Early lighting fuels consisted
of olive oil, beeswax, fish oil, whale oil, nut oil, and
Page 27 similar substances. These were the most commonly
9. used fuels until the late 18th century. In 1860s, drilling
1. It took place in Paris in November 2015. for petroleum oil began and the kerosene (a petroleum
2. The main issue was cutting down on pollution. derivative) lamp grew popular. Coal and natural gas
3. The document shows that governments around the world lamps were also becoming wide-spread.
must take climate change seriously into consideration and
are willing to work together to fight global warming. c. Open answer.
4. Before the conference, each nation was asked to
create plans on how to reach the shared goal. CULTURAL NOTE
5. The agreement allows countries to decide the best
way to cut down their gas pollution. In the future, civilization will be forced to research and
6. Every five years, nations must look at the work they develop alternative energy sources. Our current rate
have done and submit new plans on how they will improve of fossil fuel usage will lead to an energy crisis this
over the next five years. century, so the best choice will be renewable energy
7. The countries promise to limit the amount of sources (sun, wind, water, geothermic, biomass,
hydrogen). They quickly replenish themselves and can
greenhouse gases emitted by human activity to the levels
be used again and again. For this reason, they are
that can be absorbed naturally by the environment.
sometimes called infinite energy resources.
1.6 10.
The carbon footprint Page 29
1. A carbon footprint is defined as the total amount of
greenhouse gases produced directly and indirectly to WEAKER STUDENTS
support human activities, usually expressed in equivalent READING COMPREHENSION. Tell the students to
tons of carbon dioxide (CO2). underline or highlight the lines in the text
2. When you drive a car, the engine burns fuel which where they can find the correct information and match
creates a certain amount of CO2, depending on its fuel them to the question number.
consumption and the driving distance.
224

1. 3. It does not produce polluting gases and then the ratio
1. It comes from mineral deposits formed deep in the between the quantity of raw material used (Uranium) and
earth or under the sea bed. the amount of energy produced is very efficient.
2. Petrol and plastic come from the refining of crude oil. 4. Nuclear energy is generated by the splitting or fission
3. No, there is not much left. of atoms of uranium or even heavier elements. The fission
4. The risks are oil spills and gas leaks which may cause process releases heat which is used to heat water and
terrible damages to the environment. produce steam to drive a turbine that creates electricity.
5. Coal is produced by mining, which damages the 5. Nuclear power generates a lot of opposition because of
environment. safety concerns; in actual fact, the radioactivity released
6. It is the production of carbon dioxide and other during accidents at nuclear plants has caused deaths
greenhouse gases, which cause global warming. and environmental damage.
7. Rising sea levels, hotter temperatures and extreme 6. The Three Mile Island (1979), the Chernobyl accident
weather phenomena. (1986) and Fukushima disaster (2011).
8. Oil has been the cause of many wars and in the last 7. The main benefits concern reactor safety, especially
fifty years, in the richer hemisphere, we have become in eastern Europe. International programmes on nuclear
dependent on oil for our lifestyles. power plants safety were initiated following Chernobyl.
9. Yes, the financial and economic crises may make us 8. In Italy there was a referendum in 1987 which led to
turn away from oil and utilise renewable resources. the closing of its nuclear power plants in 1988, a decision
that was effectively reversed in 2008.
1.7 2. 9. The 2011 Referendum confirmed strong objections to
nuclear power in Italy, so the government’s decision of
Where fossil fuels come from 2008 was abrogated.
1. There are three major forms of fossil fuels: coal, oil
4.
and natural gas. All three were formed many hundreds of
1. limitato; 2. inquinante; 3. costoso; 4. pericoloso; 5. (qui)
millions of years ago.
attivare; 6. reputazione, fama 7. mortale; 8. gravemente.
2. The age they were formed in is called the Carboniferous
Period, part of the Palaeozoic Era. “Carboniferous” gets
1.8 5.
its name from carbon, the basic element in coal and
other fossil fuels. What happened at Chernobyl?
3. At that time, the land was covered with swamps filled
with huge trees, ferns and other large leafy plants. The The April 1986 disaster at the Chernobyl nuclear power
water and seas were filled with algae. plant in Ukraine was the product of a flawed Soviet
4. As the trees and plants died, they sank to the bottom reactor design together with serious mistakes made by
of swamps and oceans. They formed layers of a spongy the plant operators while testing the turbines. To prevent
material called peat. any interruptions to the power of the reactor, the safety
5. Over many hundreds of years, the peat was covered systems were deliberately switched off. The testing
by sand and clay and other minerals, which turned into a procedure did not go according to the plan: there was a
type of rock called sedimentary rock. violent explosion. At temperatures of over 2000 °C, the
6. Rock piled on top of more rock and became heavier fuel rods melted and the graphite covering of the reactor
and heavier. It began to press down on the peat. then ignited. The graphite burned for nine days, throwing
7. The peat was squeezed until the water came out of huge quantities of radiation into the environment. Any
it and over millions of years, it turned into coal, oil or initial attempts to extinguish the burning reactor were
petroleum and natural gas. unsuccessful. Not until the 6th May were the fire and the
radioactive emissions under control. The entire complex
was closed on 12th December 2000, 14 years after the
accident. The Chernobyl reactor now is enclosed into a
Page 31
concrete structure that is growing weaker over time. A total
of between 600,000 and 800,000 men were involved in the
WEAKER STUDENTS
clean-up operations up to 1989. Of these men, 300,000
READING COMPREHENSION. Tell the students to received radiation doses 500 times a worker’s limit over
underline or highlight the lines in the text where they one year. Today, the ones who survive are still suffering
can find the correct information and match them to from the damage to their health. Most of the released
the question number. material was deposited close by as dust and debris, but
the lighter material was carried by wind over Ukraine,
Belarus, Russia and also over Scandinavia and Europe.
3. The years following the accident, about 220,000 people
1. Because it can be reprocessed. were resettled into less contaminated areas. Accidents
2. It can be found underground like other non-renewable like the one in the nuclear power plant in Chernobyl have
energy sources. proved what dramatic effects radioactive material can
225

have on the environment. The vegetation around the power
Tidal energy Produces Few places with
plant immediately died, rivers carried the radioactive water
electricity. large increases
to other European countries and local residents had to
in tides.
abandon their homes. Many animals and people who were
High cost of
contaminated with radiation died, became severely ill or
building tidal
gave birth to seriously disabled children.
generating
1. F (It was the product of a flawed Soviet reactor design stations.
together with serious mistakes made by the plant Negative impacts
operators); 2. T; 3. T; 4. F (At temperatures of over on aquatic
2000°C, the fuel rods melted); 5. T; 6. F (The graphite and shoreline
burnt for nine days, tossing huge quantities of radiation ecosystems.
into the environment. Any initial attempts to extinguish Geothermal Produces Few sites
the burning reactor were unsuccessful. Not until the 6th energy electricity and where it can
May were the fire and the radioactive emissions under heat. be extracted
control); 7. T; 8. T; 9. T; 10. F (The accident had visible economically.
effects on the vegetation around the power plant which
immediately died. Rivers carried the deadly, radioactive
CULTURAL NOTE
water to other European countries and local residents
had to abandon their homes. Many animals and people Biomass energy disadvantages
contaminated with radiation died, became terminally ill or While the advantages of biomass energy are many,
gave birth to seriously disabled children.) however it is not a perfect source of energy. Here are
the disadvantages:
6. – Not entirely clean: using animal and human waste to
Free activity.
power engines may save on carbon dioxide emissions,
but it increases methane gases, which are also
Page 34 harmful to the Earth’s ozone layer.
– Risk of deforestation: biomass energy sources are
7. SCUOLA-LAVORO renewable, but they have to be utilized sustainably.
TYPE OF PROS CONS Uncontrolled biomass production can result in
ENERGY deforestation.
SOURCE – Requires a great deal of water: all plant matter need
sufficient amount of water to get by, meaning water
Biomass Used to produce sources must be abundant. If enough water is not
heat and as bio-fuel available, irrigation systems would have to be developed.
for transportation – Inefficient if compared to fossil fuels: biofuels must
industry. be fortified with fossil fuels to increase their efficiency.
Wind energy One of the Good resource
lowest-priced only for windy
renewable energy countries. 8. PET-LIKE ACTIVITY
technologies. Disturb to
1. F (Biomass produces only heat); 2. T; 3. F (Wind energy
Single turbines / the view of
can be exploited in windy areas); 4. F (Tidal power plants
large wind farms. landscape.
may have a negative impact on the environment); 5. F
Annoying noise.
(There are only a few places where tide changes occur
Hydroelectric Reliable, efficient, Overdevelopment: around the earth and the cost of building plants is high);
power economical. devastating 6. T; 7. T; 8. T.
effects on local
environment. VIDEO How electricity works
Solar energy Well exploited in Large areas of
countries with land covered by BRICKS & MORTAR
significant sun solar panels.
exposition. • VOCABULARY
Use on roofs of
Pages 36-37
private houses.
1. a. freshwater ecosystem; b. terrestrial biome; c urban
Hydrogen Efficient energy Problems for ecosystem.
source for its production, 2. a. air pollution; b. noise pollution; c. water pollution
vehicles. storage and 3. a. non-renewable – oil; b. non-renewable recyclabe –
distribution. nuclear; c. non-renewable – coal
226

4. 1. f; 2. g; 3. a; 4. h; 5. b; 6. d; 7. c; 8. e. water transport, increased wildfires and threats to forestry,
5. 1. groundwater; 2. poisonous; 3. increase; 4. breathing energy production and human health.
problems; 5. importante; 6. su base mondiale; 7. nocivo,
dannoso; 8. raccolto (coltura agricola). 1. F (The drought affected Europe in June and July 2015);
6. 1. interactions; 2. biomes; 3. sub-discipline; 4. ozone layer; 2. T; 3. NM; 4. T; 5. F (Even above 40 days); 6. T; 7. NM; 8. T.
5. greenhouse gases; 6. non-renewable; 7. reprocessed;
8. biomass. • SPEAKING
VIDEO How hydroelectricity works Page 41
A. Good morning Mr. Thompson, my name’s ………….
• GRAMMAR I’m an Italian journalist, I’m writing a report about
freshwater for an Italian magazine. I’d like to ask you
Page 39 some questions. First, what’s the current situation about
1. freshwater supplies in the world?
1. reaches; 2. consists; 3. work; 4. cover; 5. leads; B. Nice to meet you… Well, the days of cheap and
6. use; 7. ruins; 8. are causing; 9. are occurring; 10. abundant freshwater are coming to an end, but we must
creates. find a solution to solve our water problems.
A. What are these solutions?
2. B. There are two ways to go forward: a hard path solution,
1. is… getting; 2. shows; 3. study; 4. are becoming; 5. that is to say, the construction of supersize dams and
results; 6. do not believe. pipelines to deliver water over huge distances or soft path
solution, that is, conservation and efficiency, community-
3. scale infrastructure and protection of aquatic ecosystems.
1. Several well-known scientists are currently studying A. What kind of commitment can we have on local scale?
the climate changes that are occurring in many parts of B. Well, for example local municipalities use wastewater
the planet. from treatment plants to irrigate parks, gardens and sport
2. Life on Earth depends on the Sun as sunlight is fields. Beijing is already reusing almost 100% of wastewater.
captured by plants in the marvellous phenomenon of A. Where will we get water from in the future?
photosynthesis. B. By desalinating water, recycling water, capturing and
3. Urban ecosystems are expanding and many cities in filtering storm water.
poor countries are doubling their population. A. What could we do every day to save water?
4. Acid rain spoils buildings because it increases natural B. It’s very easy: we could turn off water when brushing
erosion. our teeth. We can have a shower instead of a bath. We
5. The term “wind energy” describes the process by should check the sink and basin tap to avoid dripping.
which the wind is used to generate electricity.
• WRITING
SCAFFOLDING
Page 42
• LISTENING
1.
1.9 Page 40 1. c; 2. o; 3. m; 4. k; 5. j; 6. d; 7. i; 8. g; 9. e; 10. b;
11. l; 12. f; 13. a; 14. h; 15. n.
Water for life
2.
Much of the European continent was affected by a severe Dear Mr. Akvinen,
drought in June and July 2015, one of the worst since the with reference to your advertisement on Newjobs.net,
drought and heat wave of the summer of 2003. The drought, I’m interested in applying as an assistant environmental
which particularly affected France, Germany, Hungary, the engineer for the “Save Nature, Save Future” Project.
Czech Republic, Northern Italy and Northern Spain, was Last summer I worked as an assistant environmental engineer
caused by a combination of prolonged rain shortages and in Italy and I enjoyed it very much. This summer I would like
exceptionally high temperatures. The characteristic of this to do something challenging, so I’m interested in coming to
period was the persistence of thermal anomalies: in the Finland. I’m sure that I’m well-suited for this job as I really enjoy
entire Mediterranean region, and particularly in Spain, working outdoors. I’m very reliable and full of enthusiasm.
the heat wave went on for even longer than that of 2003, At the moment I’m studying at the Polytechnic in Milan.
with maximum daily temperatures remaining steadily After my university degree, I hope to follow a career in
above 30 °C for a period of 30 to 35 days (even more Environmental Engineering and environmental monitoring.
than 40 days in Spain). While sectors such as tourism and I attach my CV, with the names of the two referees, as a
viticulture were helped by the unusual drought conditions, PDF document.
many environmental sectors suffered because of water My English is quite good and I have the First Certificate in
restrictions, agricultural losses, interruptions to inland English with grade A.
227

I would be grateful if you would consider my application. BEFORE VIEWING ACTIVITIES
I’m available for a Skype interview any weekday afternoon.
I look forward to hearing from you soon.
1.
Avatar is a term used in Hinduism for a material
Yours sincerely,
manifestation of a deity, i.e. a god who appears on
Giorgio Bassi
earth as a person. Another common use is the graphical
3. representation of a user in computing, i.e. an image that
Personal answer. represents you in online games, chat rooms and that you
can move around the screen.
FINISHING TOUCHES In Greek mythology, Pandora (“the all-gifted”) was the first
human woman created by the gods. As Hesiod related it,
Page 43 each god helped create her by giving her unique gifts.
AVATAR Zeus ordered Hephaestus to mold her out of earth as
WHY THIS FILM IN THIS MODULE? part of the punishment of humanity for Prometheus’ theft
Avatar has been called without a doubt the most epic piece of of the secret of fire, and all the gods joined in offering her
environmental advocacy ever captured on celluloid. The film “seductive gifts”. According to the myth, Pandora opened
hits all the important environmental talking-points: virgin a jar releasing all the evils of humanity leaving only Hope
rain forests threatened by wanton exploitation, indigenous inside once she had closed it again.
peoples who have much to teach the developed world, a
planet which functions as a collective, interconnected Gaia- 2.
like organism, and evil corporate interests that are trying Sample answer. The trees resemble those of the Earth.
to destroy it all. Director James Cameron has spoken They have trunks, branches and leaves, though, due
extensively with the media about the film’s environmental to the difference in gravity, many of the shapes could
message, saying that he envisioned Avatar as a broader appear strange to humans and the proportions are
metaphor of how we treat the natural world. He said that he greater because of the lower gravity.
created Pandora as “a fictionalised fantasy version of what
our world was like, before we started to pave it and build 3.
malls, and shopping centers. So it’s really an evocation of Sample answer. The planet is full of mysterious animals
the world we used to have.” and plants and is inhabited by the Na’vi, an indigenous
Cameron stressed that he was “interested in saving the population who live in symbiosis with the environment.
world that my children are going to inhabit”, and urged that
we “make a fairly rapid transition to alternate energy.” FILM CLIP
1.
CULTURAL NOTE 1. don’t understand this; 2. to say thanks; 3. this is sad;
Avatar 4. my fault; 5. a baby making noise; 6. your little forest
Avatar is a 2009 American epic science fiction film friends; 7. why save you; 8. like a child.
directed, written, produced by James Cameron. The film is
set in the mid-22nd century, when humans are colonizing AFTER VIEWING ACTIVITIES
Pandora, a lush habitable moon of a gas giant in the
Alpha Centauri star system, in order to mine the mineral
1.
If necessary, watch the film clip with the subtitles to
Unobtanium, which does not exist and is very expensive
check your answers to the gap-filling exercise.
on Earth. The expansion of the mining colony threatens the
continued existence of a local tribe of Na’vi – a humanoid
species indigenous to Pandora. Work on the language
2.
Watch the clip again and discuss Neytiri’s attitude
of the film’s extraterrestrial beings began in 2005, and
towards the natural environment.
Cameron began developing the screenplay and fictional
Neytiri has great respect and a positive attitude towards
universe in early 2006. Avatar budget was $237 million.
the environment around her. She loves nature and animals
The film made extensive use of new special motion filming
and feels very regretful for having killed an animal, even if
techniques, and was released for traditional viewing
she did that to save the Avatar.
and 3D viewing. Avatar was internationally released on
December 2009 with critics highly praising its amazing
visual effects. Avatar was nominated for nine Academy
3.
Answer the following questions.
Awards, including Best Picture and Best Director, and won
1. What is the physical aspect of the Avatar?
three, for Best Art Direction, Best Cinematography and
2. What common features of the face do the Avatar and
Best Visual Effects. Following the film’s success, on April
Neytiri have?
14, 2016, Cameron confirmed that there are now plans
3. What weapons is Neytiri carrying? Which of them does
for four sequels. Avatar 2 is scheduled for release in
she use to kill the wild creature?
December 2018, with the sequels following in December
4. Pandora has a luxuriant vegetation. Describe the
2020, 2022 and 2023.
natural environment of the scene.
228

5. Try to predict what could happen after this scene. CULTURAL NOTE
In your opinion, will the Avatar be caught as a prisoner
by the Na’vi or will he come back to the expedition ‘Green’ movies
headquarters? Environment and environmental problems have become
6. Have you ever seen the entire film? If so, do you the subjects of several films in the last decades.
remember its end? Suggested film: An Inconvenient Truth (USA, 2006)
7. What different approach to the natural world do the directed by Al Gore.
Na’vi and the Humans have?
8. In your opinion, what message does the film convey?
BUILDING HIGHER
KEY Page 45
1. The Avatar is very tall, approximately three metres,
and slim with a long tail. His skin is blue and he has got 1.
long thin black hair. Definition of Brown Economy: form of economy based
2. They both have yellow eyes, a small flat nose and long only on coal, petroleum and natural gas.
ears. Reasons for change: environmental devastation and
3. Neytiri is carrying a bow with arrows and a dagger climate change.
which she uses to kill the wild creature. Definition of Green Economy: a sustainable economy with
4. The natural environment looks like a rainforest with zero carbon emissions where all energy is derived from
huge tall trees. Very little sunlight reaches the floor of the renewable resources which are naturally replenished.
forest. The trees have long branches that serve as paths Main aims for a future Green Economy: to produce energy
to the two characters to run into the forest. using low carbon methods and resources that will not run
5. Personal answers. (Sample answer. Neytiri takes him out; to minimise waste; to provide what we need nearby.
to her clan, where Neytiri’s mother Mo’at, the clan’s Opportunities: new jobs in environmental fields.
spiritual leader, orders her daughter to initiate Jake into
their society.) 2.
6. Personal answers. (Sample answer. After an epic 1. b; 2. d; 3. f; 4. e; 5. a; 6. c.
battle, all humans are expelled from Pandora and
sent back to the Earth; after that, Jake is permanently 3.
transferred into his avatar with the aid of the Tree of 1. Green Economy promotes health, wealth and well-
Souls.) being.
2. Good governance is used to protect people,
7. The Na’vi have a spiritual connection with nature: they
communities and nature against exploitation and abuse,
are able to bond with creatures and plants both physically
and to generate social justice.
and mentally. Humans spoil the natural environment and
3. It has been talked about for decades.
use technology in a violent and destructive way. The
4. Personal answer.
avatars are used to communicate with the indigenous
aliens and subdue them only to help the mining crew to
CULTURAL NOTE
extract the precious mineral.
8. The film conveys a strong message about the respect Green-collar jobs
we must give to the environment because we don’t realize Green-collar jobs have become the hot new employment
we are part of it. The Na’vi, who live peacefully and find sector. They can range from manual to managerial, but
gratitude in the smallest things, are more human than they all have the common goal of improving the quality
the humans will ever be. of our environment by reducing waste and pollution.
229

Module 2 BIO AND MAN-MADE CONSTRUCTIONS
FOUNDATIONS
EXTRA ACTIVITY
Unit 1 LANDSCAPES Tell the students to gather information about landscape
modifications in the latest ten years in the area where
Page 48 they live. Then they should be able to summarise the
outcome of their research both orally and in a written
a. Open answer. form (100/150 words) to the class and to the teacher.
Historical reference: marshland reclamation in Maremma
TEACHING TIP in the 1930s.
A landscape is the visible features of an area of land,
its landforms and how they integrate with natural or
man-made features. Students may think of places such Page 49
as their favourite beach, a city they enjoyed visiting, a
rural or mountain view, a lake, or also a painting. WEAKER STUDENTS
Tell the students to underline key words and /or sentences
b. Open answer. before answering the questions; this will make it easier
c. Sample answer. Examples of necessity of landscape for them to work on the text.
modification are: marshland reclamation; building of dams
and reservoirs, solar and wind farms to assure large
supply of energy to an area (e.g. the Hoover Dam and Lake 1.
Mead in Nevada, USA, or the Three Gorges Dam on the 1. A landscape is part of the Earth surface that can be seen
Yangtze River, in China), demolition of ugly buildings, mostly at one time from one place. It consists of the geographic
unauthorised, which spoil areas of artistic and naturalistic features that are characteristic of a particular area.
value (e.g.. the Temple Valley near Agrigento, or houses 2. The term comes from the Dutch word landschap, the
on the hillsides of Vesuvius), prohibition of reconstructing name given to paintings of the countryside. Geographers
buildings destroyed by a natural hazard in fragile areas have borrowed the word from artists.
(e.g. The Rigopiano Hotel destroyed by an avalanche in 3. A natural landscape is made up of different landforms,
2017). Students add other examples they know. such as mountains, hills, plains and highlands, lakes,
streams, soils and natural vegetation.
CULTURAL NOTES 4. A “cultural landscape” is a landscape that people
have modified.
• The landscape is also shaped by human activities 5. UNESCO protects cultural landscapes from damage
such as agriculture, industry, leisure, and forest and identifies them as tourist destinations.
management, all of which are strongly influenced by 6. The growth of technology has increased our ability to
social, economic and political factors. A landscape may change a natural landscape.
be designed and created intentionally by man. During 7. By studying natural and cultural landscapes,
the twentieth century, the pace of landscape change geographers learn how people’s activities affect the land.
accelerated greatly. A requirement of modern countries
is a large supply of energy, something that cannot 2. PET-LIKE ACTIVITY
yet be produced without a landscape impact. (Power
1. T; 2. T; 3. F (It can be considered as a cultural
plants, wind energy or solar energy farms, huge dams
landscape); 4. F (Since 1992, the United Nations has
such as the Three Gorges Dam on the Yangtze River,
recognized significant interactions between people and
in China). Large cities impose particular demands on
the natural landscape as official cultural landscapes.
the surrounding countryside and this implies visible
The international organization protects these sites from
changes in the landscape. In parallel with the demands
damage and identifies them as tourist destinations); 5.
for construction are demands for waste disposal.
T ; 6. F (Their studies may suggest ways that will help us
Recreation and leisure industry produce yet more
protect the delicate balance of the Earth’s ecosystem).
landscape changes (new parks and gardens, new golf
courses). Apart from its needs for building materials, 3.
waste disposal and recreation, people who live in cities Landscape Architecture is the profession concerned with
need space for communications so networks of new the design, planning, management of the land. The work of
roads and railways are being built in many countries. landscape architects is all around us. Their concern is the
• The activity of modifying the visible features of an form and function of the land. The appeal and value of our
area of land is referred to as landscaping. parks, roads, neighbourhoods, urban malls, gardens and
230

buildings reflect the skill of landscape architects in designing consulting services, prepare plans, and support projects
and planning to make the best use of land resources. that create a balance between the needs and desires of
Applying both art and science, landscape architects provide people and the limitations of the environment.
2.1 4.
NAME LOCATION KIND OF LANDSCAPE NATURAL FEATURES MAN-MADE FEATURES
1. Yellowstone USA – the oldest natural high mountain plateau,
National Park grasslands, volcanic
activity, elk, bison,
wolves, glacial ponds
2. Bergen Norway cultural seven hills and seven local food and coffees, art
fjords collections, music venues.
3. Ayers Rock Australia – natural desert, hundreds of rich in spirituality for
Uluru-Kata Tjuta species of animals, indigenous people
National Park birds and rare plants
4. Langhe Piedmont – Italy cultural charming hills, viticulture and wine-making,

vineyards beautiful castles, villages
and wine cellars
5. Galapagos Pacific Ocean – natural volcanic origin, craters
Ecuador with salty or fresh
water; black or red sand
beaches; rich wildlife;
sea lions, penguins,
flamingos, giant
tortoise, iguanas, and a
wide range of birds
6. Astana Capital city of man-made semi-arid steppe region planned city, many futuristic
Kazakhstan buildings, hotels and
skyscrapers, World EXPO
2017, extensive healthcare
and education system
North West of Italy, the Langhe is considered as a “cultural

Kinds of landscape landscape”, since it is the result of the combined work of
1. YELLOWSTONE – It is the oldest National Park in the nature and man and it is famous for viticulture and wine-
USA; much of the park is a high mountain plateau. At making. Beautiful castles, villages and wine cellars are
the lowest elevations you’ll find grasslands. You’ll see scattered on charming hills. Its vineyards constitute an
the park’s volcanic activity on a 17-mile journey east to outstanding example of man’s interaction with his natural
the lake area. The beautiful valley where elk, bison and environment.
wolves live, is dotted with glacial ponds. 5. GALAPAGOS – They lie in the Pacific Ocean, 600 miles
2. BERGEN – Situated in West Norway, it is surrounded by from the Ecuadorian coastline. Since the Galapagos
seven hills and seven fjords. This beautiful city is a mix Islands are of a volcanic origin, you will see many craters.
of history and nature. But you’ll also discover a dynamic Some of these craters have salty water and others have
cultural life. You can dive into its booming local food and fresh water. Some islands have black sand beaches and
coffee scene, fascinating art collections and excellent others have red sand beaches. The Galapagos are rich in
music venues. wildlife – sea lions, penguins, flamingos, giant tortoises,
3. AYERS ROCK – Ayers Rock is one of Australia’s most iguanas, and a wide range of birds.
iconic symbols. Located in the heart of Ayers Rock – 6. ASTANA – It is the capital of Kazakhstan. Astana is a
Mount Olga National Park, Uluru (this is its indigenous planned city, such as Brasilia in Brazil. It is home to many
name) is a unique desert landmark. Despite its harsh futuristic buildings, hotels and skyscrapers. It hosted the
environment, the National Park is home to hundreds of World Expo 2017. Astana also has extensive healthcare
species of animals, birds and rare plants. and education systems. Astana is located in central
4. LANGHE – Located in the centre of Piedmont, in the Kazakhstan in a semi-arid steppe region.
231

CULTURAL NOTES 2. Atmosphere modifying the atmosphere by emitting
and absorbing gases (carbon dioxide,
• LANDSCAPE PAINTING – In fine art, the term
‘landscape’ describes any painting or drawing whose methane, water vapour) and dust
“principal subject” is a scenic view. Such scenery 3. Animals providing habitat
includes meadows, hills, mountains, valleys, trees, 4. Water absorbing, holding, releasing and
rivers, forests, coastal views and seascapes. The purifying most of the water of the
view may be that of a real place, or it may be an terrestrial system
imaginary or idealized scene. In Britain, the most 5. Nutrients processing recycled nutrients
famous landscape painters were John Constable
6. Constructions serving as a solid base
(1776-1837) and William Turner (1775-1851),
whose style can be said to have laid the foundation 7.
for Impressionism. This artistic movement began in Hydrogeological risk in Italy
Paris around 1860s. Hydrogeological risk is becoming a true emergency
• LAND ART – This kind of art is made directly in the for Italy, as the number of landslides and flooding has
landscape, sculpting the land itself into earthworks rapidly increased and become more devastating in
or making structures in the landscape using natural recent years. Today, over two thirds of our peninsula
materials. The most well-known artists are Christo is at risk of hydrogeological instability. Furthermore,
and his wife Jeanne-Claude. In 2016, there was some areas, where massive interventions on the land
an amazing art installation of these two artists in have been carried out without following the rules, are
Italy: “The Floating Piers, Project for Lake Iseo Italy, in danger whenever the sky gets cloudy. Genova, Olbia,
2014-2016”. parts of Emilia-Romagna and Calabria, but also big
cities like Rome and Milan, where streams have been
buried, are just some of the areas involved. No region is
EXTRA ACTIVITIES safe. Prediction and prevention should be strategic for
• Students can use the chart they have completed for dealing with hydrogeological instability, but there are two
Activity 4 as a guideline to report orally about the major problems. First, the Italian climate has changed
text they have read. considerably over the past few decades, and unfortunately
• Surf the EDISCO website → NEW LANDSCAPES not for the better. The number of rainy days is decreasing,
Online Resources: Transforming the landscape: and this means that rain arrives all at once in a smaller
Freshkills Park (NYC) number of days of concentrated rain, with a high increase
• Tell the students to surf the net and read about in the probability of severe weather phenomena. The
Impressionism and Christo or in general about other problem is the bureaucratic slowness of a country
landscape in art or to borrow books from the school that needs months to approve work and has to cope with
or the local library about these two art movements. many obstacles during the project implementation.
CULTURAL NOTES
Page 51 • On October 9, 1963, at 10:39 pm, 260 million cubic
metres of rock broke off from the top of Monte Toc, on
5. the border between Veneto and Friuli Venezia Giulia.
1. It is composed of many different materials – inorganic It fell into the reservoir of the Vajont Dam, producing
materials including weathered rocks and minerals and an enormous wave of at least 50 million cubic metres
organic materials. of water. The dam, completed in 1959 and one of the
2. Organic materials are those materials that originate biggest in the world at the time, did not suffer any
from living organisms. For example, plants and animals serious damage. However, flooding destroyed several
die and decompose, releasing nutrients back into the soil. villages in the valley and killed almost 2,000 people.
3. There are three basic types of soil – sand, silt and clay. A third of the population of Longarone, the largest
4. Loam contains a balance of all three soil materials: village downstream of the dam, perished.
sand, silt and clay – plus humus (organic matter). • In the afternoon of 18 January 2017, a major
5. These qualities are essential for producing most of avalanche occurred on Gran Sasso d’Italia, a
our food, and for maintaining environmental function, mountain in Rigopiano, a tourist destination in
managing water quality, sustaining our primary industries, the province of Pescara. The avalanche struck the
and supporting rural and urban communities. luxury resort Hotel Rigopiano, killing twenty-nine
people and injuring eleven others. That area of
6. SCUOLA-LAVORO Central Italy had already been hit by a long series of
earthquakes since the summer 2016. Experts think
WHAT ROLE OF SOILS that the series of tremors in Marche caused snow
1. Plants means for growth of all kinds of plants to dislodge, leading to the deadly avalanche.
232

cleaner water, air and land. Prior to the establishment of
TEACHING TIP the EPA, the national government was not structured to
Suggest going to www.vajont.net to read more about make a coordinated attack on the pollutants which harm
this tragic event, and surfing the net looking for human health and degrade the environment. The EPA was
articles about Rigopiano in English magazines and assigned the task of repairing the damage already done
newspapers. to the natural environment and to establish new criteria to
\ guide Americans in making a cleaner environment a reality.
Page 53 1. to protect human health – the natural environment

2. 18,000 people – 10 regional offices – 17
9. PET-LIKE ACTIVITY 3. highly-educated, technically-trained staff, more than
1. T; 2. T; 3. F (Several studies have demonstrated half of whom are engineers, scientists, and environmental
the tremendous economic benefits of sustainable land protection specialists
conservation); 4. F (Land resources are used for a variety 4. federal agencies, state and local governments
of purposes which may include organic agriculture, 5. national standards for a variety of environmental programs.
reforestation, water resource management and eco- 6. national standards
tourism projects); 5. T; 6. T; 7. F (Sustainable Land 7. industries and government – pollution prevention –
Management is decisive for the benefit of present and conservation efforts
future generations). 8. law – cleaner water, air and land
CULTURAL NOTE 12. SCUOLA-LAVORO

Environmental Engineering is the branch of engineering
The United Nations Educational, Scientific and Cultural focused on the application of scientific and engineering
Organization (UNESCO) seeks to encourage the principles for the protection of people from the effects
identification, protection and preservation of cultural of adverse environmental factors, protection of local
and natural heritage around the world considered to and global environments from the potentially harmful
be of outstanding value to humanity. This is embodied effects of natural and human activities and improvement
in an international treaty called the Convention of environmental quality. Environmental engineering
Concerning the Protection of the World Cultural and programs are designed to give students the knowledge,
Natural Heritage, adopted by UNESCO in 1972. skills and tools to prepare them for a wide range of careers
in the public and private sector. There may be motivating
careers in areas such as soil, water and air management,
10. civil engineering, public policy, construction and
1. e; 2. a; 3. g; 4. b; 5. c; 6. d; 7. f. structural engineering and transportation. Environmental
engineering courses offer a number of specializations to
2.2 11. FCE-LIKE ACTIVITY satisfy your intellectual interests and career goals.
Mission of American EPA
The mission of the United States Environmental Unit 2 ECO-DESIGN

Protection Agency (EPA) is to protect human health and
to safeguard the natural environment: air, water, and
land. The EPA involves 18,000 people in headquarters Page 54
program offices, 10 regional offices, and 17 labs across a. Sample answer. It is an environmentally low-impact home
the country. It employs a highly-educated, technically- designed and built using materials and technology that
trained staff, more than half of whom are engineers, reduces its carbon footprint and lowers its energy needs.
scientists, and environmental protection specialists. The b. Sample answer. Wood, glass, bricks and generally
EPA works closely with federal agencies, states and local recyclable materials which are good for the environment
governments to develop and enforce regulations under and do not harm the health of people living in the house.
existing environmental laws. The EPA is responsible for c. Suggested answer. It is environmentally friendly, it
researching and setting national standards for a variety reduces energy waste, its materials do not contain toxic
of environmental programs. Where national standards substances.
are not met, the EPA can issue sanctions and take other
steps to assist the states in reaching the desired levels
of environmental quality. The Agency also works with Page 55
industries and government in a wide variety of pollution
1. SCUOLA-LAVORO
prevention programs and energy conservation efforts.
In July 1970, the law that established the EPA was 1. The materials currently used in building often
passed in response to the growing public demand for contradict the old principle of architecture which is
233

creating “healthy” buildings, which have little ecological because it is created without paying excessive attention
impact. to saving money and its materials last in time reducing
2. Bio-architecture represents a return to this objective, the costs of maintenance.
due to ecological emergency and an increasing 6. The main objectives in creating such a building are
preoccupation with health. to create harmony between the building itself and the
3. Incorrect design and the presence of toxic elements place where it stands, to save energy and to guarantee
can be the cause of illness and common pathologies the health of its inhabitants.
because most of us spend 90% of our time within a
closed environment. EXTRA ACTIVITY
4. Indoor pollution can be found in materials used in
Show the picture below and invite the students to
constructing the building and furnishing.
describe it.
5. An ecological building can be defined a quality building
First house to use low-carbon, zero-cement structural concrete
2. material. This simple, single-storey structure is flooded

Suggested answer: The future of the planet is in our with natural light and sits on the edge of the fast-flowing
hands, we are the people responsible for it. Ballynahinch River in the middle of an apple orchard and
was built for just £100,000.
“We’d been trying to find a method of building a low-
EXTRA ACTIVITY
carbon, energy efficient home that was simple and
The students prepare a multimedia poster/logo to affordable, using natural materials. Hemp and lime mixed
promote eco-building. together answered all of those needs,” says architect
Tom Woolley of Rachel Bevan Architects.
The main frame of the building was built using locally
2.3 3. FCE-LIKE ACTIVITY sourced Douglas fir, the roof partially turfed and stuffed
with 350 mm of sheep wool insulation. The studwork
Hemp Cottage was then cast with a hemp lime composite. “Whatever
the temperature is doing outside,” says Woolley, “the
Built in 2008 for a 90-year-old client, the Hemp Cottage is temperature inside stays exactly the same.” Not only
an unassuming eco-build, constructed entirely of natural does ‘hempcrete’ have impressive thermal performance,
234

but it absorbs sound and humidity, creating a cocooned systems have been developed to maintain the desired
yet breathable construction. temperature of living spaces. Many of these systems are
Such is the air-tightness of the hemp, that the building still used in eco-house design today.
doesn’t need plastic membranes in the walls. This, Ancient Greek cities, for example, were oriented towards
according to Woolley, makes Hemp Cottage truly the south and built with south-facing windows in order
deserving of its eco status. to obtain sunlight for heating and illumination. Wind
“Plastic, polyurethane and other petrochemical based catchers, with various designs, were used for natural
materials are not eco because the materials used to ventilation and cooling of buildings in Persia and Egypt
create them have been responsible for CO2 emissions and thousands of years ago.
wastage of valuable fossil fuel resources. It is far better to The examples of wall-cooling as a heat-distribution
use crop-based renewable materials such as hempcrete. system in buildings were seen in Roman cities. Water
These materials are also free of toxic chemicals such as carried to the city via aqueducts was circulated through
flame retardants and thus ensure healthier buildings.” pipes embedded in the walls of the residences to cool
Hemp Cottage is now available as a holiday rental, allowing down the living spaces. Romans also used hypocausts,
everyone the opportunity to experience a natural, breathable floor-heating systems that sent hot air into a hollow space
dwelling. “We get fantastic feedback from people who stay under the floor to heat a room or bath.
in the cottage,” says Woolley. “People comment on the When considering what makes a house or building
wonderful indoor air quality.” And, of course, there’s a comfortable to live in, occupants often put thermal
discount for anyone arriving on foot or by bicycle. comfort (i.e., a comfortable temperature) at the top of
the list.
1. It was built in 2008. At the dawn of the 20th century, the demand for domestic
2. It was built for a 90-year-old client. heating and hot water was satisfied by laborious and
3. It is on the edge of the Ballynahinch River in the middle inefficient techniques and devices – especially those
of an apple orchard. powered by wood and coal. The use of solar energy for
4. Natural materials such as hemp, lime, Douglas fir and these purposes, on the other hand, had the advantage
sheep wool. that they required no cost, labour or maintenance.
5. Douglas fir. Many solar-powered systems were patented and
6. Sheep wool. commercialised around this time and the first practical
7. No, they aren’t. applications appeared in the 1930s.
8. They are entitled to some discount. Renewable energy applications declined in popularity
as oil production increased, although they made a brief
comeback at the time of the energy crisis in the 1970s.
TEACHING TIP
At the beginning of the 21st century, eco-technologies
Tell the students to write as they listen concentrating became popular again due to the economic, ecological
on key words. Weaker students can listen to the and social problems related to the use of fossil fuels.
recording twice.
1. F (Many of these systems are still used in eco-house
design today.)
Page 57 2. F (Ancient Greek cities were oriented towards the
south and built with south-facing windows in order to
CULTURAL NOTE obtain sunlight for heating and illumination.)
3. T
Rich Romans liked to be warm and cosy. They had 4. F (The first examples of wall-cooling as a heat-
central heating at home, in villas and in public baths. distribution system in buildings were seen in Roman
The heating system was kept going by slaves, who cities.)
kept a fire blazing in a furnace to heat warm air. The 5. T
warm air moved around the building through spaces 6. T
under the floors and between the walls. The underfloor 7. F (The demand for domestic heating and hot water
space was made by raising the floor on top of piles of was satisfied by laborious and inefficient techniques and
tile or stone. The Roman heating system is known by devices.)
the name of hypocaust. 8. T
9. F (Renewable energy applications declined in popularity
as oil production increased.)
10. T
2.4 4. PET-LIKE ACTIVITY
5. IELTS-LIKE ACTIVITY SCUOLA-LAVORO
Eco-house design
Suggested answer.
Human beings have always aspired to better living The life cycle of building materials starts with the
conditions. Down the ages, many heating and cooling selection of the materials themselves and the supply of
235

raw materials. Their transportation and manufacturing of old or waste pieces. The ability to be recycled is just one
have to be taken into account in order to minimize more environmentally-friendly feature of cork. Also naturally
environmental impact. water-resistant and insulating, cork has contemporar y
On the construction site, materials have to be distributed, architects looking for new ways to include it in their projects.
transported again and assembled. The waste materials
resulting from the assembly phase have to be disposed of, so
the selection of building materials for reduced construction Summary
waste, and waste that can be recycled, is essential. Cork has been traditionally used for bulletin boards and
Once the construction phase has ended, materials are bottle stoppers and in architecture has been mainly utilized
used and the building has to be maintained and repaired under floors and as insulating material. Unlike other trees
throughout its life. Long-term exposure to certain used as construction materials, cork renews constantly,
building materials may be hazardous to the health of because it is the bark of the tree that grows back once
the occupants of a building, so the materials have to be removed. The cork pieces are heated and compressed into
carefully selected. panels or blocks without using adhesives or glues. Owing to
When the life of the building materials in a building has expired, its chemical composition, cork is not easily biodegradable.
they may be completely reused, have their components This makes it possible to reprocess old pieces.
recycled back into other products, or be discarded. All these characteristics make cork an environmentally-
friendly material.
Page 59 EXTRA ACTIVITY
6. PET-LIKE ACTIVITY Tell the students to surf the Net and find extra information
about how cork is processed and manufactured.
1. F (They have the main purpose of making the place where
we live safe and comfortable. They satisfy our desire for
beauty but also respond to technical needs and influence
our health and the way we feel inside our homes.) 8. SCUOLA-LAVORO
2. T
Used for a. the structure of the building
3. T
b. improving the performances of the
4. F (Materials cannot be simply labelled as “good” or
building
“bad” ones, it is just the way we use them that can be
c. finishing
the right or wrong one.)
5. T They should a. be biodegradable and recyclable
6. F (Cork is an example of an eco-friendly material used b. minimize the effects of toxic and
for insulation.) hazardous substances
7. T c. contribute to create a more
sustainable environmental future.
2.5 7. They can a. minimize their impact on the
contribute to environment
Cork
the protection b. increase the efficiency of resources
Cork is an easily found material used in products such as of the and indoor air quality
bulletin boards and wine bottle stoppers, but its history environment c. avoid or reduce dependence on
of use in architecture is limited to mainly sub-flooring because they non-renewable energy sources and
and insulation. However, contemporary architects looking problems connected to allergies
for environmentally-friendly building alternatives, have
begun to implement cork in innovative, non traditional
EXTRA ACTIVITY
applications.
Typically, trees are cut down and milled in order to Tell the students to use the chart they have completed
produce construction material. The cork oak tree is to sum up the text orally.
different; the bark, which grows back, is removed from
the trunk, making cork one of the most sustainable
material choices.
Once the outer layer of the tree is stripped, it is taken
to a processing plant where the bark is chopped into Unit 3 BUILDING MATERIALS
pieces, the size depending on its use. The granules are
then heated and compressed into panels or blocks. No
industrial adhesives or glues are used in the process,
Page 60
cutting down on ecological impact. a. Building materials included bones such as mammoth
The chemical makeup of the cork oak bark is remarkably ribs, stone, bamboo, clay, lime plaster and more.
stable and does not biodegrade easily, allowing reprocessing For example, the first bridges made by humans were
236

probably just wooden logs placed across a stream. 2.6 2.
In addition to living in caves and rock shelters, the
first buildings were simple shelters or tents and huts Building stone
sometimes built as pit-houses to provide protection
Building stone, also called dimension stone, derives from
from the elements.
one of three naturally occurring rock types:
b. Open answer. (Possible answer: concrete/bricks/wood)
Igneous – Hard and non-porous rock formed from the slow or
c. No, because globalization and trade have made building
quick cooling of molten magma. The best example is granite.
materials available everywhere. In the past, wood was largely
Sedimentary – Soft and fairly porous rock formed from
used in Northern Europe, while using stones was common
deposits of eroded pre-existing rock that settled in layers
in rural Mediterranean areas. Today, only in underdeveloped
mostly on sea beds, and became compacted. The best
or remote areas of the world, people tend to use materials
examples are sandstone and limestone.
immediately available to build their homes.
Metamorphic – Hard and non-porous rock formed from
pre-existing rock that has been altered by intense heat or
Page 61 pressure. The best examples are marble and slate.
EXTRA ACTIVITY There are huge variations within each of these rock types,
caused by specific mineralogy and geology conditions,
Surf the EDISCO website → NEW LANDSCAPES Online and while any stone can be used for building, they each
Resources: Yurts have constraints that make them more or less suitable
for different purposes. Granite, sandstone and limestone
can all be used for building walls, but slate is only suitable
Page 62 for roofs and floors. Some types of granite can contain
1. mineral salts that make the outer face of stone fall off;
1. c; 2. b; 3. a; 4. a. slate can contain harmful minerals that break down on
exposure to the atmosphere; and sandstone can be too
porous and fragile for load-bearing structures.
ROCK TYPE CHARACTERISTICS HOW IT FORMED EXAMPLES SUITABLE FOR

igneous hard and non-porous from the slow or quick cooling of molten granite walls
magma
sedimentary soft and fairly porous from deposits of eroded pre-existing sandstone, walls
rock that settled in layers and became limestone
compacted
metamorphic hard and non-porous from pre-existing rock that has been marble, slate roofs and floors (slate)
altered by intense heat or pressure. floors (marble)
EXTRA ACTIVITY
Tell the students to make a survey of the kind of
stone used in building in their area, taking photos of the Pages 62-63
buildings (houses, schools, factories, monuments, etc.) 3.
TYPE OF WOOD TYPE OF TREE EXAMPLES CHARACTERISTICS USES

hardwood trees with large ash, beech, birch, lovely, attractive grains fine furniture
leaves (deciduous) mahogany, maple, and decorative
oak, teak, walnut woodwork
softwood evergreen cedar, cypress, fir, come from tall, straight construction
(coniferous) trees pine, spruce and trees work (planks,
redwood poles, etc.)
Page 65 2. It has a rather low tensile strength.

3. It can be strengthened with steel rods or bars (called
4. rebars).
1. It is made from the combination of aggregate and a 4. It is durable and can be easily shaped and transported.
binder such as cement. 5. It can be used as a structural framework for larger
237

buildings (skyscrapers) or as an external covering 3. No, it is also used for highway and bridge construction
sur face. in Asia.
6. It is corrosion. 4. It is an extremely flexible building device because it
7. It is a metal alloy with a prevalence of iron. bends, and is durable.
8. It is strong, flexible and lasts a long time if well refined 5. A mixture of soils is packed down into a temporary
and/or treated. wall form that shapes the mixture.
9. Because they have a lower density and higher 6. The Great Wall of China.
resistance to corrosion. 7. They are made of polypropylene bags filled with dirt
10. No, it wasn’t. and stacked like bricks, are very strong.
11. Because they have properties such as fire resistance, The dirt in the bags presses down after each layer is
durability, flexibility, as well as good acoustic and thermal placed, and this compression makes the dirt into a kind
insulation. of self supporting brick. Barbed wire serves as the mortar
12. They are large hollow units, generally made of concrete. between the layers.
8. They are made of old car tires are filled with earth and
EXTRA ACTIVITIES stacked like bricks.
9. No, they can also be built above the ground level, with
• Students in groups surf the net and look for a the sides of the home or the roof covered with earth.
detailed history of concrete, from ancient times 10. It is necessary to design water drainage systems.
up to these days. They can they use it for a PPT
presentation to their classmates. 8. SCUOLA-LAVORO
• Surf the EDISCO website → NEW LANDSCAPES
MATERIAL/HOMES PROPERTIES AND/OR DRAWBACKS
Online Resources:
– Brickmaking process straw bales strong building blocks the thick
– The transparent housing concepts walls provide excellent insulation
and are about 75% more energy
efficient than conventional homes
straw bale houses are not a fire
hazard
Open answer. (→ following activity)
Earthships recycle rubbish and save heat and
cooling costs
2.7 6. bamboo it is a renewable resource; it has to
Description of the photo be treated with chemicals in order
to ensure that it is waterproof and
The photo shows a house, entirely made of glass, both insect-resistant; it is an extremely
the walls and the roof. It is a three-storey house and is useful building material because it is
located in the middle of a wood. I can see the glass stairs flexible and durable.
leading upstairs, from the ground floor up to the third Earthbags homes made with these need no
floor. There is nobody in the building. mortar
It is winter, because there is snow or frost on the rammed earth rammed earth walls are extremely
ground and the trees are bare, with no leaves left on the durable
branches. earth-sheltered these homes are energy efficient,
The interior of the house is furnished and I can spot sofas homes soundproof and fire-resistant
in one of the rooms on each floor and a glass table. On
the ground floor, in one of the rooms on the left, I can
also see a bookcase, maybe made of glass too, with a
few books on the shelves. Page 68 SCUOLA-LAVORO
The whole building conveys a feeling of elegance and
modernity. 9. PET-LIKE ACTIVITY
1. F (Thermal mass is the capacity of a body to produce
heat.)
Page 67 2. T
3. T
7. 4. F (It is different from a material insulative value
1. Because they provide extremely strong building blocks or insulation capacity, which reduces a building’s
for homes. The thick walls provide excellent insulation and thermal conductivity, allowing it to be heated or cooled
are about 75% more energy efficient than conventional independently of the outside.)
homes. 5. T
2. Because the bales are so tightly packed, that there is 6. F (Low density and a high specific heat capacity make
no oxygen in them and no chance of combustion. a material good in terms of thermal mass.)
238

EXTRA ACTIVITY changes according to the weather and seasons. The
building features 11,000 panes of glass, with a total
Tell the students to surf the Net and look for photos of surface area of 56,000 square metres. The Shard’s steel
the strangest houses in the world. structure was completed on 30 March 2012, when its
66-metre, 500-tonne spire was winched into place. The
steel structure reached a height of 308.5 metres. The final
516 panes of glass were added shortly after, topping the
FURTHER RESOURCES tower out at its full height of 309.6768 metres.
 Science of colour The Shard was designed with energy efficiency in mind. It
 Colour theory is fitted with a combined heat and power plant, operating
 Find colour personality on natural gas from the National Grid. Fuel is efficiently
 Wood frame house converted to electricity and heat is recovered from the
 Bricks engine to provide hot water for the building.
 Types of bricks
Not mentioned items: concrete • iron • wood.
VIDEO How to choose room colors to create a sense of
space • GRAMMAR
Page 73
BRICKS & MORTAR 1.
1. was going - walked
• VOCABULARY 2. used to be
3. have worked/have been working - haven’t finished
Page 70 4. Have… seen; went - saw
1. 5. didn’t use
tensile structure • foundations • thatch • 6. have never moved - got
timber • flooding • dry-stone wall • 7. were completino - was working
paint • soil • sand 8. did you buy
9. didn’t use to care
10. has projected
Page 71
2. 1. d; 2. a; 3. b; 4. c; 5. d; 6. a; 7. c; 8. a; 9. b; 10. d.
1. b; 2. f; 3. d; 4. a; 5. h; 6. g; 7. e; 8. c.
EXTRA ACTIVITY
3.
1. natural; 2. mortar; 3. timber; 4. concrete; 5. corrosion; Surf the EDISCO website → NEW LANDSCAPES Online
6. brick; 7. earthbag homes/buildings; 8. thermal insulation. Resources: Using Past Simple Tense (William the
Conqueror)
4.
1. impact; 2. preserve/protect; 3. rocks; 4. life cycle; 5.
Earth-sheltered; 6. waterproof; 7. synthetic; 8. framework. SCAFFOLDING
2.8 5. • LISTENING
Page 74
The Shard
2.9 1.
Renzo Piano, the project’s architect, designed The Shard
as a spire-like sculpture emerging from the River Thames. The vertical forest
He was inspired by the railway lines next to the site, the Designed by Boeri Studio (Stefano Boeri, Gianandrea
London spires depicted by the 18th-century Venetian Barreca and Giovanni La Varra), Bosco Verticale is a
painter, Canaletto and the masts of sailing ships. Piano’s towering 27- floor structure, in Milan, Italy.
design met criticism from English Heritage, who claimed The Bosco Verticale is a system that optimizes,
the building would be “a shard of glass through the heart recuperates and produces energy. Covered in plant
of historic London”, giving the building its name, The life, the building aids in balancing the microclimate
Shard. Piano considered the slender, spire-like form of and in filtering the dust particles contained in the
the tower a positive addition to the London skyline and urban environment (Milan is one of the most polluted
proposed a sophisticated use of glass, with expressive cities in Europe). The diversity of the plants and their
façades of angled glass panes intended to reflect sunlight characteristics produce humidity, absorb CO2 and dust
and the sky above, so that the appearance of the building particles, producing oxygen and protect the building
239

from radiation and acoustic pollution. This not only 2. They will filter dust particles and produce oxygen.
improves the quality of living spaces, but gives way to 3. He has noted that if the units had been constructed
dramatic energy savings year round. as stand-alone units, the project would have required
Each apartment in the building will have a balcony 50,000 square meters of land and 10,000 square
planted with trees that are able to respond to the city’s meters of woodland.
weather — shade will be provided in the summer, while 4. It is an integrated project of a green belt created around
also filtering city pollution; and in the winter the bare the city.
trees will allow sunlight to permeate through the spaces. 5. They were grown specifically for the building, pre-cultivated
Plant irrigation will be supported through the filtering so that they would gradually acclimatise to the conditions
and reuse of the greywater produced by the building. they would experience once placed on the building.
Additionally, wind and photovoltaic energy systems will 6. The vegetation will provide an urban eco-system able
further promote the tower’s self-sufficiency. to support the presence of birds and insects.
The design of the Bosco Verticale is a response to
both urban sprawl and the disappearance of nature
• SPEAKING
from our lives and on the landscape. The architect
notes that if the units were to be constructed as stand- Page 75
alone units across a single sur face, the project would
require 50,000 square meters of land, and 10,000
1. SCUOLA-LAVORO
square meters of woodland. Bosco Verticale is the first You have found this article about ways to save energy at
offer in his proposed BioMilano, an integrated project home. Make up a dialogue with your partner following the
which envisions a green belt created around the city to hints given below.
incorporate 60 abandoned farms on the outskirts of the Suggested answer.
city to be revitalized for community use.
The two towers measure 260 feet and 367 feet A. Look at my electricity bill! I have to pay such a lot of
respectively, and together they have the capacity to hold money! I can’t afford it, what can I do to save money?
480 big and medium size trees, 250 small size trees, B. I’ve found an article about how to save energy at
11,000 ground-cover plants and 5,000 shrubs (that’s home and I started doing what it suggested: it
the equivalent of 2.5 acres of forest). The types of trees works!
were chosen based on where they would be positioned A. Can you give me any examples?
on the buildings’ facades and it took over two years of B. I’ve replaced old incandescent bulbs with new
working with botanists to decide which trees would be fluorescent ones.
most appropriate for the buildings and the climate. The A. I feel miserable, I also have to buy a new washing
plants used in the project were grown specifically for machine because the old one is not working.
the building, pre-cultivated so that they would gradually B. Look for energy-saving home appliances, labelled
acclimate to the conditions they would experience once AAA, and remember to unplug your appliances when
placed on the building. you’re not using them to avoid wasting energy.
Given the lack of green space in the city, Milan’s A. Oh! I didn’t know about that.
environment does not promote biodiversity. The new B. Are the windows in your house single-pane or
plantings will provide an urban eco-system able to support double-pane?
the presence of birds and insects. Bosco Verticale has A. They are single-pane. Why?
the potential to balance out the city’s environmental B. If you replace single-pane windows with double
damage and to create a self-sufficient ecosystem. pane-windows, you can reduce heat loss in winter
and heat gain in the summer.
A. Have you got any suggestions about saving money
Name of the building Bosco Verticale
on heating?
Location Milan, Italy B. If you lower your thermostat by just one degree, you
Architect/s Stefano Boeri, Gianandrea can reduce costs by about four percent. You can
Barreca and Giovanni La Varra also choose insulating materials such as cork and
Number of floors 27 bamboo for your floors.
Height of the two 260 feet and 367 feet A. How can I save water?
towers B. Using low-flow water fixtures such as showerheads,
taps and toilets, you can reduce water consumption
Irrigation supplied by the filtering and reuse of the
and water-heating costs by as much as 50 percent.
greywater produced by the building
Then check with your local company and see if you
Trees chosen where they would be positioned can buy renewable energy, and recycle! By recycling
according to on the buildings’ facades half of your household waste, you can save 2,400
pounds of carbon dioxide annually.
2. A. Thank you very much, you’ve given me a lot to think
1. It is covered in plants which produce humidity and about.
absorb CO2 .
240

EXTRA ACTIVITY BEFORE VIEWING ACTIVITIES
1. Known as the “Sun King”, Louis XIV centralized power in
Surf the EDISCO website → NEW LANDSCAPES Online the monarchy and reigned over a period of unprecedented
Resources: Energy star prosperity in which France became the dominant power
in Europe and a leader in the arts and sciences. In the
latter years of his 72-year rule, however, the succession
• WRITING of wars launched by the King ultimately took their toll on
France and resulted in battlefield defeats, crippling debt
Page 76 and famine.
1. FCE-LIKE ACTIVITY SCUOLA-LAVORO
2. The Gardens at the Reggia of Venaria, near Turin, the
(sender name) ................................................................................................. ones at the Reggia di Caserta, Villa d’Este Gardens at
Tivoli, Villa Carlotta, Como, Medici Villas near Florence,
(sender address) ........................................................................................... Boboli Gardens, Florence, Giardino Giusti, Verona, Isola
(email and/or phone) .................................................................................
Bella and Isola Madre, Lake Maggiore, Villa Taranto
Gardens, Pallanza, Lake Maggiore.
Dear Manager,
COMPLAINT ABOUT box of 24 fluorescent bulbs type 3. Suggested answer: hunting trips, concerts, parties
XL60W and celebrations.
PURCHASED AT Electroshoponline ON May 12th 20…
I have a problem with a box of 24 fluorescent bulbs FILM CLIP
bought online on May 12th 20.. at your online shop. 1.
After opening the box and testing the bulbs, I discovered 1. F (He thinks the King’s demands have to be satisfied
that 4 of them did not work. since they are the King’s commands.); 2. F (The soil
I called your customer call service on May .. and talked there is poor in water.); 3. F (A pool of builders will be
to Mr Spencer. there to help her.); 4. T; 5. F (She sounds surprised when
I was suggested writing and enclosing a receipt of the she hears about that.); 6. T; 7. F (Le Notre says time is
bank statement of the purchase. not unlimited.); 8. T.
I request a replacement of the whole box.
I expect to hear from You about that and to have the 2.
problem fixed by the end of the month; 1. They are building an aqueduct. Because the soil in
after that date I will feel free to make a formal complaint Versailles is poor in water.
to the consumer protection agency. 2. The lack of water.
3. They find it difficult to satisfy the King’s request,
Do not hesitate to contact me at the above mobile number
because they are “infinite”.
or email address from 9 a.m. to 6 p.m. every day.
4. He says that they have to suppress nature to their will.
Yours sincerely,
5. Number six.
6. No, it’s a large, flat area.
Enclosed: copy of receipt of the bank statement. 7. An arena with tiered sides.
8. It will be used as an outdoor ballroom.
FINISHING TOUCHES
AFTER VIEWING ACTIVITIES
Page 77 Watch the video and fill in each blank with one word.
Le Notre: Madame de Barra – Monsieur Sualem and De
A LITTLE CHAOS
Ville. They are building the Marly (1) …….................……… and
WHY THIS FILM IN THIS MODULE? an aqueduct from there to Versailles, which we hope will
A Little Chaos follows Sabine de Barra, a strong-willed alleviate the severe water shortage here.
landscape designer, who challenges gender and class Monsieur Sualem and De Ville: Madame.
barriers when she is chosen to build one of the main Madame de Barra: Gentlemen.
gardens at King Louis XIV’s new palace at Versailles, Le Notre: Madame de Barra will be constructing the
causing her to become professionally and romantically Rockwork Grove here at Versailles. Water, or rather the
entangled with the court’s renowned landscape architect
(2) …….................……… of it, will be a pressing concern.
André Le Notre, considered the greatest landscape
architect in France. He designed or co-designed gardens Sualem: Master, the King’s (3) ……...............…… are already…
at Versailles, Vaux-le-Vicomte, Fontainebleau and Chantilly, Le Notre: ...Are vast and ever changing and our (4)
as well as the Tuileries in Paris. …….................……… is to meet them.
241

De Ville: But, with respect, no man can meet infinite (5) BUILDING HIGHER
…….................……… .
Page 79
Le Notre: The King’s commands are not infinite, De Ville,
they are the King’s command.
1.
Classification of common rock
De Ville: Well, quite so, but the aqueduct can only do so
much. EARTH’S LAYER EXTENDING FROM/TO
Sualem: When we began (6) …….................……… I was under lithosphere to a depth of about 100 km
the impression that… asthenosphere from about 100 to 250 km
Le Notre: The past is history. Our task is to suppress (7)
mesosphere from about 250 to 2900 km
…….................……… to our will, according to the present plans.
core
Sualem: But, Monsieur, the (8) …….................……… being spent…
Le Notre: The aqueduct will carry sufficient water to the
CLASSES OF FORMED
gardens of Versailles because it must. That is your brief. ROCKS BY/WHEN
– Madame ? - It is essentially your (9) …….................……… igneous by crystallization from a material
number six in your submission, I believe. This part is called magma
entirely original to myself. You see? It fits onto this end sedimentary from material that has accumulated
of your plan. Now you can see the extent of the (10) on the Earth’s surface
…….................……… metamorphic when a sedimentary or igneous
Madame de Barra: Yes. It’s a large, flat area. rock is exposed to high pressure,
high temperature, or both, deep
KEY below the surface of the Earth
(1) waterworks; (2) lack; (3) ambitions; (4) task; (5)
2.
demand; (6) construction; (7) nature; (8) money; (9) plan;
1. A rock is a natural aggregate of minerals and certain
(10) enterprise non-mineral materials, such as fossils or glass.
2. There are two general ways that cause rocks to be exposed
at the surface: formation at the surface (e.g., crystallization
CULTURAL NOTE
of lava, precipitation of calcite or dolomite from sea water)
The modern idea of landscape as relationship between formation below the surface, followed by tectonic uplift and
man and place has found in photography (e.g. Steven removal of the overlying material by erosion.
McCurry) and cinema important means of investigation 3. They are volcanic (sometimes called extrusive), and
and narrative lines. Suggested films: plutonic (sometimes called intrusive) rocks.
• Out of Africa (USA, 1985) directed by Sidney Pollack 4. Magma is what has spilled out onto the surface from
a volcano. At the surface, the magma is more familiarly
• Into the Wild (USA, 2007) directed by Sean Penn. known as lava.
5. It consists of the products of weathering and erosion,
and other materials available at the surface of the Earth,
EXTRA ACTIVITY such as organic material.
6. When a sedimentary or igneous rock is exposed to
Surf the EDISCO website → NEW LANDSCAPES Online
high pressure, high temperature, or both, deep below the
Resources: The Royal Gardens of Versailles
surface of the Earth, metamorphic rocks form.
242

Module 3 SURVEYING
FOUNDATIONS one of the first professions to require a Professional

License. In many countries, the land surveyor license
Unit 1 PROFESSION AND EQUIPMENT was the first Professional Licence issued by the state,
province or government. In England, the Royal Institution
of Chartered Surveyors (RICS) was founded in London
Page 82 in 1868 and received the Royal Charter in 1881. Today,
a. A measuring tape. 2. Personal answer. 3. Personal answer. the RICS headquarters is still in London with regional
offices in the United Kingdom, across Europe, in China,
Page 83 Hong Kong, Singapore, Australia, the Middle East, North
America and Brazil. In 2015, there were RICS-qualified
1. professionals in more than 140 countries. The RICS
1. Surveying is the science of making measurements
also works at a cross-governmental level, delivering
to establish the relative position of points above, on or
an international standard that can support a safe and
beneath the surface of the earth.
lively marketplace in land, real estate, constructions and
2. Surveyors use elements of geometry, engineering,
infrastructures, for the benefit of all.
trigonometry, mathematics, physics and law.
3. Out in the field, they use the latest technology such 1. T; 2. T; 3. F (The Professional Licence issued by the
as GPS, Robotic Total Stations and aerial and terrestrial state, province or government.); 4. F (1868); 5. T; 6. F
laser scanners to map an area, making calculations and (140) ; 7. T.
taking photos as evidence.
4. In the office, surveyors use sophisticated software,
WEAKER STUDENTS
such as Auto-CAD, to draw plans and maps.
5. Surveyors deal with a different variety of projects from READING COMPREHENSION. Tell the students to
land subdivision and mining exploration to tunnel building underline or highlight the lines in the text where they
and major constructions. can find the correct information and match them to
the question number.
2. SCUOLA-LAVORO
TYPE OF SURVEYING AIMS OF SURVEYING
Page 85
1 Topographic surveying mapping of the earth’s
surface 4.
2 As-built surveying utilized during a 1. Because men have been practising it since early 3,000
construction project or BC.
after the construction 2. Surveying was used to establish tax registers of
has been completed. conquered lands and to build roads.
3. Early surveyors used rope geometry.
3 Hydrographic surveying nautical charts and
4. Historically, distances were measured with chains
maps of the marine
that had links of a known length or measuring tapes.
environment and seabed
Angles were measured using a compass and height was
4 Land surveying determination of land measured with a barometer using air pressure as an
boundaries for legal indicator.
purposes and land 5. A theodolite is more accurate than a transit because
ownership it usually has glass disks and an optical magnification
5 Geodetic surveying measurement of the system inside.
earth’s surface for the 6. A total station is a theodolite with an electronic distance
determination of latitude measurement device (EDM). They have become fully
and longitude electronic with an on-board computer and a specialized
software.
6 Mining surveying mines and tunnels 7. Today, 3D laser scanners are very useful when
conducting detailed surveys of building structures.
3.1 3. 8. It is used in combination with a digital electronic level
The Royal Institution of Chartered Surveyors which is set on a tripod and reads a bar-coded rod using
electronic laser methods.
Because of the fundamental value of land and real estate 9. The latest step in surveying and engineering
to the local and global economy, Land Surveying was measurement technology is the use of drones.
243

10.They are also known as Unmanned Aerial Vehicles 6. Bridge builders and offshore oil rigs also depend on
or UAV. GPS for accurate hydrographical surveys.
5. 1. d; 2. f; 3. a; 4. b; 5. g; 6. c; 7. e. 9. SCUOLA-LAVORO
“Kinematic” is a term applied to GPS surveying methods
6. SCUOLA-LAVORO
where receivers are in continuous motion. The more
These small, ultra-light aircraft can be piloted by 1. typical procedure is a “stop and go” technique. This
remote and can take detailed sur vey information approach involves using at least one fixed reference
while simultaneously transmitting that 2. data back receiver and at least one moving receiver called a “rover”.
to the head of fice. There are a number of 3. reasons The base station receiver sends data to the surveyor who
why drones are an ideal addition to any land sur veying is operating the survey receiver (rover). RTK procedures
project and can increase accuracy and return on do not require post-processing of the data to obtain a
4. investment. By acquiring data from the sky – in position solution since the data are sent via radio signals
the form of geo-referenced digital aerial images – a to the roving receiver. This allows for real-time surveying
sur veyor can gather 5. millions of data points in one in the field and allows the surveyor to check the quality
shor t flight. With collection made so simple, an 6. of the measurements without having to process the data.
expert can focus energies on using and analysing
data, rather than working on the 7. field. So valuable
data can be used for preparation of site plans, Page 88
topographic maps and summar y of existing conditions
of a 8. building or of an area at the beginning of a
project through photogrammetr y, 3-D modelling and 1. F (three-dimensional) ; 2. T; 3. F (Real colour information
volume 9. calculations. Beyond that, it becomes is necessary to complete photo-realistic 3D illustrations);
much easier to reach dif ficult 10. locations with 4. F (3D-laser scanning is considerably cheaper than
drones. This makes using drones significantly safer conventional techniques); 5. T; 6. T; 7. F (3D scanning
in cer tain situations. technology is an excellent medium for architectural
recordings, especially in the heritage field.)
EXTRA ACTIVITY
Surf the EDISCO website → NEW LANDSCAPES Online Page 89
Resources: The groma (with activities).
11. SCUOLA-LAVORO
Page 87 INFORMATION DETAILS

REQUIRED
7. 1. Equipment A scanning head mounted on a
1. In what fields of modern life can GPS technology find tripod. Low-energy laser fires a
applications? reflecting beam.
2. How can you define the GPS?
3. What does the GPS space segment consist of? 2. Recording 1 million points a second.
4. At what distance from the Earth do satellites fly? 3. Monitoring By repeating a scan a few
5. What does a GPS use satellites for? months or perhaps a year later
6. What other systems does GNSS include? and overlaying one scan over
7. What is Galileo Positioning System? the other, three-dimensional
8. Where can features measured with GNSS be displayed? movement in the surfaces can be
detected.
3.2 8.
4. Benefits Large building volumes and
1. Global Positioning System Surveying, or GPS
spaces where detail at height is
Surveying, is a fairly new technology.
important.
2. The surveying and mapping community was one of
the first to take advantage of GPS because it resulted in 5. Buildings Cathedrals, tall facades and
more accurate and reliable data. historical civil engineering
3. A GPS-based data collection is much faster than structures.
conventional surveying and mapping techniques, reducing
the amount of equipment and work required.
12A. SCUOLA-LAVORO
4. A single surveyor can now do in one day what once
took weeks for an entire team. Free activity.
5. GPS is especially useful in sur veying coasts and
waterways, where there are few land-based reference 12B.
points. Free activity.
244

7. The climate ranges from tropical in Northern Brazil
WEAKER STUDENTS near the Equator to temperate zones below the Tropic of
Draw the diagram below on the blackboard. Tell your Capricorn.
students to copy it on the exercise book. This map 8. It is a detailed and accurate two-dimensional
should be a support for speaking and writing activities. representation of natural and man-made features in Wales.
The students can also go to the blackboard and fill in
the balloons. You can ask simple questions such as: 1. road map; 2. political map; 3. weather map; 4. resource
a. What is surveying? map; 5. physical map; 6. cadastral map; 7. climate map;
b. What kind of survey do you know? 8. topographic map.
c. What sciences do surveyors use to make calculations?
d. What instruments were used in the past? 2.
e. What instruments are used today? 1. It is a computer system for getting, storing, checking
f. What modern technology uses satellites? and displaying data related to positions on the Earth’s
surface.
land or cadastral Geometry, 2. Location can be expressed using latitude and longitude,
– geodetic – Engineering, address or ZIP code.
topographic – as-built – Trigonometry, Maths, 3. Population, income, or education level.
hydrographic – mining Physics and Laws 4. Location of rivers, kinds of vegetation, and kinds of
soil, sites of factories, hospitals, farms, schools, roads,
and electric power lines.
SURVEYING = science 5. Different working fields such as industries, biologists,
of making measurements city officials.
chains, barometer, level,

compass, transit, theodolite, total GPS TEACHING TIP
station, laser scanner, drones technology
Tell the students to copy and enlarge the chart on
their exercise books.
Unit 2 MAPPING Page 92

3.
Page 90 1. Cadastral surveying deals with the laws of land
a. Personal answer. ownership and the definition of property boundaries.
b. Personal answer. 2. A “Real property” is fixed and permanent, while a
c. Sample answer. Aerial photography is an important “Personal Property” is not fixed and can be moved.
source of information for researchers in landscape studies, 3. A Cadastre is an official register showing details of
human geography (to study human settlements), climate ownership, boundaries and the value of real property in
science and for any study of local environmental conditions. a district, made for taxation purposes.
4. A cadastral map displays how boundaries subdivide
land into units of ownership called “parcels”.
Page 91 5. The Cadastre is the base of land valuation and
taxation, land registration and land transfers, land use
3.3 1. planning, sustainable development and environmental
protection and mapping.
Maps 6. The DCDB contains digital coordinates of land parcels
1. This map shows the motorway M4 going to Stansted and a great deal of supplementary information related
Airport. to the land.
2. Germany borders France, Belgium, the Netherlands,
Denmark, Czech Republic, Poland and Austria. Page 93
3. The map indicates that rain will clear away to the east
by late evening. 4.
4. In yellow you can see the largest diamond mines in 1. In historical archives.
South Africa. 2. It was focused on arable lands used for agriculture.
5. The Alps are coloured in brown while the River Po is a 3. The Romans made use of an early surveying instrument
long blue strip. called the Groma, which was a long staff with a cross bar
6. This map provides a precise identification of the plots that measured straight lines and right angles.
of land and the data may be stored in a computer. 4. The Groma was necessary to the construction of
245

roads, cities, temples and the subdivision of agricultural 3. Model airplanes and drones are usually used to carry
land. out low-altitude aerial photography because full-size
5. Under the Romans, the “land surveyor” became aircraft are prohibited from low flights above populated
a profession. Land surveyors established the basic areas and in any situation in which it would be dangerous
measurements under which the Roman Empire was to operate with a full-size aircraft.
divided and a tax register of conquered lands was set up 4. An orthophoto is a photograph taken from an infinite
(300 AD). distance, looking straight down.
6. The Arabs invented a variety of specialized instruments 5. Orthophotos are used in Geographic Information
for surveying such as an astrolabe used for alignment, Systems in order to create maps.
measuring angles and triangulation. 6. Large sets of orthophotos, derived from multiple
7. The Domesday Book, conceived by William the sources and divided into “tiles” (each 256 x 256 pixels
Conqueror in 1086, contained names of land owners, the in size), are used to create online map systems such as
size and use of the land and its value. It is the most Google Maps.
detailed record of property compiled in Europe during the 7. They provide spatial information to specialists in
Middle Ages. geology, seismology, forestry, construction, environment
8. The first example of modern cadastre was the and other fields.
Continental Europe’s Cadastre created by Napoleon in 8. In LIDAR surveys, a system of lasers attached to
1808. It contained numbers of the plots of land, land planes and other equipment is used to digitally map the
usage, landlords’ names and value of the land. topography of the Earth.
EXTRA ACTIVITY WEAKER STUDENTS
Surf the EDISCO website → NEW LANDSCAPES Online READING COMPREHENSION. Tell the students to
Resources: Ordnance Survey (with activities) underline or highlight the lines in the text where they
FURTHER RESOURCES
 Ordnance Survey: a short history CULTURAL NOTE
IGM
VIDEO Understanding map symbols with Ordnance Survey The Istituto Geografico Militare (IGM), or Military
Geographic Institute, is an Italian public organization,
dependent on the Italian Army general staff (Stato
Page 95 Maggiore dell’Esercito). It is the national mapping
agency for Italy. Its headquarters are in Florence. It
5. PET-LIKE ACTIVITY was established by King Vittorio Emanuele II in 1861
1. T; 2. F (It is used for topographic maps, land planning, and it is ruled by the law n. 68 February 2, 1960.
archaeology, environmental studies and very often for
police surveillance. 3. T; 4. F (The images have to be
“registered” with real-world coordinates.); 5. T; 6. T; 7. T; 8.
8. F (The information provided can be used in many 1. c; 2. e; 3. a; 4. b; 5. d
fields).
6. EXTRA ACTIVITY
1. Model aircraft are used to carry out low-altitude aerial
photographs.
Resources: Stonehenge (with activities).
2. Orthophotos can be divided into tiles.
3. Maps can give geographical and social features of the
land.
4. Remote sensing systems and land surveys are usually Page 96
used to collect data.
5. LIDAR means light-imaging detection and ranging. 9.
1. Aerial photography is used extensively in civilian
7. applications such as natural disasters, environmental
1. Platforms for aerial photography include aircraft, studies, land use and planning, mineral and geotechnical
helicopters, balloons and drones. research.
2. Photogrammetric surveys are the basis for topographic 2. The catastrophic earthquake that hit central Italy on
maps, land planning, archaeology, environmental studies 24th August, 2016.
and very often for police surveillance. 3. The Italian Civil Protection did.
246

4. It provides detailed satellite maps in case of emergency 2. COMPASS; 3. TOTAL Station; 4. GPS; 5. LEVEL; 6. LASER
such as natural and man-made disasters, as well as SCANNER; 7. DRONES. Types of maps: 1. THEMATIC; 2.
humanitarian conflicts. WEATHER; 3. ROAD.
5. The first maps were available less than 24 hours from
the occurrence of the earthquake. H Y D R O G R A P H I C A F T H T
6. The areas worst hit are 100 km north-east of Rome,
T T G A B F I X H R L D R O N E S
especially the villages of Amatrice, Accumoli, Arquata del
Tronto and Pescara del Tronto. O H X O X J B T J I M E H Q I G D
7. More than 50 post-disaster maps were produced, T I D I E G N M W O Y G V V M K G
showing the indication of the most affected areas and A Y E C C A D A S T R A L E L R W
providing basic statistics on the damage grade on L S U N I L R U T C Q L X S L K R
buidings and infrastructure.
S F T E Q P W Y O H P A D A X B V
8. The maps were used by several news portals to inform
about the extent of the damage. T U K J Y K Q G P Z E S S Z U A Z
A E B F M W Y T O T H E M A T I C
WEAKER STUDENTS T K O K X Z I L G F B R B Y Q W A
I J J W Q S J H R A Q S W K O O D
Draw this diagram on the blackboard. Tell your students
to copy it on the exercise book. This map should be a O Y E M N O O P A F E C E W G G B
support for speaking and writing activities. N M K A P O J H P I F A A N J P V
F Q R I C L C U H Q C N T T R F S
AERIAL PHOTOGRAPHY
= photographs of aircraft, helicopters,
W T R O F I B Y I F R N H J O A B
the ground from an balloons and drones C O M P A S S G C E H E E J A G R
elevated position I A T Y N D F A V U O R R A D S S
monitoring the
ORTHOPHOTOS, GIS environment 6.
1. biology (not used for measurements); 2. sky (not a kind
of land surveying); 3. drone (not a traditional surveying
photogrammetrists and
maps instrument); 4. theodolite (not an electronic instrument);
cartographers – spatial
5. cars (not used for aerial photography); 6. sport (not a
data / non-spatial data
kind of map).
• GRAMMAR
BRICKS & MORTAR Page 101
• VOCABULARY 1.
1. is going to/will; 2. will/are going to; 3. is going to/will;
Page 98
4. is going to; 5. will; 6. will; 7. is taking; 8. ’ll; 9. are
1. going to/will; 10. will.
a. cadastral; b. geodetic; c. mining
2.
2. 1. will change; 2. is going to last; 3. won’t; 4. will start;
a. barometer; b. laser scanner; c. drone 5. are going to.
3. 3.
a. political map; b. resource map; c. weather map 1. The new updated cadastral map is going to be used
for the electoral boundary determination.
Page 99 2. New climate maps will be prepared in the next years to
study the recent climate changes in the country.
4. 3. The engineers in charge of the road project are meeting
1. relative, points. 2. geodetic; 3. compass; 4. constellation, tomorrow morning.
radio 5. laser scanning; 6.low-altitude; 7. scale; 8. cadastral. 4. Cartographers are going to use all the available data
to create very precise maps.
5. 5. The hydrographic survey of that part of the
Types of surveying: 1. TOPOGRAPHIC; 2. CADASTRAL; Mediterranean Sea will probably discover underwater
3. HYDROGRAPHIC. Surveying instruments: 1. TRANSIT; archaeological sites.
247

SCAFFOLDING 1.
a. 8; b. 5; c. 10; d. 2; e. 1; f. 4; g. 12; h. 7; i. 11; j. 9;
• LISTENING
k. 3; l. 6.
3.4 Page 102 (1. e; 2. d; 3. k; 4. f; 5. b; 6. l; 7. h; 8. a; 9. j; 10. c; 11.
i; 12. g.)
Becoming a surveyor
2.
1. Headmaster: Good morning, ever ybody. I’m ver y The teacher can give this activity as homework.
glad to have Dr Gordons in our school today. He’s a
well-known specialist in sur veying techniques and his
knowledge is required in lots of fields. Which student TEACHING TIP
wants to be the first to ask a question? Ok, Paula... The teacher writes the sentences below on the
please, ask your question. blackboard and asks students to go to the blackboard
2. Paula: Yes, thank you. Good morning, Professor. I’d and complete them.
like to know if Sur veying is usually included in University Complete the following sentences after listening to
Studies. the dialogue again.
3. Dr Gordons: Good morning, ever ybody. First I wish to 1. Detailed items of Surveying are in the curriculum
thank you for inviting me here.
.......................................................................................................................
Well, to answer your questions, sure. All Degrees
and Diplomas in Engineering worldwide have detailed 2. As-built surveys are done 2 or 3 times ...........................
items of Sur veying in the curriculum for courses in the
.......................................................................................................................
discipline of Civil Engineering.
4. Paula: In what fields can a sur veyor find an 3. Archaeological surveys are done to assess the .......
occupation? .......................................................................................................................
5. Dr Gordons: A sur veyor may work in lots of fields:
4. The purpose of Geological Surveys is the recording
from construction sur veying to archaeological sur veying,
from geological sur veying to hydrographic sur veying and of .................................................................................................................
so on… 5. Once, the geologists needed to be competent ..........

6. Roy: I’m interested in construction sur veying. Could
.......................................................................................................................
you explain it in detail, please?
7. Dr Gordons: Well, it’s also called as-built sur vey. This 6. Mapping the coastline and seabed is the purpose
usually entails a complete sur vey of the site to confirm .......................................................................................................................
that the structures, utilities and roadways proposed
were built in the proper locations authorized in the Completion:
Site Plan. In our countr y, as-builts are usually done two 1. ... for courses of Civil Engineering.
or three times during the building of a house: once,
after the foundation has been poured; a second time, 2. ... during the building of a house.
after the walls are put up; then on completion of the 3. ... relationship of archaeological sites in a landscape
construction. or to record finds on an archaeological site.
8. Roy: What’s the difference between archaeological 4. ... geologically significant features of the area under
sur vey and geological sur vey? investigation.
9. Dr Gordons: An archaeological sur vey is used to 5. ... surveyors to produce a map of the terrain.
accurately assess the relationship of archaeological
6. ... of a hydrographic survey.
sites in a landscape or to record finds on an
archaeological site. Geological Sur vey is a generic term
for a sur vey conducted for the purpose of recording
the geologically significant features of the area under • SPEAKING
investigation. In the past, in remote areas, there was
often no topographic map available, so the geologist Page 103
also needed to be a competent sur veyor to produce a
1. Why did you choose to become a surveyor?
map of the terrain.
Well, I chose to become a surveyor because I found it to
10. Paula: What do you mean by hydrographic sur vey?
be the perfect blend of my interests:
11. Dr Gordons: A hydrographic sur vey is a sur vey
Technology, Mathematics, Outdoors, History.
conducted with the purpose of mapping the coastline
and seabed for navigation or resource management 2. What kind of instruments do you enjoy using?
purposes. Products of such sur veys are nautical charts. I really like working with 3D laser scanner because this
12. Headmaster: Ok, over there, the student at the instrument is extremely precise and fast.
back… 3. What is one of the most interesting work experiences
you have had?
248

I worked as a surveyor some years ago for a heritage
project at Stonehenge. I joined a team and we carried CULTURAL NOTES
on a survey of the whole area with laser scanners, total • The movie has resulted in a stream of visitors
stations and GPS. Then we used the data to draw a climbing to the summit of The Garth; the Pentyrch
detailed map of the site. History Society and the local community council
4. What kind of recommendation would you pass on to have erected a notice on the mountain to explain its
others wishing to join the profession? real historical significance.
I think that a young professional should explore the • Mynydd Graig Goch, a member of the Moel Hebog
opportunities early in his career because it is the early group of summits, is a Snowdonia hill that became
years where he can enjoy experiences and opportunities a mountain in September 2008 when it was
that will last a lifetime. measured by three Welshmen with GPS equipment
5. What is your favourite part of your job? and found to be 30 inches taller than was thought,
I really like the business and the people. Every day I thereby exceeding the height required to classify it
am in contact with all different kinds of people such as as a 2000-ft mountain by six inches.
attorneys, engineers, architects, utility managers, farmers, • Because of the Welsh language’s musical quality,
developers, timber companies, etc., and everyone is the Welsh English accent is difficult for non-Welsh
different and has to be handled differently. actors to master. For The Englishman Who Went
Up a Hill But Came Down a Mountain, director
Christopher Monger tried to capture the accent
Page 104 onscreen by having the actors who acted in parts of
the village’s residents trained to sound like natives
• WRITING of South Wales.
1. FCE-LIKE ACTIVITY SCUOLA-LAVORO • Every character in this movie, with the exception of
Sample answer. Last year we carried on a topographic local girl Betty of Cardiff, is crazy and eccentric, and
survey of a sport facility near our school. We used the none of them know it, and that is why they are so
latest surveying instruments such as a total station, funny.
a laser scanner, GPS technology in RTK mode with the
“stop and go” method. We took into consideration a BEFORE VIEWING ACTIVITIES
close polygonal whose corners were the points of the 1. Personal answer.
total station. For each of them we measured all the 2. Ben Nevis, Scotland (1,345 m.).
points that we considered important, such as facades 3. A laser scanner, aerial photography.
of the building, fences, light poles, roadsides, etc. The
whole survey data, some plans of the area and the FILM CLIP
elevation profile which showed the slope of the terrain
were represented on a computer through Auto-Cad 1.
software and then we set rendering drawings of the area. (1) have now completed; (2) it is just a measurement;
We prepared a technical report and drawings which were (3) your affection for this; (4) do they have a result?; (5)
the basis of the architectural plan of the sport facility a meeting in the village hall…; (6) were you coming?; (7)
restoration. demanding the inclusion; (8) His Majesty’s maps.

FINISHING TOUCHES
1.
Page 105 Here is a list of adjectives. Match three of them with
the main characters of the scene.
THE ENGLISHMAN WHO WENT UP A HILL BUT CAME witty  worried  shy  ironic  clumsy  old  self-confident
DOWN A MOUNTAIN  respected  good-looking
Reginald Anson
WHY THIS FILM IN THIS MODULE?
The film deals with the work on the field of surveyors Reverend Jones
and cartographers in the past when their scientific and
Morgan the Goat
technical efforts were rather unclear and sometimes
opposed by common people. The Englishman Who Went
up a Hill but Came down a Mountain is a 1995 British Key to Activity 1
film, written and directed by Christopher Monger. The Reginald Anson shy, clumsy, good-looking
film is based on a stor y heard by Christopher Monger Reverend Jones worried, old, respected
from his grandfather about the real village of Taff’s Well,
in Wales. Morgan the Goat witty, ironic, self-confident
249

2. leader hostage. There was a fight and Cook was stabbed
Try to predict the evolution of the story. Discuss the and killed.
following points with your schoolmates.
a. How can the villagers raise the height of the hill? 2.
b. What means of transport or tools do they use to carry 1. I was born in 1728 in a small village in Yorkshire.
earth to the top of the hill? 2. I enlisted in the Royal navy in 1755.
c. Can they manage to raise the height of the hill? 3. We were in Tahiti.
Key to Activity 2 4. We continued our journey to New Zealand, and then
a. By carrying earth to the top of the hill. sailed along Australia’s eastern coast. We were the first
b. The villagers carry buckets and buckets of earth by because no Europeans had seen it before.
hand or with horses. 5. I left in 1772. My aim was to reach the southern polar
c. By the end of the day, they built an earth mould high continent. Unfortunately we had to sail back because of
enough to reach the required elevation of 1,000 feet. So the cold.
the hill can be declared a “mountain”. 6. I wanted to reach the North-West Passage.
7. No, so I took my two ships south and explored the
Hawaii Islands.
CLIL
3.
• HISTORY 1. C; 2. A; 3. C; 4. B; 5. B; 6. A.

1.
1. James Cook was a British navigator famous for his Christopher Columbus’ voyages
achievements in mapping the Pacific, New Zealand and Before Christopher Columbus, other European sailors
Australia. had apparently reached the coasts of America since there
2. Because during his early voyages, he learnt how to are traces of their presence on these shores. However,
survey and chart coastal waters. this did not lead to long-term settlements. Christopher
3. In 1769, the planet Venus was expected to pass in Columbus sailed under the Portuguese flag, but it was
front of the Sun, a rare astronomical event visible only in Isabella of Castile who provided the funds for his plan to
the southern hemisphere. sail to Asia by a western route. His fleet of three ships
4. The British government decided to send an expedition set sail from Southern Spain on 3rd August 1492. He
to observe the phenomenon. headed first for the Canary Islands, before setting off
5. The real secret aim was to search for the legendary across the Atlantic Ocean and discovering islands near
southern polar continent. the American continent. In the years following his first
6. It was HMS Endeavour. voyage, Christopher Columbus carried out three more
7. The astronomer Charles Green was also on board. journeys, but with better resources than in the past. He
8. No, Cook was forced to return because of the cold. explored the ring of the Caribbean Islands, discovered
9. Because of the theft of a ship’s boat. the huge delta of the Orinoco River and sailed along the
10. On 14 February 1779, Cook tried to take the local coast of today’s Honduras.
250

Module 4 HOUSE PLANNING
FOUNDATIONS kind of work and the choice of building materials are

described according to the budget of the client.
4. Architectural drawings are prepared using the
Unit 1 DESIGNING latest software such as AutoCAD, BIM and rendering
programmes.
Page 110 5. Because originally these were reproduced by a
a. Personal answer. technique that resulted in pages with white line on blue
b. CAD software can be used in many different fields: from paper.
industrial design to aerospace, automotive, shipbuilding 6. The architect is the “supervisor” during the construction
industries. CAD is also used in movie industry to create process.
special effects in movies and advertising. 7. A “progetto di massima” includes all the architectural
c. Personal answer. drawings, a “progetto esecutivo” includes the drawings
d. BIM stands for Building Information Modelling. given to the specialized workers on the construction site.
e. Personal answer. 8. A “building permit” is a document obtained by the
appropriate authorities according to a “building code” that
CULTURAL NOTE establishes regulations for the construction, remodelling
and maintenance of a structure.
Universal Design
Universal Design is the design and composition of an 2. SCUOLA-LAVORO
environment so that it can be accessed, understood
and used to the greatest extent possible by all people DRAWINGS INFORMATION
regardless of their age, size, ability or disability. An 1. site plan site of a house on the property
environment (or any building, product, or service in in its context, location of utility
that environment) should be designed to meet the services, easements, roads and
needs of all people who wish to use it. This is not a walkways, topographical data.
special requirement, for the benefit of only a minority 2. floor plan room sizes, wall lengths, built-in
of the population. It is a fundamental condition of elements, finishes, construction
good design. If an environment is accessible, usable, methods, symbols for electrical
convenient and a pleasure to use, everyone benefits. items.
By considering the diverse needs and abilities of all
throughout the design process, universal design 3. elevation plan front, rear, side elevations, ridge
creates products, services and environments that height, roof pitches, other details.
meet peoples’ needs. 4. section plan internal finishes, ceiling height,
ceiling type, window and door
dimension.
Page 111 5. foundation plan dimensions and locations.
WEAKER STUDENTS 6. framing plan walls, windows and doors.
7. electrical power, lighting, and
READING COMPREHENSION. Tell the students to
and telecom communication systems.
drawings
the question number. 8. home remote control of lighting, heating,
automation ventilation, air conditioning and
plan security.
1.
1. Because they depend on the complexity of the project 9. plumbing water and gas supply pipes
and whether you are building a new home, renovating or drawings and the drain-waste-vent system
simply making a few small home improvements. (DWV system).
2. Designers often prepare several concept designs that
can range from a simple sketch to hand-drawn models
of form and spatial measures considering property lines, EXTRA ACTIVITY
roads and existing buildings. Surf the EDISCO website → NEW LANDSCAPES Online
3. An architectural brief is a document prepared by an Resources: Preparing an architectural brief (with activities)
architect in which the characteristics of the project, the
251

WEAKER STUDENTS CULTURAL NOTE
Tell the students to bring some architectural plans Wide use of rendering
they prepared with their Building Construction teacher Besides architectural designs, rendering is mostly
and ask them to match them with the correct English used in video games, and animated movies,
technical terms. They can be involved in short simulators, TV special effects and design visualization.
conversations, such as: The techniques and features used vary according to
A. What is it? the project. Rendering helps increase efficiency and
B. It’s a ……. plan. reduce cost in design.
A. What does it show?
B. It shows ……
Page 115
Page 113
8.
4. PET-LIKE ACTIVITY 1. B; 2. A; 3. D; 4. C; 5. B.
1. T; 2. T; 3. F (AutoCAD is used to create two-dimensional
– 2D – and three-dimensional – 3D – models of buildings);
9.
1. The main concern is human diversity that must be
4. F (Since its original release in 1982, AutoCAD quickly
at the centre of the design process so that buildings and
became the most widely used CAD program in the world);
environments can be designed to meet the needs of all users.
5. T; 6. F (No, because BIM extends beyond the three
2. It includes all people regardless of their age and those who
traditional dimensions); 7. T; 8. T; 9. F (Rendering
have any particular physical, sensory or intellectual disability.
programmes create images or animations which show
3. In many cases, it needs only small changes in simple
the features of an architectural design); 10. F (Before the
things, such as the shape of an element, its location or
creation of these computer programs, most architectural
size, the strength necessary to operate it, or the way in
illustrations were made by hand using watercolours, felt
which the user must interact with that item.
pens, colour pencils, pen and ink, and acrylic colours).
4. Expert architects, product designers, engineers and
environmental design researchers have established
5.
principles of Universal Design to provide guidance in the
1. b; 2. e; 3. a; 4. f; 5. c; 6. d.
design of products and buildings.
4.1 6.
4.2 10.
BIM and CAD Universal Design kitchen
BIM and CAD represent two different approaches to When designing a universal kitchen, it’s important to keep
building (1) design. CAD (Computer-Aided Design) all aspects of both use and cleaning in mind, so one of the
applications imitate the traditional “paper and pencil” first decisions is the choice of countertop material. Solid-
(2) process. CAD drawings, similarly to traditional paper surfacing countertops, such as granite and laminate, are
(3) drawings, are created independently from each easy to clean and will last over the years. Natural light is
other, so design (4) changes need to be followed up and always the best, so make sure your kitchen has at least
realised (5) manually on each CAD drawing. BIM (Building one large window to welcome sunlight and views of the
Information Modelling) (6) applications imitate the real outside. Install task lighting above certain areas, such as
building process. Instead of creating drawings from 2D the cooking area, to ensure safety for the cook. Kitchens
line-work, buildings are virtually modelled from real (7) are high-traffic areas, so take care when choosing your
construction elements such as walls, (8) windows, flooring. Choose comfortable, slip-resistant floors, such
roofs, etc. Since all data are stored in the central virtual as cork or linoleum, to make sure people of all ability
model, design changes are automatically followed up on levels can move through your kitchen with ease. Also
individual drawings generated from the (9) model. BIM faucets are an important element in universal kitchens.
models contain all the building information including (10) Choose a single-lever faucet to ensure people of all
data related to the different engineering disciplines such abilities can turn the water on and off because they can
as load-bearing structures and technical (11) systems. be managed with either an open hand or a closed fist.
Cost is also part of BIM that allows us to see what the Organize your cupboards with pull-out shelves: they make
estimated cost of a (12) project might be at any given it easy to see the items you need. That’s the point. Don’t
point in the time during the construction. leave common sense out of your kitchen design!
7. Personal answers. 1. T: 2. F (Solid-surfacing countertops, such as granite

and laminate, are easy to clean and will last over the
years); 3. T; 4. T; 5. F (The best flooring material are
252

slip-resistant floors, such as cork or linoleum). 6. T; 7. F
(Organize your cupboards with pull-out shelves because
Unit 2 BUILDING ELEMENTS
you can see the item you need); 8. T.
Page 116
11. a. (see Activity 3, question 2); b.; c.; d.; e.: personal answers.
Personal answer.
Page 117
12. SCUOLA-LAVORO
Sample answer. 1.
Designing a residential home for elderly people requires a. carico; b. suolo; c. terreno; d. metro quadro; e. ampiezza;
a special care and a common-sense approach. As an f. scavo di sbancamento; g. grattacielo; h. falda acquifera
architect, I think that the best solution is a low building sotterranea; i. impianti; j. calcestruzzo.
extending horizontally so as to avoid architectural barriers.
On the ground floor, the design will incorporate a range of 2. PET-LIKE ACTIVITY
comfortable and fully accessible shared spaces, including 1. T; 2. F (There are two types of foundations: shallow
a space for receiving visitors in private, dining facilities and foundations – about 1 or 2 metres; and deep foundations
sitting areas, a gym for physical and functional rehabilitation – 20-65 metres); 3. F (A foundation is always wider than
and a library. On the first floor, served by large elevators the element which it is supporting); 4. T; 5. F (The frost
and a platform lift, there will be the independent rooms. line is crucial because it is the depth where groundwater
According to the principles of Universal Design, they must freezes); 6. F (They are placed under the frost line because
be equally comfortable and safe; so the rooms will be well- the water in the soil around the foundation can freeze and
lit with a large entrance door, suitable for a wheelchair. expand, thereby damaging the foundation.); 7. T; 8. T.
The bathroom will have grab bars near the toilet and in the
shower. All the floors will be made slip-resistant to avoid 3.
falls. The design will provide for a comfortable and homely 1. It is to transfer the load from the structure to the
environment that can be easily maintained. ground.
2. Shallow foundations (about 1 or 2 metres) and deep
CULTURAL NOTE foundations (20-65 metres).
3. It is the tendency for a new building to sink into the
Design portfolio ground.
In the USA and in other countries, such as Australia 4. Because the load is spread over a greater area and
and Canada, home constructor firms offer the buyer a the actual weight on the soil does not exceed the safe
varied selection of readymade house plans, prepared bearing capacity of the soil.
by architects. The standard range and design 5. They are made by pouring concrete into wood or steel
concepts can be revised to suit the client’s particular forms that are placed under the frost line.
requirements. The design portfolio, regularly adjusted 6. Open footings are usually used in low-rise building,
and upgraded, is usually representative of current while pile footings are used in high-rise buildings.
trends in housing and can be consulted online. 7. Excavations for connecting the technical systems.
WEAKER STUDENTS
1. Tell the students to underline or highlight the lines in the text where they can find the correct information and match
them to the question number.
2. Draw the following diagram on the blackboard and ask some students to come to the blackboard to fill it in.
C. Shallow foundations D. Deep foundations
(………………………………. metres) A. A foundation is (………………..……………. metres)
………………………………. buildings ………………………………………. ………………………………. buildings,

such as ……………………………….
B. Settlement is
E. Steps in constructing ………………………………………. F. Open footings used in
foundations: ……………………………………….
1. …………………...............……………. Piles used in
2. …………………...............……………. ……………………………………….
253

KEY even the heating system in recent buildings.
A. A foundation is the part of a structure that transfers 4. The word “flooring” indicates the long-lasting covering
the load from the structure to the ground. of a floor.
B. Settlement is the tendency for a new building to sink 5. The most common materials used as flooring may be
into the ground. ceramic or marble tiles, carpets, hardwood, laminated
C. Shallow foundations (about 1 or 2 metres) are for wood, stone, linoleum or vinyl and various smooth
small, light buildings. chemical floor coating.
D. Deep foundations (20-65 metres) are for large, heavy
buildings such as skyscrapers. 4.3 6. SCUOLA-LAVORO
E. Steps in constructing foundations: 1. Excavation – 2.
Footings. Laminate vs. engineered vs. solid
Laminated flooring is a piece of (1) plastic with a
F. Open footings used in shallow foundations; Piles used
photographic image of (2) wood grain, mounted on MDF.
in deep foundations.
It costs as (3) little as £5 a square metre and although
scratch-resistant, once damaged, it (4) is non-repairable.
Page 119 Engineered flooring has a veneer of real wood, (5) usually
3-7 mm thick, that can be sanded up to five times. It is
4. particularly suitable for use in (6) kitchens. Solid wood
WHAT DEFINITION is one piece of wood from top to bottom and it needs
to be nailed to a (7) concrete base. Most laminates
1. load-bearing able to carry the load from above
are (8) sold as do-it-yourself packs, engineered or solid
wall (own weight and load from roof)
wood requires a high (9) level of competence in fitting.
and transfer it to the foundations;
As far as the finishing touches are concerned, lacquered
external or inner walls
wood has an acrylic varnish which (10) gives it a sheen
2. non-load- able to carry only its own weight; and makes it relatively (11) easy to clean. Oiled wood is
bearing walls main function: divide the overall becoming more (12) popular but needs to be oiled quite
space into smaller spaces; only often, at least once a year.
inner walls
3. fire insulation walls behave as vertical barriers
for spread of fire in the horizontal
7. SCUOLA-LAVORO
direction Personal answer.
4. strength able to take up the loads safely due
to its own weight, the live loads and CULTURAL NOTE
lateral pressure such as wind Flooring in the past
5. stability resistance to stress by lateral Before any flooring materials were invented, the
forces due to wind load or ground itself served as the floor in buildings, perhaps
earthquakes covered with straw, waste products or furs. The first
6. heat made thicker or use of heat materials that could be considered flooring were stone
insulation insulating materials in the and tiles. After that, everything from concrete, wood,
construction of walls rag rugs, elaborate mosaics, and Persian carpets to
rubber, vinyl, and cork were used on floors.
7. sound materials and techniques, so as to
insulation insulate buildings against indoor
and outdoor noises
EXTRA ACTIVITY
8. privacy and security against intrusions
security Students draw a chart in their exercise books
specifying the flooring material used in the rooms of
9. materials masonry, reinforced masonry, hollow their home. E.g.:
concrete blocks, wood panels,
plasterboard, glass and steel ROOM FLOORING MATERIAL
Kitchen ceramic tiles
5.
1. Different materials may be used to make a floor Living room …………................................................................……
structure such as brick, stone, wood, concrete slabs, or Bedrooms …………................................................................……

any other material that can support the expected load.
Bathroom …………................................................................……
2. A floor consists of a subfloor for support and a floor
covering used to give a good walking surface.
3. The subfloor usually contains electrical wiring, Then they explain orally why that material is suitable for
plumbing and sewerage pipes, communication fibres, or that room or if they would change it.
254

E.g.: I think ceramic tiles are the most suitable flooring recent buildings. 5. The type of staircase depends on
material in the kitchen because it is easy to clean. the intensity of usage, the design of the building and the
space allowed for stairs.
EXTRA ACTIVITY
9.
Surf the EDISCO website → NEW LANDSCAPES Online Sample answers.
Resources: Walls in History. 1. ARCHED STAIRS because they give elegance to the
entrance which may be large and spacious.
Page 120 2. HALF-LANDED STAIRS because they have the function
of connecting different levels of floors.
8. 3. STRAIGHT-FLIGHT STAIRS because they are simple to
1. The function of going from the level of one floor to build and are used to go from the ground floor to the first
another. 2. The correct proportion between the riser and floor.
tread of each step, and the number of steps in one flight. 4. SPIRAL STAIRS because the space is small but the
3. Safety rules specify the height of the risers, the depth steps to be climbed can be over 150.
and width of treads and the position of the handrails. 4. 5. COMPACT STAIRS because they occupy a minimum space.
Staircases have traditionally been built of wood, stone 6. ARCHED STAIRS because they can be adapted to
or marble, iron, steel and reinforced concrete in most contemporary design.
Page 121
10. SCUOLA-LAVORO
TYPE OF STAIRCASE 1. straight flight 2. half landed 3. arched 4. spiral
CHARACTERISTICS convenient and 180° flight turn, circular or elliptical, central column,
functional, no more landings landings, very elegant, winding stairs,
than 16 steps entrance, adapted to slice-shaped steps
contemporary design
4.4 11. PET-LIKE ACTIVITY CULTURAL NOTE

The Loretto Chapel Impossible stairs
Maurits Cornelis Escher (1898-1972) is one of
When the Loretto Chapel was completed in 1878, there
the world’s most famous graphic artists. His art is
was no way to access the choir loft 22 feet above.
enjoyed by millions of people all over the world, as can
Carpenters were called to solve the problem but they all
be seen on the many websites on the Internet. He is
concluded that a staircase would take too much space
most famous for his impossible constructions, such
in the small chapel and the only solution would be a
as Ascending and Descending and Relativity.
ladder. The legend says that to find a solution to the
problem, the Sisters of the Chapel prayed to St. Joseph,
the patron saint of carpenters. On the ninth and final day TEACHING TIP
of prayer, a man appeared at the Chapel with a donkey
and a toolbox looking for work. Months later, the elegant IWB (Interactive Whiteboard) activity (LIM)
circular staircase was completed and the carpenter Use the IWB to show photos or videos of the artworks
disappeared without pay or thanks. After searching mentioned in the Cultural Note above, then ask the
for the man for days and finding no trace of him, the students to make comments on them.
Sisters concluded that he was St. Joseph himself. The
staircase’s carpenter, whoever he was, built an amazing
structure. The staircase has two 360-degree turns and Page 123
no visible means of support. It is also said that it was
built without nails, only wooden pegs. Over the years a WEAKER STUDENTS
lot of people have visited the Loretto Chapel to see the
Miraculous Staircase which has been the subject of many
articles in magazines, TV specials and documentaries.
1. B; 2. A; 3. C; 4. A; 5. C; 6. B; 7. A; 8. C. the question number.
255

12.
1. There are three important elements in the design of a TEACHING TIP
roof: construction, materials and durability. IWB (Interactive Whiteboard) activity (LIM)
2. The supporting structure is usually made of long, Use the IWB to show photos of the buildings mentioned
strong beams of a fairly rigid material such as timber and, in the Cultural Note above, then ask the students to
since the mid-19th century, also cast iron or steel. describe them.
3. Because timber lends itself to a great variety of roof E.g.:
shapes. 1. Sidney Opera House: Its curvilinear roof is made
4. The purpose is to insulate against heat and cold, from precast concrete panels covered in tiles to create
noise, dirt and often from the droppings of birds which the perfect and shiny appearance.
frequently choose roofs as nesting places. 2. Olympiapark: Its roof is made from a lightweight
5. The ideal material is slate because it is durable material. It is even possible to walk up the roof.
although quite expensive to install. In areas where clay 3. Beaune: The ornate polychrome roofs were
is easy to find, roofs of terracotta tiles are very common. traditionally shown as a status symbol in the 13th and
Other materials used as roofing are metal sheets, 14th centuries. The current tiles are replicas installed
titanium and steel, rubber and synthetic materials. in the early 1900s.
6. They are expensive to install because they must be 4. Chr ysler Building: The art-deco design of the
fixed with stainless steel or copper nails. Chr ysler Building shows a beautiful roof composed
7. Today they are most commonly used as flashing of seven terraced arches on each side of the top.
around chimneys on domestic roofs, particularly those of The stainless-steel cladding has many triangular
slate. windows.
8. Because the roof is often the least accessible part of
a building for purposes of repair and renewal, while its
damages can have serious effects.
9. The primary task of roofs is to protect the building
from weather risks and to keep out rainwater.
10. Overhanging eaves are commonly employed to
Unit 3 TECHNICAL SYSTEMS
protect the walls from rain. Most roofs have systems
of gutters and drainpipes to remove the rainwater from Page 124
the roof.
a; b; c; d; e: personal answers.
EXTRA ACTIVITY
Page 125
Resources: Rooftop gardens WEAKER STUDENTS
13. underline or highlight the lines in the text where they
1. rigido; 2. durevole; 3. fibroso; 4. grave, 5. adatto; 6. can find the correct information and match them to
essenziale; 7. impermeabile; 8. isolante. the question number.
14.
1. legislation; 2. timber; 3. thatch; 4. gutter; 5. purchaser. 1.
1. A home electrical system includes the incoming power
15. lines, an electric meter, service panels, household wiring,
Personal answers.
electrical boxes, switches and plugs, appliances and
lights.
CULTURAL NOTE 2. A home electrical system may include wiring for home
entertainment, such as cable television, home theatre
Iconic roofs
and audio systems, wiring for home communications,
A roof is a basic part of any building that we rely
such as telephones and the Internet, security systems,
on for security and protection, but roofs of some
and in the most recent houses also wiring for home
famous buildings in the world have become real icons
automation systems.
because of their design or materials used. Here some
3. Electricity arrives at private houses from the local
examples:
utility company by a power line or underground through
1. Sidney Opera House, Australia
a conduit.
2. Olympiapark, Munich, Germany
4. Electricity runs through the hot wires and the neutral
3. Beaune, Burgundy Region, France
one. They give power to conventional 220-volt lights and
4. Chrysler Building. New York City, USA.
appliances.
256

5. The central distribution point for the electrical circuits CULTURAL NOTE
is the main panel. It consists of hot wires that go from the
main panel to a series of lights, plugs and appliances, Alessandro Cruto, the Italian inventor of the
and a neutral wire that returns to the main panel. In incandescent light bulb
addition to the neutral wire, a grounding wire also returns Alessandro Cruto (1847-1908) was an Italian inventor,
to the main panel and, from there, to the earth. born in the village of Piossasco, near Turin, who created
6. The purpose of the grounding wire is to divert electricity the incandescent light bulb. In 1882, he attended the
from any short-circuiting hot wires into the earth, preventing Electricity Expo in Munich (Germany), where he gained
electric shock. fame with his technologically new light globe whose
7. The safety system measures usually include circuit efficiency was better than that of Edison’s light bulb,
breakers to prevent fires, ground fault circuit interrupters also because it produced a white light instead of the
(GFCI) in high-moisture areas such as kitchens and yellowish light of Edison’s globe. He produced the light
bathrooms, smoke alarms and gas detectors. bulbs in his factory in Piossasco and then in Alpignano
8. GFCI stands for Ground-Fault Circuit Interrupter. which was later acquired by Philips in 1927. Cruto
9. Electrical systems are regulated by international and died, almost forgotten by all, in 1908.
local building codes. \
10. Electrical systems must be checked when a house is
finished to ensure all codes have been followed and the EXTRA ACTIVITY
electrical system is safe for the people that live in. Read the information about Alessandro Cruto and tell
the students to take notes according to the guidelines
2. below:
1. d; 2. c; 3. f; 4. a; 5. b; 6. e. • place and year of birth
• Cruto’s invention
4.5 3. • important event in Munich
• kind of light
History of the light bulb
• production of light bulbs
Like any other invention, the light bulb cannot be attributed • commercial acquisition
to one inventor. It was a series of small improvements • 1908.
on the ideas of previous inventors that led to the light Then ask the students to summarise the information
bulbs we use in our homes today. In 1879 in the USA, they got orally.
Thomas Edison obtained a patent: after several months
of tests, Edison and his team of researchers discovered
that carbonized bamboo filaments could burn for more 4.
than 1200 hours. This discovery marked the beginning Personal answers.
of commercially-manufactured light bulbs in 1880 by
the Edison Electric Light Company. In 1910, Edison
discovered that tungsten was an excellent material
Page 127
for light bulb filaments and today tungsten is still the 5.
primary material used in incandescent bulb filaments. 1. climate; 2. ventilation; 3. heat; 4. dust; 5. efficiency;
Modern incandescent bulbs are not energy-efficient – 6. thermostat; 7. pipe.
less than 10% of electrical power supplied to the bulbs
is converted into visible light; the remaining energy is 6.
lost as heat. Today, there are more efficient alternatives 1. The central heating system provides warmth to the
to incandescent light such as fluorescent lamps (also whole interior of a building.
called energy-saving lamps) and light-emitting diode 2. Yes, it can be combined with the ventilation and air-
lamps (known as LED). Lighting companies are making conditioning system.
improvements to both the quality of light and the energy 3. Fossil fuels like gas or oil are usually used in
efficiency while cutting costs. Replacing the old bulbs combustion.
with LEDs is one of the primary factors for saving energy 4. Heat can be distributed by forced-air through ducts, by
and money on home lighting. water circulating through pipes to radiators, or through
pipes under the floor.
1. F (It was a series of small improvements on the ideas 5. Heated air travels through a system of ducts and is
of previous inventors that led to the light bulbs we use expelled through vents into the different rooms in order
in our homes today); 2. T; 3. F (They could burn for more to maintain a particular temperature. Circulating air
than 1200 hours); 4. T; 5. T; 6. F (They are not efficient passes through a filter that helps rid the house of dust
because less than 10% of electrical power supplied to and other particles.
the bulbs is converted into visible light. The remaining 6. The radiators release heat into the rooms.
energy is lost as heat.); 7. T; 8. T. 7. It is about 30° C.
257

8. Geothermal heat pumps can be used to extract heat built in Darmstadt, Germany, in 1990. In September
from the ground. 1996 the Passivhaus Institut was founded in Darmstadt
9. A geothermal system may limit greenhouse gas production to promote and control the standard. To achieve the
since most of the energy for heating is supplied from the Passivhaus standards, a Passive House must have these
environment. basic characteristics:
10. Yes, the heating system may virtually be eliminated if – No heating system. Since a Passive House is mainly
the building design follows low-energy standards such as heated by passive solar energy and then by the heat of
Passive House standards. its inhabitants and electronics and electric appliances,
conventional heating is not necessary.
4.6 7. – Insulation. The walls and the roof are built using a
The Passive House thick layer of insulating material that which is wrapped
continuously around the building, above and below ground.
The term Passive House (Passivhaus in German) Passive solar advantages. By placing more windows with
refers to the rigorous Passivhaus standards for energy southern exposure and fewer with northern exposure.
efficiency in buildings. These standards result in ultra- Passive Houses can play a major role in reducing the
low energy buildings that require little energy for space impact of global warming because they are virtually
heating or cooling. The standards have not only been independent from fossil fuels and can be fully supplied
applied to private houses but several office buildings, with renewable energy. Passive Houses are very
schools and supermarkets have also been constructed comfortable and affordable to live in.
according to them. The first Passivhaus buildings were Not necessary words: green – system.
WEAKER STUDENTS
Survey: heating systems in the area where I live.
Draw the following chart on the blackboard:
Student HCAC Forced-air Water Hydronic Geothermal Others
1.
2.
3.
4.
5.
Students ask one another what kind of heating system is used in their homes. E.g.:
– What kind of heating system is there in your home?
– In my home there is a …………................................................................……
Then a student will summarise all the information.
EXTRA ACTIVITY
TEACHING TIPS
1. Ask the students some personal questions such as: Resources: Air-conditioning system
1. What kind of heating system is there in your flat
or house?
2. Is there a thermostat connected to the heating Page 129
system to control the indoor temperature? Where 8.
is it? a. 3; b. 5; c. 4; d. 6; e. 2; f. 7; g. 1.
3. Is your house or flat heated by a district heating
system? 9.
4. Do you think it can be a good solution for large 1. In those areas of the world where there is a considerable
cities? Why? exposure to the sun.
5. Is there a fireplace or a stove? If so, where is it? 2. It is highly recommended for new sustainable self-
6. Is the place where you live very cold in winter or build houses and office buildings.
does it have a temperate climate? 3. They are the Solar Thermal System and Solar Photovoltaic
(Solar PV) systems.
2. Ask the students to write a short text (about 80/100
4. They are mostly used to heat water and they require a
words) about the heating system of their flat/house
water storage tank at least as big as a conventional boiler.
and in general of the town or area where they live.
258

5. They are very practical and relatively inexpensive. Page 131
6. No, they don’t. They utilise solar or photovoltaic cells.
These are banks of small cells that use semiconductors 12. PET-LIKE ACTIVITY
that react with sunlight. This photovoltaic effect directly 1. F (There are two plumbing systems enabling water to
generates electricity. circulate: hot and cold water distribution and the drain-
7. No, it can be diverted into the system for any immediate waste-vent system – DWV); 2. T; 3. T; 4. F (The sewage
use. system serves a group of buildings or a city); 5. F (They
8. It was introduced with solar-powered calculators more are commonly made of plastic, copper, or galvanized
than thirty years ago. iron.); 6. F (Most kitchens have a fairly simple plumbing
9. Powering of orbiting satellites, the installation of system); 7. T.
roadside emergency phones, powered by a single small
PV panel on British motorways. Systems for charging 13.
personal devices (smartphones, tablets, laptops). 1. It includes hot and cold water supply lines to the
10. The drawbacks are cost and effective storage. faucets; a waste pipe for the sink and, for kitchens with a
gas cooker, a gas supply pipe.
2. Its purpose is to ventilate sewage gases so they do
4.7 10. not accumulate in the house. The vent system also
helps drainpipes maintain the right pressure for proper
What are the pros and cons of solar energy? drainage.
Solar energy has become an incredibly important part of 3. Because the pipes of the DWV system are usually out
the world that we live in because it is a truly renewable of sight, hidden in the walls or beneath the floors.
energy source which means we cannot run out of it. One 4. Domestic hot water is provided by means of a water
of the incredible benefits of solar energy is the capability heater, or through district heating.
to lead power in remote areas that are not necessarily 5. Sinks, showers, bathtubs, washing machines and
connected to a national electrical network. A major example dishwashers usually require hot water.
of this is in space, where satellites are controlled by high 6. A properly designed system will deliver water to the
productivity solar cells. Solar panels do not emit any kind various fixtures, and water-using appliances efficiently
of pollution and may be installed on most roofs. Moreover, and carry away waste water without clogs.
not only will you be saving on the electricity bill, but if you
generate more electricity than you use, the surplus will be 4.8 14.
exported back to the network and you will receive money Aquae Sulis
credits for that amount. The most significant disadvantage
of solar energy is that the costs of installation of solar Plumbing technology flourished during the Roman
panels on your home and energy storage systems are Empire. Rome spread this plumbing knowledge and
still high. If there is air pollution in your area already, it technology to many conquered lands. It was the
could cause some problems for you. Pollution levels can Romans’ engineering genius that enabled them to erect
influence solar cells’ effectiveness. There is nothing that great public baths (called Thermae) which were places
is completely risk-free in the energy world, but solar power in the Roman cities in which to relax, gossip and make
compares very favourably with all other technologies contacts. At the summit of its power, the Roman Empire
had conquered most of Europe, including a large part of
1. T; 2. T; 3. F (A major example of this is in space, Britain. The combination of the Romans’ engineering skill
where satellites are controlled by high productivity solar and the sacred waters of Sulis (located in the modern
cells); 4. T; 5. F (If you generate more electricity than you town of Bath) meant that by 100 AD, the Aquae Sulis
use, the surplus will be exported back to the network and had become a busy leisure, religious and social centre.
you will receive money credits for that amount); 6. F (The The site, dedicated to the goddess Sulis, was already
most significant disadvantage of solar energy is that the revered by the Celts – who inhabited the area before
costs of installation of solar panels on your home and the Romans – because its hot springs provided natural
energy storage systems are still high); 7. T; 8. T. rejuvenating properties. The Aquae Sulis represents the
blending of both the Roman religion and culture with the
11. SCUOLA-LAVORO religion and culture of the Celts. Sulis, a goddess of
water, healing and fertility, was fused with Miner va, the
Personal answers.
Roman goddess of wisdom, battle strategy and in some
accounts, health as well.
EXTRA ACTIVITY
1. Fields of excellence of the Romans: plumbing technology.
2. Spreading of plumbing knowledge and technology:
Resources:
many conquered lands.
New solar technologies: CSP (Concentrated Solar Power)
3. Places of relax, gossips and contacts in the Roman
to produce electricity
cities: great public baths called Thermae.
259

4. Sacred waters located in the modern town of Bath: the smart surveillance, safer and automated transportation,
Aquae Sulis. smarter energy management systems and environmental
5. Ancient population who lived in that area: the Celts. monitoring are all application of IoT for Smart Cities.
6. Reason why that site was revered before the Romans’
arrival: its hot springs provided natural rejuvenating WEAKER STUDENTS
properties.
7. The name of the goddess of water, healing and fertility Tell the students to underline or highlight the lines in
for the Celts: Sulis. the text where they can find the correct information
8. Roman goddess of wisdom, battle strategy and health: and match them to the question number. Focus
Minerva. attention on the technical vocabulary in bold and tell
the students to copy the words in their exercise books
15. with the correct Italian translation.
1. 2. 4. 5.: personal answers.
3. Suggested answer. You can find water in many parts
of the earth: in the oceans and seas, rivers and lakes, 17.
ponds, etc. It covers three quarters of the planet’s 1. c; 2. g; 3. a; 4. e; 5. h; 6. b; 7. f; 8. d.
surface and it is used for many things. In fact, it is
• essential for human life 18.
• vital to plant life Personal answers.
• used to irrigate crops
• required to prepare food EXTRA ACTIVITY
• necessary for personal hygiene, household and work
• needed in industrial processes.
Resources: The Smart City
Page 133
16. FURTHER RESOURCES
1. Home Automation is the application of “intelligent”  Housing (see also Further Material, pp. 300-301)
technology to make a home more comfortable and  Social Housing
convenient.
2. Domotics blends Latin word domus (meaning “house”) VIDEO UK Housing Crisis: 1.7 million families homeless
with robotics.
3. Another term is Smart House, used since the beginning
of 2000s.
4. Home automation gives you access to control devices
in your home from a computer, a mobile phone or a tablet
Unit 4 BUILDING RENOVATION AND RESTORATION
anywhere in the world.
5. The term Home Automation includes programmable Page 134
devices, like thermostats and sprinkler systems, and a; b; d; e: personal answers
everything – from lights to heating and cooling systems c. Asbestos fibres are easily inhaled and can cause a lung
– which is hooked up to a remotely controllable network. disease. These can lead to reduced respiratory function
6. From a home security perspective, a Home Automation and death. Long-term inhalation of asbestos fibres
system includes the alarm system, and all the doors, increases the risk of lung cancer and mesothelioma.
windows, locks, smoke detectors, surveillance cameras
and any other sensors that are linked to it.
7. The main components of a home automation system Page 135
include a computer (or computers) with the appropriate
programming, the various devices and systems to be 1.
controlled, interconnecting cables or wireless links, 1. sprinkler; 2. addition; 3. masonry; 4. windowsill; 5.
a high-speed Internet connection, and an emergency carpet; 6. insulation.7. asbestos; 8. retrofitting
backup power source for the computer and the essential
home system.
2. SCUOLA-LAVORO
8. Because the systems are becoming less expensive Suggested answers.
and easier to use. 1. Remove the old flooring material and replace it with a
9. It is the concept of connecting any device with an on- new ceramic tile flooring.
and-off switch to the Internet, including everything from 2. Repair the plumbing system.
mobile phones, coffee makers, washing machines, lamps 3. Turn the basement into a recreational room and the
and almost anything else you can think of. attic into an extra bedroom.
10. Smart bins that signal when they need to be emptied, 4. Install an alarm system and replace the old door with
260

a security door. 6. There may be risks of fire, leakage, explosion and
5. Call licensed asbestos removal professionals and dripping.
require a proper removal of the dangerous material. 7. Because damp accelerates the process of decay.
6. Call a seismic engineer for a seismic retrofitting of the 8. Techniques of waterproofing wet walls include the
building. insertion of high-capillary tubes in order to expel damp
or injection of waterproofing solutions inside the walls.
3. SCUOLA-LAVORO 9. Decay of a roof structure and of the roofing materials.
Personal answer. 10. Historical buildings can be preserved with a careful
attention to their needs.
5.
TEACHING TIP 1. cleaning; 2. damage; 3. sensitive; 4. essential;
Ask the students some personal questions about 5. measurement; 6. heritage 7. current, 8. damp; 9.
renovation work in their home. E.g.: defence; 10. spread.
1. When did the renovation work take place?
2. What part of the house or flat did it include?
6. Suggested answer.
Building restoration refers to the action of recovering the
3. Were the technical systems affected by the
state of a historic building, as it appeared at a particular
renovation?
period in its history, while protecting its heritage value.
4. Was the roof repaired or replaced with a new one?
There are three main types of restoration: cleaning,
5. Was there any dangerous material which was
repairing and rebuilding. The first step is the assessment
removed?
of the building history followed by a careful and accurate
6. Did your house undergo a seismic assessment?
survey with electronic devices. After that, the structural
stability and the technical services must be examined.
An architect will prepare a conservation plan according to
EXTRA ACTIVITY the budget. The first aim is to consolidate the building’s
Tell the students to surf the website of “Istituto Nazionale stability and its structural elements, then the next action
di Geofisica e Vulcanologia” (www.ingv.it) and download is to fight damp in the roof and inside the walls by
the seismic map of Italy. Ask them to write a short text waterproofing them with special materials and devices.
about this topic. A sensitive awareness of the needs of the building, with
Sample answer: Italy is situated at the meeting point regular attention to them, will extend its life and promote
of the Eurasian Plate and the African Plate, leading to its long enjoyment.
considerable seismic and volcanic activity. However,
the kind of seismic activity leading to earthquakes Page 138
is rare in the Alps and the Po Valley; it is rare but
occasionally strong in the Alpine foothills; and it may 4.9 7.
be catastrophic in the central and southern Apennines
and in Sicily. Architecture conservation
In 1877, the pioneers of the conservation movement,

(1) led by the English artist and writer William Morris,
Page 137 founded the Society for the Protection of Ancient Buildings
(SPAB). The movement gathered force and, (2) in the
4. 20th century, groups of people devoted their efforts to
1. A building restoration may require cleaning if the
architectural conservation all over the world. Today,
building has suffered from smoke pollution or acid rain,
UNESCO has given (3) the conservation movement a
major repairs if it is in general bad conditions and even
powerful international energy and many historical sites
rebuilding to replace some of its seriously damaged or
and buildings around the world have been declared World
missing parts.
Heritage Sites. In all conservation of architecture, (4) the
2. “Adaptive reuse” is the construction of a new building
first effective step is to decide and define what buildings
inside an old one where only the external walls have been
or sites are worthy of protection. For most countries,
preserved.
this has involved (5) a systematic process of inventory
3. Because it can help understand its features and
and survey. In Great Britain, for example, the Royal
problems.
Commission on Historical Monuments (RCHM) was set
4. It can be carried through photogrammetry and stereo-
up in 1908, and the Civic Amenities Act of 1967 enabled
photogrammetry.
(6) local planning authorities to define special areas for
5. The surveyors may observe the stability over a period
“conservation and enhancement”. In the United States,
by measurements with plumb bobs or by simple marking
the Historic American Buildings Survey (HABS 1933) was
devices set across a crack, or by electronic measuring
designed to collect a national archive of historic American
devices.
261

architecture. (7) Another variant on public ownership Tower, the Great Galler y, the Church of St. Hubert, the
may be found in acquisition by a private body, such as Orangerie, the Stables of Juvarra, the Galler y of Alfieri and
the National Trust in Great Britain, founded in 1895. The a part of the Alfieri Stables – were all in the restoration
Trust receives (8) no direct government subsidy and plan. In order to avoid the risk of collapse, restoration
relies upon careful economic management. In Italy, the FAI was completed for (3) 24,000 m2 of roofing and static
(Fondo Ambiente Italiano) (9) operates in a similar way: restoration for about (4) 120,000 m3, including the
supporting a culture respectful of natural landscape, art, rebuilding of lofts, walls, plaster, fixtures and technical
history and Italian traditions. Since 1975, it has restored installations. In the meantime, floor heating in the Great
and opened to the public important historical buildings Galler y and heating convectors in the west Pavillon of
and nature reserves (10) of amazing beauty. Garove were installed, as well as the sewer system
in the whole complex. The restoration of the Venaria
1. c; 2. h; 3. a; 4. e; 5. g; 6. j; 7. b; 8. i; 9. f; 10. d. complex is the largest heritage conser vation work
ever undertaken in Europe. Frescoes, decorations and
8. SCUOLA-LAVORO important archaeological findings were brought to light
Open answers. using experimental restoration techniques and working
methods (5). 100,000 m2 of overall sur face restored,
(6) 9,500 m2 of stuccowork, (7) 1,000 m2 of frescoes,
Page 140 (8) 50 hectares of gardens open to the public and (9)
11 million litres of water in the Great Fishpond, show its
9. greatness and its outstanding suggestiveness.
YEAR HISTORICAL EVENT
1. 80,000; 2. 480,000; 3. 24,000; 4. 120,000; 5. 100,000;
1650s Duke Carlo Emanuele II of Savoy 6. 9,500; 7. 1,000; 8. 50; 9. 11.
decided to build a residence of
“pleasure and hunting”.
1659-1675 Court Architect Amedeo di EXTRA ACTIVITIES
Castellamonte worked on the palace.
1. Tell the students to revise the text on page 139
1693 The French troops destroyed some silently, then tell them to close the book and ask
parts of the palace. them some questions (write the questions on the
1699-1713 Architect Michelangelo Garove blackboard for weaker students). E.g.:
redesigned the whole complex. 1. Who decided to build the Venaria complex and why?
2. What was the reason for the choice of the place for
1716-1722 Filippo Juvarra transformed the palace the building of Venaria Palace?
according to the baroque style. 3. Who transformed the palace into a baroque
2nd half of Benedetto Alfieri was charged to masterpiece?
18th century continue the work. 4. What action was carried out in order to avoid
collapse?
1820 The palace was converted into military
5. What did experimental techniques bring to light?
barracks.
1950 The palace was abandoned. KEY
1960 Care of the Head of the Environmental 1. At the end of the 1650s the Duke Carlo Emanuele
and Architectural Service of Piedmont. II of Savoy decided to build a residence of “pleasure
and hunting” for the court. The residence completed
1999 Beginning of the global restoration.
the “crown of delights”, a ring of stately houses and
Today Museums, cultural centres, and palaces around Turin.
exhibition spaces. 2. The choice of the place was determined by
environmental qualities, it was an area rich of water,
forests and game.
10. 3. Architect Filippo Juvarra worked there from 1717
1. stable; 2. barracks; 3. court; 4. masterpiece; 5. vandalism; to 1722. He built the Great Gallery, the Church of St.
6. troop; 7. axis: 8. degradation. Hubert, the Orangerie and the Stables.
4. Restoration was completed for 24,000 m2 of roofing
4.10 11. and static restoration for about 120,000 m3. Lofts,
walls, plaster, fixtures and technical installations were
Royal Venaria totally rebuilt.
5. Frescoes, decorations and important archaeological
Royal Venaria has a sur face area of about (1) 80,000
findings were brought to light using experimental
m2 and a volume of about (2) 480,000 m3. The main
restoration techniques and working methods.
parts of the building – the Galler y of Diana, the Alfieri
262

2. The texts about the Royal Castle of Venaria (p. TEACHING TIP
139-140) contain about 550 words altogether. Tell
IWB (Interactive Whiteboard) activity (LIM)
the students to summarize them in no more than 250
Use the IWB to show photos or videos of the building
words by eliminating the non-essential words.
mentioned in the Cultural Note above, then ask the
Sample answer. students to find information about:
The Royal Castle of Venaria was built in the second 1. Parts of the building which were objects of
half of the 17th centur y as a “pleasure and hunting restoration work
residence” by the Duke Carlo Emanuele II of Savoy, 2. Costs
who wished to complete the “Crown of Delight”, 3. Instruments used for measurements
a ring of imposing and beautiful residences
around Turin. Four cour t architects worked at the
KEY
construction of the residence. The first was Amedeo
1. All the façades of the monumental complex were
di Castellamonte, who worked from 1659 to 1675.
checked and repaired, for a total surface area of
He designed the village, the Royal Castle and the
74,000 square metres.
gardens. At the end of the 17th centur y, the French
2. A full cost of €15 million was paid with EU funding.
troops destroyed par t of the building so a restoration
3. Detailed measurements were made using modern
was necessar y. The works were entrusted to
technologies like laser scanners and geo-radars.
Michelangelo Garove who redesigned the whole
complex. But the architect who transformed the
Royal Castle into a Baroque masterpiece was Filippo BRICKS & MORTAR
Juvarra. The works from 1717 to 1722 included
the Galler y of Diana, the Church of St. Huber t, • VOCABULARY
the Orangerie and the Stables. Some works were Page 142
made again in the second half of the 18th centur y
by Benedetto Alfieri, thereafter the complex was 1. walls, foundations, roof
transformed into militar y barracks and adapted
2. straight. spiral, half landing
for this use until 1950. Then the complex was
abandoned and fell in a state of mean degradation. 3. geothermal, hydronic, solar
After years of vandalism, a huge restoration work of
the complex began in 1999. The complex under went
a global restoration work which included the main Page 143
structural par ts, the roof, walls, floors, frescoes, 4. 1. site plan; 2. building permit; 3. rendering; 4. design;
decorations; all the technical installations and 5. foundations; 6. utility company.
even the gardens were reconstructed. The Venaria
complex was declared World Heritage Site in 1999 5. 1. f: 2. a; 3. e; 4. b; 5. d; 6. c.
and now is a famous tourist destination.
6. HOUSE PUZZLE
1
D
2
G I
EXTRA ACTIVITY 3 4
E T S C
Surf the EDISCO website → NEW LANDSCAPES Online O I T L
Resources: Filippo Juvarra 5 8
T S O L A R E E
H L E I A L
E A S C N E
CULTURAL NOTE 7 8
R T S T A I R C A S E
Restoration of the Royal Palace of Caserta M E H N T E
The Royal Palace of Caser ta, a historic residence A E G R T
which belonged to the royal family of the Bourbons 9 10
F L O O R P L A N I T
of Naples, was declared World Heritage by UNESCO
in 1997. Today, it is one of the most impor tant and A T C L
popular Italian cultural sites. The vast conser vation S I I E
restoration project lasted two and a half years and S G T M
was carried out by specialised Italian firms under 11
P L U M B I N G Y E
the direction of the Archaeology, Fine ar ts and
Landscape Authority for the Provinces of Caser ta V N
12
and Benevento. C O N C R E T E T
263

• GRAMMAR Light Company in 1883 and chairman of twenty-one
Page 145 companies by the turn of the twentieth century. Pellatt built
the first hydro-generating plant at Niagara Falls. By 1911,
1. he had accumulated about $17 million so he decided
Present Simple The house is built by a local firm. to build his residence “Casa Loma”, a Gothic Revival
Past Simple The house was built by a local firm. style house and gardens in Toronto. It was designed by
famous architect E.J. Lennox and constructed between
Future The house will be built by a local firm.
1911 and 1914. Three hundred men were employed
Present The house is being built by a local to complete the house. It took $3.5 million to build the
Continuous firm. home, which was bigger than any home in North America
Past The house was being built by a local at the time of its completion. Pellatt collected artworks
Continuous firm. from around the world to decorate Casa Loma. Large
Present Perfect The house has been built by a local firm. rooms accommodated the Pellatt’s busy social calendar
and magnificent parties. Casa Loma’s outstanding
Past Perfect The house had been built by a local firm. features include 98 rooms, a 1,800-bottle wine cellar,
Present The house would be built by a local a 10,000 volume library and a 240 m. underground
Conditional firm. tunnel system that leads to its stables. Unfortunately,
Sir Henry Pellatt made some bad financial decisions, and
2. rapidly was ruined by debts and finally he had to declare
1. All the information on materials required for the house bankruptcy. The house was abandoned in 1924 and Henry
renovation are provided by the architect’s drawings. Pellatt moved to his country home. After Pellatt left, Casa
2. The entire building life-cycle is explained by BIM data. Loma became a popular night-club and, for several years
3. Different materials are used to build walls. after that, it remained empty. In 1937, the City of Toronto
4. A staircase is divided into two parts by the landing. purchased the property. Then a private trust of volunteers
5. Wiring for home entertainment and home automation continued to operate it and continue to do so today. Casa
are included in electrical systems. Loma is a superb museum, an unforgettable landmark and
6. The Passivhaus Institute was founded in Darmstadt in one of the largest private residential buildings in Canada.
September 1996.
7. Used water is carried away by the drain-waste-vent system. 1.T; 2. F (21 companies); 3.T; 4.T; 5.F (It was built
8. a) The drawings were given to the specialised workers by famous architect E.J. Lennox); 6. T; 7. T; 8. F (Sir
by the architect. Henry Pellatt made some bad financial decisions, and
b) The specialized workers were given the drawings by rapidly was ruined by debts and finally he had to declare
the architect. bankruptcy). 9. T; 10. F (A private trust of volunteers
3. operates Casa Loma).
1. When designing a staircase, they must follow strict
safety rules.
2.
1. 300; 2. 3.5; 3. artworks; 4. 98, 1,800,10,000; 5. tunnel,
2. They will obtain a “building permit” by the appropriate
authorities. 260 m.; 6. 1924; 7. nightclub; 8. City of Toronto; 9. museum,
3. Expert architects, product designers, engineers and landmark; 10. residential.
environmental design researchers have established the
principles of Universal Design.
• SPEAKING
4. They produce tiles of many shapes and colours
commercially. Page 147
5. They must check the installations when the home is
finished. 1. Sample answer
6. Solar panels trap the sun rays. A: Hello, …. speaking, can I help you?
7. They must remove asbestos from that building. B: Hello, my name is ……. I’d like to have some
8. The Internet of Things applications improve the information about the Government grants for energy
comfort of our lives. saving, please. I’ve read something in the Net, but I need
precise information.
SCAFFOLDING A: Yes, of course. Well, it is very easy to get a grant
• LISTENING if there are the right conditions. What would you like to
know precisely?
Page 146
B: I’m going to renovate my house so I’d like to get
4.11 1. information about the roof first.
Casa Loma, Toronto A: If you install an insulation layer, you can get 100% of
the cost back if you are on benefits and 50% if you are
Sir Henry Pellatt was the founder of the Toronto Electric not.
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B: Ok… and what about the installation of PV tiles or FINISHING TOUCHES
solar panels?
Page 149
A: You can get up to £ 3,000 towards PV and £ 800 for
solar panel installation and both types of panel can help THE MONEY PIT
you to cut utility bill in the long run. WHY THIS FILM IN THIS MODULE?
B: Oh, quite interesting! One more thing, please. How Home renovation is always a courageous challenge, but
much could I get if I install a new boiler? the protagonists of the film The Money Pit cannot realize
A: If you are on benefits or over 70, you can get up to the difficulties that they will have to face when they decide
£ 2,800 towards a new boiler. Besides, with an efficient to buy a luxury villa in a state of total decay. The Money
boiler you can reduce energy bills by as much as a third. Pit is a comedy about a house haunted not by ghosts but
I must tell you that to get some or all the benefits, you by dry rot, defective wiring and pipes, faulty doors and
have to fill in some papers. wobbly stairs. The humour consists of Walter and Anne
B: Can I do it via Internet? getting hurt in a variety of elaborate ways during their
A: The procedure is partially on-line, but you have to send hellish home renovation and the funny workers who are in
charge of carrying out the renovation work, but the happy
parts of the documents to the office in London.
ending is guaranteed.
B: Thank you for the accurate information. Goodbye.
A: You’re welcome, bye-bye.
CULTURAL NOTE
The Money Pit is a 1986 American comedy film directed

Page 148 by Richard Benjamin starring Tom Hanks and Shelley
• WRITING Long as a couple who attempt to renovate a recently
purchased house. It was filmed in New York City and
1. FCE-LIKE ACTIVITY was co-executive produced by Steven Spielberg.
Sample answer
Dear Mr Anderson,
I think I have the house for you! It’s a nice single- BEFORE VIEWING ACTIVITIES
family detached house in Brighton. It’s not in the city
center but just up the hill. It’s quite new since it was 1.
1. Personal answer. 2. Personal answer. 3. Personal answer.
built only fifteen years ago. Now the owner is moving
with his family to San Francisco for business reasons
and he has decided to sell the house. The house has FILM CLIP
6 rooms plus 2 bathrooms and a toilet. The kitchen is (1) on your face?; (2) in the bedroom; (3) two hands; (4)
on the ground floor with the dining room, a large sitting was turn on; (5) doesn’t sound good; (6) I don’t know;
room, a toilet and a closet with space for the washing (7) plumbing’s not perfect; (8) an old house; (9) little
machine and the heating furnace. On the first floor there imagination; (10) I’ve never been; (11) more positive;
are two bedrooms, two bathrooms and a study room. (12) What was that?
The house has a floor heating system, the windows
are double glazing, and there is a large bay window in
1. Watch the film scene again and answer the following
the sitting room. The electrical system was renovated
questions.
when the owner bought the house. It also includes home
1. What parts of the house can be seen in the scene?
automation systems to a remote control security system,
2. What is overflowing from the bathtub faucet?
garden watering system and heating system. The owner
3. What different attitude do Richard and Anne have
would also include the kitchen furniture in the price. It’s
about the house?
a fitted kitchen with an integrated cooker with oven and 4. If you were Richard, what would you do?
integrated fridge, a stainless steel sink and there is also 5. If you were Anne, what would you do?
space for the washing machine and the tumble dr yer. 6. Do you think that Walter will be able to repair the
Outside the house there is a large garage which can house without any help?
house two cars and a beautiful garden that surrounds 7. Have you ever dealt with never-ending renovation work
the house. Well, what about the price? It’s 380,000 £. that drives you crazy?
I know it is rather expensive, but it’s a bargain! I’m not
sure of being able to find such a beautiful new house as
Key to ex. 1:
this one again. Have a look at the attachment with the
1. The scene is in the interior of the house. You can see a
house plans. large hall with a stairway going upstairs. On the first floor
We can arrange an appointment with the owner to visit it. there is a landing and a corridor leading to the bedroom
Please, let me know as soon as possible if you are and the bathroom.
interested. 2. A revolting substance similar to mud is overflowing
All the best, ………...................……. from the bathtub faucet.
265

3. Richard is positive and optimistic, Anne is rather 2.
scared and worried. Suggested answers.
4. Personal answer.
1. It’s a landscape.
5. Personal answer.
6. Personal answer. 2. In the foreground there is the railroad.
7. Personal answer. 3. The centre of interest of the painting is the house.
4. There is no other element.
5. The light comes from the left side of the house.
BUILDING HIGHER
6. It might be morning.
Page 151 7. It’s a two-floor house with an attic. In the front there is
1. a large entrance with a porch enclosed by columns. Over
the entrance, there’s a terrace and a high bay window.
EVENT The roof is quite steep and four big dormer windows are
Place and date of Nyack, New York State, 22 July visible and there is a chimney on the top of the roof.
birth 1882 8. The artist uses brown and yellow for the railroad; grey,
Family social class middle class, his father owned a white and light blue for the house. He tones down the sky
grocery from a bright pale yellow on the bottom left corner to a
more intense light blue in the top right corner.
1899 already decided to become an 9. Personal answer. (See Cultural Note below.)
artist 10. Personal answer.
School career New York School of Illustrating,
New York School of Art CULTURAL NOTE
Europe Paris, London, Amsterdam,
Brussels, Spain, France Edward Hopper’s The House by the Railroad inspired
a few films, among which Psycho (1960) by Alfred
Back to New York Greenwich Village, married Jo
Hitchcock, starring Anthony Perkins and Janet Leigh,
Nivison
and Days of Heaven (1978) by Terrence Malick, starring
1925 “The House by the Railroad” Richard Gere and Brooke Adams. This painting suggests
a feeling of individual loneliness and imprisonment, and
Favorite subjects streets, gas stations, theatres,
urban alienation. There are no people in the painting,
bridges, railroads and lighthouses
and no evidence of other houses nearby.
Painting techniques oil and water colors
Typical features of strangely empty, sense of
his paintings loneliness, feeling of great
space and warm sunlight
“GAS” some elements that anticipate
Pop Art
1967 Hopper died almost forgotten
266

Module 5 PUBLIC WORKS
FOUNDATIONS TEACHING TIP

Tell the students to draw a diagram in their exercise
Unit 1 ROADS AND PUBLIC TRANSPORTS books summarising the steps of road building:
1. Planning: environmental impact, cost, availability of
Page 154 materials and safety.
2. Earthworks: earth-moving machines (bulldozers- graders)
1. Personal answer. 2. Personal answer. 3. Personal 3. Foundation – drain and storm sewers
answer. 4. Paving: asphalt, concrete, bitumen
5. Maintenance.
Page 155
2.
1. 1. Planning is the first step in building a road.
1. Engineers, sur veyors and construction experts 2. Earth-moving machines used in road construction are
study what type of road is the best for a certain area bulldozers and graders.
depending on the amount and type of traffic the road will 3. At an early stage of construction, drains and storm
sewers are usually installed.
be likely to support. The land sur veys are carried out to
4. When the road is finished, it must be inspected.
determine the cur vature, the gradient and the itinerar y
5. If road defects are not repaired promptly, the entire
of the road. road section may fail completely.
2. Other factors that can be considered are: the
environmental impact, cost, availability of materials and Page 156
safety and how the new road will affect the community
and business.
3. The next step is the road project approval from local 1. C; 2. A; 3. C; 4. B; 5. A; 6. B
or government authorities according to the investment
Page 157
and the budget allocated for the implementation of the
infrastructure.
5.1 4.
Route 66 lyrics
4. The term “earthwork” includes important works done
(1) west; (2) highway: (3) Chicago; (4) miles; (5) go; (6) forget;
with huge earth-moving machines in order to create a (7) make; (8) Saint; (9) pretty; (10) New; (11) tip; (12) trip.
solid foundation for the road and a level surface that will
support the road. 5. SCUOLA-LAVORO
5. Drain and storm sewers help the rain drain away from Personal answer.
the road surface and make it easier for vehicles to travel EXTRA ACTIVITY
in storms.
6. A road can be paved with asphalt or concrete. Surf the EDISCO website → NEW LANDSCAPES Online
7. Asphalt uses an oil-based substance called bitumen Resources: A brief history of roads
to make sand and crushed rock stick together like glue.
8. The asphalt is heated to about 150 °C and then CULTURAL NOTE
transported to the construction site, where workers
The longest roads in the world
spread and compact it onto the foundation already in
3rd ) Trans-Siberian Highway (Russia)
place.
It stretches from St. Petersburg to Vladivostok in
9. Concrete uses sand and crushed rock, held together Siberia for a total of 11,000 km.
with cement. 2nd ) Highway 1 (Australia)
10. Because without regular maintenance, roads can It covers 14,500 km and touches all the existing states
rapidly fall into bad condition. in Australia. It carries more than a million people a day.
1st ) Pan American Highway (North – South America)
WEAKER STUDENTS It connects more than 20 countries in the Americas.
The highway project, conceived in 1923, stretched from
READING COMPREHENSION. Tell the students to Edmonton in Canada to Buenos Ayres in Argentina.
underline or highlight the lines in the text where they The current extension includes a network of roads
can find the correct information and match them to stretching from Prudhoe Bay, Alaska, to Ushuaia,
the question number. Argentina, a distance of around 48,000 kilometres.
267

EXTRA ACTIVITY
2. The other factors are the distance to be spanned and
Tell the students to find detailed information in English the types of materials available, before determining the
on the Internet about the roads mentioned in the size and the shape.
cultural note and invite them to report to the class. 3. The primary materials used for bridges have always
been wood, stone, iron and concrete.
4. Bridge construction engineering began evolving with
Page 160
industrially-produced iron, such as cast iron and wrought
6. iron.
1. The basic principles in present-day bridge building are 5. Today structural steel and reinforced concrete are the
the pier, the truss and the arch. building materials used in bridge building.
7.
YEAR OF
TYPE OF BRIDGE NAME OF THE BRIDGE LOCATION LENGTH
CONSTRUCTION
1. Cable-stayed Øresund Denmark-Sweden 7.8 km 2000
2. Swinging drawbridge Ponte Girevole Taranto 89.9 m 1887
3. Suspension Verazzano - Narrows New York Harbour 1,298 m 1937
4. Bascule Tower of London London 244 m 1894
5. Cantilever Forth Bridge Scotland 2 spans, each 521 m 1890
6. Suspension Golden Gate San Francisco 1280 m 1937
7. Lift bridge Jacques Chaban-Delmas Bordeaux - France 110 m 2013
8. Pedestrian Ponte della Costituzione Venice 94 m 2008
9. Arch Stari Most Mostar 30 m 2004
5.2 8. PET-LIKE ACTIVITY
The Wobbly Bridge 5. Characteristics of Tall supporting columns

the winning project
The 325 m long London Millennium Footbridge, opened
on June 10th 2000, links the Tate Modern with the 6. Number of people 5,000
City of London and St Paul’s Cathedral. In 1996, for to support
the future Millennium celebrations, an international 7. Cause of the thousands of people
architectural ‘Bridge Building Competition’ was held in swaying sideways crossing the bridge at the
conjunction with the Royal Institute of British Architects. same time
The winning project made provision for the use of tall
8. End of closure 2002
supporting columns enabling the bridge to be low and
elegant. Although the bridge is designed to support up to 9. Solution of the installation of shock
5,000 people, initial problems were caused when it first problem absorbers
opened when thousands crossed together and set up 10. Nickname of the Wobbly Bridge
vibrations which resulted in the bridge swaying sideways. bridge
It was closed until 2002 while shock absorbers were
installed which prevented the movement, but the bridge
is still also affectionately known as the “Wobbly Bridge”.
Page 161
1. Length 320 m. 9. PET-LIKE ACTIVITY
2. Date of opening 10 June 2000
th 1. F (Constructing a tunnel is one of the most complex
works in the field of civil engineering); 2. T; 3. T; 4. F
3. Location London, linking Tate Modern
(The Eurotunnel under the Channel links France and
with the City of London
Great Britain); 5. F (The basic geometry of the tunnel is a
and St Paul’s Cathedral.
continuous arch); 6. T.
4. Year of the 1996
architectural bridge 10. SCUOLA-LAVORO
building competition Personal answer.
268

9. Vertical transportation can be implemented with lifts
TEACHING TIP and escalators.
IWB (Interactive Whiteboard) activity (LIM) 10. Elevator or ramp access to all platforms, matching
Use the IWB to watch the videos: platform height to train floors, accessible toilets, audible
•Tacoma bridge collapse
 station announcements and safety measures such as
https://www.youtube.com/watch?v=XggxeuFDaDU tactile marking of platform edges are all mandatory
•The longest tunnel in the world
 devices for people with disabilities.
https://www.youtube.com/watch?v=QaTN_R1b00I
12.
1. Island platform
EXTRA ACTIVITY 2. Terminus station
3. Junction station
Resources: The Golden Gate Bridge, San Francisco. 5.3 13.
Grand Central Terminal
FURTHER RESOURCES 1. current; 2. 1913; 3. many; 4. ground; 5. rushing; 6.

 Stresses on big structures catch; 7. will; 8. clock; 9. out of; 10. time; 11. late; 12.
 Bridges station; 13. huge; 14. rail; 15. spy.
VIDEO “The Brooklyn Bridge” 14. SCUOLA-LAVORO

Personal answer.
Page 163 EXTRA ACTIVITY
WEAKER STUDENTS Surf the EDISCO website → NEW LANDSCAPES Online

Resources: The Industrial Revolution and the birth of
Verify that the students know the meaning of the the railaway in England.
words LIFT – ESCALATOR – RESTROOMS. Then ask
these simple questions:
1. Where do you generally use a lift? CULTURAL NOTE
2. Where can you usually use an escalator?
The first railway line in Italy
3. What is meant by “restrooms”? Do you know any
The Napoli-Portici was the first Italian railway line. It
synonyms?
was built by the French Company Bayard and opened
in 1839. It now forms part of the Naples-Salerno line.
11. The construction included 33 bridges and work also
1. A railway station is a place where trains stop to collect continued to take the lines as far as Nocera. While it
and leave passengers. is clear that such a short line could not have a great
2. It should be well designed, pleasing to the eye, impact on trade and commerce, the line proved to
comfortable and convenient for the passengers as well be very popular. 58,000 people travelled in the first
as efficient for people who work there. month and extra locomotives had to be ordered from
3. A railway station may be on one level, in tunnels or on England with drivers and engineers.
different levels.
4. Ticket counters and/or automated machines where
tickets are sold, waiting rooms and benches, information Page 165
centres, car rental offices, restrooms are all necessary
facilities in a large railway station.
5. Platforms, restrooms, lifts and escalators and the 1. T; 2. T; 3. F (Police and fire squads protect life and
problem of accessibility need special attention when property); 4. T; 5. F (Airports must be constructed at a
designing a railway station. sufficient distance from residential areas in order to
6. In the UK, platforms are built to the height of the train floor. avoid noise pollution); 6. F (The International Civil Aviation
7. In other countries, stations are designed on the basis Organisation (ICAO) establishes a set of internationally
that the passengers step up into the train from a low-level accepted standards for airport designing and construction).
platform.
8. Because passengers expect to be provided with these 16.
facilities and complain when they are not. On the other 1. An airport consists of buildings and runways for
hand, public toilets are regularly vandalised in many airplanes.
countries and railway administrations have to pay a lot of 2. Waste removal staffs collect trash from airport
money to maintain and repair them. facilities and airplanes.
269

3. Food and drinks are provided by catering operators.
4. A terminal building is usually connected to highways, CULTURAL NOTE
train stations, bus bays or parking facilities. London’s airports
5. Passengers can find airline ticket counters, check-in The metropolitan area of London is served by
desks, boarding gates, security inspection devices and six international airports (London City, Heathrow,
some ancillary services such as cafes, restaurants and Gatwick, Stansted, Luton, Southend). Together, they
duty-free shops. make the busiest airport system in the world by
6. Because traffic control towers provide pilots with passenger numbers and the second busiest by aircraft
direction through landings and take-offs. movements. In 2011, the six airports handled a total
7. The ideal location needs ample space, endless flat of 133,709,327 passengers. The London airports
ground, favourable winds, great visibility and sufficient handle 60% of all the United Kingdom’s air traffic and
distance from residential areas in order to avoid noise serve a total of 14 domestic destinations and 396
pollution. international destinations.
8. In designing an airport, engineers must follow
construction standards which include airfield pavement;
airport lighting, signs and other visual aids, safety during
construction, surveying and GIS data, de-icing systems,
and other services such as bird radar and foreign object Unit 2 EDUCATION, CULTURE AND ENTERTAINMENT
detection systems.
Page 166
WEAKER STUDENTS
a. Personal answer. b. Personal answer. c. Personal answer.
Tell the students to underline or highlight the lines in
the text where they can find the correct information Page 167
and match them to the question number. Focus
1.
attention on the technical vocabulary in bold and tell
1. piacevole; 2. ampiamente; 3. risultato scolastico; 4.
the students to copy the words in their exercise books
sfida; 5. reputazione, fama; 6. preside.
with the correct Italian equivalent.
5.4 17. 1. F (A pleasing school environment may improve the
learners’ performance); 2. T; 3. T; 4. F (1855); 5. T; 6.
Osaka Kansai Airport
F (School architecture is very similar in most countries in
1. Kansai airport is located on an artificial, specially-built the western world); 7. T; 8. F (Internal semi-permanent
island in the Bay of Osaka. walls can be moved giving the space greater flexibility).
2. It was designed by the Italian architect Renzo Piano.
3. The terminal is 1.7 km long, with 42 boarding gates 3.
and can handle 100,000 passengers a day. 1. Bedales School is an independent school in Hampshire,
4. Its long and light structure was designed to withstand England.
the violent earthquakes that often affect this region of 2. It was founded in 1893.
Japan. 3. Because it was founded in reaction to the traditional
5. Kansai airport rests upon the island like a glider – the Victorian Public School.
main body of the airport forming its fuselage, and the 4. It was linked to the Arts and Crafts movement.
boarding gates forming its wings. 5. It is recognized for high quality art, drama and music
6.The departure level is covered by a large undulating teaching.
roof of asymmetrical form. 6. The 2001 development consists of two south-facing
7. It is perhaps this shape that is the project’s main blocks, teaching to the east, administration to the west,
innovation. linked by a social and circular space.
8.The 42 boarding gates are housed within the “wings” 7. Because they are protected from direct solar light.
of the glider. 8. Along the south side of the building, the classrooms
9.The height of the “wings” decreases to the buildings’ open onto a top-lit, highly glazed, but well shaded,
extremities, with the roofs following an almost circulation space.
imperceptible curve, just sufficient to ensure the control 9. Natural ventilation for classroom and circulation
tower’s lateral line of vision. spaces is provided by opening windows and roof-lights.
10. On 19 April 2001, the airport was one of ten 10. Larch cladding and the stainless steel roof provide a
structures given the “Civil Engineering Monument of high standard insulation to the roof.
the Millennium” award by the American Society of Civil 11. The administration block contains the offices for
Engineers. the headmaster and the staff members, administrative
offices and meeting rooms.
1. f; 2. d; 3. h; 4. e; 5. b; 6. a; 7. i; 8. j; 9. g; 10. c. 12.The Memorial Library which was built in 1921.
270

13.Olivier Theatre (1997) and the Orchard Building 6.
(2005). Bedales’ stunning new Art & Design Building was
WHAT WHY
completed in 2016.
1. Use graphic design Help to explain the
4. SCUOLA-LAVORO content
Personal answer. 2. Integrate technology Capture the attention of
visitors
WEAKER STUDENTS
3. Divide a large Get a sense of completion
Revise the vocabulary of school subjects: Geopedology, exhibition into sections
Building Construction and Technical Systems, Economics 4. Create a linear flow Give a sense of time and
and Building Evaluation, Topography, Management of the through the exhibition space
Building Yard.
Then ask these simple questions. 5. Have clear audience Identify people you
1. How many classes are there in the school? targets are looking to attract,
2. What kind of technical laboratories are there? entertain and educate
3. Is there a lab dedicated to language learning? with the exhibition.
Where is it?
4. How many gyms are there? Where are they? 7.
5. How many floors does the building have? Personal answers.
6. Is the school well served by public transports?
7. How do you usually go to school? 8.
Personal answer.
EXTRA ACTIVITY
CULTURAL NOTE
The MAXXI Museum, Rome
Resources: Arts and Crafts Movement.
The complex houses two institutions: MAXXI Arte
and MAXXI Architecture, aiming to promote art and
architecture through collection, conservation, study
Page 169 and exhibition of contemporary works. Designed
5. as a multi-purpose campus of the arts and culture,
1. Because a growth of cultural tourism, new paths of the MAXXI also includes an auditorium, library and
art and the diffusion of new technology have placed the media library, bookshop and cafeteria, spaces for
museum and its transformations at the centre of a vast temporary exhibitions, outdoor spaces, live events
architectural debate. and commercial activities, laboratories, and places
2. Museums were defined as “permanent organizations for study and leisure. Designed by the firm Zaha Hadid
in the service of society and its development, open to Architects, it was opened in 2010.
public, which acquire, conserve, research, communicate, Zaha Hadid (1950-2016), Iraqi-born British architect
and exhibit the heritage of humanity and its environment known for her radical deconstructivist designs. In
for the purposes of education, study and enjoyment”. 2004 she became the first woman to be awarded the
3. The basic aim of a museum is to incorporate all that is Pritzker Architecture Prize.
part of our shared cultural experience.
4. Museum activities usually include permanent exhibitions, EXTRA ACTIVITY
temporary exhibitions, guided tours, videos, lectures and
seminars. Create a dossier about Zaha Hadid. Use Power Point
5. The consequences of the technological revolution have for the presentation, if necessary. Divide the class
also affected the construction, structural and architectural into groups and give each group a topic:
features of the museum building itself. Zaha Hadid biography
6. Some movements within modern architecture particularly Academic career
emphasize the importance of matching buildings to their Major works in Europe
surroundings, while others, such as Deconstructivism, Major works outside Europe
deliberately work against established geometries and MAXXI Museum
materials. Vitra Design Museum
Zaha Hadid’s other activities
WEAKER STUDENTS Join the group works into one larger activity. Add
photos and plans of buildings designed by Zaha Hadid
Tell the students to underline or highlight the lines in that can be shown in the classroom as posters. The
the text where they can find the correct information students should be able to report their activity orally
and match them to the question number. and/or in the written form.
271

Page 171 House, the New York Philharmonic Orchestra, the New
York City Ballet and several other resident performing
TEACHING TIP arts companies.
5. Many famous architects designed different parts of
Verify that the students know the terms “performing the centre.
arts”, “performance” and “to perform”. 6. In 1999 it was announced that the Lincoln Center’s
performing arts = arti dello spettacolo; performance redevelopment and renovation was to cost $1.5 billion
= (1) spettacolo, prova; (2) prestazione (anche over 10 years and would transform the campus radically.
tecnica). E.g.: (1) The theatre has two performances 7.The architectural competition was won by the British
on Sunday. (2) His performance in the film won him an architect Norman Foster.
Oscar. / The performance of the new Ferrari car on the 8.Today, the Lincoln Center attracts a vast audience of
road tests was excellent. five million people each year and many artists have set
to perform = (1) mettere in scena, recitare; (2) portare their residence around the Center.
a termine un compito. E.g.: (1) They performed a
sketch that amused the audience. (2) If you can’t
perform the activities required, call someone that can 12. Personal answers.
help you.
EXTRA ACTIVITY
9. PET-LIKE ACTIVITY Resources: The Globe, London.
1. F (A performing Arts Centre can be used by various
types of the performing arts, including dance, music
and theatre and sometimes visual arts); 2. T; 3. T; 4. F
(Architects are re-imagining the built environment
when designing PACs to accommodate contemporary Unit 3 RECREATION AND SPORT
popular entertainment); 5. T; 6. F (In order to host more
performances, many venues are incorporating convertible Page 172
audience floor systems into theatre design); 7. F (LED
a. Personal answer. b. Personal answer. c. Personal
technology is used both in interior and the exterior of the
answer.
building).
10. Page 173

1. The term “performing arts” refers to dance, music 1.
and theatre and sometimes visual arts. 1. facilities; 2. wildlife 3. enjoyment; 4. contributor 5.
2. They appeared in the last decades of the 20th century. proximity; 6. property.
3. Today, these centres have become appreciated
civic resources that provide education, exchange of 2.
creative ideas, opportunities for cultural expression and 1. A park is an area of natural or man-made green life
awareness. reserved for people’s enjoyment and recreation or for the
4. Because a PAC may house different kinds of protection of wildlife and natural habitats.
performances – from musicals, comedies, classical 2. It usually consists of meadows, rocks, trees, plants
symphonies, jazz concerts to operas and more. and flowers, small lakes or ponds, but it may also contain
5. Colour-changing LED lights can illuminate the walls buildings, monuments, fountains or playgrounds or even
and ceilings throughout the space, creating a distinct, fields for playing sports.
dynamic environment for each performance. 3. The main types are usually grouped as historical parks,
equipped green areas, green belts, national parks.
5.5 11. PET-LIKE ACTIVITY 4. These are parks and gardens of great aesthetic value,
usually linked to historical periods or events.
Lincoln Center for Performing Arts 5. Public parks and playgrounds are usually considered
as “equipped green areas”.
1. The Lincoln Center is a huge arts and entertainment 6. A green belt is an invisible line encircling a certain
complex in the heart of New York City. area, preventing development of the area, allowing
2. Created as part of the urban regeneration project for wildlife to return and be established.
the Lincoln Square area under the initiative of John D. 7. Green belts are common in many cities in Northern
Rockfeller III. Europe, but almost unknown in Italy.
3. The Center was constructed in the years between 8. A National Park is a vast natural area of hundreds of
1959 and 1966. thousands of square kilometres, with abundant wildlife
4. It houses 30 of New York City’s most famous arts and natural features such as mountains, valleys and
and cultural excellences such as the Metropolitan Opera rivers, recognized by the national or local government.
272

9. National parks may contain private land used for
agriculture and even small towns and public roads. CULTURAL NOTE
10. Most national parks offer a refuge for wildlife and are What is a “Parco Letterario” in Italy?
popular tourist destinations at the same time. The most important expression of the link between
culture and landscape is the so called “Parco
3. PET-LIKE ACTIVITY Letterario”. These are protected areas, dedicated to
1. T; 2. F (It was opened in the first half – 1637); 3. T; writers who described those places in their works. They
are also businesses able to attract tourists and create
4. T; 5. F (Parks and gardens have long been recognized
new job opportunities, so combining environmental
as major contributors to the aesthetic quality of urban
sustainability and local economic development. Here
districts); 6. F (They are among the most important
is a list of some “Parchi Letterari”:
factors considered when selecting a home). NORTH: Parco Ippolito Nievo (Friuli-Venezia Giulia
e Veneto), Parco Cesare Pavese (Piemonte), Parco
4. SCUOLA-LAVORO Eugenio Montale (Liguria);
Personal answers. CENTRE: Parco Giacomo Leopardi (Marche), Parco
Gabriele D’Annunzio (Abruzzo), Parco Omero (Lazio);
SOUTH: Parco Luigi Pirandello (Sicily), Parco Salvatore
CULTURAL NOTE Quasimodo (Sicily).
Urban Parks
Many parks have trails for walking, biking and other
activities. Some parks are built close to rivers or EXTRA ACTIVITY
small lakes, and these parks may include a beach
or boat dock area or rowing clubs. In North America, Surf the EDISCO website → NEW LANDSCAPES Online
many parks have fields for playing sports such as Resources: Boboli Gardens, Florence.
soccer or baseball and paved areas for games such
as basketball. Urban parks often have benches
for sitting and they may contain picnic tables and
Page 175
barbecue grills. Parks have differing rules regarding
whether dogs can be brought into the park: some 5.
parks prohibit dogs; some parks allow them with 1-d; 2-a; 3-g; 4-f; 5-b; 6-h; 7-c; 8-e.
restrictions (e.g., use of a leash); and some parks,
which are called “dog parks”, allow dogs to run and 6.
play freely. 1. T; 2. T; 3. F (By a British architect, Norman Foster);
4. F (It lasted seven years); 5. F (90,000 cubic metres
of concrete); 6. T; 7. T; 8. F (The most striking, highly
TEACHING TIP visible feature of the stadium is the 133-metre tall arch
Write the key words in bold from the Cultural Note on that sits above the north stand; 9. T; 10. T; 11. T; 12. F
the blackboard in a chart like the one below: (It links its name to a financial and insurance company);
13. T; 14. T.
Sport activities Facilities Rules for pets
trails, walking, beach, boat dock dog parks, 5.6 7.
biking, rowing, areas, fields and leash
soccer, paved areas, Wembley Stadium
baseball, benches, picnic
1. 90,000 people can have a seat for a football event.
basketball tables, barbecue
2. It is 1 km.
grills
3. The stadium roof rises to 52 metres above the pitch
Then ask the students: and is supported by an arch rising 133 m. above the level
of the external forecourt.
1. What kind of sports activities can you practise in
4. They link their names to a stadium.
an urban park?
5. Yes, because there are restaurants in the stadium.
2. Can you have a picnic in a park? Where can you
6. The stadium has a roof with a photovoltaic system for
have it?
power supply.
3. What about dogs? Can you walk a dog without a
leash in a public park? Where do you have to go?
EXTRA ACTIVITY
After the oral activity, the students have to write a
short text about a park that they are familiar with, Tell the students to write a text about a stadium they
using the key words. know.
273

Page 176 6.
8. C O M F O R T L W I B L D U V Y G Z X
1. It is highly dependent on good-quality infrastructures. Q J V P N Y E U O Z R R E O Q W Y E N
2. They are too expensive to maintain. C C V T A B F V Z R B O Q X F E K N G
3. Some local authorities have tried to rationalize the G R V U T M A M I N W H U D X B Y M X
cost of swimming pools, closing pools with the greatest F N Z L I O C G P U N X I O A U L M B
problems and focusing resources on new, larger facilities H F Z E O V I B O A K Z P U F R X E G
that are more popular, less costly to run and that can J R B Z N A L Z O O W U P K G S B R W
support a wider range of pool users.
L H E T A B I I L E O Z E M D Q E C X
4. Professional swimmers need to train in large, deep
pools for their competitions; recreational swimmers find O P A C L L T K T Q N Y D M Y R X H G
such pools too long and too deep. O E B P R E Y E A H I S T O R I C A L
5. Facilities have to be designed with flexibility in mind, A M S H F E V R N R U Y V W T U N N S
such as movable floors. R L M K E C A S K Y R R W L C Y N D Z
6. A public sports building serving social purposes must F F I L T R A T I O N T E V O Z O I N
adopt all the possible measures in order to reduce the D G G E L Y B Q I O D B Z V O P N S V
loss of resources both on a financial level and on an G P B B T X I Q J O N R F G N T S I Q
energy-consumption level. A J F E B S Q K N E N Z M K E P L N Q
D H F G L D J W E R B H E J R K I G X
D A Q V K I V R Z D C L T Z Q E P I C
1. F (Dimensions of the pool tank and consequently of S L U T L W G I M P R E S S I V E G X
the building itself have a great impact on total cost);
2. T; 3. T; 4. F (High-energy efficiency systems can be 1. greenbelt; 2. historical; 3. national; 4. recreation;
implemented in the sports facility); 5. T; 6. F (The design 5. equipped: 6. pool tank; 7. filtration; 8. movable; 9. non-
of surfaces and selection of easy clean materials such as slip; 10. facility; 11. impressive; 12. safety; 13. comfort;
non-slip tiles are essential for public safety and effective 14. merchandising.
cleaning).
TEACHING TIP
• GRAMMAR
Resources: A ‘sky pool’ in London (listening activity) Page 181
1.
1. Laboratory techniques
BRICKS & MORTAR 2. Fire blanket
3. Engineering laboratory equipment
• VOCABULARY
4. Stone blocks
Page 178 5. Structural failure stresses
6. Sandy soil
1. a. tunnel; b. road; c. railway station 7. Building restoration techniques
8. Rock iron concentration
2. a. suspension bridge; b. movable bridge; c. footbridge 9. Stratospheric ozone depletion
3. a. fleet; b. control tower; c. take off 10. Earth environmental problems
11. Hazardous waste management
4. a. school; b. stadium; c. museum 12. Carbon particulates
Page 179 2.
1. All the structural engineering laboratory equipment
5. 2. Plastic protection/protective goggles
1. earth-moving machines, foundations 3. Coloured wall-paper
2. asphalt 4. Steel structure
3. size, shape 5. Foundation preparation
4. continuous arch 6. Laboratory measurement precision instruments
5. lift, escalator 7. Structural calculation elements
6. runways 8. Computer-simulated tests
7. design, achievement 9. Very dangerous greenhouse gases
8. architecture, buildings 10. Recyclable natural materials
9. investments, city 11. Home heating systems
10. technology 12. Wooden window frames
274

SCAFFOLDING I get on a high speed train and I arrive in Boston South
Station in about four hours, then I take the subway and
• LISTENING in another twenty minutes I get to university at about
12.30.
5.7 Page 182 ML: Good morning, my name’s Matthew Lynch. I’m a bank
senior manager. Every Monday morning I leave home at
The London Stadium about 6.30, I take the subway to JFK airport where there
is a shuttle flight service from NYC to Boston. Then I take
London Stadium, usually known as the Olympic Stadium, the subway from Boston airport to the city centre where I
is a stadium in Stratford, 10.5 km from Central London. change line and get to my office at about 12.30.
It was constructed as the main stadium for the Summer RC: Incredible! The travelling time is the same! Could you
Olympics and Paralympics Games in 2012, hosting the explain the advantages of travelling by train and by plane,
athletic events and opening and closing ceremonies please?
of the Games. The construction of the stadium was JHD: Well, railway is a quick and regular form of
completed in March 2011 perfectly on time and under transport, it is also the safest form of transport. The
budget, with the athletics track laid in October 2011. chances of accidents and breakdown of railways are
After the Olympic Games, it was renovated as a multi-
minimum as compared to other means of transport. On
purpose stadium and it currently houses the West Ham
the train I can read, work on the computer, even sur f
United Football Club. The stadium has continued to be
the internet because there is a free wireless connection
used for a series of special events such as the 2015
on the train. I listen to music, sleep, eat and, above
Rugby World Cup matches, concerts with up to 80,000
all, there is no risk of... turbulences. A train takes you
spectators, and due to its oval shape and movable
from a city centre to another city centre, so there are
seating, it is suitable to host other sporting events such
no transfer problems from the airport. I think it’s much
as cricket or baseball. London Stadium is located in the
better than air transport.
south part of Queen Elizabeth Olympic Park, and benefits
ML: Air transport is the fastest means of transport.
from the best transport links in London. It can be easily
Actually, statistics say that this is the safest means
reached by underground or by railway. London Stadium is
of transport, too. I usually do the check-in on line so
committed to creating a safe, comfortable and enjoyable
I can bypass the queue at the check-in desk. On the
entertainment experience for spectators of all ages, even
plane I usually read a book, the journey is ver y fast.
for families with children.
Fifty minutes from JFK to Logan Airport in Boston. On
1. T; the subway to the city centre, I listen to music on my
2. F (The stadium is 10.5 km from Central London); iPod. I think that travelling by plane is more exciting than
3. T; travelling by train.
4. F (The construction of the stadium was completed in RC: Thank you very much! What about car?
March 2011 perfectly on time); JHD: Oh no, I would never drive from NYC to Boston on
5. F (It was under the budget); Monday morning! The traffic is dreadful!
6. T; ML: Well, I totally agree with Professor Donovan.
7. T;
8. F (It can be used for concerts with up to 80,000
spectators). • WRITING
9. T; Page 184
10. F (London Stadium is located in the South of Queen
Elizabeth Olympic Park); 1. SCUOLA-LAVORO
11. T; Personal answers.
12. T.
• SPEAKING FINISHING TOUCHES

Page 183 Page 185
1. Sample answer. ONCE UPON A TIME IN THE WEST
RC: Good morning Mr. Donovan, good morning Mr.
Lynch. Welcome to “That’s life!”, our weekly program WHY THIS FILM IN THIS MODULE?
about everyday life problems. Today’s topic is means of Once Upon a Time in the West is one of Sergio Leone’s
transport. Now it’s your turn to introduce yourselves. epic Western films where a revenge story is strictly
JHD: Good morning ever ybody. My name’s J.H. Donovan. linked to the Western heroic past when the building of
I live in Manhattan but I work in Boston, I’m a professor the transcontinental railroads was the chronicle of land
at Har vard University. Ever y Monday morning I leave conquer and the battle over natural resources of the
home at 6.30. I take the subway to Penn Station where territory.
275

CULTURAL NOTES AFTER VIEWING ACTIVITIES
Watch the video clip again and answer the following
• The film is now considered a masterpiece and one questions.
of the greatest films ever made. In 2009, the film 1. What kind of landscape is the background of the
was selected for preservation in the United States action?
National Film Registry by the Library of Congress 2. What natural resource does the fictional town contain?
as being “culturally, historically or aesthetically
3. How are the two main characters (Frank and Harmonica)
significant”. Once Upon a Time in the West (Italian:
portrayed in the movie?
C’era una volta il West) is a 1968 Italian-American
epic Spaghetti Western film co-written and directed by
Sergio Leone. The film was shot partially in the south KEY:
of Spain and in the Monument Valley, Utah, USA. It 1. Natural landscape, semi-desert, dry and arid.
stars Henry Fonda as the villain, Charles Bronson as 2. Water which was necessary for the steam locomotives.
his adversary and hero of the film, Claudia Cardinale In fact, its name is Sweetwaters.
as a newly widowed landowner, Jason Robards as 3. Frank is cynical and icy, Harmonica is mysterious and
a bandit. The story was written by Dario Argento, cold.
Bernardo Bertolucci and Sergio Leone.
• The birth of American railroads. EXTRA ACTIVITY
From their beginnings, railroads have played a
really important role in shaping American society Surf the EDISCO website → NEW LANDSCAPES Online
and culture. Perhaps the greatest achievement Resources: Blazing Saddles (Mel Brooks’ parody of
of 19th century America was the creation of the Once Upon a Time in the West)
Transcontinental Railroad. Two railroads, the
Central Pacific starting in San Francisco and the
Union Pacific, starting in Omaha, Nebraska, formed
the entire rail-line. Huge forces of immigrants, CLIL
mainly Irish for the Union Pacific and Chinese for
the Central Pacific, crossed mountains, dug tunnels • LITERATURE
and laid track. The two railroads met at Promontory,
Utah, on May 10, 1869, so the connection Page 187
was completed. The Transcontinental Railroad
symbolized the American unity and progress. They 1.
provided employment for thousands and thousands EVENT
of workers, but the conditions under which these
labourers had to work were very hard. The railroads Place and Salinas, California, 1902
were also responsible for the settlement of the date of birth
West, but simultaneously helped extinguish the Family social Middle-class family
Native American population. class
Education Stanford University, no graduation
BEFORE VIEWING ACTIVITIES 1925 Steinbeck went to New York

1. Open answers. First job Journalist
2. Sample answer: “Stagecoach” (1939, “Ombre Rosse”), 1927 He returned to California
“High Noon” (1952, “Mezzogiorno di fuoco”), “Butch 1935 His first widely known novel Tortilla Flat
Cassidy” (1969), “A fistful of dollars” (1964, “Per un pugno was published
di dollari”), “Revenant” (2015), “The Hateful Eight” (2015).
3. These films were produced by Italians and Spaniards 1937 Of Mice and Men
and shot with famous American stars like Clint Eastwood In Dubious 1936, it deals with the strikes of the
or Henry Fonda. They were very popular in the 1960s. Battle migratory fruit pickers on California
A well-known director of “Spaghetti Western” films was plantations
Sergio Leone. His The Grapes of Wrath
masterpiece
Other works The Long Valley (1938), East of Eden
FILM CLIP (1952), The Winter of Our Discontent
1. (1961) and Travels with Charley (1962)
(1) me here; (2) knew; (3) be like him; (4) you were around; 1962 He won the Nobel Prize for Literature
(5) a businessmen: (6) ancient race; (7) matter to us; (8)
not the money; (9) you’ll tell me; (10) point of dying. 1968 Steinbeck died in New York City
276

2. 66 da strade laterali secondarie, dai solchi dei carri, da
1. Steinbeck’s novels can all be classified as social novels strade di campagna segnate da spaccature. La 66 è la
dealing with the economic problems of rural workers. strada madre, la strada della fuga.
2. The Grapes of Wrath is set in the Great Depression
and describes the migration of a family of small farmers,
the Joads, because of the Dust Bowl, from their land in CULTURAL NOTE
the Midwest to the “promised land” of California.
Jack Kerouac’s On the Road
3. The book was very popular with readers but some
On the Road is a novel by American writer Jack Kerouac,
critics found it too sympathetic to the workers’ troubles
based on the travels of Kerouac and his friends across
and too critical of capitalism.
the United States. It is considered a essential work
4. The novel won both the National Book Award and the
of the post-war Beat and Counterculture generation.
Pulitzer Prize for fiction in 1940.
The novel pulsates to the rhythms of 1950s America:
5. The novel was adapted as a film directed by John Ford
jazz, sex, drugs, and the desperate hunger of a new
in the same year.
generation for experiences that are passionate and
lively. Published in 1957, it contains many key figures
3.
in the Beat movement, such as William S. Burroughs
Sample answer.
(Old Bull Lee), Allen Ginsberg (Carlo Marx) and Neal
La Highway 66 è la principale strada dei migranti. Il lungo
Cassady (Dean Moriarty) represented by characters in
percorso di cemento che attraversa il paese e che ondeggia
the book, including Kerouac himself as the narrator
gradualmente su e giù sulla mappa, (…) sulle terre rosse
Sal Paradise.
e sulle terre grigie, che serpeggia sulle montagne, (…) e
precipita in basso nel luminoso e terribile deserto e poi
attraverso il deserto di nuovo verso le montagne e poi giù
nelle ricche vallate della California. La 66 è il sentiero di EXTRA ACTIVITY
un popolo in fuga, rifugiati dalla polvere e dalla terra che
Tell the students to borrow “Furore” by J. Steinbeck e
si ritira, dal tuono dei trattori (…), dai mulinelli di vento
“Sulla strada” by J. Kerouac from the school library or
che ululano dal Texas, dalle inondazioni che non portano
from the local library, and ask them to read them and
fertilità alla terra e ne rubano quella poca esistente. Da
compare them.
tutto ciò le popolazioni sono in fuga, e loro arrivano sulla
277

Module 6 THE WORKPLACE
FOUNDATIONS It’s a very rewarding job – there’s a great sense of

teamwork that comes through creating something and
facing challenges together. If you enjoy working with
Unit 1 CIVIL ENGINEERING FOUNDATIONS people to help solve problems that affect wider society,
then go for it. The industry is all about jumping in and
Page 190 trying new solutions.”
a. Personal answer.
b. Personal answer. 1. Costain
c. Personal answer. 2. London
3. Crossrail project
Page 191 4. Translating designs, supervising and checking the
construction activities
1. SCUOLA-LAVORO 5. 50 hours, five days a week
1. Because it covers design, construction and 6. Rewarding, teamwork, working with people and solving
safeguarding of the environment. problems.
2. It is related to Mechanics, Geology, Materials Science,
Hydrology and other fields. 4.
3. As a profession, Civil Engineering can serve both the Sample answer.
general public and private individuals. A. I’d like to become a civil engineer. I like the fact that
4. They are often in charge of drafting contracts, evaluating you work in a team and you always have to face new
logistical operations and monitoring prices of necessary challenges, not to mention the satisfaction of creating
supplies. things.
5. It deals with the treatment of chemical and biological B. But there are also a few drawbacks.
waste, purification of water and air, clearance of A. What do you mean?
contaminated sites and hazardous waste management. B. You have to work on-field in almost any weather
6. It is concerned with the structural design and analysis of conditions.
buildings, bridges, roads, tunnels, dams, off-shore structures A. Oh, well, I like that!
like oil and gas rigs in the sea, and other structures. B. … and you’re under a lot of pressure, I think…
7. A structure has to bear static loads, such as the A. Yes, you’re right, but it’s part of every job...
furniture in a house, or dynamic loads, such as wind, A. Failures mean losses for a company.
seismic waves, people or vehicles. B. Yes, you’re right, you’ve got big responsibilities and
8. It is devoted to mitigating earthquake hazard. you have to be very careful.
A. I also think you have to work long hours monitoring
2. work and overseeing projects.
1. e; 2. a; 3. d; 4. b; 5. f; 6. c; 7. g; 8. h. B. Yes, you may be right but when you like your job you
don’t mind that.
Page 192 A. Aren’t you worried about the high rate of accidents
affecting the construction industry?
6.1 3. PET-LIKE ACTIVITY SCUOLA-LAVORO B. I know it’s a problem, that’s why safety in the yard
must be the main concern!
Interview with a graduate engineer
Fiona Dixon, a graduate site engineer for the engineering Page 193
company Costain, explains what it is like to work in the
industry. She is currently working in East London on the 5.
Crossrail Project. a. Tunnel b. Oil rig c. Canal d. Port
“There’s no such thing as a typical day. My role basically
involves translating designs onto the construction site, 6.
so my time is split between the office and the site, where Across
I supervise and check the construction activities. 1. Any goods needed by people.
Every project is different: I currently work a 50-hour, five- 4. The language you are studying.
day week. In a year’s time, I could be working nights in 6. Made poisonous.
another part of the country. But there are options to suit 8. The quality of being firmly fixed.
everyone – if I wanted a more traditional job, I could move 10. Abbreviation of latitude.
into engineering design. 11. Built across a river to stop and collect the flow of water.
278

Down 5. By “seismic performance” we mean the direct damage
2. Related to a careful organisation of business. to a building subject to a specified ground shaking.
3. Any type of work that needs a particular skill. 6. “Seismic loading” means the application of an
5. The study of water. earthquake-generated shakeup to a structure.
7. Related to the Armed Forces.
9. Opposite of good.
6.2 9. SCUOLA-LAVORO
1 2
S U P P L I E S
O
G
3 4 5
P I E N G L I S H
R S Y
6 7
C O N T A M I N A T E D
F I I R
E C L O
8 9
S T A B I L I T Y L
10
S L A T O
11
I D A M G
O R Y What is an earthquake?
An earthquake is what happens when two blocks of the

EXTRA ACTIVITY earth suddenly slip past one another. The surface where
they slip is called the fault or fault plane. The location below
Sur f the EDISCO website → NEW LANDSCAPES the earth’s surface where the earthquake starts is called
Online Resources: What quantity surveyors and site the hypocenter, and the location directly above it on the
engineers do. surface of the earth is called the epicenter. Sometimes an
earthquake has foreshocks. These are smaller earthquakes
that happen in the same place as the larger earthquake
that follows. Scientists can’t tell that an earthquake is a
Page 195
foreshock until the larger earthquake happens. The largest,
7. PET-LIKE ACTIVITY main earthquake is called the mainshock. Mainshocks
1. F (Ear thquake engineering deals with designing, always have aftershocks that follow. These are smaller
constructing and managing earthquake-resistant structures); earthquakes that occur afterwards in the same place as
2. T; 3. F (There are four criteria to be taken into the mainshock.
consideration: seismic data and seismic design criteria,
seismic forces and construction quality control); 4. T; 5. 1. A fault is the surface where two blocks of the earth
F (The Big One should strike California in the next years.); suddenly slip past one another.
6. T; 7. T; 8. T. 2. It is the location below the earth’s surface where the
earthquake starts.
8. 3. It is the location directly above the earthquake on the
1. Earthquake engineering deals with the analysis surface of the earth.
and solution of the problems created by damaging 4. They are smaller earthquakes that happen in the
earthquakes, and consequently the work involved in the same place as the larger earthquake that follows.
practical application of solutions in designing, constructing 5. It is the largest, main earthquake.
and managing earthquake-resistant structures. 6. These are smaller earthquakes that occur after an
2. The destabilizing action of an earthquake on earthquake.
constructions may be direct (seismic motion of the
ground) or indirect (landslides, soil liquefaction and
waves of tsunami). 10. SCUOLA-LAVORO
3. An engineer should normally take into consideration
seismic data and seismic design criteria, seismic forces
and construction quality control.
4. These basic concepts of Earthquake Engineering,
implemented in the major building codes in the USA,
presume that a building should survive “The Big One”.
279

decorated with scenes from nature), The Passion façade
Unit 2 ARCHITECTURE AND ARCHITECTS to the West (plain and simple with bare stone to contrast
the Nativity façade), and the Glory Façade, the largest
Page 197 and most striking. The Glory Façade is dedicated to the
Glory of Jesus, and represents the road people need to
1. take to God: death, final judgment and then glory.
1. They must have a natural skill for drawing.
2. No, they also design what is inside a building, like
chairs, tables and objects that offer comfort and pleasure Suggested answer.
to people’s homes and work spaces. The Spanish architect Antoni Gaudí was born in 1852 in the
3. They have to consider problems, such as increased Catalonia region of Spain. He favoured curves rather than
traffic flow. They also have to provide buildings with straight lines, varied textures and vibrant colours. His style
parking places, water supply, sewer and access. was part neo-Gothic, part avant-garde, part surrealistic.
4. It starts with a commission (or contract) from a client. His most famous work is the Basilica of the Sagrada
5. They may be an individual person, a group, a Familia in Barcelona that was unfinished when he died in
government department or a business. 1926 and, although work continued, remains unfinished
6. They usually work with a team of specialists including even though its completion is expected in 2026.
structural, mechanical and electrical engineers. In his original project, Gaudí designed eighteen spires to
represent the Twelve Apostles, the Virgin Mary, the four
2. PET-LIKE ACTIVITY Evangelists, and tallest of them all, was Jesus Christ.
1. T; 2. F (He broke with classical rules and traditional He positioned all of the members of the Holy Family in
expectations); 3. F (He used them just for ornamentation); ascending order of height. Gaudí intended the spire of the
4. T; 5. F (The dome was not completed before Michelangelo Virgin Mary to be shorter than the ones for the Evangelists.
died); 6. T The three façades represent the Nativity, The Passion
and the Glory. The Glory Façade is dedicated to the Glory
6.3 3. of Jesus, and represents the road people need to take to
God: death, final judgment and then glory.
Antoni Gaudí
EXTRA ACTIVITY
Inspired by faith in God and love of nature, the Spanish
architect Antoni Gaudí developed a style all his own. Born Surf the EDISCO website → NEW LANDSCAPES Online
in 1852 in the Catalonia region of Spain, Gaudí was a Resources: Construction in the Middle Ages
fervent Catholic who believed that he could glorify God by
deriving his inspiration from nature, God’s creation.
Gaudí favoured varied textures, vibrant colours and curves Page 199
rather than straight lines. His unique and somewhat
bizarre style was part neo-Gothic, part avant-garde, 4.
part surrealistic. The Basilica of the Sagrada Familia in 1. The work of an interior designer is to combine different
Barcelona stands as his most famous work. However, it colours, textures, furniture, lighting and space in order
was unfinished when he died in 1926 and, although work to enhance the function of a building.
continued, remains unfinished to this day. Its completion 2. Interior designers do not only work with private clients
is expected in 2026, the centenary of Gaudí’s death. but also for public contractors.
In his original design, Gaudí designed eighteen spires to 3. More and more interior designers are not only
represent the Twelve Apostles, the Virgin Mary, the four decorating homes, but also working in architectural
Evangelists, and tallest of them all, was Jesus Christ. By detailing and in planning layouts of buildings which
2010, eight of the spires were finished. Gaudí positioned need renovation.
all of the members of the Holy Family in ascending order 4. There are different steps in the process they follow
of height. Interestingly, he intended the spire of the Virgin when working. First, they determine the client’s needs
Mary to be shorter than the ones for the Evangelists. and wishes, then they formulate a design plan and
In the plan, every Evangelist was surrounded by his estimate costs. When the design concept is clear, they
traditional symbol: a Bull for Saint Luke, a Winged Man specify the materials, finishes and furnishings required.
for Saint Matthew, a Lion for Saint Mark and an Eagle for Finally, they develop a timeline for the project and make
Saint John. Jesus Christ, on the other hand, was to be sure work is completed on time.
surrounded by a Giant Cross.
Once the spires are complete, the Sagrada Familia will be 6.4 5.
the tallest church building in the world due to the height Feng Shui
of the spire of Jesus Christ. The highest spire in the
Church should be 170 metres high (Christ + the cross). Feng Shui is an ancient art and science which developed
The Sagrada Familia is projected to have three façades, over 3,000 years ago in China. It tells how to balance
the Nativity to the East (dedicated to the birth of Jesus, the energies of a place to assure the health and good
280

fortune for people who live there. Feng means “wind” and there’s a dining room and on the right a big living room.
Shui means “water”. In Chinese culture wind and water There’s a lot of light in both of them.
are associated with good health. Feng Shui is based on The one on the left is more traditionally furnished than the
the idea that the land is alive and filled with Qi which is one on the left, which looks more modern and essential.
a variable positive or negative energy and refers to ‘life There are carpets on the wooden floor in each room,
force’. The Five Elements – metal, earth, fire, water, and under the table in the dining room and next to the sofas,
wood – play a very important part in Chinese thought: under a coffee-table in the living room. Both rooms have
the word ‘elements’ does not refer so much to the pictures on the walls and curtains at the windows. The
substances as the forces essential to human life. curtains are open in both rooms.
A traditional explanation of Qi as it relates to Feng Shui In the room on the left there’s a cupboard while in the
includes the orientation of a structure, its age, and its one on the right there are stools and chairs.
interaction with the surrounding environment including These look like rooms where people relax and meet friends,
the local microclimates, the slope of the land, vegetation, either for having meals with them or simply a cup of tea or
and soil quality. coffee while relaxing on the sofa in front of the fireplace.
Historically, Feng Shui was widely used to orientate
buildings – often spiritually significant structures such
as tombs, but also houses – in a favorable way and it
was undertaken seriously by architects in all periods.
The oldest examples of instruments used for Feng Shui Unit 3 SAFETY IN THE YARD
were astrolabes and magnetic compasses since they
were related to astral principles according to months and Page 201
seasons, stars and planets. Understanding the flow of
Qi, Feng Shui Masters were considered something like 1. SCUOLA-LAVORO
magicians to be feared as admired. 1. Accidents on the workplace depend more on the
For the Chinese, the sites and the proper timing of events organization of the work itself and on the behaviour of
were more essential features than architectural engineering. workers than on the working environment itself.
Whether taken into account today, as superstition or as 2. It is very important to correctly inform and train both
semi-scientific knowledge, all the information about what workers and employers especially now because of the
building sites and building materials could be the best, phenomenon of migration of people looking for better
were all matters of great importance. living conditions.
Today, Feng Shui is practised not only in China, but also 3. To help non-native workers, many handbooks and
in the Western world. However, much of the knowledge courses have been prepared.
behind it has been lost and Feng Shui has become a 4. Employers and workers have to co-operate.
sort of New Age philosophy. On the market there are 5. Both employers and workers have responsibilities.
lots of books, magazines, websites that show how to
help people learn about Feng Shui. By using elements, 2. PET-LIKE ACTIVITY SCUOLA-LAVORO
objects and placement techniques you can improve your A. Well, I think that the best way to improve safety
life reducing the negative areas so that you can achieve awareness in the workplace could be giving workers
harmony with the environment. a handbook about safety procedures and ask them to
read it.
1. T; 2. T; 3. F (Qi is a variable positive or negative B. I do not completely agree with you. If they have to do
energy and refers to ‘life force’); 4. F (The Five Elements it on their own, they may forget or do not feel like reading
are metal, earth, fire, water, and wood) 5. F (Feng Shui it. I think it is better to show them a video and make them
includes the orientation of a structure, its age, and its talk about what they see.
interaction with the surrounding environment including A. It could be a good idea but we have to be sure that
the local microclimates) 6. T; 7. T; 8. F (Feng Shui all the important topics are covered. In my opinion, an
Masters were considered something like magicians to expert should be hired to show and explain about the
be feared as admired) 9. F (Whether taken into account topic in detail.
today, as superstition or as semi-scientific knowledge, B. Yes. On the other hand I think that all that will be
all the information about what building sites and building useless without an emergency mock test. One should be
materials could be the best, were all matters of great done every year.
importance) 10. F (Today, Feng Shui is practiced not only A. Yes, I agree with you and I also think that all the existing
in China, but also in the Western world. However, much safety signs around should be checked and if necessary
of the knowledge behind it has been lost and Feng Shui replaced with new and bigger ones.
has become a sort of New Age philosophy). B. Yes, you are right. Some of them are really old and
difficult to read. I also think that we should recommend
6. FCE-LIKE ACTIVITY the workers to wear their safety equipment every time
Suggested answer they are prescribed to. A lot of accidents could be avoided
Both pictures show quite spacious rooms. On the left if they behave correctly.
281

EXTRA ACTIVITY 10. Be careful! Do not touch the wires, there is risk of
electric shock → a.
Surf the EDISCO website → NEW LANDSCAPES Online 11. Move backwards → n.
Resources: 12. Do not touch these substances, they may be harmful → i.
– Electric shock: what to do 13. Watch out, you may fall → h.
– Electricity safety 14. Be careful, you may trip and fall → g.
– Electric arc and flashover 15. Move load downwards → l.
16. Maintain vertical separation → m.
17. Interrupt what you are doing → q.
Pages 202-204 18. Move to the left → k.
3. SCUOLA-LAVORO
a: No pedestrian access; b: No smoking; c: Do not VIDEO – How to build a brick wall
extinguish with water; d: Not drinking water; e: No
unauthorized entry; f: Do not touch.
BRICKS & MORTAR
4. SCUOLA-LAVORO • VOCABULARY
a. Extinguisher location boards
b. First Aid box Page 206
c. Fire extinguisher 1.
d. Direction to take building yard • earthquake • project • interior design
e. Fire hose reel
f. Emergency exit 2.
5. SCUOLA-LAVORO Mechanics Surveying and
Construction Engineering
This symbol tells you where the fire hose reel is → e.
This symbol tells you where the fire extinguisher is → c. Materials Science Environmental Engineering
This symbol tells you which direction you have to take → d. Geology Structural Engineering
This symbol tells you where the First Aid box is → b.
This symbol tells you where the emergency exit is → f. Hydrology Earthquake Engineering
This symbol tells you where the extinguisher location
boards are → a.
3. SCUOLA-LAVORO
safety helmet • (protection) goggles • protection gloves
6. SCUOLA-LAVORO • fire extinguisher
a. You have to wear goggles to protect your eyes.
b. You have to wear a safety helmet to protect your head. 4. SCUOLA-LAVORO
c. You need to wear ear protections. 1. c; 2. d; 3. b; 4. a
d. You need to wear a respirator.
e. You have to wear special protective boots here.
Page 207
f. You have to wear gloves to protect your hands.
g. You need to wear protective clothes. 5.
h. You have to wear a shield to protect your face. 1. c; 2. e; 3. g; 4. b; 5. f; 6. h; 7. d; 8.a.
i. You have to wear safety harness.
6.
6.5 7. SCUOLA-LAVORO ENGLISH ITALIAN
Safety signs 1. performance prestazione
2. shake-up scossa
1. Be careful! This substance can catch fire! → c.
2. You have to stop the vehicle immediately. There’s 3. noise abatement abbattimento del rumore/
something wrong → e. dell’inquinamento acustico
3. Move forward → o. 4. by law leggi regionali/locali
4. Watch out for overhead loads → b.
5. This is the end of operation → f. 5. handbook manuale
6. Move load upwards → p. 6. sign cartello
7. This sign indicates the beginning of operations → d. 7. risk assessment valutazione dei rischi
8. Move to the right → j.
9. Stop the vehicle here → r. 8. employer datore di lavoro
282

7. 101, it is exactly 19 metres higher, since the Taipei is
1. A structural engineer designs structures which must only 508 meters. The Petronas Towers are not as high as
be safe for their users and satisfy the function they are the Taipei 101 but they are higher than the Empire State
designed for. Building, which is the least high of all.
2. Earthquake engineering is the branch of engineering
devoted to mitigate earthquake hazard.
3. The procedure known as seismic loading consists in SCAFFOLDING
putting the structure on a shake-table that simulates the • LISTENING
earth shaking.
4. The first step in interior designing is known as Page 210
programming and has the purpose of determining the
client’s needs and wishes.
6.6 1. PET-LIKE ACTIVITY SCUOLA-LAVORO
5. In order to improve safety in the workplace, the most
Safety test
important thing is to inform and train both workers and
employers. …and now some other things you have to remember.
6. Information and training have to take into account the First, don’t forget that all employees must take care of
fact that, because of migration, many workers are non- their own safety and of the other people on the worksite,
native speakers. so during work-time behave appropriately and responsibly.
7. It is necessary to make use of safety signs which Also, remember not to wear clothes which may endanger
must be used whenever a hazard or danger cannot be your safety, such as scarves, loose clothing, bracelets,
avoided adequately or reduced in another way. etc.
8. A signboard is a sign giving information or instructions, And, if you are not perfectly sure of what you have to do,
which uses a combination of shapes, colours and symbols please do not start work, but ask for further instructions.
but no information in writing.
Oh,… and I just want to remind you that you have to use
the appropriate rooms for personal hygiene, you are not
• GRAMMAR allowed to eat in the work place or drink alcohol before or
during work time, only soft drinks, tea, coffee, etc.
Page 209 Do you remember the identification badge you were given,
the one with the photo? Well, you have to wear it when
1. you are in the building yard.
1. the biggest; 2. later; 3. as easily; 4. the best; 5. more
There will be a lot of excavation work here, so remember
safely; 6. the most famous; 7. the most amazing; 8. the
that you can’t carry out manual excavation, levelling or
least expensive; 9. the farthest; 10. colder
earth moving at a depth greater than 1.5 m.
2. On the other hand, if you have to carry out work at a height
1. The Shard is higher than the Gerkhin. / The Gerkhin of 2 m. or more, you have to use the appropriate structure,
is not as high as the Shard. / The Gerkhin is less high for example scaffolding or folding work platforms.
than the Shard. / The Gerkhin is shorter than the Shard. And as for the tower crane… remember that it can only be
2. My flat is bigger than your flat. / Your flat is not as big used by trained personnel.
as my flat. / Your flat is less big than my flat. / Your flat By the way, workers who have to use the bench grinder
is smaller than my flat. have to remember that the distance between the faceplate
3. The Burj Khalifa is the highest building in the world. and the rotary grindstone must not exceed 2 mm., so
4. Natalia works harder than Steven. / Steven doesn’t don’t forget to wear goggles and hearing protection.
work as hard as Natalia. Your health is very important, so avoid making incorrect
5. The foundations of the old building were deeper than movements. When you have to lift weights, for example,
the foundations of the new school. / The foundations of remember to bring the object close to the body and to
the new school are not as deep as the foundations of the bend your legs, otherwise you can injure your back.
old building. / The foundations of the new school are less You will often be working without a parapet, at more than
deep than the foundations of the old building. 2 m.; in these conditions you will have to wear protection
6. Kensington & Chelsea is the most expensive area in against the risk of falling. But, in the case of an accident,
London. immediately contact the worker trained to give first-aid.
And finally, remember to ask for authorization if you have
3. to remain inside the building yard after working hours
Suggested answer. and to report any possible anomalies of the protective
The graph compares the five highest skyscrapers in the devices.
world. The Burj Khalifa is by far the highest one, measuring Thank you for your co-operation… See you tomorrow…
828 metres. Immediately after the Burj comes the Willis
Tower, which is only 527 metres, that is to say nearly 300 1. b • 2. a • 3. c • 4. a • 5. b • 6. b • 7. a • 8. a • 9.
metres shorter. The Willis Tower is higher than the Taipei b • 10. c.
283

• SPEAKING BEFORE VIEWING ACTIVITIES
Page 211
1.
1. It can be costly, it can be difficult to explain how you
1. PET-LIKE ACTIVITY want them to renovate your house. The architect can
have extravagant ideas and you may not like them.
2. Personal answer.
Speaking
3. Free activity.
GENERAL INFORMATION
A. What’s your first name?
FILM TRAILER
A. ...and your last name?
A. What’s your address? 1.
A. Could you please tell me the city, state and zip code 1. b – 2. a – 3. b – 4. a – 5. c – 6. b – 7. Colon – 8. sleeping
as well? spaces – 9. c – 10. c
A. Could you tell me your phone number?
A. Have you had any problems with the police in the last AFTER VIEWING ACTIVITIES
five years?
Watch the video and fill in each blank with one word.
A. Could you tell me about that, please?
At Colin and Drew’s House
POSITION/AVAILABILITY: FRIEND 1 - Wow! That’s a (1) …………….……………. dollar view!
A. Which position have you applied for?
COLIN - That’s closer to one point three (1.3).
EDUCATION: FRIEND 2 - So I heard you guys just found a (2)
A. Where did you study? Can you please tell me the name
…………….……………. .
and address of the school and what degree or diploma
you got? COLIN - Er... We’ve made an offer. There’s been some
back and forth. It’s practically a teardown.
• WRITING Outdoors
ESTATE AGENT’S REP - There’s history here too... This
Page 212
house was rented one (3) …………….……………. by Courtney
1. FCE-LIKE ACTIVITY SCUOLA-LAVORO Love.
Open answer. (See the Cover letter sample online) In the office
WOMAN - Congratulations!
EXTRA ACTIVITY DREW - Thank you. Our new home.
Surf the EDISCO website → NEW LANDSCAPES Online Outdoors
Resources and Further Resources: BUILDER 1 - So you just closed yesterday? Boy, you’re
– Cover letter sample
– An interview with an expert architect screwed.
BUILDER 2 - It’ll be (4) …………….……………. to build new.
DREW - Where do we begin?
FINISHING TOUCHES DREW (on the phone) - Hi, I’m… I’m looking for the (5)
…………….……………., I saw a house that he designed.
Page 213 In the architect’s studio (talking to Drew)

THE ARCHITECT ARCHITECT - As an architect I have the job of transforming
hopes and (6) …………….……………. into wood, glass, steel and
In The Architect, a couple (Drew and Colin) preparing concrete. But if the dreams aren’t there, there’s very
to start a family, sets out to build the perfect home, little I can do.
and hires a pretentious architect (Miles Moss). At the Outdoors (with Colin and Drew)
beginning, Colin seems to be skeptical about that, but
then he goes along with Drew’s enthusiasm and hires ARCHITECT - My process begins with a period of intense
him. (7) …………….……………. . I need to find out who you are, deep
The architect tells his clients that he needs to spend down.
intimate time with them, finding out “your hopes, your ARCHITECT (talking to Drew) - Do you intend to have
dreams” so he can design a dwelling with the appropriate
children?
flow. Drew, an aspiring ceramics artist, is fascinated
by Miles’ attitude. She becomes his muse, while he DREW - We’re trying…
contributes to her dissatisfaction with her marriage. DREW’S FRIEND - Drew has her very own architect.
284

ARCHITECT (talking to Drew and Colin) - I don’t know why ARCHITECT (talking to COLIN) – You said less is more
(8) …………….……………. hire architects and then tell them what and... less is only more when more is no good.
to do... ARCHITECT (in his studio) - I believe it is just as important
COLIN - Because it’s our house. to design a (15) …………….……………. coop as it is to design a
cathedral.
In the architect’s studio
ARCHITECT - That’s why we are here Colon. I’m trying to KEY.
determine what you want. (1) million; (2) house; (3) summer; (4) cheaper; (5) architect;
COLIN - It’s Colin, the colon is the large (9) …………….………. . (6) dreams; (7) communication; (8) people; (9) intestine; (10)
sleeping; (11) alternatives; (12) muse; (13) incompetence;
In the architect’s studio (showing the model of the house) (14) opinion; (15) chicken
BUILDER 1 - Wow!
ARCHITECT - These are… the (10) …………….……………. spaces. BUILDING HIGHER
COLIN - You mean bedrooms?
Page 215
ARCHITECT - You could call them that.
Earthquakes
Having dinner with Colin and Drew
MAN - How many bedrooms in total? 1.
1. T • 2. F (Tsunami is a Japanese word) • 3. F (The
DREW - Ah… the sleeping spaces... Richter scale measures magnitude • the Mercalli scale
In the architect’s studio (talking to Drew) measures intensity) • 4. NG • 5. F (Most faults lie
underground, but some are visible. For example, the San
ARCHITECT - Ah, for a painter or a sculptor, you wouldn’t Andreas Fault in California.) • 6. T • 7. NG • 8. T • 9.
dare suggest (11) …………….……………. but an architect has to F (The site of the movement is called the “focus” of the
put up with anything! quake. The point on the surface above the focus is the
“epicentre”).
Outdoors
ARCHITECT - I’ve been in love with you since we first met. 2.
1. The surface of the Earth consists of twenty rigid
DREW - No... plates that move slowly. The movements of these plates
Indoors squeeze and stretch rocks at the edges of the plates.
2. “Shear waves”, which shake buildings vertically and
DREW (painting) - Miles gave me a big sheet of paper… “compressional waves” which move them horizontally.
COLIN - Oh, so what… now he’s your (12) …………….………….? 3. The Earth’s most geologically active regions are the
BUILDER 1 (talking to the ARCHITECT) - I am NOT losing Circum-Pacific belt and the Alpide belt. The Circum-
money on this job based on your (13) …………….…………….! Pacific belt lies along the west coast of North and South
America and on the other side of the ocean from Japan
ARCHITECT (at the building yard) – Often the (14)
to Indonesia. The Alpide belt follows the plate boundaries
…………….……………. of the client must be disregarded for his from Europe to Asia.
own good. 4. The Richter Scale reports the magnitude of an earthquake.
COLIN - Let’s get this nutcase out of our lives. 5. Intensity is measured on the Mercalli Scale.
285

Module 7 SETTLEMENTS
FOUNDATIONS
WEAKER STUDENTS
Unit 1 URBANISATION Ask questions about situations they are familiar with.
E.g.:
Page 218 1. What urban communities does the region where you
live include?
a. Personal answer. b. Personal answer. c. Personal 2. What kind of transport networks are there in the
answer. region?
3. Are there any small settlements in your region? Are
Page 219 these villages or hamlets?
1. PET-LIKE ACTIVITY 4. Are they in the mountains, in a flatland or along a
coastal plain?
1. T; 5. Do they rely on agriculture, fishing or livestock farming?
2. F (Most large settlements in more economically
developed countries are multifunctional);
3. F (By “conurbation” we mean a group of towns that Page 221
have spread and joined together to form an area with a
high population);
5.
1. e; 2. c; 3. a; 4. f; 5. d; 6. b.
4. T;
5. T;
6. F (It is a settlement in a rural area which was once an
6.
agricultural settlement); 1. A CBD usually includes department stores and
7. T; shopping malls, cultural and historical buildings, finance
8. T. centres, banks, administration, the Town Hall, main bus
and railway stations.
2. 2. It is called downtown.
1. multifunctional; 2. health; 3. hierarchy; 4. leisure time; 3. It is also known as the twilight zone.
5. town planning; 6. natural environment; 7 food shop; 4. It has mainly terraced houses in a grid like pattern
8. farm. built beside the factories but in the 1960s and 1970s,
tall blocks of flats replaced terraces in many cities.
7.1 3. 5. During the 1990s, the Inner City redevelopment took
the form of “gentrification”, which was aimed at renewing
Conurbations the area while trying to keep some of the old architecture.
6. Many suburban houses were built in the period
“BosWash” is the nickname of the 400-mile long urban between the two World Wars, during the first half of the
area extending from Boston in the north and Washington 20th century.
DC in the south. Other urbanising strips have received 7. Because there were improvements in public and
a nickname, so “ChiPitts” extends from Chicago to private transports.
Pittsburgh, and the California coastal development 8. Buildings such as schools, places of worship, large
stretching from San Francisco to San Diego is called supermarkets, leisure facilities are often present together
“SanSan”. The U.S. population has moved from rural to with parks and green areas that make these parts of the
urban areas, a trend which began in the 1930s. Today city truly liveable.
more than 70% of U.S. residents live in metropolitan 9. Commuters can reach the CBD along main roads and
areas. The rural population has decreased dramatically,
railways.
as rural areas have lost population or have been
10. Only partially because Italian cities have a long
swallowed up in sprawling nearby metropolitan areas.
history behind them and have had a different kind of
urban development.
1. It is 400 miles long.
2. From Chicago to Pittsburgh.
3. “SanSan”. WEAKER STUDENTS
4. The U.S. population moved from rural to urban areas.
READING COMPREHENSION.
5. More than 70%.
6. The rural population has decreased dramatically.
the text where they can find the correct information
and match them to the question number.
4. Personal answer.
286

7. SCUOLA-LAVORO 11. Sample answer.
Over the next two decades, the world will add 1.1
Personal answers.
billion people to its towns and cities. About one half
of this urbanisation will happen in the regions of East
CULTURAL NOTE and South Asia and Africa. The more successful cities
of Asia have been effective at creating opportunities,
The Italian city
increasing productivity, fostering innovation, providing
The Italian city has a historical centre, generally of
efficient and affordable services for residents. But many
Roman or medieval origin around which the city has
more cities have ignored important investments in critical
developed gradually. Today, historical centres have
infrastructure, environmental and social policies. This has
ancient buildings and monuments. They usually house
resulted in traffic congestion, sprawl, slums, pollution
administrative and public offices, commercial areas,
and crime. Africa has experienced the highest urban
theatres, cultural institutions and museums. The
growth during the last two decades. This rapid expansion
second phase of urban development took place in the
has changed the continent’s demographic landscape.
19th century and was linked to the industrial progress
Unfortunately, urbanisation in Africa has failed to produce
and the population growth. The next enlargement
inclusive growth which has resulted in proliferation of
included the rings of peripheries of the 1950s and
slums, urban poverty and rising inequality. This growth
1960s and the new neighbourhoods recently built,
has been too quick to be controlled by comprehensive
which are creating the sprawled city.
urban plans. Urban planners in poor countries often
spend many years drawing up detailed master plans;
by the time they have finished, the city has changed so
EXTRA ACTIVITY much that their designs cannot possibly be implemented.
Resources: Patterns of land use in cities. Page 225
12.
1. age; 2. owner; 3. trends; 4. expenses; 5. investors; 6.
Page 223 professional; 7. transaction.
8. 13.
1. The term “urban sprawl” was first used in an article in
1. It is an estimation regarding the value of a particular
The Times in 1955 as a negative comment on the state
property.
of London’s peripheries at that time.
2. Valuation reports are useful to government agencies,
2. The current urban population in the world is around
individuals, investors and banks to take out a mortgage.
3.9 billion.
3. The benefits of real property are generally recognised
3. It will be around 6.3 billion by 2050.
over a long period of time.
4. Areas with urban sprawl require people to rely on their
4. An appraisal of the value of a property must take into
own cars because it is too costly to implement effective
consideration economic and social trends, as well as
public transportation.
legislative rules and environmental conditions that may
5. A crucial factor of wild urban sprawl – especially in
influence the value, which is not necessarily equal to cost
North America, where it is a particularly serious problem
and market price.
– has been the existence of cheap oil.
5. Cost refers to actual expenses, for example, materials
6. People who travelled over a long distance were the
and work; price is the amount that someone pays for
first to suffer from high oil price.
something.
6. Cost and market prices can affect value, but they do
not determine value.
1. T; 2. F (Medium-sized cities have from 1 to 5 million 7. Making an accurate valuation of a property needs a
inhabitants); 3. T; 4. T; 5. F (Many city administrations systematic collection of data; specific data regarding
are implementing urban growth boundaries that limit that particular property and general data concerning the
development to defined areas); 6. F (The main goal is to region, city and areas where the property is located.
create more liveable cities that make it easier to choose
walking over driving).
WEAKER STUDENTS
10. READING COMPREHENSION.
1. low density of people or scattered residential development; Tell the students to underline or highlight the lines in
2. more extensive use of private vehicles than walking, biking, the text where they can find the correct information
or use of public transport; 3. limitless outward expansion; and match them to the question number.
4. negative impact on the nearby environment
287

7.2 14. 2.
1. Man has probably lived on Earth for about 2,5 million
Real estate agents years.
2. Activities such as the systematic cultivation of plants
1. Real estate agents are licensed professionals who and the domestication of animals made more permanent
represent buyers and sellers in real estate transactions. settlements possible.
2. Most agents work for a real estate broker or realtor 3. The production of storable food, a system of writing,
who has additional training and extra certifications. a more complex social organisation and technological
3. Real estate brokers generally own a firm or a franchise advances such as the plough, potter’s wheel, loom and
and are responsible for approving final contracts. metallurgy were the main requirements.
4. Agents usually work entirely on commission, so their 4. The first true urban settlements appeared around
income depends on their ability to assist clients and 3,000 B.C. in ancient Mesopotamia, Egypt and the Indus
close transactions. Valley.
5. Agents perform different duties, depending on whether 5. Certain areas were reserved for meetings, recreation,
they work for the buyer or the seller. trade and worship.
6. Agents who work for the seller help the client define 6. Athens and Rome were two great examples of this
the correct value of the property and prepare it for sale. kind of urban organisation.
7. They put the property on the market through 7. Hippodamus was an ancient Greek architect who
advertisements on the web and/or in specialised developed the first systematic theories about city
magazines. planning. His works included plans for the use of land
8. Agents who work for the buyer search for available and the location of streets and buildings in the cities of
properties that match the buyer’s price range. Miletus and Piraeus.
9. Real estate agents work with other professionals such 8. Walls provided protection to the city inhabitants and
as surveyors and architects. to rural people that could escape behind the walls during
10. Agents support clients in preparing necessary the enemy attacks.
documents and deeds. 9. The problem of population growth was solved by
knocking down the walls and rebuilding them farther
1. c; 2. j; 3. a; 4. h; 5. b; 6. d; 7. e; 8. i; 9. g; 10. f. out or by letting the walls stand and building new cities
nearby.
15. SCUOLA-LAVORO 10. Because religion played an important role in Medieval
Personal answer. European life and was reflected in the planning of many
cities so the church stood in the centre of the city and
16. SCUOLA-LAVORO was the biggest and most expensive building.
Personal answer. 11. The Renaissance began in Florence, Italy, in the early
15th century and spread to Rome, Milan and then the rest
of Europe in the 16th century.
Page 226 12. Many famous artists of the period made a contribution
to beautifying cities.
a. Personal answer; 13. The main themes were the research of symmetry, the
b. The urban planners (e.g. architects, surveyors, creation of balanced axial compositions, the placement
engineers) working for the City Council. of monumental buildings, obelisks and statues at the
c. Sample answer: improvement of the historic centre ends of long, straight streets.
area, creation of green areas, parks, pedestrian and 14. The urban space became a piece of architecture that
cycling paths, improvement of public transport and urban was able to provide aesthetically pleasing and functional
mobility. order.
15. The large squares in front of St. Mark’s Cathedral in
Page 227 Venice and St. Peter’s Church in Rome.
16. Because it incorporates broad avenues and major
1. 1. placement; 2. metallurgy; 3. storable; 4. church; streets that radiate out from traffic circles, providing
5. rural; 6. trade. views toward important landmarks and monuments.
WEAKER STUDENTS WEAKER STUDENTS

READING COMPREHENSION. READING COMPREHENSION.
Tell the students to underline or highlight the lines in Tell the students to underline or highlight the lines in
the text where they can find the correct information the text where they can find the correct information
and match them to the question number. and match them to the question number.
288

3. EXTRA ACTIVITIES
Draw a timeline of the history of City Planning in the
past in your exercise book and use it for an oral report  Encourage students to find information on the
which summarises the key information. internet about a Medieval or Renaissance town
they visited in your region or in another part of Italy.
Then, they list its main features and discuss them
E.g.:
with the class; next, they write a short paragraph
CITY PLANNING IN THE PAST of about 90/100 words, explaining the structure of
the town in detail.
 Surf the EDISCO website → NEW LANDSCAPES
Permanent settlements, cultivation Online Resources:
of plants, domestication of animals – The Renaissance ideal city
8,000-10,000 years ago – Medieval York (listening activity)
– Walled cities in Europe.
First urban settlements in
Mesopotamia, Egypt, Indus Valley
Page 229
4,000-3,000 BC
Greek cities (Hippodamus), Roman 1. T; 2. F (The Renaissance concepts of urban planning
cities: different areas were implemented in urban public spaces: long avenues,
2,000BC-5th century AD radial street networks, monumental squares, geometric
parks and gardens); 3. F (After the Great Fire); 4. F (19th
Medieval city: thick walls, church in century); 5. T; 6. T; 7. F (Cities became overcrowded and
the centre dirty); 8. T; 9. F (The working classes lived near their
Middle Ages place of employment); 10. T.
Renaissance: great artists, 5.

symmetry, axial composition, 1. The first signs of reaction to the ugliness of industrial
monumental buildings, Washington cities came in the form of several plans for new “ideal”
cities in the late 19th century.
15th-16th- cent.-18th US
2. In 1898 Ebenezer Howard published his book “To-
morrow: a peaceful path to real reform”, which is
Sample answer. considered the milestone of the Garden City Movement.
In prehistory after a period of nomadic life, Man started to 3. In the 1920s and 1930s, many suburbs, inspired by
create permanent settlements between 8,000 and 10,000 the “garden-city” philosophy, were built all over England,
years ago with cultivation of plants and domestication France and North America, surrounded by green-belts of
of animals. Around 4,000 and 3,000 BC, technological parks.
advances and a social organisation led to the birth of 4. Modernism in Urban Planning tried to eliminate
the first true urban settlements in Mesopotamia, Egypt disorder, congestion, and the small scale, replacing them
and Indus valley. Greeks and Romans where masters in with widely-spaced roads and tower blocks set within
city planning; Hippodamus, an ancient Greek architect, gardens.
designed the plans of the cities of Miletus and Piraeus. In 5. Modernism is also associated with large scale
the Roman city, different areas were devoted to meeting, renewal projects after World War II. Many large European
recreation, trade and worship. The Medieval city was cities, bombed during the war, were reconstructed with
characterized by thick walls which were knocked down huge blocks of residential buildings and efficient road
and rebuilt farther out when it was necessary to enlarge networks.
the city. The church stood in the centre of the medieval 6. Because of a rapid increase in urban problems.
city because of the great importance of religion at that
time. The Renaissance was a period of urban revolution. 6.
Many artists were involved in making cities more beautiful Sample answer.
where the urban space had to be aesthetically pleasing Man began to live in permanent settlements only about
and have a functional order at the same time. The central 10,000 years ago, after a long period of nomadic life.
themes were the research of symmetry and the creation Some technological advances, social organisation and
of balanced axial compositions. Monumental buildings, the production of storable food allowed the development
tall obelisks and statues were placed at the end of long of the first villages. In ancient times, the cities had
straight streets. In the US, an example of Renaissance separate areas dedicated to meetings, recreation, trade
urban planning is the plan of Washington D.C. designed and worship as the layout of Athens and Rome shows.
by Pierre L’Enfant in 1790. In the Middle Ages the city was characterized by thick
289

walls which provided protection against enemy attacks 10.
but were knocked down and rebuild farther out when 1. City planning is the process of organising the
it was necessary to enlarge the city. The church stood development of cities and towns. 2. Networks include
in the centre of the medieval city because of the great transportation systems and electricity, gas and
importance of religion at that time. The Renaissance communications signals. 3. Buildings include residential,
was a period of great urban revolution because city commercial and industrial structures. 4. Open spaces
planners and famous artists began to completely modify contribute to improve the quality of urban life.
the shape of cities. The research of symmetry and the
creation of balanced axial compositions were central 11. SCUOLA-LAVORO
themes. Monumental buildings, tall obelisks and statues
Personal answer.
were placed at the end of long straight streets. In the
US, an example of Renaissance urban planning is the
EXTRA ACTIVITY
plan of Washington D.C. designed by Pierre L’Enfant in
1790. During the 17th and 18th centuries, Renaissance Surf the EDISCO website → NEW LANDSCAPES Online
concepts were implemented in urban public spaces. The Resources:
Industrial Revolution in Europe and North America saw the – Masterplan of Greater London (1944)
population of many cities increase rapidly as thousands
of workers left the countryside to take manufacturing
VIDEO Birmingham Big City Plan – City centre Masterplan
jobs in cities, which became overcrowded and dirty. To
improve the workers’ life conditions, some manufacturers
built “industrial villages” where workers were housed Page 233
near the workplaces. In the late 19th century, one of the
first reactions to the ugliness of industrial cities was the 12.
Garden City Movement, led by Ebenezer Howard. After WHAT AIM HOW
World War 2, many cities were reconstructed following
modernist city planning projects. In the last decades, a 1. Historic Becoming the Renovating existing
fast increase in urban problems forced governments to centres heart of city life building; creating
consider “city planning” essential to improve the quality meeting points
of life in large metropolitan areas. 2. Urban To create a new Creating new
climate microclimate green areas and
EXTRA ACTIVITIES renovating existing
ones
and Further Resources: 3. Water Rational use Collecting rainwater
– The Garden City Movement and save drinking
– Industrial villages in Italy water
– Welwyn Garden City today 4. Mobility To improve Analysis of traffic
intermodal hubs and infrastructural
between private routes
Page 231 and public
transportation
7.
1. What categories can the physical elements of an urban 5. Abandoned Saving land Reusing abandoned
area be divided into? 2. What kind of buildings occupy areas areas before
almost half of urban land? 3. What does a Master Plan building in new
show? 4. What are parks and gardens useful for? 5. areas
How can a Master Plan be managed after its approval by 6. To reduce air Fostering the use of
the City council? Environmental pollution public transport –
quality encouraging cleaner
8. heating system
1. b; 2. e; 3. d; 4. a; 5. c.
7. Belts of Separation Thick bushes or
9. PET-LIKE ACTIVITY plant life between green paths
different urban
1. F (City planners deal with the physical layout of urban functions
areas and the improvement of people’s standard of living);
2. F (Sometimes a City Master Plan can be hundreds of 8. Paths for Reduction of city Safe pedestrian and
pages long); 3. F (It shows a community as it is and how pedestrians vehicle traffic for cycling paths
it should be in the future); 4. T; 5. T; 6. T; 7. F (They pay and cyclists short distances
attention to ... employment and economic trends); 8. T;
9. F (A Master Plan can be amended and updated); 10.T. 13. 1. c; 2. a; 3. b; 4. f; 5. d; 6. e.
290

Page 234 2.
suburbs; CBD; Urban-rural fringe
7.3 14.
PlaNYC 3.
Middle Ages; Post-War; Industrial Revolution
PlaNYC, a comprehensive sustainability plan for New York
City, was announced in December 2006, and released in 4.
April 2007. It outlines the development of a greener city
roads; green areas; residential building
over the next 25 years. New York City is the largest city
in the United States; alone, it emits nearly 0.25% of the
world’s total greenhouse gases. Improving sustainability Page 237
measures and reducing total greenhouse gas emissions
will have a real impact on both a local and global scale. 5. 1. settlement – urban; 2. Megacities; 3. region; 4.
PlaNYC has 10 general goals to achieve in order to boundaries; 5. twilight; 6. suburban; 7. fringe; 8. density
improve New York City’s long-term sustainability: – development; 9. property – seller; 10. walls; 11.
symmetry – axial; 12. baroque; 13.working – employment;
A. 14. green-belt; 15. equality.
1. NO (It was announced in December 2006 and released
in April 2007); 2. YES; 3. YES; 4. NO (0.25%); 5. YES. 6.
B.
1 2
C B
1. Create homes for a million more New Yorkers. 3
F A C T O R Y U
2. Reduce travel time, improving the network of public U Y
transport. 4
3. Ensure that all residents live within a 10-minute walk F I N A N C E

5
of a park. D E T A C H E D A T R
4. Improve the water system. A C R
5. Repair and improve transportation infrastructure. 7
M O B I L I T Y C
6. Provide cleaner, more reliable energy sources. 9 10 11
S P R A W L L S O
7. Reduce global warming emissions by more than 30%
relative to 2005 levels. A R E R E L I G U I N
8. Improve air quality. T C T T D U
9. Clean up contaminated land. T H P R I C E R
10. Protect natural areas. 14
A E R I A L E B
15
15. SCUOLA-LAVORO R T I N D U S T R I A L
Personal answer. N E T
16
C L O C A T I O N
CULTURAL NOTE T O
17
H A U S M A N N
Arcadis’ Sustainable Cities Index, ranked 100 cities
around the world for their performance across
three main factors (PPP): People, which measured
social performance and quality of life; Planet, which
• GRAMMAR
covers ‘green’ factors like energy use, pollution
and emissions; Profit, which assessed business
Page 238
environment and economic health. No Italian cities
are among the ten top positions. Rome is at the 22nd 1.
position. In 2016 Zurich was the first one.
1. indistinct
2. unimportant
3. non-functional
BRICKS & MORTAR
4. illegal
• VOCABULARY 5. insignificant
6. unspecific
Page 236 7. unnatural
1. 8. asocial
village; hamlet; megacity 9. unlimited
291

2. 1. a; 2. c; 3. a; 4. b; 5. b; 6. c; 7. a; 8. b.
1. rich: richness
2. thick: thickness • SPEAKING
3. possible: possibility
4. powerful: power
Page 241
5. practical: practice A: Good morning Mr Clark. My name is …….., I’m an
6. beautiful: beauty Italian student on a school exchange here in Liverpool.
7. deep: depth / deepness At my school in Italy we are carrying out a project called
8. increasing: increase “Cities of the New Millennium”, so I’d like to ask you
9. sustainable: sustainability some questions about the major urban renewal projects
10. productive: productiveness in Liverpool.
B. Hello! What kind of information are you interested in?
3. A. Well, first of all, what do you mean by “Urban
1. growth: growing Renaissance”?
2. skill: skilful B. By “Urban Renaissance” we mean a proper balance
3. health: healthy of social, environmental and economic factors, the
4. ugliness: ugly best use of local resources and the best architectural
5. influence: influential solutions for the city. This recipe for success was
6. width: wide rewarded with Liverpool being named European Cultural
Capital in 2008.
A. Could you give me some precise data about Liverpool
SCAFFOLDING One, please?
B. Of course. Liverpool One covers 17 hectares, it is
• LISTENING largely intended for retail use; in fact, it includes the
biggest shopping centre in Europe, there is a 14-screen
Page 240 multiplex cinema, there are 21,000 m2 of refreshment
areas and restaurants, 500 luxury apartments, a two-
7.4 1. hectare park and 3,000 parking spaces.
A. What about the Arena and Convention Centre and the
Dubai: a city of contrast
adjacent Albert Dock?
After a 14-hour flight from Sydney, it is almost a shock B. The Arena and Convention Centre (ACC) is a complex
to realise that at 5.30 a.m. the temperature is already with a 10,600-seat arena, a convention centre with a
28 degrees, quickly rising to 42 in a few hours, but 1,350 seat auditorium and a 7,000 m2 exhibition area.
we are in Dubai, an ar tificial wonderland, the Arab It integrates the adjacent Albert Dock. This historical
Emirates’ version of Disneyland. Slightly surreal, it is part underwent significant restoration and renewal works
in the 80s and 90s. Today, it is in the list of UNESCO
the fastest growing city in the world. It is the home of
heritage sites.”
the world’s tallest skyscraper – the Burj Khalifa – of
A. What other projects are on the table for the future?
bulky shopping centres, of beachside luxurious hotels,
B. The “Super Port” will link the port to John Lennon
of the Middle East’s first indoor ski resor t with one of
Airport, the Manchester Canal and the modernisation of
the largest indoor slopes in the world. We stay at the
the Wallasey and Birkenhead Docks.
Atlantis Palm Jumeirah Hotel – the largest water-themed A. Thank you very much, Mr Clark! Your information will
resor t in the Middle East. I am rather scared by the size be very useful.
of this 1,540-room resor t, with its many water-themed B. My pleasure!
amusements and 65,000 marine animals. When we
venture out to explore the city, it is clear that Dubai is
a place rich in contrasts. It is hard to believe that this • WRITING
city was once a quiet small town with houses built by Page 242
Persian traders and huts housing Bedouin fishermen and
pearl divers. Dubai Creek divides the city into the Deira Sample answer.
district to its nor th – which has spice, fish and world- Whether living in a city is better than living in the
renowned gold souk – and Bur Dubai. After spending countr yside or vice-versa is a difficult question. First,
a day in the Old City, visiting the Dubai Museum and living in a city means that you live in the centre of
walking through the spice souk, I realised I like the Old ever ything. There is a great variety of accommodation,
City better than the new. Today, Dubai has become one from a small loft to a luxur y flat in a skyscraper. There
of the most talked-about cities in the world. An analogy are a lot of things to do. Cultural life is rich, there are
with Disneyland is not far off: “Dubailand” – the world’s cinemas, theatres, libraries, museums and exhibitions.
largest amusement park. People in villages have only TV or books and ver y few
facilities to spend leisure time in. In a city, you can
292

tr y different types of food because there are lots of
restaurants, but on the other hand, there is a shortage CULTURAL NOTE
of fresh food. You must do your food shopping at the • Manhattan was filmed in black-and-white and
supermarket because vegetables, food and fruit in the features music composed by George Gershwin,
cities are normally stored. including “Rhapsody in Blue”, which inspired
Modern communication systems are better in any city the idea behind the film. The film was met with
compared to a village. In a city, people have access to widespread critical acclaim and was nominated for
many different transportation systems and have the two Academy Awards: Best Supporting Actress for
latest technology to communicate. In the countryside, you Margot Hemingway and Best Writing Screenplay.
must rely on your car for travelling and sometimes in a In 2001, the United States Library of Congress
village there are problems of communication and access deemed the film «culturally significant» and selected
to the Internet because there is no broadband. A city it for preservation in the National Film Registry.
provides better hospitals, better educational institutes, • In the history of cinema, hundreds of films have
sports facilities, banks, department stores, which are New York City as the location of their plot. In the
absent or rare in a village. In a city there are plenty of job last decades, some of the most famous are:
opportunities. Most company offices, government offices Independence Day (1996) Spider-Man (2002)
and manufacturing industries are either situated in a city The day after tomorrow (2004) Madagascar (2005)
or close to it. Iron-Man (2008) The Wolves of Wall Street (2012)
However, living in an urban environment has its negative Café Society (2016).
sides. From general dirtiness and overcrowded places
to air, acoustic and light pollution, few green areas
and little natural environment, summer heat waves, BEFORE VIEWING ACTIVITIES
increasing crime, are all disadvantages that lead people 1. Personal answer; 2. Five boroughs: Manhattan,
to escape from cities. The main reasons why a growing Brooklyn, Queens, Staten Island, the Bronx. 3. Suggested
number of people decide to move into the countr yside answer: Play It Again, Sam 1972; Interiors 1978; Zelig
include privacy and a slower pace of life, feeling closer 1983; Hannah And Her Sisters 1986; Match Point 2005;
to nature – it is common to see wildlife from your house Midnight in Paris 2011; Magic in the Moonlight 2014;
– larger green areas and a natural, pleasant landscape, Café Society 2016.
open space, clean air and in general less environmental
pollution and friendlier people. People work together FILM CLIP
and look out for one another, creating a greater sense (1) all out of proportion; (2) what season was; (3) the
of community. The crime rate is also lower in the great tunes; (4) too romantic; (5) beautiful women; (6) all
countr yside than in cities. the angles; (7) contemporary culture; (8) many people;
In conclusion, living in the countr yside or in a city has (9) adored New York City; (10) television, crime, garbage;
both its charms and its dif ficulties. The environment (11) tough and romantic; (12) jungle cat.
you choose will af fect your lifestyle, day-to-day
activities and even your health. A person’s personality,
job and financial situation may influence their choice
The narrator makes some comments on what he is
of environment.
writing, using very informal expressions. Find the Italian
equivalents of these English words.
ENGLISH ITALIAN
FINISHING TOUCHES 1. corny
Page 243 2. it’s gonna be
3. preachy
MANHATTAN
4. face it
This movie was selected for its location: New York City 5. I wanna sell
(introduced with the legendar y Gershwin montage of the
city). Loved deeply by the protagonist of the stor y, it is KEY
an iconic and unforgettable city that has the function ENGLISH ITALIAN
of a black-and-white background of the love stor y 1. corny risaputo, stucchevole
between Isaac (a successful comedy writer) and Mar y 2. it’s gonna (going to) be sarà, diventerà
(a journalist and lover of Isaac’s married best friend).
3. preachy moraleggiante
Queensboro Bridge, featured on the movie poster with
a couple sitting on a bench, and other city locations 4. face it affrontiamolo, facciamo i
conti con
have become refined tourist attractions after the movie
release. 5. I wanna (want to) sell io voglio vendere
293

CLIL 4.
• PHYSICAL EDUCATION Open answer.

1. Olympic and Paralympic Games’ Hosting Cities
1. long jump; 2. wrestling; 3. chariot race; 4. boxing; 5.
discus throwing; 6. running; 7 javelin throwing. CITY COUNTRY YEAR
Athens Greece 2004
2.
Chariot race. Turin (winter games) Italy 2006
Beijing China 2008
3.
1. Where and when did the Olympic Games begin? Vancouver (winter games) Canada 2010
2. What was the first sporting event? London UK 2012
3. What was the pentathlon?
Sochi (winter games) Russia 2014
4. What did the winners get?
5. What concept did the Greeks believe in? Rio de Janeiro Brazil 2016
6. When were the Olympic Games abolished? Pyeongchang (winter games) South Corea 2018
7. Who revived the Olympic Games?
Tokyo Japan 2020
8. When did the first modern Olympic Games open?
9. Why were the 1916, 1940 and 1944 Games cancelled? Beijing (winter games) China 2022
10. What main functions does the International Olympic Paris France 2024
Committee have?
294

Module 8 HISTORY OF ARCHITECTURE
2.
Unit 1 FROM THE BEGINNING TO THE 18TH CENTURY 8.1
Stonehenge
Page 248
Stonehenge is one of the world’s most famous
a. Personal answer. monuments. It stands on Salisbury Plain, in Wiltshire and
b. Personal answer. its giant stones can be seen from miles around.
c. Personal answer. Stonehenge was built many hundreds of years ago,
around 3,000 BC. Over the next thousand years, people
made many changes to the monument. The last changes
Page 249 were made in the early Bronze Age, around 1,500 BC.
We may never know exactly why Stonehenge was built, but
1. people probably gathered there for religious ceremonies.
GEOGRAPHICAL KINDS OF DISTINCTIVE MATERIALS The giant stones were transported to the building site,
AREA BUILDING FEATURES USED probably carried on rafts down rivers, then dragged
Egypt great royal tombs stone overland by teams of men and oxen.
pyramids Some people think that Stonehenge was used to study
the movements of the Sun and Moon. Other people think
Assyria ziggurat layers that clay bricks
it was a place of healing.
and Babylonia gradually
As the ancient Britons believed that the Sun and Moon had
grew
a special power over their lives, it is very likely that they
smaller
held special ceremonies at Stonehenge on Midsummer’s
towards the
Day (the longest day of the year) and on Midwinter’s Day
top
(the shortest day of the year).
India temples, relics of rock Many experts believe that Stonehenge was used for
(Buddhism) monasteries Buddha funerals. They suggest that people carried the dead along
and stupas the River Avon and then walked up to Stonehenge in a
India temples rows of stone grand procession. The most important funeral ceremony
(Hinduism) sculptured of the year was probably held on Midwinter’s Night at
columns Stonehenge.
India (Muslim) mosques high domes stone
and tall
1. It stands on Salisbury Plain, in Wiltshire.
towers
2. They started building it in the late Neolithic Age,
China temples spacious wood around 3,000 BC.
and court 3. The last changes were made in the early Bronze Age,
palaces leading to a around 1,500 BC.
high-roofed 4. People probably gathered there for religious ceremonies.
hall
5. They carried stones on rafts down rivers, then they
Japan houses one floor wood, were dragged overland by teams of men and oxen.
high, paper, 6. On Midsummer’s Day (the longest day of the year) and
gardens bamboo, on Midwinter’s Day (the shortest day of the year).
enclosed straw 7. They believed that the Sun and Moon had a special
by bamboo power over their lives.
fences; 8. On Midwinter’s Night.
sliding
paper
screens to Page 250
separate
the rooms; 8.2 3.
wooden
Greek and Roman architecture
floor
covered The first civilization in the region of Greece developed on
with straw the (1) island of Crete. The palace of Knossos in Crete
mats has a good water system, vivaciously decorated rooms
295

and paved (2) floors. The people built tall houses with
CULTURAL NOTE
windows, (3) flat roofs and stone floors.
Tribes from the north then settled on the (4) mainland The Colosseum
of Greece and there built strong, fortress-like palaces The Colosseum or Flavian Amphitheatre was the
with thick outer walls. Rows of (5) columns surrounded biggest amphitheatre in the entire Roman Empire. The
the megaron, the main room of the palace. Mycenae construction started in 70 BC under the first Flavian
was the most famous city and there the famous Lion emperor, Vespasian and was completed in the 80s
Gate, made of (6) huge stones piled one upon the BC. It was mainly used for gladiator fights and for wild
other, can be seen; it led to the city. Around 600 BC, beast hunts. The Colosseum is built of stones and
a new architectural form appeared in Greece. This (7) concrete. It had four main floors with eighty arches
classical architecture reached its zenith from 450 to each. The structure has been damaged over the
400 BC. Using stone and (8) marble, Greek builders centuries by earthquakes and stone-robbers. Romans
built temples which had a main room (cella) with the stopped using the Colosseum for entertainment
statue of a god or (9) goddess. Marble rows of columns purposes in early medieval time (5th century AD). After
supported the roof on the (10) outside the columns that, it was used as a fortress, workshops, housing
followed set (11) styles known as orders. The three poor and even as a Christian temple. Today, the
Greek orders were Doric, Ionic and Corinthian: one of Colosseum is an iconic symbol of Rome’s cultural
the finest Greek temples is the Parthenon, which still and historic significance and it is also depicted on the
stands on the Acropolis overlooking the city of Athens. It Italian version of five cent Euro coin.
was designed by Ictinus and Callicrates, who worked in
400 BC. The Romans copied some Greek architectural
forms after they had conquered Greece in 100 BC. Their TEACHING TIP
greatest achievement was the construction of large Use the above Cultural Note as a dictation activity, or
(12) arches and vaults. The Romans also built domed as a T/F listening activity (PET-LIKE ACTIVITY) drawing
buildings, such as the Pantheon. Brick strengthened the following chart on the blackboard.
with (13) concrete was the favourite building material
in ancient Rome. The Romans built many impressive 1. The Colosseum was the biggest T F
public buildings during the Imperial Period (27 BC to AD amphitheatre in the Roman empire.
476). They used high vaulted halls called basilicas, for 2. The construction started in the 80s BC.
courtrooms and (14) civic activities. One of the largest 3. The building material used were stone
is the Basilica of Maxentius in Rome. and concrete.
Contests and (15) games were held in theatres and
stadiums, such as the Colosseum. Public baths 4. It was mainly used for entertainment.
included pools, ar t galleries and libraries. Many of the 5. The Colosseum was never damaged by
most impor tant (16) public buildings were grouped in natural events.
a forum. 6. In the Middle Ages it was used for
different purposes.
7. It is depicted on five Euro note.
Page 251
Key: 1. T; 2. F (70s BC); 3. T; 4. T; 5. F (The structure
4. has been damaged over the centuries by earthquakes
1. It developed on the island of Crete. and stone-robbers); 6. T; 7. F (five cent Euro coin).
2. They built strong, fortress-like palaces with thick outer
walls.
3. They used stone and marble, built temples with a
main room (cella) with the statue of a god or goddess. Page 253
Marble rows of columns suppor ted the roof on the
outside: the columns followed set styles known as 5.
orders. 1. The Christian basilica had a tall central hall (nave) with
4. There were three orders of columns: Doric, Ionic and lower compartments (side aisles) and the altar was at
Corinthian. the far end of the church in a semicircular room (apse).
5. Romans were particularly good at building big arches 2. Churches in the East (e.g. Constantinople) had
and vaults. complicated vaults and domes and the interiors were
6. Brick strengthened with concrete was the Romans’ decorated with richly coloured paintings and mosaics.
favourite building material. 3. The distinctive features of Romanesque architecture
7. Civic activities took place in the basilica. were strength and heaviness; the churches had low wide
8. It was the place where many of the most important arches, heavy supports and thick walls.
public buildings were grouped. 4. The transept is a wide aisle which crosses the nave.
296

5. Cutting windows was a problem because of the thick 2. The architects of the Italian Renaissance sought their
walls, so these churches often were dark and gloomy. main inspiration from Greek and Roman architecture.
6. Gothic architecture was characterized by pointed 3. The ideal proportions for a building were based on
instead of rounded arches. those of the idealized human body.
7. The weight of the building was supported by slender 4. In 1414, an ancient book by the Roman architect
beams called flying buttresses. Vitruvius was discovered in the Abbey at Monte Cassino.
8. The architects designed not only churches but also 5. Vitruvius believed that the various parts of a building
fine houses, palaces, town halls, and universities like the design should be a ratio number of the whole because this
ones in Oxford and Cambridge. was aesthetically pleasing. This proportion is perfectly
represented in the Vitruvian Man conceived by Leonardo
8.3 6. da Vinci.
6. The principal Renaissance building types were the
Gothic style church, the palazzo (urban mansion), and the villa
(country mansion).
The Goths were a barbaric tribe who held power in various
7. Filippo Brunelleschi is famous for the design of the
regions of Europe, between the collapse of the Roman
dome of the Cathedral in Florence, combining the precise
Empire and the establishment of the Holy Roman Empire,
classical shapes with gothic vaults.
from about the fifth to the eighth century.
8. Leon Battista Alberti designed the entrance to the
The Gothic style grew out of the Romanesque, and from
church of Saint Andrea in Mantua in the form of a Roman
1000 to 1400 several significant cathedrals and churches
triumphal arch. Donato Bramante planned the gigantic
were built, particularly in Britain and France. The most
dimensions of Saint Peter’s Church in Rome on which
fundamental element of the Gothic style of architecture
other artists (Michelangelo and Raphael) later worked.
was the pointed arch, which relieved the stress on other
9. It is Villa La Rotonda near Vicenza.
structural elements. It then became possible to reduce
10. Palladio was the most important representative of
the size of the columns that supported the arch.
Mannerism, the style of the Late Renaissance (1520-1600),
So, rather than having massive columns as in the
characterized by sophistication and complexity rather than
Romanesque churches, the new columns could be more
the harmony and clarity of the High Renaissance.
slender. This slimness was repeated in the upper levels.
In fact, the column basically continued up to the roof and
became part of the vault. WEAKER STUDENTS
The slender columns allowed for larger windows and more
light. In late Gothic buildings, almost every surface is
decorated. After the great flowering of Gothic style, tastes
again shifted back to the clean, straight lines and rational
and match them to the question number.
geometry of the Classical Era. It was in the Renaissance
that the name Gothic came to be applied to this medieval
style, which seemed vulgar to Renaissance sensibility.
1. T; 2. T; 3. F (The chateau was a typical building of the
1. They were a so-called barbaric tribe who held power
French Renaissance); 4. F (Elisabeth I); 5. T; 6. F. (The
in various regions of Europe from about the fifth to the
“Country House” is a grand estate, set within parklands
eighth century.
and gardens).
2. The collapse of the Roman Empire and the establishment
of the Holy Roman Empire.
3.They were built from 1000 to 1400, particularly in 8.4 9.
Britain and France.
4. It is the pointed arch. The dome of Florence Cathedral
5. The pointed arch relieved some of the thrust and, 1. In Italy, the major project of the early years of the 15th
therefore, the stress on other structural elements. century was the still-unfinished cathedral in Florence.
6. They allowed for larger windows and more light. 2. As early as 1367, its architects had proposed a ver y
7. Tastes again shifted back to the clean, straight lines tall dome to span the huge interior space, but they
and rational geometry of the Classical Era. lacked the engineering know-how to construct it. 3. The
8. No, it applied to this medieval style which seemed interest in completing the cathedral was revived around
vulgar to Renaissance sensibility. 1420 by the Medici family who ruled the city at that
time. 4. The technical solution was found by a sculptor-
Page 255 turned-architect, Filippo Brunelleschi. 5. The dome
was a revolutionar y achievement in engineering, the
7. dome is a double shell of masonry: an inner one visible
1. The Renaissance began in Italy and spread throughout from within the cathedral, nested inside a wider, taller
Europe during the 15th and the 16th century. external dome. 7. Brunelleschi’s career as a sculptor
297

had ended with his failure to win the 1402 competition 3. The two most popular types of architecture during the
to design new bronze doors for the Baptister y. 8. The Baroque age were religious buildings (cathedrals, parish
competition was won by Lorenzo Ghiberti. After that, churches and monastic buildings) and town and country
Brunelleschi travelled to Rome, where he studied mansions (above all royal palaces).
Roman architecture. 4. The Vatican in Rome and the Royal Palace of Versailles
in France.
1. 15th century - cathedral 5. A dominant motif of all Baroque art was an architectural
2. 1367 - dome - engineering element in the form of more or less regular curves and
3. interest - 1420 - Medici counter-curves.
4. solution - architect 6. Lorenzo Bernini and Francesco Borromini.
5. engineering 7. In some of his buildings, Guarino Guarini used an
6. masonry - cathedral - external “undulating order”, in the form of a complete system
7. sculptor - win - doors of bases, columns, and entablatures distinguished by
8. competition - travelled - Roman continuous curves, as can be seen in the plan for Palazzo
Carignano in Turin.
8. In the South of Italy, the diffusion of Baroque
EXTRA ACTIVITY architecture resulted in regional variations such as
Sicilian Baroque architecture or that of Naples and Lecce.
Resources: Renaissance architecture in England
WEAKER STUDENTS
Page 257
10. and match them to the question number.
BUILDING LOCATION ARCHITECT STYLE
S. Andrea Rome Lorenzo Baroque 12. PET-LIKE ACTIVITY
al Quirinale Bernini 1. F (In London, Sir Christopher Wren [1632-1723]
Chiswick London John Neo-classical designed Saint Paul’s Cathedral. In France Claude Perrault
House Burlington [1613-1688] and Louis Le Vau [1612-1670] designed the
façade of the Louvre Museum in Paris); 2. T; 3. F (...rival
Façade of Paris Claude Baroque
to Neo-Classicism); 4. F (Neo-Gothic architecture); 5. T;
the Louvre Perrault and
6. F (Neo-Gothic building).
Museum Louis Le Vau
S. Carlo Rome Francesco Baroque EXTRA ACTIVITY
alle Quattro Borromini
Fontane Encourage the students to focus their attention on
Trinity New York Richard Neo-Gothic some historical buildings in the area where they live.
Church Upjohn What style were they built in? Tell them to write a short
text explaining the main features of these buildings.
S. Paul’s London Christopher Baroque
Cathedral Wren
The London Sir Charles Neo-Gothic
Houses of Barry Unit 2 ARCHITECTURE OF THE 19TH CENTURY
Parliament
Palazzo Turin Guarino Baroque Page 258
Carignano Guarini
a. Personal answer.
S. Ivo alla Rome Francesco Baroque b. Personal answer.
Sapienza Borromini c. Personal answer.
11.
1. Baroque architecture went away from the linear Page 259
forms seen in Renaissance designs and moved towards
structures with flowing, curving shapes. 1. PET-LIKE ACTIVITY
2. Baroque architects often included landscape design 1. T; 2. T; 3. F (Cast iron was used for the structures in
in their plans and a lot of them were appointed to design large buildings such as warehouses and libraries); 4. F
the great gardens, plazas and courtyards of Italy. (It was built in cast iron and glass); 5. T; 6. F (Chicago).
298

2. In the late 19th century, the term was first applied to
1. the use of a variety of historical styles and the development tall buildings being built in Chicago and New York City.
of new materials and structural methods; 2. elements of Chicago’s now demolished ten-storey Home Insurance
earlier styles; 3. the result of the new industrial needs; 4. in Building (1885) is considered to be the “first skyscraper”.
the construction of multi-storey buildings in some American Engineering developments of the 1880s had enabled the
cities; 5. “Form follows function”. construction of tall multi-storey buildings. Architectural
historians refined the definition of skyscraper according
3. to these developments; the definition was based on the
steel skeleton as opposed to constructions of load-bearing
STUDENT A STUDENT B
masonry, which passed their practical limit in 1890s. Until
1. What are the principal The use of historical the 19th century, buildings of over six stories were rare
characteristics of the 19th styles and the because they had great numbers of stairs to climb and water
century architecture? development of new pressure was usually insufficient to supply running water
materials. above 50 m. Modern skyscrapers are built with materials
2. Where were elements They were put together such as steel, glass, reinforced concrete and granite,
of earlier styles put especially in public and utilize mechanical equipment such as water pumps
together? buildings. and elevators. Today the word skyscraper often carries
a connotation of pride and achievement in the countries
3. Where was cast iron Cast iron was used where these buildings have been erected. The skyscraper is
used? for structures in large a modern expression of power, mainly economic and social.
buildings. For example,
Chrystal Palace designed Unnecessary words: construction, height, skyline.
by Joseph Paxton provided
a spectacular model of EXTRA ACTIVITY
the possibilities of cast
iron and glass. Surf the EDISCO website → NEW LANDSCAPES Online
Resources: The Chrysler building in New York
4. What building was The Eiffel Tower, built
designed by Gustav Eiffel using a new material:
in 1889? steel. Page 263
5. Where was skyscraper It was first seen in
6.
architecture first seen? New York, although the
genre was mastered by 1. What did European They rebelled against
the Chicago School of artists rebel formal, classical
Architecture. against? approaches to design.
2 . What did they They believed that the
believe? greatest beauty could be
Page 261 found in nature.
4. 3. What does the It describes the new
1. They are famous for skyscraper design. term Art Nouveau expressions of architecture
2. F. L. Wright worked for “Adler and Sullivan” at the describe? and decorative arts at the
beginning of his career, but he left the firm to focus on end of the 19th century and
house design. beginning of the 20th century.
3. A Chicago School building had a steel-frame with
masonry cladding (usually terracotta) to make it fireproof. 4. What names did this “Art Nouveau” in France,
The exterior of the building was enclosed in brick and movement take in “ Sezession” in Austria,
terracotta, creating a “skin” of glass and masonry. different countries? “Jugendstil” in Germany,
“Modernismo” in Spain,
4. The “Chicago window” is a three-part window
“Liberty” in Italy.
consisting of a large fixed center panel flanked by two
smaller double-hung sash windows. 5. What technological The use of exposed iron
5. They were constructed in New York and Chicago. innovations did and large, irregularly
6. Because the traditional load-bearing walls could not Art Nouveau take shaped pieces of glass for
support supertall structures. advantage of? architecture.
6. What special Asymmetrical shapes,
8.5 5. features do Art extensive use of arches and
Nouveau buildings curved forms, curved glass,
The birth of skyscrapers require? plant-like embellishments,
The word “skyscraper” was originally a nautical term mosaics, stained glass,
referring to a tall mast or its main sail on a sailing ship. Japanese motifs.
299

8.6 7. PET-LIKE ACTIVITY 9.
a. 5; b. 1; c. 7; d. 2; e. 3; f. 4; g. 6. Italian equivalents: a.
The Vienna Sezession ossa; b. drago; c. mascella; d. polpo; e. cranio; f. colonna
vertebrale; g. stella marina.
In 1896, Gustav Klimt and a number of other artists
in Vienna, founded a new art association called the EXTRA ACTIVITY
“Sezession”. The building of the same name was Surf the EDISCO website → NEW LANDSCAPES Online
completed in 1898 as an architectural manifesto for the Resources: Antoni Gaudí’s life and work.
artistic movement. The building’s dome, nicknamed the
“golden cabbage” is the symbol of the Sezession. Gustav
Klimt’s famous Beethoven Freize can be viewed on the
basement level of the building. The 34 meter-long work is a
breath-taking interpretation of Beethoven’s 9th Symphony
Unit 3 THE MASTERS OF MODERN ARCHITECTURE
and was created by Klimt for an exhibition in 1902. In
1899, Otto Wagner joined the Viennese Secession. Otto
Page 266
Wagner’s most important works of architecture and a. Personal answer.
urban planning include laying out the Viennese urban b. Personal answer.
railway with viaducts, bridges and more than thirty stops. c. Personal answer.
The building he designed as the Austrian Postsparkasse
is regarded as his masterpiece, both aesthetically and Page 267
technically. Otto Wagner conceived this building as a total 1.
work of art, and he not only used the newest materials, 1. Because modern architecture can be considered as a
such as reinforced concrete and aluminium, but also reaction against eclecticism and the stylistic excesses of
designed the whole interior. the Victorian Age and the Art Nouveau.
2. New technological and engineering developments and
1. other artists; 2. building; 3. dome; 4. on the basement; the availability of new building materials, such as iron, steel
5.1902; 6. railway; 7. total work; 8. whole interior and glass, led to the invention of new building techniques.
3. They were Walter Gropius and Ludwig Mies van der
Rohe in Germany, Le Corbusier in France and Frank Lloyd
EXTRA ACTIVITY Wright in the USA.
Divide the class into groups and give them a topic (the 4. Materials and functional needs determine the result,
buildings in Liberty style mentioned in the second part emphasis of horizontal and vertical lines, the creation
of the text) to get information about. The research must of ornament using the structure of the building, the
consider some main features such as kind of building, simplification of form and elimination of “unnecessary
location, year of construction, materials, colours and details” and the concept that “form follows function”.
decorations, state of conservation. The students will 5. In 1932, the important MoMA exhibition, the International
report the information to the teacher and the classmates Exhibition of Modern Architecture in New York, drew together
with the support of the IWB (LIM) if available. many distinct trends, identified them as stylistically similar
and having a common purpose and consolidated them into
the International Style
6. In institutional and commercial architecture, it became
Page 265 the only acceptable design solution from about 1932 to
the mid ’80s.
8.
7. The most commonly used materials were glass for the
1. It was the organization of the First International
facade, steel for the exterior support and concrete for the
Exhibition in Spain in 1888.
floors and interior supports.
2. Barcelona experienced a significant impulse in
8. The United Nations Headquarters (Le Corbusier, Oscar
terms of the construction of buildings and other urban
Niemeyer, Wallace K. Harrison), the Seagram Building
developments.
(Ludwig Mies Van der Rohe).
3. It was the tendency towards the fusion of all arts into
one, or at least the use of all arts simultaneously in the
2. SCUOLA-LAVORO
combined effort of improving the architectural elements.
4. Oriental styles and nature. PRINCIPLE materials and functional needs
5. Lluís Domènech i Montaner. determine the result
6. The Palau de la Música in Barcelona. MAIN CONCEPT form follows function
7. The Palau is carefully crafted and it is located on a EMPHASIS horizontal and vertical lines
wonderfully ornate corner building decorated with a large ORNAMENT using the structure of the building
sculptural complex.
SIMPLIFICATION form
8. It has stained glass windows and a skylight inside the
music hall. ELIMINATION unnecessary details
300

EXTRA ACTIVITY 8. The building is a warm white spiral and its interior is
similar to the inside of a seashell.
Surf the EDISCO website → NEW LANDSCAPES
Online Resources: Alvar Aalto. WEAKER STUDENTS
VIDEO “Eero Saarinen at Cranbrook Museum, Bloomfield underline or highlight the lines in the text where they
Hills, Michigan” can find the correct information and match them to
Page 269
Page 271
1. F (European architects were influenced by Wright); 2. T;
5.
3. F (He virtually created ever y detail of both external 1903-1907 He studied architecture in Munich and Berlin.
design and internal fixtures, including furniture, doors, 1908 He was headmaster at the school “Henry
windows, light fittings and decorative elements); 4. F van de Velde” for the applied arts in Weimar.
(They were built in and around Chicago); 5. F (It has 1908- He was the chief assistant to the German
broad horizontal lines, spectacular overhangs, stretches 1910 architect Peter Behrens.
of glass windows and the open floor plan); 6. T; 7. T ; 8. T; 1911 He collaborated with Adolf Meyer in designing
9. T; 10. F (It was opened in 1959, six months after the factory for the Fagus Work in Alfeld.
Wright’s death).
1919 He founded the Bauhaus in Weimar.
4. 1919-1933 The Bauhaus operated in Weimar, Dessau
1. Wright was an interior designer and a writer. and Berlin.
2. He worked with the firm “Adler & Sullivan” in Chicago. 1937 Gropius became a professor at Harvard
3. “Organic architecture” means the use of natural University in 1937.
materials such as wood, stone or other native materials, 1938-1941 He worked on a series of houses with
according to the site of the building. Marcel Breuer.
4. Prairie Houses were low horizontal buildings with
1945 He founded the firm “The Architects’
shallow, sloping roofs, overhangs and terraces; they
Collaborative” (TAC).
required the use of natural materials.
5. They were Mr. and Mrs. Edgar J. Kaufmann who desired 1949-50 Project of the Graduate Centre at Harvard
a house close to natural environment. University
6. Usonian Houses were small, single-story houses built 1958 Project of the PanAm Building in New York
with native materials. 1959 The US embassy in Athens
7. It is located on the Upper East Side of Manhattan in
New York City. 6. Personal answer.
WEAKER STUDENTS
Draw a diagram on the blackboard and ask the students to fill in the balloons with the missing words. E.g.:
f. Buildings as a …………....…………… of
a. Innovative …………....…………… e. Use of steel and …………....…………… mathematical …………....…………… .
g. Aim of visual arts: homogeneous

GROPIUS'
b. …………....…………… work …………....…………… in which all arts have
ARCHITECTURE
their place
c. Standardisation d. Materials and h. Practical crafts: …………....……………

and …………....…………… methods …………....…………… of tools, materials, and forms.
1. Innovative …………....……………
2. …………....…………… work
3. Standardisation and …………....……………
4. Materials and methods …………....……………
5. Use of steel and …………....……………
6. Building as a …………....…………… of mathematical …………....……………
7. Aim of visual arts: homogeneous …………....…………… in which all arts have their place
8. Practical crafts: …………....…………… of tools, materials, and forms.
301

KEY 1. design 2. team 3. prefabrication 4. from modern 9.
technology 5. glass 6. science - calculation 7. physical 1. Mies Van der Rohe started working with Bruno Paul
environment 8. knowledge. and Peter Behrens.
2. Philip Johnson included several of his projects in
8.7 7. MoMA’s first architecture exhibition held in 1932, thanks
to which Mies’s work became known in the United States.
The Bauhaus 3. It was shut down under pressure from the Nazi
government.
The term Bauhaus is German and means “House of
4. It is often regarded as the icon of Modernist high-rise
Building”. The school combined craft and the fine arts.
architecture.
It operated from 1919 to 1933. Many excellent painters
5. He used industrial steel and plate glass.
(among them, Wassily Kandinsky and Paul Klee),
6. He defined his buildings “Skin and Bones” architecture.
sculptors, architects and designers were teachers at
7. It was “Less is more”.
the Bauhaus. Gropius redesigned the school building
8. He is famous for his modern high-rise office towers.
when it moved to Dessau and then to Berlin. In spite of
9. They have a rectangular form on columns.
its name and the fact that its founder was an architect,
10. Chicago Federal Centre and the IBM Plaza in Chicago,
the Bauhaus did not have an architecture department
the Westmount Square in Montreal and the Toronto-
during the first years of its existence but its aim was
Dominion Centre in Toronto, Canada.
to create a simple unornamented style of design in all
fields from architecture to furniture and graphic design.
The Bauhaus style became one of the most influential WEAKER STUDENTS
currents in Modernist architecture and modern design
and had a deep influence upon successive developments READING COMPREHENSION.
in art, architecture, interior and industrial design and Tell the students to underline or highlight the lines in
typography. The Bauhaus was a pioneer in art education. the text where they can find the correct information
All students began their studies with a basic course and match them to the question number.
in which they learned the principle of composition and
colour and how to work with different materials. This
methodology was adopted later in most art schools Page 274
throughout the world.
10. 1. b; 2. e; 3. d; 4. f; 5. a; 6. g.; 7. c.
1. German; 2. craft; 3. painters; 4. teachers; 5. moved;
6. founder; 7. department; 8. existence; 9. simple; 10.
fields; 11. graphic; 12. currents; 13. successive; 14. Page 275
industrial; 15. art; 16. course; 17. composition; 18.
methodology. Unnecessary words: ample, heart, masters. 11. PET-LIKE ACTIVITY
1. F (He worked in Europe, India, North and South
America), 2. T; 3. T; 4. F (The Modulor is a proportional
Page 273
scale based on the male figure to be used as a guideline
8. at the planning stage); 5. F (He designed the main
buildings of the new city of Chandigarth in the 50s); 6. T.
1908 Began working for the architect Peter
Behrens. 12.
1912 Opened his office in Berlin Student A
1920s – 30s Was active in a number of the 1. What fields of activities did Le Corbusier devote
Berlin avant-garde circles, such as himself to?
the magazine ‘G’ and made major 2. What building materials did he first use as an architect?
contributions to the architectural 3. Where did he explain his five points of architecture?
philosophies of the late 1920s and 4. What were his five points?
1930s as Director of the Bauhaus 5. How did he define the Modulor?
6. Where did he publish his ideas about city planning?
1930 Met Philip Johnson in New York 7. What is the Unité d’Habitation?
1932 MoMA Exhibition
Student B
1930 – 33 Director of the Bauhaus School
1. He devoted himself to architecture, urban planning
1937 Moved to the USA and furniture design.
1938 – 58 Head of the architecture department at 2. He used rough-cast concrete.
Illinois Institute of Technology in Chicago 3. He explained his five points in the journal “L’Esprit
Nouveau” (The New Spirit) and his book Vers une Architecture
1958 Seagram Building (Towards an Architecture).
302

4. They were: the pilotis, the free façade, the horizontal
window, the open floor plan and the roof-garden. CULTURAL NOTES
5. The Modulor was defined as “a range of harmonious • Italian Rational architecture from 1920s’ to 1940s’.
measurements to suit the human scale, universally Rational Architecture flourished in Italy from the 1920s
applicable to architecture and to mechanical things”. to the 1940s. In 1926, a group of young architects
6. He published them in La Ville Radieuse (The Radiant City). (the most famous was Giuseppe Terragni) founded
7. It is a huge block of flats. the so-called GROUP 7. The movement constituted
itself as an official body, the Movimento Italiano per
8.8 13. l’Architettura Razionale (MIAR), in 1930 Exemplary
works include Giuseppe Terragni’s Casa del Fascio
The utopian city of Chandigarh in Como (1932–36). The movement collaborated on
The city of Chandigarh is situated at the base of the large official projects of the Mussolini regime, whose
Himalayas, approximately 260 km northwest of India’s major achievement was the Esposizione Universale di
capital, New Delhi. It was built to replace the Punjabi Roma (EUR) begun in 1936. One of the first rationalist
capital of Lahore, lost to Pakistan in 1947. Chandigarh buildings was Palazzo Gualino in Turin (1928/1930),
is not a typical Indian city. It is a city full of gardens built for the financier Riccardo Gualino by the architects
and parks, wide roads, modern architecture. Chandigarh Gino Levi-Montalcini and Giuseppe Pagano.
was the only urban project executed by Le Corbusier, • Italian architecture after World War 2.
who put all his effort into fulfilling it, from 1951 until After the Second World War, there was a rising
his death in 1965. Le Corbusier divided the city into popularity on one side of the organic architecture
different sectors, each sector covering an area of about promoted by Bruno Zevi, influenced by Frank
100 hectares. Sector 1, or the Capital Complex, includes Lloyd Wright, and on the other by the rationalist
three architectural masterpieces: the “Secretariat”, the architecture promoted by the Milan school. After
“High Court” and the “Legislative Assembly”, separated 1950 Rome and Milan were the leading centres of
by large piazzas. In the heart of the Capital Complex new Italian architecture. The architectural scene was
stands the giant metallic sculpture of The Open Hand, characterised by great architects such as, Giovanni
the official emblem of Chandigarh, signifying the city’s Michelucci, Gio Ponti, Carlo Scarpa, Luigi Figini
credo of “open to give, open to receive”. and Gino Pollini (new Olivetti ICO factories in Ivrea
1955/57), the B.B.P.R firm (Velasca Tower in Milan
1. Chandigarh is situated at the base of the Himalayas, 1956/57), Pierluigi Nervi (he was an engineer) and
approximately 260 km northwest of India’s capital, New others, but it was unable to bring forward a coherent
Delhi. approach. Italy remains in some way still closed to
2. It was built to replace the Punjabi capital of Lahore, certain meaningful themes of the International Style.
lost to Pakistan in 1947.
3. Because it is full of gardens and parks, wide roads
TEACHING TIP
and modern architecture.
4. From 1951 until his death in 1965. Use the cultural notes as texts for short dictations.
5. He divided the city into “sectors”.
6. The Secretariat, the High Court and the Legislative
Assembly. EXTRA ACTIVITY
7. In the heart of the Capital Complex stands the giant
metallic sculpture of The Open Hand. Encourage the students to find detailed information
8. The city’s credo of “open to give, open to receive”. about Italian architects of the first part of 20th century.
They can be asked to complete a dossier in English for
EXTRA ACTIVITY each of the architects using some topics as a guideline
such as career, architectural philosophy, main works.
Surf the EDISCO website → NEW LANDSCAPES Online This activity can be developed as CLIL in collaboration
Resources: Unitè d’Habitation with the Building Construction teacher.
303

Unit 4 CONTEMPORARY ARCHITECTURE 1978 He remodelled his private house.
1989 He won the Pritzer Prize.
Page 276 1995 He designed the Dancing House in Prague.
a. Well-known and well-paid architect noted for landmark 1997 The Guggenheim Museum in Bilbao was opened.
buildings.
b. New York, Dubai, Berlin, Sidney, Tokyo, Toronto, Beijing. 2003 Moved to the USA (The Walt Disney Concert
London. hall in Los Angeles was finished).
c. Personal answer. 2011 His first skyscraper was opened in New York City.
2015 He designed the new Facebook Headquarter
Page 277 in California.
1. 1. dissatisfaction; 2. eclectic; 3. tradition; 4. to triumph;
5. decade; 6. rectilinear. 4. B N A P P L I C A T I O N
2. 1. The rise of postmodernism was attributed to U B J E Y W F M U B N E C
dissatisfaction with Modern architecture.
D Q V P B H Y B J R H H P
2. By the 1980s, postmodern architecture appeared to
have triumphed over modernism and many architects G J E W E L R Y K S V O R
deliberately moved away from rectilinear designs towards E X J I O Y K O I A G E E
more eclectic styles.
3. They can be totally restored to make something new. T S J S G D L F E N G L S
4. The term ‘Contemporary Architects’ suggests the use D O C U M E N T A R Y L T
of new materials and technologies, forms and architectural
languages that are not generally rooted in past traditions. N K C Q W C J R E H J W I
5. Deconstructivism uses non-rectilinear shapes to C A R D B O A R D D U D G
distort the form of the structure.
6. Organic architecture tries to be curvier and sometimes G A F P L N X Y F V P B E
incorporates plants into the structural design. A E G D O S S T Y L E A U
7. It includes elements of high-tech industry and technology
into building design. U B U N G A L O W P X N B
8. It applies to those architects considered icons of T I T A N I U M T P Z K U
contemporary architecture.
5. 1. style; 2. bank; 3. titanium; 4. fish; 5. application; 6.
WEAKER STUDENTS budget; 7. prestige; 8. bungalow; 9. curves; 10. jewelry;
11. DeCon; 12. documentary; 13. cardboard.
can find the correct information and match them to Page 281
6.
1. famiglia working- 7. a forma di cigar-
EXTRA ACTIVITY di origine class sigaro shaped
operaia family
CLIL – Building Construction.
Work in collaboration with the teacher of Building 2. vinse won 8. soprannominato nicknamed
Construction to prepare a dossier in English on the 3. sistema energy- 9. raffrescamento cooling
famous star architects mentioned on p. 277 and that di risparmio saving
are not direct objects of study. You can also add Jean energetico system
Nouvel, Toyo Ito, Cesar Pelli, Thom Mayne, Tom Wright, 4. decenni decades 10. facciata facade
Glenn Murcutt, Peter Eisemann.
5. gamma range 11. cortile courtyard
6. mondiale worldwide 12. beneficenza charity
Page 279
7.
3. 1. After graduating from Manchester University School of
1929 He was born in Toronto. Architecture and City Planning in 1961, he won a Henry
Fellowship to Yale University, where he gained a Master’s
1962 He founded his own firm in California. Degree in Architecture.
304

2. He founded his own firm in 1967. natural ventilation and the photovoltaic (14) systems on
3. Over the past four decades, the company has been the top mean that the principles of (15) environmental
responsible for an extraordinarily wide range of work, from sustainability have been maintained in the (16) whole
urban masterplan, public infrastructures, airports, offices building. Unnecessary words: badly, natural, plants.
and workplaces, from private houses to product design.
4. Millau viaduct in France, the Swiss Re Tower and the
Great Court of the British Museum in London. Page 284
5. The building is a cigar-shaped structure which has a
steel frame with circular floor plans and a façade with 10. PET-LIKE ACTIVITY
diamond-shaped panels. 1. T; 2. F (From 1965 to 1970 he worked with the iconic
6. Clean electricity is produced using renewable bio-fuel architect Louis Kahn in Philadelphia); 3. F (His firm has
refined vegetable oil. offices in Genoa, Paris and New York); 4. T; 5. T; 6. T;
7. Because it reflects light into the chamber, with a 7. F (The systematic use of recycled material, natural
movable sun-shield blocking solar glare. This process is ventilation and the photovoltaic systems on the top mean
reversed at night. that the principles of environmental sustainability have
8. He designed a spectacular glass and steel roof. been maintained in the whole building.)
9. In Italy, Foster designed the University Campus “Luigi
Einaudi” in Turin, the new railway station for high-speed 11.
trains in Florence and the UAE (United Arab Emirates)
pavilion at Milan Expo 2015. STUDENT A STUDENT B
10. Foster currently sits on the Board of Trustees of the 1. What are the A) Re-use means making
architectural charity Article 25 which designs, constructs five main ideas something new using old
and manages innovative and sustainable buildings in some of contemporary buildings.
of the most inhospitable and unstable regions of the world. architecture? B) New organic architecture,
which means including plant
WEAKER STUDENTS life into structural designs.
C) De-constructivism which
READING COMPREHENSION. Tell the students to include non-rectilinear
underline or highlight the lines in the text where they shapes to distort the form
can find the correct information and match them to of the building.
the question number. D) Using computer software
in the design process.
E) High-Tech, which includes
elements of technology into
Page 282 building design.
8. a. 4; b. 1; c. 6; d. 2; e. 3; f. 5 (1. b; 2. d; 3. e; 4. a; 2. What is Frank It is the Guggenheim
5. f; 6. c). Gehry’s most amazing Museum in Bilbao, opened
building in Europe? in 1997. It has a free-form
sculptural style and it is
Page 283 completely covered with
titanium tiles. The building
8.9 9. was designed using a
special software program.
The California Academy of Sciences
3. Which buildings They are the new Reichstag
The California Academy of Sciences in San Francisco is designed by in Berlin and the Swiss Re
among the (1) largest museums of natural (2) history Norman Foster Building in London. The
in the world. The Academy was founded in 1853 and can be considered Reichstag can produce
still carries out a large amount of (3) original research “sustainable”? clean electricity using bio-
with exhibitions and (4) educational projects. The 1989 fuels so the result is 94%
earthquake badly (5) damaged the structure and a reduction in CO2 emission.
radical (6) reconstruction project was necessary. The Besides the Dome has
idea was to (7) bring all these spaces under a unitary (8) a movable sun-shield to
cover, a green roof which became the main (9) feature control the sun glare. In
of the project. This green roof, with its 2,000,000 London, the Swiss Re
species of (10) vegetation, is a part of natural California Building is provided with an
landscape, recreated and (11) lifted from the ground energy-saving system that
in order to host and protect new (12) spaces for the allows a passive cooling of
Academy. The systematic use of (13) recycled material, the building.
305

4. Why is Renzo Piano Because he established Page 289
considered a High-Tech technology as a starting 2.
architect? point of his design as it is 1. although/even though; 2. because; 3. although/even
evident in the Pompidou though; 4. when; 5. While; 6. in order to; 7. After; 8. as;
Centre in Paris. He thinks 9. Since; 10. Before.
that an architect should
understand the building
materials and make the SCAFFOLDING
best use of them. • LISTENING
8.10 Page 290
CULTURAL NOTE
Aldo Rossi (1931-1997) was the first Italian architect Art Deco in America
to win the Pritzker Prize in 1990, eight years before
Good morning. My name’s Maria, today we are visiting the
Renzo Piano. He was known for his drawings and
most important Art Deco buildings in New York City, but
urban theory. Rossi also directed the Venice Biennale
before starting our tour, let me tell you something about
in 1985 and 1986.
this architectural style. Art Deco was an eclectic artistic and
design style which originated in Paris in the first decades
TEACHING TIP of the 20th century. The term Art Deco was coined from the
Exposition des Arts Decoratifs held in Paris in 1925. Art
Use the IWB (LIM) to learn about Aldo Rossi more and
Deco affected all areas of design throughout the 1920s
show some of his works.
and 1930s, including architectural and industrial design
and visual arts such as painting, graphic arts and cinema.
It was influenced by many different styles and movements
BRICKS & MORTAR of the early 20th century, such as Constructivism, Cubism,
• VOCABULARY Modernism and Futurism. Its popularity reached the top
in Europe during the 1920s and continued in the United
Page 286 States through the ’30s. Art Deco evolved from many
1. sources, from the Bauhaus School and the rationalized
ziggurat, stupa, pyramids style of modern technology to patterns taken from the Far
East, ancient Greece and Rome, Africa, India, and Mayan
2. and Aztec cultures. But most of all, Art Deco expressed
Romanesque (Church of Saccargia, Sardinia), Baroque excitement over the astonishing archaeological discovery
(residence of Stupinigi, Turin), Renaissance (Church of S. in Egypt of the tomb of King Tutankhamen in 1922. In
Maria Novella. Florence) the United States, Architect Raymond Hood designed
two of the most distinctive Art Deco buildings in New
3. York City: the Radio City Music Hall and the RCA building
Spanish Modernismo (La Pedrera, Barcelona, A. Gaudi), Vienna at Rockefeller Center. Art Deco architects often covered
Sezession (Otto Wagner), Chicago School of Architecture their buildings with symbolic images, stylized flowers, birds
and machine components, zigzag designs, vivid colours,
4. terra-cotta decorations and vertical bands. The early Art
The Gherkin by N. Foster, Fallingwater by F.L. Wright, Villa
Deco skyscrapers suggest Egyptian pyramids or Assyrian
Savoye by Le Corbusier
ziggurats with terraced steps rising to the top. A clear
example of stepped design is the Empire State Building,
Page 287 built in 1931 in Manhattan. Art Deco skyscrapers may have
5. complex shapes of rectangles or trapezoids on the facades.
1. basilica; 2. proportions; 3. sun-dried bricks; 4. gardens;
5. cladding; 6. machine; 7. fusion; 8. needs, lines; 9. natural, 1. Origin of Art It originated in Paris in the first
site; 10. technology; 11. measurements; 12. contemporary; Deco decades of the 20th century.
13. unusual; 14. passive; 15. design, concern.
2. Birth of the The term Art Deco was coined
name “Art from the Exposition des Arts
• GRAMMAR Deco” Decoratifs held in Paris in
Page 288 1925.
1. 3. Artistic fields Architectural and industrial

1. and; 2. but; 3. consequently/so ; 4. therefore; 5. affected design and visual arts such
besides; 6. As a matter of fact; 7. as a result; 8. both …. as painting, graphic arts and
and; 9. In addition to; 10. because of. cinema.
306

4. Artistic Constructivism, Cubism, How many people will be There are
movements Modernism and Futurism. there? …………....................…… of us.
which influenced
Art Deco Is there anyone with ………….........................................……
mobility problems? ………….........................................……
5. Period and The 1920s and 1930s, Europe,
countries of its the United States. Will you pay by credit card I’ll pay …….............……........ By
development or cash at the desk? The the way, how do I get to
6. Influenced Ancient Greece and Rome, visit has been booked at the museum?
by ancient Africa, India, and Mayan and …………........ on …………........
civilizations Aztec cultures, ancient Egypt. From I-290, exit north on Thank you very much.
7. Amazing The tomb of King Tutankhamen Harlem Avenue, then turn Bye.
archaeological in Egypt in 1922. right. Go on three blocks to
find 951 Chicago Avenue. You
can park your car nearby.
8. Art Deco The Radio City Music Hall and
buildings in the RCA building at Rockefeller
New York Center. • WRITING
designed by
Raymond Hood Page 292
9. Art Deco Symbolic images, stylized Sample answer.
patterns flowers, birds and machine
Hi, …………........, how are you? I’ve got lots of things to tell
components, zigzag designs
you. I was really thrilled by my school trip to Barcelona.
and vivid colours, terra-cotta
We went last week and we stayed five days. The city is
facing and strong vertical
so beautiful and lively. Besides that, it is a real open-
bands.
air museum because you can admire architecture simply
10. Art Deco style The early Art Deco skyscrapers walking and wandering up and down the city. On the first
in skyscrapers suggest Egyptian pyramids or day, we visited the Sagrada Familia, the iconic never-
Assyrian ziggurats with terraced ending church designed by Antoni Gaudí. It is a massive
steps rising to the top. building, Gaudí combined Gothic and curvilinear Art
11. Example The Empire State Building, built Nouveau forms in its design. Then, we visited two other
of stepped in 1931 in Manhattan. cornerstones of Spanish Modernism: Casa Batlló and
skyscraper the Palau de la Musica. The former, designed by Gaudí,
resembles a dragon from the outside; the latter is a
12. Geometrical Rectangles or trapezoids, concert hall in pure Catalan Modernist style. The building
shapes in rhythmical repetition of shapes. is carefully crafted and contains stained glass windows
Art Deco and a remarkable skylight in the centre of the music hall.
skyscrapers The following day we visited the Old Town which is full of
ancient Gothic buildings and churches. In the afternoon,
we went to Park Guell. Today, it is a public park where you
• SPEAKING can see eccentric buildings designed by Gaudí. The third
day was dedicated to visual arts. We went to the National
Page 291
Museum of Art, where there are lots of Romanesque
Student A Student B and Gothic artworks. After that, we visited the MACBA,
the Museum of Contemporary Art. Thank goodness, our
Frank Lloyd Wright Home Hi, I’m an Italian student
teacher gave us some useful information on avant-garde
and Studio, can I help of Architecture on holiday
art, as it is very difficult to understand. On the fourth day,
you? here with my family. I’d
we visited the Olympic Park, built for the 1992 Olympic
like to book a visit to the
Games. Here you can see the Olympic Stadium and other
Museum, please.
buildings used during that international sports event. On
Well, we have three Ok, I’d like to visit Friday, which was our last day in Barcelona, we had time
different tours. You …………....................…… How to stroll along the Ramblas, to buy souvenirs and to relax
can visit the Home and much is a ticket? and enjoy the beautiful beaches of Barceloneta. Our flight
Studio, the Historic back to …….............……........ was in the late afternoon, so I
district or both. arrived home at about ten in the evening.
It’s …………....................…… I think we’ll come I hope to go to Barcelona again, because it’s one of my
What time would you like …………....................……
favourite cities. How about going together next summer?
to come? You’ve never been there, but now I am an expert!
307

FINISHING TOUCHES 2.
1. Brunelleschi proposes to build two domes so that the
Page 293 inner dome will serve as a support to the other dome.
2. He thinks he will use stone for the first 36 feet, then
MEDICI: THE MASTERS OF FLORENCE lighter materials such as bricks or sponge stone.
WHY THIS FILM IN THIS MODULE? 3. The bricks should be laid in a herring bone pattern so
Medici: the Masters of Florence is a great series for that each brick can support the others.
entertainment and history, between soap opera and 4. Flying buttresses.
historical epic. The scenes shot in Florence are historically 5. Because nobody has ever attempted a construction of
accurate while maintaining the Renaissance charm. this scale.
There are picturesque aerial shots of the hills, castles 6. It will be an act of faith.
and cities scattered throughout the series. The scene
that shows Filippo Brunelleschi explaining to Cosimo de’ AFTER VIEWING ACTIVITIES
Medici his idea for the construction of the dome of the WEB RESEARCH. Surf the net and look for at least five
cathedral is a lecture of architecture. Renaissance famous buildings in Florence. Report their
main features orally to the class and the teacher.
BEFORE VIEWING ACTIVITIES Sample answer.
1. Personal answer. 1. The Duomo. By far one of the most impressive
2. Personal answer. pieces of architecture in Florence. In fact, it is so big
3. Personal answer. that it took 140 years to finish. Florentine architects
star ted planning the massive structure in 1294, and
FILM CLIP they wanted the dome of the cathedral to be bigger
than any other existing cathedral in Italy at the time;
C.: Your presentation was dramatic, Mastro, but short
only they hadn’t yet developed the engineering and
on detail.
technology to produce and suppor t such a colossal
B.: Mm, you expect me to share my secrets with those
structure. They began the construction of the building
scoundrels? They would only steal my genius and claim
anyway, but had to stop in the middle, leaving the
it as their own.
cathedral without the dome for nearly 124 years, that
C.: Surely, you can explain to me how you propose to
is until Brunelleschi won a competition and devised an
complete the dome since I am the man who means to
ingenious plan that would make the construction of the
pay for it.
enormous dome possible. It was finally completed in
B.: Mm, you ever been to Rome?
1436; its facade went under a series of restorations
C.: Yes, many years ago.
and additions in the 1870s and is continually being
B.: Then perhaps you observed the sublime beauty of the
maintained, but it is definitely as stunning as it was
Pantheon, built so many centuries ago by the ancients.
almost 600 years ago.
C.: I did, indeed.
2. Basilica of San Lorenzo. The original structure of the
B.: I spent countless hours contemplating it, studying it
church is one of the oldest in Florence; this is visible
from all angles. I determined the only way to complete
our cathedral is to do it without scaffolding. In the air… in its bare stone façade that has been left untouched.
C.: How? The Basilica was the parish church of the wealthy Medici
B.: By building not one, but two domes. The inner dome family in Florence throughout the Renaissance. Perhaps
will serve as a support for the outer dome. the most famous additions were the New Sacristy by
C.: Ingenious… Michelangelo Buonarroti and the Medici Chapel, which
B.: The first 46 feet will be constructed in stone, then we was added much later. The Basilica of San Lorenzo is
will use lighter materials, either brick or sponge stone laid one of the most impressive examples of Renaissance
in herringbone pattern, so each brick supports the other. architecture in its symmetry and harmony.
C.: A flying buttress embedded in the dome itself. 3. Basilica of Santa Maria Novella. The Santa Maria
B.: Precisely. Novella Church is one of the oldest Basilicas of the
C.: How do you know it will hold? Dominican Order in Florence, dating back to the late Middle
B.: I don’t. No one can say for sure because no one has Ages. It was built originally in the Gothic style, which was
ever attempted to build a structure of this scale. If you popular during the 13th century. The main structure was
fund me, it will be an act of faith. completed, but the façade was left unfinished; nearly
200 years later, Leon Battista Alberti designed the black
and white marble façade, adding some Romanesque
1. elements of architecture, such as columns, arches and
1. T; 2. F (Brunelleschi calls them scoundrels.); 3. T; 4. F pediments.
(Cosimo has been to Rome many times.); 5. T; 6, T; 7. F 4. The Pitti Palace. Originally commissioned as the
(The Pantheon is an inspiration for the dome to home of Florentine banker Luca Pitti in 1458, the
Brunelleschi.); 8. F (Brunelleschi thinks of using no Pitti Palace is a beautiful example of Renaissance
scaffolding to build the dome.) architecture with its sturdy, symmetrical structure,
308

heavy, wide arches, and bare stone pillars and walls. It CLIL
was later bought by Eleonora di Toledo, a wealthy and
power ful duchess and wife of Cosimo I de Medici. The • MATHEMATICS
palace was a proper ty of the Medici family for centuries,
gathering countless treasures and priceless works of
Page 295
ar t that the Medici had purchased and commissioned 1.
over the years. Today, it is the biggest museum in 1. Proportions are based on measurements expressed
Florence, housing a number of different ar t galleries in numbers.
and the beautiful Boboli Gardens. 2. A designer looks for a harmonizing division of the
5. The Bargello. It was started in 1255 and is the oldest space.
public building in Florence. In the late 16th century, 3. Because it could be reproduced infinitely.
the Medici family turned the Bargello into a police 4. The Golden Ratio is an irrational mathematical
headquarters and prison, which remained until 1859 constant denoted by the Greek letter phi (φ) approximately
when it was turned into an art museum. Today, it houses 1.6180339887.
some of the most important statues and sculptures 5. The total length a + b is to the longer segment a as a
from both the antiquity and the Renaissance, including is to the shorter segment b.
Michelangelo’s Bacchus and Donatello’s David. 6. The golden rectangle, in which the ratio of the longer
side to the shorter is the golden section, was believed to
CULTURAL NOTE be aesthetically pleasing.
7. Le Corbusier sectioned his model human body’s
The Medici family height at the navel with the two sections in the Golden
The Medici family first achieved wealth and political Ratio, then subdivided those sections in the Golden Ratio
power in Florence in the 13th century through their at the knees and throat.
success in commerce and banking. Beginning in 1434 8. Euclid discovered the Golden Ratio more than 2,000
with the rise to power of Cosimo de’ Medici (or Cosimo years ago because of its crucial role in the construction
the Elder), the family’s support of the arts made of the pentagram, to which magical properties had been
Florence the cradle of the Renaissance. The Medici attributed.
family produced four Popes (Leo X, Clement VII, Pius 9. It seems to appear in the most astonishing variety of
IV and Leo XI), and their genes have been mixed places, from mollusc shells and rose petals to the shape
into many of Europe’s royal families. The last Medici of the galaxy.
member died without a male heir in 1737, ending the 10. They have confirmed that the Golden Ratio is the
family dynasty after almost three centuries. most aesthetically pleasing proportion in existence.
309

FURTHER MATERIAL ARCHITECTURE AROUND THE WORLD
Page 299 Page 301
1. Open answers. 3. 1. d; 2. e ; 3. c; 4. b; 5. a.
Sample answer: Colosseum, Rome, about 2,000 years ago
Page 302-303
Page 300
4.
2. 1. themselves; 2. materials; 3. worship; 4. design; Number sequence: 13, 14, 15; 4, 5, 6; 23, 26, 27; 7, 8,
5. factories/offices; 6. private homes/sports facilities/ 9; 1, 2, 3; 20, 21, 22; 16, 17, 18; 28, 29, 30; 19, 24,
spas/holiday resorts. 25; 10, 11, 12.
5.
DATE WORK LOCATION
1. over 300,000 years ago First huts Africa, Europe
2. over 10,000 years ago Mud mixed with straw to make bricks Africa, Europe
3. 5,000 years ago Pyramids Egypt
4. 4.500 years ago Stone columns in Egyptian temples Egypt
5. 4,500 years ago Ziggurats Mesopotamia
6. 4,000 years ago Stone circles Europe
7. 2,500 years ago Greek temples with 3-order columns Greece
8. 2,500 years ago Stupas (religious buildings) Asia
9. 2,000 years ago Use of concrete in buildings Rome
10. 1,500 years ago Chinese and Japanese builders used brackets in roofs Far-East Asia
11. 1,000 years ago Hindus stone temples Asia
12. about 1,000 years ago Muslims built mosques Middle-east Asia
13. about 800 years ago Use of decorated tiles in Muslim buildings Middle-east Asia and Europe
14. around 700 years ago Stone castles Europe
15. 700 years ago Cathedral ceilings with stone ribs Europe
16. 700 years ago Stone masons worked on cathedrals Europe
17. over 500 years ago Double dome of cathedrals Florence, Italy
18. 500 years ago Timber-framed buildings Europe
19. from 1500 onwards Huge palaces built for European Kings Europe
20. over 400 years ago Incas built cities with blocks of stone South America
21. in 1600s Mogul kings used Hindu and Muslim building styles India
22. 300 years ago Bricks filled in timber-framed buildings Europe
23. 1700s City planning; terraced houses Europe
24. over 300 years ago First settlers built log cabins North America
25. around 280 years ago Rich decorations in buildings Europe
26. 200 years ago Iron used for buildings Europe, North America
27. 1856 Steel discovered Europe, North America
28. 70 years ago Floors covered with steel rods covered with concrete Europe, North america
29. 1930s Buildings with over 100 floors North America
30. today Buildings with their frame outside Europe, America, Asia
310

KEYS • UNIT TESTS
of natural light levels in the outdoor environment due to
Module 1 THE ENVIRONMENT artificial light sources.
2. Acid rain can have terrible effects on the environment
because the acid takes away essential minerals from the
leaves of trees and from the soil. Trees and plants lose
Unit 1 ECOLOGY their leaves and become very weak and can even die.
Acid rain has an awful effect on water life, leading to the
1. total disappearance of life from lakes and rivers.
1. abiotic; 2. biotic; 3. habitat; 4. interspecific; 5. community; 3. Acid rain can also ruin buildings because the acid
6. environment; 7. predation; 8. food; 9. balance; 10. corrodes metal and stone. In many places in the world,
photosynthesis. Extra words: science – cycle. ancient and famous buildings and monuments are
2. affected by acid rain.
1. b; 2. c.; 3. a; 4. a; 5. c; 6. b. 4. Greenhouse gases in the atmosphere act like a mirror
3. and reflect back to the Earth a part of the heat radiation,
Sample answers. which would otherwise be lost in space.
1. The word “Ecology” comes from the Greek words 5. As part of the Paris Climate Change Conference
oîkos, which means “house” and logos, which means agreement, countries said they would cut down on
“study of”. It was first coined by the German biologist pollution and fight global warming.
Ernst Haekel in 1866.
2. Ecology is an applied science because it deals with
much of natural resource management, such as forestry, Unit 3 ENERGY SOURCES
wildlife management and habitat conservation. Ecological
considerations play a part in determining guidelines in 1.
agriculture, urban development and public health. 1. non-renewable; 2. oil; 3. coal; 4. fossil; 5. earth; 6.
3. Biomes are geographically defined areas of ecologically recyclable; 7. steam; 8. Renewable; 9. Sun; 10. wind.
similar conditions. There are five main types of biomes: Extra words: tidal – safety.
Desert Biomes, Aquatic Biomes, Forest Biomes, Tundra 2.
Biomes and Grassland Biomes. 1. c; 2. b; 3. a ; 4. b; 5. c.
4. An Urban Ecosystem is an ecological system located
within a city or, in a broader sense, the greater ecological 3.
system that makes up an entire metropolitan area. It is Sample answers.
simply the community of plants, animals and people that 1. Burning fossil fuels such as oil, coal and gas, results
live in the same environment. In any urban ecosystem in the production of carbon dioxide and other greenhouse
we can find man-made constructions such as buildings, gases which cause global warming. This includes the
roads, sewers power lines, parks and gardens. rising of sea levels, hotter temperatures and extreme
5. The warming of urban areas leads to an extra demand weather phenomena in many countries.
of energy for air-conditioning. This leads to an increase of 2. The use of nuclear energy generates strong opposition
energy production by power plants, which causes higher because of safety concerns. In fact, the radioactivity
emissions of greenhouse gases. released during accidents at nuclear plants has caused
deaths and environmental damage in the last decades.
3. Solar energy is already well exploited in countries with major
sun exposition. Today, however, solar panels – both thermal
Unit 2 POLLUTION and photovoltaic – are installed on the roof of houses and
1. buildings in many countries, providing energy independence,
1. environment; 2. fossil; 3. gas; 4. warming; 5. rivers; 6. money saving and helping to slow global warming.
pesticides; 7. land; 8. rubbish; 9. radioactive; 10. noise. 4. Geothermal energy uses water and steam circulating
Extra words: air – health. through deep hot rocks. They are brought to the surface
and used to drive a turbine to produce electricity or can
2. be piped through buildings as heat.
1. b; 2. c; 3. a; 4. c; 5. a. 5. Tidal energy means using the power of tides and
3. converting it into electricity. Unfortunately, only a few places
Sample answers. around the earth have significant changes in tides and the
1. Noise pollution means either excessive noise or an use of tidal energy needs expensive tidal generating stations.
unpleasant sound that causes temporary disturbance In addition, changing tidal flows by damming a bay or estuary
to people and animals. Light pollution is the alteration could result in a negative impact on aquatic ecosystems.
311
08b guida Landscapes KEY UNIT 311-336.indd 311 16/09/17 17:29

3. It consists of a detailed analysis of building products,
Module 2 BIO AND MAN-MADE from collecting raw materials to their ultimate disposal in
CONSTRUCTIONS order to provide a better understanding of the long-term
costs of materials.
4. The Pre-Building Phase describes the production
and delivery process of a material up to the point of
Unit 1 LANDSCAPES installation. This includes discovering raw materials in
nature as well as extracting, manufacturing, packaging
1. and transportation to a building site.
1. surface; 2. landforms; 3. cultural; 4. Technology; 5. 5. Finishing materials are the ones which complete the
natural; 6. geographers; 7. balance; 8. Sustainable; structure of the building and the ones which come into
9. degradation; 10. resources. Extra words: area – contact with the people living in it (paints, glues, floors,
consumption. etc.)
2.
1. c; 2. c; 3. c; 4. b; 5. a.
3. Module 3 SURVEYING
Sample answers.
1. The term comes from the Dutch word landschap, the
name given to paintings of the
countryside in the 16th century. Unit 1 PROFESSION AND EQUIPMENT
2. It is essential for the production of most of our food,
and for maintaining environmental function, managing
1.
1. construction; 2. mapping; 3. technology; 4. stations;
water quality, sustaining our primary industries and
5. laser; 6. calculations; 7. software; 8. maps; 9. survey;
supporting rural and urban communities.
10. geometry. Extra words: scanner - topography.
3. Because the world population is estimated to reach 9
billion by 2050.
4. Land Trusts help people to respect and save the
2.
1. b; 2. c; 3. c; 4. a 5. b.
territory and community resources that come from
the land, water, food security, wildlife and places for
3.
recreation.
Sample answers.
5. It is necessary to understand the natural characteristics
1. Surveyors deal with a different variety of projects
of the ecosystems, the socio-economic and cultural
from land subdivision and mining exploration, to tunnel
characteristics of people who live in a specific territory
building and major constructions. They also give advice
and the environmental functions provided by healthy
and provide information to guide the work of engineers,
ecosystems.
architects and land planners.
2. As late as the 1970s, the basic tools used in surveying
were a tape for determining shorter distances, a level
Unit 2 ECO-DESIGN for determining height or elevation differences, and a
theodolite, set on a tripod, used to measure angles,
1. combined with triangulation.
1. impact; 2. Eco-architecture; 3. energy; 4. materials; 5. 3. Today, surveyors use different kinds of electronic
maintenance; 6. design; 7. place; 8. save; 9. health; 10. instruments, such as total stations which are theodolites
green. Extra words: life – time. with an electronic distance measurement device (EDM).
They are fully electronic with an on-board computer and a
2. specialised software. 3D laser scanners in combination
1. c; 2. a; 3. c; 4. a; 5. b. with a digital electronic level are used to carry out a
detailed survey of buildings.
3. 4. A drone is an aerial remote controlled vehicle; it is
Sample answers. also known as UAV (Unmanned Aerial Vehicle)). Drones
1. Materials used in constructing and furnishing the building represent a very efficient supplement to traditional
may release harmful substances. Excessive acclimatisation, survey methods like terrestrial measurements with laser
humidity or dryness of the air, illumination without contrast scanning and total station monitoring.
or too strong, electrical fields from appliances, acoustic 5. The acronym GNSS stands for Global Navigation
pollution and vibrations may also affect our health. Satellite System. GNSS is the generic name used to
2. They should be available in large quantities “in loco”, describe any global system of satellites that transmit
unrefined, needing little manufacturing and not harmful signals for navigation purposes on Earth and also
to human health. includes the Russian GLONASS and the Chinese BEIDOU.
312

given to the specialised workers on the construction site,
Unit 2 MAPPING include all the building details and technical information
1. necessary to obtain the best results according to the
1. elevated; 2. aircraft; 3. planning; 4. surveillance; 5. architect’s intention.
orthophotos; 6. compass rose; 7. scale; 8. distances; 9. 3. AutoCAD allows designers to visually design and
boundaries; 10. parcels. Extra words: shape – taxation. explore any conceptual design ideas, modify designs
using 3D free-form design tools, transform designs into
2. 3D renderings, and turn them into movie-like quality
1. b; 2. b ; 3. a; 4. c; 5. a. animated presentations
4. Because these kinds of programmes can give architects
3. and clients a real idea of what the structure will look like,
Sample answers. presenting precise dimensions, creating images or animations
1. Data developed by LIDAR can be used by surveyors, which show the features of an architectural design.
cartographers, and photogrammetrists to provide spatial 5. Sample answer
information to specialists in geology, seismology, forestry, 1. At least one bedroom and accessible bathroom
construction, environment and other fields. should be located on the ground floor (on the same
2. Physical maps illustrate the physical features of an level as the kitchen, living room, etc.).
area, such as the mountains, rivers and lakes. Colours 2. Tall and wide doors must allow everyone (including
are used to show different landscapes. disabled people on a wheelchair) to move easily
3. Climate maps show information about the climate around the house, increasing the sense of space and
of an area based on the temperature, the amount of making it easier to manage large objects.
precipitations an area receives or the average number of 3. Entrances should be at ground level without stairs.
cloudy or sunny days in a month or year. Weather maps 4. Mount bathroom sinks no higher than 80 cm. from
show the current weather in an area or what it will be like the floor.
in the next days. 5. Install grab bars in the shower and beside the toilet.
4. Because people working in many different fields can
use GIS technology. In fact, it can provide information about
places, people, scientific facts and emergency events.
5. The Cadastre is used as the base for land valuation and
Unit 2 BUILDING ELEMENTS
taxation, land registration and land transfers, land use 1.
planning, sustainable development and environmental 1. load; 2. settlement; 3. excavation; 4. roof; 5. non-load
protection, mapping, electoral boundary determination bearing; 6. surface; 7. straight; 8. landing; 9. weather;
and general land-based administrative purposes. 10. materials. Extra words: footings – tiles.
2.
1. b; 2. a; 3. c; 4. b; 5. a.
Module 4 HOUSE PLANNING 3.

Sample answers.
1. Heavy loads in the foundations of high-rise buildings
Unit 1 DESIGNING are supported by a system of piles. A pile is basically a
long cylinder of a strong material such as concrete that
1. is pushed into the ground so that the structure can be
1. concept; 2. brief; 3. project; 4. materials; 5. software; supported on top of it.
6. BIM; 7. size; 8. building permit; 9. Authorities; 10. 2. Different materials can be used to build walls, such
construction. Extra words: supervisor – time. as bricks or stone masonry, reinforced masonry, hollow
concrete blocks, wood panels, plasterboard and glass
2.
and steel in modern skyscrapers,
1. b; 2. a; 3. c; 4. a; 5. b.
3. An arched stair is a stair with a flight resembling an
3. arch in its shape. It may be circular or elliptical and is often
Sample answers. designed with landings to ensure comfort in ascending. An
1. A “floor plan” is a visual projection of the completed arched stair is very elegant and is almost always located
house. Floor plans indicate room sizes and wall lengths, at the entrance where it makes the best first impression.
all the doors and windows and any built-in elements, such 4. The type of staircase which may be built depends on
as plumbing fixtures and HVAC (Heating, Ventilation and the intensity of usage, the design of the building and the
Air Conditioning) system, etc. Floor plans include notes space allowed for stairs.
to specify finishes, construction methods or symbols for 5. Modern “green” roofs have good insulating properties
electrical items. and are increasingly encouraged as a way of making the
2. Because the “Progetto Esecutivo”, namely, the drawings building construction industry environment-friendly.
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3. A surveyor can observe the building over a period.
Unit 3 TECHNICAL SYSTEMS S/He usually carries out measurements using simple
1. instruments such as plumb bobs or tell-tales set across a
1. meter; 2. warmth; 3. hot; 4. floor; 5. pumps; 6. crack, or electronic measuring devices. Finally, a surveyor
geothermal; 7. roofs; 8. electricity; 9. piping; 10. tests all systems, especially electrical wiring, with its risk
automation. Extra words: passive – internet. of fire, gas lines, with their risk of leakage and explosion
and plumbing, with its danger of leaks.
2. 4. The old roofing materials split and lose their
1. c; 2. a; 3. b; 4. b; 5. c. waterproofing effectiveness. The final result is structural
3. rot and interior damage. Besides this, woodworm can
Sample answers. also destroy the timber of the roof structure especially in
1. A home electrical system includes the incoming power conditions of warmth and stagnant air.
lines, an electric meter, service panels, household wiring, 5. At the end of the 1650s, Duke Carlo Emanuele II of
electrical boxes, switches and plugs, appliances and Savoy decided to build a residence of “pleasure and
lights. It may also include wiring for home entertainment, hunting” for the court, completing a ring of stately houses
home telecommunication and home automation. and palaces around Turin.
2. Heated air travels through a system of ducts and is
expelled through vents into the different rooms in order
to maintain a certain temperature. Circulating air passes
through a filter that helps the house to get rid of dust and Module 5 PUBLIC WORKS
other particles.
3. A Passive House is a house built in accordance to
rigorous energy efficiency standards. It does not need a Unit 1 ROADS AND PUBLIC TRANSPORTS
heating system because the building is wrapped by thick
layers of insulating material. A Passive House usually
1.
1. design; 2. traffic; 3. maintenance; 4. network; 5. function;
exploits a good exposure to the sun and therefore it
6. invisible; 7. cities; 8. underwater; 9. convenient; 10.
takes advantage of passive solar heating.
efficient: Extra words: implementation – roadway.
4. Domestic hot water is provided by means of a water
heater, or through district heating and then supplied 2. 1. c; 2. b; 3. c; 4. a; 5. a.
to the various fixtures and appliances that require hot 3.
water. The equipment for water distribution is essentially Sample answers.
a system of pipes, fittings, service valves and taps. 1. Detailed land surveys are carried out to determine the
5. The Internet of Things is the concept of connecting any curvature, the gradient and the itinerary of the road.
device with an on-and-off switch to the Internet, including 2. The four primary materials used for bridges were wood,
everything from mobile phones, coffee makers, washing stone, iron and concrete. Modern bridges began with
machines, lamps and almost anything else in a home. It the introduction of industrially-produced iron. They have
can give us more control by simplifying routine work life evolved over the past 200 years as engineers began to
and personal tasks. better understand the new possibilities inherent first in
cast iron, then in wrought iron and structural steel and
finally in reinforced concrete.
Unit 4 BUILDING RENOVATION AND RESTORATION 3. There are many different ways to excavate a tunnel,
including manual work, explosives, rapid heating and cooling,
1. tunnelling machinery or a combination of these methods.
1. existing; 2. bathroom; 3. asbestos; 4. evaluation; 4. A terminus is a station at the end of a railway. Usually
5. retrofitting; 6. earthquakes; 7. historical; 8. survey; terminus stations are in large cities and are connected to
9. waterproofing; 10. conservation. Extra words: underground train lines, bus bays and car parks. Today,
maintenance – stability. large modern terminus railway stations house a vast
array of facilities, from cafés to restaurants, from retail
2.
clothes shops to perfume shops.
1. c; 2. b; 3. b; 4. a; 5. a.
5. A terminal building of an airport is usually connected
3. to highways, train stations, bus bays or parking facilities.
Sample answers.
1. Upgrading heating, ventilation and air conditioning
systems (HVAC); increasing the capacity of plumbing and Unit 2 EDUCATION, CULTURE AND ENTERTAINMENT
electrical systems, adding technological communication
systems and home automation systems. 1.
2. Because the knowledge of the whole life of a building 1. environment; 2. changed; 3. projects; 4. flexible;
brings an essential understanding of its features and its 5. stored; 6. revolution; 7. matching; 8. forms; 9.
problems. contemporary; 10. visual. Extra words: function – ideas.
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2. 3. The stadium has a sliding roof design which allows
1. c; 2. a; 3. b; 4. a; 5. c. the football pitch to be exposed to direct sunlight and
ventilation, while ensuring that spectators are covered.
3. 4. The stadium has 67,000 seats for spectators during
Sample answers. athletics meetings that become 90,000 seats for football
1. The Bedales School was an independent school events.
in the county of Hampshire, England. This new kind of 5. Energy strategy must involve reduced consumption
public school was founded in 1893 in reaction to the through the integrated design of the pool building,
traditional Victorian Public School. Bedales is famous for optimised ventilation and natural lighting, internal
its foundation in the Arts and Crafts movement. microclimate and solar shading systems. Solar thermal
2. It is the innovative teaching-learning modality that energy, photovoltaic energy, heat pumps and cogeneration
requires a variety of different kinds of spaces. Internal are examples of high-energy efficiency systems that can
semi-permanent walls can be moved, giving the space be implemented in the sports facility.
greater flexibility, so that the classrooms can be
rearranged in lots of different ways. Therefore, if the
teaching modality changes, it fundamentally changes the
way school design will be organised.
3. Museum activities usually include permanent
exhibitions, temporary exhibitions, guided tours, videos,
Module 6 THE WORKPLACE
lectures and seminars.
4. Going to a museum can be a great experience, Unit 1 CIVIL ENGINEERING
especially if the exhibition design is well planned.
Designers should create a linear flow through the 1.
exhibition, exploit technology to capture the attention of 1. environment; 2. disciplines; 3. Geology; 4. building; 5.
visitors by integrating interactive areas, video and mobile contracts; 6. pollution; 7. stability; 8. loads; 9. dynamic;
apps with the exhibition area, divide a large exhibition into 10. hazard. Extra words: jobs – stability.
sections and also use graphic design to create interest.
5. New trends that have been implemented into PAC 2.
projects cover a wide range of fields, from high-level 1. c; 2. c; 3. a; 4. b; 5. c.
restaurants to convertible audience floor to allow more
flexibility for venues. The latest advancements in LED 3.
technology allow the use of light and video animation Sample answers.
onto interior and exterior architecture. 1. The action of an earthquake on constructions may
be direct (seismic motion of the ground) or indirect
(landslides, soil liquefaction and tsunami waves).
Unit 3 RECREATION AND SPORT 2. Normally, structures should be designed to withstand the
largest earthquake that is likely to occur in a certain place.
1. 3. Engineers need to evaluate a seismic performance
1. pleasure; 2. interests; 3. walking; 4. equipped; 5. associated with the direct damage to a building, subject
proximity; 6. value 7. together; 8. venue; 9. entertainment; to a specified ground shaking.
10. projects. Extra words: club – facilities. 4. The hypocentre is the location below the earth’s
surface where the earthquake starts.
2. 5. They could occur at a convergent boundary, a divergent
1. b; 2. a; 3. b; 4. c; 5. a. boundary, or a transform fault. At a convergent boundary
3. one plate is forced over another plate during movement
Sample answers. creating a thrust fault. At a divergent boundary, plates
1. Equipped green areas, such as public parks, gardens, are forced apart from each other. At a transform fault,
squares and playgrounds, are places dedicated to social plates slip by each other.
life. Planning these areas is complex and requires
knowledge of urban ecosystems, soil characteristics and
climatic factors. Facilities are necessary to satisfy all the
users’ requirements.
Unit 2 ARCHITECTURE AND ARCHITECTS
2. In cities, parks and gardens have long been recognised 1.
as major contributors to the aesthetic quality of urban 1. self-employed; 2. government; 3. historic; 4. design;
districts. They are among the most important factors 5. boards; 6. commission; 7. client; 8. specialists; 9.
considered when selecting a home. Moreover, several bylaws; 10. central. Extra words: buy – task.
studies conducted during the past 30 years have shown
a direct correlation between proximity to parks and 2.
increased house property values. 1. b; 2. c; 3. a; 4. b; 5. c.
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3. 2. 1. a; 2. a; 3. c; 4. b; 5. c.
Sample answers.
1. They should be skilled in design, engineering, 3. Sample answers.
understanding of the law, be aware of social trends, and 1. A City Region is a network of urban communities,
have a keen business sense. sharing resources such as a central business area,
2. They should consider, planning and aesthetic problems labour market and transport network. In other words, a
connected with the size of the building, such as increased city region is an area where most of its population work,
traffic flow, need for parking, water supply, sewer system trade, shop, live and spend leisure time.
and access. 2. The phenomenon called “gentrification” took place
3. Their client may be an individual person, a group, a during the 1990s, when Inner City redevelopment was
government department or a business. aimed at renewing the area with upper or middle-class
4. A good design can boost office productivity, increase families, while trying to keep some of the old architecture.
sales, attract richer clients, provide a more relaxing 3. The Rural-Urban Fringe is found at the edge of a town
hospital stay, or increase the market value of a building. or city where town meets country. It has developed since
5. The first step is to determine the client’s needs and the 1970s when housing, commerce and small industry
wishes and take inventory of existing items; then the left urban areas and moved to the countryside.
designer formulates a design plan and estimates costs. 4. It is an estimation of value derived by comparing a
Next, the designer shows the project to the client and makes property to other properties with similar characteristics
revisions. After that, materials will be specified. Finally, the that have been recently sold.
designer develops a timeline for the project, coordinates 5. The valuation of a property depends on several factors
contractor work and makes sure work is completed on time. such as the age and condition of the building, the location
(since similar properties may change in price in different
areas) and physical features, including type and quality of
Unit 3 SAFETY IN THE YARD construction, number and type of rooms, square metres
of living space, exposure to the sun, type of heating
1. system and renovation works.
1. workplace; 2. employers; 3. migration; 4. non-native;
5. duties; 6. risks; 7. safety; 8. devices; 9. regulations;
10. Employees. Extra words: benefits – job.
Unit 2 HISTORY OF CITY PLANNING
2.
1. c; 2. c; 3. c; 4. a; 5. b. 1. 1. agriculture; 2. villages; 3. planning; 4. forum; 5.
defensive; 6. development; 7. church; 8. making; 9.
3. capital; 10. reconstruction. Extra words: symmetry –
Sample answers. monumental.
1. They appear to depend more on the organisation of
the work itself and on the behaviour of workers than on 2. 1. b; 2. c; 3. c; 4. a; 5. b.
the working environment itself.
2. It is a document in which the employer lists all the 3. Sample answers.
potential risks and the ways to prevent them. 1. The population of many cities increased rapidly
3. They are in charge of carrying out fire prevention and as thousands of workers left the countryside to take
fire fighting measures, evacuation from the workplace in manufacturing jobs in cities, which became overcrowded
case of immediate and serious danger, rescue, first aid and dirty.
measures and the emergency management in general. 2. Ebenezer Howard was an English urban planner who
4. They should examine whether the hazard can be
published the book “To-morrow: a peaceful path to real
avoided or reduced by collective precautions (precautions
reform” in 1898. The book is considered the milestone
that protect everybody) or safer ways of doing the work.
of the Garden City Movement.
5. They must be used whenever a hazard or danger
3. Modernism in Urban Planning looked for the elimination
cannot be avoided adequately or reduced in another way.
of disorder, congestion and the small scale, replacing
them with widely-spaced roads and tower blocks set
within gardens. Modernism in urban planning is also
associated with large scale renewal projects after World
Module 7 SETTLEMENTS War II.
4. In most cities in the world, city planners prepare the
Master Plan following these basic steps:
Unit 1 URBANISATION Step 1: collecting data about the existing land use.
Step 2: analysing data, formulating and evaluating future
1. 1. home; 2. size; 3. populated; 4. rural; 5. functions; developments.
6. towns; 7. countryside; 8. sprawled; 9. implementing; Step 3: preparing and adopting a plan approved by the
10. development. Extra words: boundary – commuters. City Council.
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Step 4: implementing the plan.
Step 5: monitoring the plan. Unit 2 ARCHITECTURE OF THE 19TH CENTURY
Step 6: amending and updating the plan.
1.
5. Sustainable urban planning offers urban project
1. historical; 2. materials; 3. Greek; 4. Cathedrals; 5.
solutions that pursue the following objectives: improving
Romanesque; 6. innovative; 7. brick; 8. glass; 9. cast-iron;
historic centre areas, making the best use of public
10. promotion. Not necessary words: industrial – eclectic.
transport, creating green spaces, saving and reusing
water, using belts of plant life, creating safe paths for 2.
pedestrians and cyclists, rehabilitating abandoned areas 1. c; 2. a; 3. b; 4. a; 5. c.
for new buildings, planning the city mobility, reducing air
pollution. 3.
Sample answers.
1. The Chicago School designers invented a metal
skeleton frame first used in the Home Insurance
Module 8 HISTORY OF ARCHITECTURE Building (1884), which enabled the construction of real
skyscrapers.
2. The word “skyscraper” was originally a nautical term
referring to a tall mast or its main sail on a sailing ship.
Unit 1 FROM THE BEGINNING TO THE 18TH CENTURY In the late 19th century, the term was first applied to tall
buildings being built in Chicago and New York City.
1. 3. Art Nouveau buildings featured general characteristics
1. civilisations; 2. birth; 3. brick; 4. dome; 5. baths;
such as asymmetrical shapes, extensive use of arches and
6. strength; 7. beginning; 8. forms; 9. inspiration; 10.
curved forms, curved glass, plant-like embellishments,
proportions. Not necessary words: orders – buttress. mosaics, stained glass, Japanese motifs.
4. It was the organisation of the First International
2. Exhibition in Spain in 1888. Driven by this great
1. c; 2. b; 3. b; 4. a; 5. c. event, Barcelona experienced a significant impulse in
terms of the construction of buildings and other urban
3. developments.
1. They built Basilicas (one of the largest, the Basilica 5. They were Antoni Gaudí, whose eccentric architecture
of Maxentius, is still visible in Rome), public baths, was particularly influenced by oriental styles and nature,
theatres and stadiums like the Coloseum, art galleries and Lluís Domènech i Montaner, whose most symbolic
and libraries. Many of the most important buildings were work is the Palau de la Música in Barcelona.
grouped in a forum.
2. Apart from churches and cathedrals, Gothic architects
also designed fine houses, palaces, town halls and
universities like the ones in Oxford and Cambridge. Unit 3 THE MASTERS OF MODERN ARCHITECTURE
3. In 1414, the ancient book De Architectura by the 1.
Roman architect Vitruvius was discovered in the 1. technological; 2. building; 3. reaction; 4. figures; 5.
Monte Cassino Abbey, and this raised the interest of inter-war; 6. craft; 7. work; 8. industrial; 9. skyscrapers;
Renaissance architects in using proportions for their 10. steel. Not necessary words: natural – function.
designs. Vitruvius believed that the various parts of a
building design should be a proportion of the whole, 2.
because this was aesthetically pleasing. 1. b; 2. c; 3. a; 4. b; 5. c.
4. The 17th and early 18th centuries marked the Baroque
period in Europe. Baroque architecture left the linear 3.
forms seen in Renaissance designs and moved towards Sample answers.
structures with flowing, curving shapes. 1. In 1932 the important MoMA exhibition, the
5. In Italy, the Vatican in Rome is one of the best International Exhibition of Modern Architecture in New
examples of Baroque style; the Church of S. Andrea al York, drew together many distinct trends, identified them
Quirinale by Lorenzo Bernini, one of the main creators as stylistically similar and having a common purpose, and
and exponents of Roman Baroque, and that of S. Carlo consolidated them into the International Style.
alle Quattro Fontane or S. Ivo alla Sapienza by Francesco 2. It was designed according to the clients’ desire to live
Borromini, his closest rival. Palazzo Carignano by Guarino close to the natural environment. The house is perched
Guarini, in Turin, is another example. In the south of Italy, over a waterfall running under part of the building. The
the diffusion of Baroque architecture resulted in regional construction is a series of cantilevered balconies and
variations, such as Sicilian Baroque architecture or that terraces. Fallingwater became a symbol of avant-garde
of Naples and Lecce. modern architecture.
317

3. Gropius went to the United States and became a a rounded, free-form sculptural style and resembles a
professor at Harvard University in 1937. From 1938 ship. It is covered by brilliantly reflective titanium panels
to 1941, he worked on a series of houses with Marcel which recall fish scales, echoing the fish-like forms
Breuer and in 1945 founded the firm “The Architects’ that recur commonly in Gehr y’s designs. The design
Collaborative” (TAC). TAC’s most famous projects are the is the product of the new computer technology CATIA
Graduate Centre at Harvard University (1949-50), the and was constructed on time and on budget. Today it
PanAm Building in New York (1958) and the United States is considered one of the most spectacular buildings of
Embassy in Athens (1959). contemporar y architecture.
4. Mies van der Rohe mainly designed skyscrapers in the 2. “The Gherkin” is a cigar-shaped structure which has
International Style making use of modern materials such a steel frame with circular floor plans and a façade
as industrial steel and plate glass. He called his buildings with diamond-shaped panels. The pattern visible on
“skin and bones” architecture. Using the prototype the exterior is the result of the building’s energy-saving
rectangular form on columns of the Seagram Building, system which allows the air to enter for passive cooling
Mies designed a number of famous modern high-rise and then expels it when it warms and rises. It is the
office towers in the USA and Canada. headquarters of a Swiss insurance firm.
5. In his book “La Ville Radieuse”, Le Corbusier expressed 3. In 1992, Norman Foster’s project won the competition
his interest in city planning which led to the design for the to restore the Reichstag, the New Parliament in Berlin.
main buildings of the new city of Chandigarh, India, in the The building provides a model for sustainability by burning
’50s. renewable bio-fuel and refined vegetable oil to produce
electricity: the result is a 94% reduction in carbon dioxide
emissions. The glass dome is now an established
Unit 4 CONTEMPORARY ARCHITECTURE Berlin landmark. It is also essential to its lighting and
ventilation strategies. It reflects light into the chamber,
1. with a movable sun-shield blocking solar glare. As night
1. styles; 2. Tech; 3. constructivism; 4. technology; 5. falls, this process is reversed.
materials; 6. design; 7. contemporary; 8. century; 9. 4. Because the designers decided to leave the interior
buildings; 10. idols. Not necessary words: architectural spaces clear and so the mechanical ser vices and
– organic. the large escalator were placed on the exterior of the
building.
2. 5. In Turin, his firm restored the marvellous 1925
1. b; 2. c; 3. b; 4. a; 5. c. Lingotto FIAT factory, which consists of a structure one
third of a mile long, with an auto test track on the roof.
3. More recently he designed the Sanpaolo-IMI skyscraper
Sample answers. opened in 2015 in Turin, too. In Rome, Piano designed
1. The Guggenheim Museum by Frank Gehr y is located the Auditorium-Parco della Musica which includes three
in Bilbao, Spain, on the bank of the River Ner vion. It has big halls and a large surrounding park.
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KEYS • MODULE TESTS – STANDARD
8. Environment-friendly energy sources include biomass,
Module 1 THE ENVIRONMENT wind energy, hydroelectric energy, solar energy, hydrogen,
geothermic energy, tidal energy. They do not release
greenhouse gases and are recyclable.
CONTENTS
SKILLS
1. 3.
1. d; 2. a; 3. b; 4. a; 5. b; 6. c. 1. T; 2. F (The Boreal Forest ecosystem is made up of
forests, lakes, wetlands, rivers and tundra at its northern
2. edge); 3. T; 4. F (The organic matter is prevented from
Sample answers. decomposing by the cold boreal temperatures); 5. F (14%
1. Examples of objects of ecological study include: of Canada’s population, almost four million people, live in
– population processes, such as reproductive behaviour, this area. One third of these inhabitants are aboriginal);
mortality and migration; 6. F (Some of the world’s largest freshwater fish live in
– interspecific relations such as predation, competition, the lakes,); 7. T; 8. T (A part of this area has already
parasitism and mutualism; been allocated for industrial use.)
– plant and animal community structures;
4.
– biogeochemical cycles (water, carbon, phosphorus,
nitrogen). Water pollution: an ocean of plastic
2. Intraspecific relations are those established between
The Great Pacific Garbage Patch is a collection of marine
individuals of the same species, forming a population.
rubbish in the North Pacific Ocean spanning waters from
They are relations of cooperation or competition with
the West Coast of North America to Japan. The heart
division of the territory, and sometimes organisation
of the garbage patch is thought to be around 1M sq km
in hierarchical societies. Interspecific relations are the
(386,000 sq miles), with the periphery spanning a further
interactions between different species and are usually
3.5M sq km (1,351,000 sq miles). The dimensions of
described according to their beneficial, detrimental, or
the waste are continually changing, caught in one of the
neutral effect (for example, mutualism or competition).
ocean’s huge rotating currents. The North Pacific vortex
3. There are several forms of environmental pollution. has accumulated such a large amount of plastic waste,
They include air pollution, water pollution, soil pollution including large items and micro plastics that can be eaten
and other forms of pollution caused by solid waste, by fish and enter the food chain. According to the UN
noise, light and radioactive contamination. environmental programme, the Great Pacific Garbage Patch
4. Soil pollution may cause congenital illnesses and is growing so fast that it is becoming visible from space. A
chronic health problems that cannot be cured easily. scientific report predicted there will be more plastic than
The contaminated soil produces fruit and vegetables fish in the oceans by 2050 unless urgent action is taken.
which lack quality nutrients and may contain poisonous
substances. 1. The Great Pacific Garbage Patch is a collection of
5. Acid rain is precipitation containing damaging amounts marine rubbish.
of nitric acid (HNO3) and sulphuric acid (H2SO4) released 2. It goes from the West Coast of North America to
into the atmosphere when fossil fuels are burnt. It can Japan.
have terrible effects on the environment, from forests 3. The heart of the garbage patch is thought to be around
where trees lose their leaves and die, to lakes and rivers 1 m sq km.
where there is no more water-life. 4. The dimensions of waste are continually changing.
6. The predicted effects are already becoming visible 5. The waste is caught in the ocean’s currents.
in some regions: more heat waves, rising sea levels, 6. The North Pacific vortex has accumulated a large
stronger floods and prolonged droughts and the spread amount of plastic waste.
of tropical diseases. 7. The UN says that the patch is growing fast.
8. A scientific report predicted there will be more plastic
7. The non-renewable energy sources are oil, natural gas
than fish in the oceans by 2050.
and coal and are considered “fossil fuels” because they
formed underground millions of years ago. Burning fossil SKILLS, VOCABULARY AND GRAMMAR
fuels results in the production of carbon dioxide and other
greenhouse gases, which cause global warming. Also
5.
Open answer.
Uranium is considered a non-renewable energy source,
even though it is recyclable, but it produces dangerous 6.
radioactive waste. 1. geographical
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2. balance 5. Building materials have the purpose of making the
3. particles place where we live safe and comfortable. They satisfy
4. alteration our desire for beauty, respond to technical needs but also
5. leaks influence our health and the way we feel inside our homes.
6. splitting These materials should be eco-friendly, sustainable and
7. storage need to be chosen paying great attention to any negative
effect on the environment, such as the production of
7. toxic gases, water pollution and soil pollution.
1-g; 2-d; 3-e; 4-c; 5-b; 6-a; 7-h; 8-f.
6. They can be divided into three groups: materials
8. employed in the structure of the building (foundations, walls,
1. refers attic, etc.); materials used to improve the performance
2. are currently exploiting of the building (insulation, protection, fixtures), finishing
3. don’t use materials which complete the structure of the building and
4. is expanding are the ones which come into contact with the people living
5. cycle. in it (paints, glues, flooring, etc.).
7. Eco-materials should be biodegradable and recyclable,
9. 1. Many people don’t know how to reduce energy minimise the effects of toxic and hazardous substances
waste in their everyday life.
on health, and contribute to creating a more sustainable
2. Some researchers are developing new systems to use
environmental future.
renewable sources.
8. The use of eco-materials will result in minimising
3. Next week we are going to a lecture on nuclear energy. their impact on the environment, avoiding or reducing
4. Because of the ver y high temperatures, this month dependence on non-renewable energy sources, increasing
the population is using a great amount of electric power. indoor air quality, increasing the efficiency of resources
5. In the picture we can see some technicians (who are) and avoiding or reducing problems connected to allergies.
installing wind turbines.
SKILLS
3.
1. T; 2. T; 3. F (The homes range from one-bed apartments
Module 2 BIO AND MAN-MADE to four-bedroom houses); 4. T; 5. F (On average, BedZED

homes sell for about 5 to 10% more than homes of the
CONSTRUCTIONS same size in the surrounding area); 6. T; 7. F (The whole
development shares a square and a large playing field);
8. F (Any surplus PV power is exported into the local grid).
CONTENTS
4.
1.
1. c; 2. c; 3. a; 4. c; 5. c; 6. b. The secret of Roman buildings
2. The buildings and structures of ancient Rome have stood

Sample answers. for a very long time, so the building materials they used
1. A cultural landscape is a landscape that people have must offer something to learn from. Now, researchers
modified by raising animals and building structures; they from Berkeley Lab at the University of California have
can vary greatly, from farmland to urban landscape. made a breakthrough in cracking the secret of their long
2. Technology has increased our ability to change natural life – the special formula the Romans used to make their
landscape. Human impact on landscape can be seen concrete. Unlike modern concrete, in which Portland
where man has used the environment for productive cement is used to bind the aggregate, Roman concrete
purposes, as can be seen along the coastline of the uses a mortar mix of volcanic limestone, which reacts
Netherlands. However, man should protect the delicate to form crystals that expand into the space within the
balance of the Earth’s ecosystems. concrete more effectively. This performs the function
3. By studying natural and cultural landscapes, geographers of microfibers in Portland-based concrete but is more
learn how people’s activities affect the land. Their studies resistant to corrosion and packs the space more tightly.
may suggest ways to protect the environment. This also cuts the risk of micro-cracking in the concrete
4. The materials used should be available “in loco” and over time, extending its lifespan considerably – 2,000
minimally processed. They should be recyclable and re- years and over, as a trip around Rome will prove.
used once the building is demolished. They should not
be harmful to human health. The building should be
durable but flexible to future changes. It should include SKILLS, VOCABULARY AND GRAMMAR
an efficient energy-saving system and use “green” as an 5.
element of the design. Open answer.
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6. Modern total stations can send point data to the
1-e; 2-g; 3-f; 4-c; 5-a; 6-d; 7-b. office computer(s) via email and connect to the Global
Positioning System (GPS).
7. 5. Platforms for aerial photography include airplanes,
1. environment; 2. processed; 3. temperature/s; 4. helicopters, balloons and drones. Model aircraft and
flexible; 5. longest-lasting; 6. disposal; 7. corrosion; 8. drones are usually used to carry out low-altitude aerial
hollow photography because full-size aircraft are prohibited
from low flights over populated areas. They are also very
8. suitable in any situation in which it would be dangerous
1. have used; 2. saw; 3. used to build; 4. have laid; 5. to operate with a full-size aircraft.
did they start 6. Because 3D laser scanning techniques are an effective
and extremely accurate method of creating complete,
9. three-dimensional documentation of the spatial geometry
1. In the past, man made use of the environment without of a building. The 3D data recorded during laser scanning
respecting its balance. can also be simultaneously converted into detailed,
2. When I got to the flat, the architect was showing photo-realistic 3D illustrations.
some eco-friendly flooring materials to the client (or: was 7. Online maps can be created by using large sets of
showing the client some eco-friendly flooring materials). orthophotos (that is a photograph taken from an infinite
3. I have been trying to design a fully-ecological house distance, looking straight down) derived from multiple
for years. sources and divided into “tiles” (each 256 x 256 pixels
4. That architect designed many houses in this town in size).
when he was younger. 8. Cadastral surveying is the discipline of land surveying
5. While the engineer was checking the project, the client that relates to the laws of land ownership and the
was talking to the workers. definition of property boundaries.
SKILLS
3.
Module 3 SURVEYING 1. F (Claudius Ptolemy was a Greek astronomer and
mathematician who lived in Alexandria in Egypt); 2. T;
3. T; 4. F (The nautical charts such as the Portolano
were written on sheepskin); 5. F (Further exploration
CONTENTS
and discoveries significantly increased geographic
1. knowledge); 6. T; 7. F (The term Atlas referred to a
1. b; 2. d; 3. b; 4. a; 5. d; 6. c. collection of maps); 8. T.
2. 4.
Sample answers.
Scan the top of Europe
1. Contributions are usually made by Geometry,
Engineering, Trigonometry, Mathematics, Physics and Law. Reaching the top of Mont Blanc, Europe’s highest
2. Land (or cadastral) surveying deals with the determination mountain, is a formidable challenge even to the
of land boundaries for legal purposes and land ownership. most experienced alpinists – not only because of its
Geodetic surveying measures the Earth’s surface. elevation, but also because of its severe weather
Topographical surveying refers to locations of any natural conditions. Strong winds and snowfalls at the summit
site features or man-made improvements. As-built surveying constantly cause fluctuations to the mountain’s ice cap.
can be utilised during a construction project or after the This motivated a team of expert surveyors to determine
construction has been completed. Hydrographic surveying the actual variations of the ice cap ever y two years
consists of the preparation of nautical charts and maps of using the latest technological instruments. Last year
the marine environment and seabed. Mining surveying is a team of fourteen climbers, including nine sur veyors,
connected with mines and tunnel constructions. three alpine guides, a photographer and a cameraman,
3. Historically, distances were measured with chains went to the top of the peak and used a MultiStation to
that had links of a known length or measuring tapes. capture the first ever 3D laser scan of the Mont Blanc
Angles were measured using a compass and height ice cap. This instrument is able to combine the latest
was measured with a barometer using air pressure as technology in the fields of total station measurements,
an indicator. The transit and theodolite were used by the digital imager y, 3D laser scanning and GPS positioning.
surveyor to measure both horizontal and vertical angles. The sur vey took two hours and recorded almost
4. A total station is a theodolite with an electronic 100,000 points which were immediately displayed on
distance measurement device (EDM). It is fully electronic the MultiStation’s screen
and has an on-board computer with specialized software.
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SKILLS, VOCABULARY AND GRAMMAR the need for heating, such as those built according to the
Passive House standards.
5.
6. A solar thermal system contains water flowing through
Open answer.
a panel which is heated up by exposure to the sun
6. through contact with thermal collectors and provides only
1. surface; 2. boundaries; 3. radio; 4. centimetre; 5. hot water. A photovoltaic system utilises banks of small
considerbly cheaper; 6. photogrammetric; 7. infinite. cells that use semiconductors that react with sunlight.
This photovoltaic effect generates electricity, which can
7. then be diverted into the system for immediate use.
1. d; 2. f; 3. a; 4. h; 5. b; 6. c; 7. e; 8. g, 7. Home automation includes all the devices in your
home that can be controlled from a computer, a mobile
8. phone or a tablet from anywhere in the world. The term
1. will work / are going to; 2. is taking / is going to take; may be used for isolated programmable devices, such as
3. ’ll; 4. is going to rain; 5. will probably give thermostats and sprinkler systems, but home automation
describes homes in which nearly everything is connected
9. to a remotely controllable network.
1. I’ll help you if you don’t understand how a laser 8. They are cleaning the external façades of buildings –
scanner works. especially in cities with high levels of air pollution; major
2. A technician is doing a cadastral survey next Thursday. repair, for decayed buildings and rebuilding for buildings
3. The surveyors want to upgrade/improve their technical which need replacement of damaged or missing parts.
equipment, so they are going to buy a new total station.
4. Drones will be the future of surveying. SKILLS
5. Those boys are not able to fly the drone. It is going to 3.
crash against the wall. 1. F (Modular homes are built to specification and
transported to the site where they are installed); 2. F (Kit
homes get delivered and have to be put together with a
set of plans from the manufacturer); 3. T; 4. T; 5. F (Both
Module 4 HOUSE PLANNING kit and modular homes offer a wide selection of quality
and eco-friendly components and they can both make use
of renewable materials); 6. T; 7. T; 8. F (Modular homes
usually offer more flexibility than kit homes)
CONTENTS
4.
1.
1. b; 2. d; 3. c; 4. d; 5. c; 6. a. Colletta di Castelbianco
2. Colletta di Castelbianco, located in the western part of
Sample answers.
Liguria, was founded in the 12th century and abandoned
1. Building construction drawings are made up of a site
in the 1930s. In 1992, the village was the subject of
plan that shows the location of the building on the property
a restoration project which provided the village with the
in its context, a floor plan which is a visual projection of
most advanced telecommunication systems. The village
the completed building, an elevation plan which includes
consists of sixty flats with high-quality furniture. The
front, rear and side elevations, a section plan which
describes how the building will be constructed. outside walls have been restored and rebuilt using the
2. It is excavation. It has to take into consideration the type original techniques and different pieces of local stone,
of soil, the frost line and the depth of underground water. and are insulated with a special foam or cork panels.
3. Roofs can be made up of terracotta, metal sheeting Flooring is made from stone and hardwood and the
(copper and lead), slate, titanium and steel, synthetic heating system is positioned under the floor. All this
materials such as rubber, thermoplastic and fibreglass, makes Colletta di Castelbianco the ideal place for those
natural materials such as thatch. who are looking for an oasis of peace and calm but at the
4. They include circuit breakers to prevent fires by cutting same time want to stay connected with the world.
off the electricity supply to a certain area if the wires
short circuit; ground fault circuit interrupters (GFCI) in 1. In the western part of Liguria.
high-moisture areas, such as kitchens and bathrooms; 2. In the 12th century.
smoke alarms and gas detectors connected to the 3. In the 1930s.
electrical system and interconnected to each other to 4. The most advanced telecommunication systems.
alert occupants of a fire or gas fallout. 5. Sixty flats with high- quality furniture.
5. Forced air heating, water heating, hydronic heating, 6. pieces of local stone using original techniques
geothermal heating. New buildings can be built with low- 7. stone and hardwood.
energy building techniques which can virtually eliminate 8. Under the floor
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SKILLS, VOCABULARY AND GRAMMAR 6. Creating a linear flow through the exhibition, integrating
technology, dividing large exhibitions into sections, using
5. graphic design to create interest.
Open answer.
7. Green belts are large areas of wild or agricultural land
6. surrounding urban areas, preventing development of the
1-e; 2-g; 3-a; 4-b; 5-c; 6-d; 7-f. area, allowing wildlife to return and be established. Their
main objective is to protect natural environments and to
7. improve air quality within urban areas.
1-f; 2-h; 3-g; 4-a; 5-c; 6-b; 7-d; 8-e.
8. (Sample answer) The best example is the Allianz Arena in
8. Munich (Germany), which links its own name to Allianz AG,
1. The flat is being redecorated now. a Munich headquartered international company of financial
2. A block of flats will be built here next year. and insurance services. The Arena also includes shops,
3. Strict safety measures are generally required to restaurants, conference halls, offices, exhibition areas,
protect the workers. cinemas, theatres, hotels, the two local Football Clubs’
4. The electrical system was checked last year. museums and merchandising booths selling souvenirs and
5. The historical tower has been restored for six months. gadgets.
9. SKILLS
1. Some sketches are prepared by the architects to
show/illustrate their ideas. 3.
2. Once upon a time computers weren’t used to produce 1. F (Railways started to be developed in Britain in the
architectural drawings. 1800s); 2. T; 3. T; 4. F (The cost of transport became
3. The restoration of the façade will be started next week. more affordable); 5. F (Trains were more reliable than
4. When we visited the building yard, the foundations boats and ships because they were almost always able
were being excavated. to transport goods); 6. T; 7. F (Railways encouraged a
5. Heat can be extracted from underground by means of relatively wide part of working class to travel); 8. T.
a heat pump. 4.
The School of One Project
1. The New York City Department of Education is operating

Module 5 PUBLIC WORKS a pilot programme called School of One that has the aim
of radically changing the way the children are taught and
the way classrooms are designed.
CONTENTS 2. There are lots of differences between a School of One
and a conventional school. Firstly, because each School
1. of One student has a “playlist” to best meet their learning
1-c; 2-a; 3-d; 4-d; 5-a; 6-b. needs. Monitors in the reception area display where each
2. student should go for their lessons that day.
Sample answers. 3. One of the concepts behind School of One is that a
1. The most common materials used for paving roads are variety of teaching-learning modalities is available for
asphalt and concrete. Asphalt uses an oil-based substance each student so they can choose the one that works best
called bitumen to make sand and crushed rock fragments for them.
hold together like glue. Concrete also uses sand and 4. This requires a variety of different kinds of spaces. For
crushed rock, but it is held together with cement. example, there are some spaces for lectures for 20 to
2. Arch bridge (which is one of the most popular types of 30 students or spaces to do self-directed study using a
bridge), suspension bridge, cantilever bridge, cable-stayed laptop or even be tutored one-to-one by a teacher.
bridge, movable bridge (swinging drawbridge, lift, bascule) 5. This new kind of school has a wide variety of furniture
footbridge. from standard tables and chairs in the classrooms to
3. The arch is an ideal shape because tunnels must comfortable lounge chairs in the library.
withstand tremendous pressure from all sides. 6. Internal semi-permanent walls can be moved giving the
4. In large cities the main station is usually a terminus station space greater flexibility so the classes can be rearranged
that is the end of a railway line. In smaller cities, or in strategic in lots of different ways. So if teaching modality is
railway intersections, we can have a junction station where changing, it fundamentally changes the way spaces get
two or more rail routes converge or diverge. In minor stations organised.
there is very often only an island platform, that is, a single 7. The progress of the students was assessed by the
platform serving two tracks passing on either side. Education Development Center for Children and Technology.
5. The top five design elements that promote the best It found a significant improvement: in the test scores
learning environment are comfort, safety, lighting, students had an average increase of 28% in the test items
temperature control and good acoustics. they answered correctly.
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8. The School of One project is currently operating in six formulates a design plan and estimates costs. On
schools in Manhattan, The Bronx, and Brooklyn. completing the design plan, the designer presents it to the
client and makes revisions if necessary. Then the designer
a. 8; b. 4: c. 3; d. 1; e. 2; f. 6; g. 5; h. 7. begins specifying the materials and develops a timeline
for the project while constantly overseeing the installation.
SKILLS, VOCABULARY AND GRAMMAR 6. Both employers and workers have responsibilities.
Employers must prevent risks as much as possible,
5. provide workers with the necessary safety training and
Personal answer.
equipment, appoint safety officers and in general ensure
6. compliance with the current regulations. Workers must
1. arch; 2. protection; 3. flood; 4. material; 5. masterpieces; make sure their duties are clear to them and respect
6. pillars; 7. surviving. the rules on safety and report any unusual or strange
behaviour by others.
7. 7. Safety signs must be used whenever a hazard or danger
1. f; 2. e; 3. b; 4. g; 5. h; 6. a; 7. d; 8. c. cannot be avoided adequately or reduced in another way.
8. Before installing safety signs, an employer should examine
1. A green recreational area. – 2. Excavation machinery. whether the hazard can be avoided or reduced by collective
– 3. A learning environment. – 4. An office building. – precautions (precautions that protect everybody) or safer
5. A water filtration system. ways of doing the work.
8. Red represents prohibition, yellow warns for caution,
9. green encourages positive action while blue is used for
1. A water sanitation system will be required in the public mandatory signs.
pool. – 2. That architect is an expert in building restoration
techniques. – 3. Structural calculation elements have
been crucial in the construction of that bridge. – 4. The SKILLS
workers are installing the museum heating system. – 5. There 3.
are security inspection devices in airports. 1. F (The danger from an electrical shock depends on
the type of current, how high the voltage is, how the
current travelled through the body, the person’s overall
health and how quickly the person is treated); 2. F (An
electrical shock may cause burns, or it may leave no
Module 6 THE WORKPLACE visible mark on the skin); 3. T; 4. F (Do not touch the
injured person if he or she is still in contact with the
electrical current); 5. T; 6. T; 7. T; 8. F (Tr y to prevent
CONTENTS the injured person from becoming chilled).
1.
1. c; 2. a; 3. c; 4. c; 5. a; 6. c. 4.
2. Scaffolding
Sample answers.
Designed to be a temporar y structure, scaffolding allows
1. Civil Engineering is the profession of designing and
workers to reach the heights they need while constructing
executing structural works that serve both the general
new buildings or repairing existing structures. When
public and private individuals. The term was first used
erected and used properly, within the recommended
in the 18th century to distinguish civil engineering from
guidelines, scaffolding offers construction workers a
military engineering.
safer and more efficient alternative to ladders when
2. Today it is a wide-ranging profession that covers design,
working at great heights. However, it can pose obvious
construction and the safeguarding of the environment.
dangers to construction work, especially when the
Engineering includes buildings, bridges, roads, canals,
safety regulations are overlooked. These dangers
ports and dams and is related to knowledge of other
are not restricted to construction workers only. When
sub-disciplines such as Mechanics, Geology, Materials precautionar y measures are ignored, anybody passing
Science, Hydrology and other fields. by, under or close to the scaffolding could also be at risk
3. They deal with the treatment of chemical and biological from tools or other pieces of building equipment falling
waste, the purification of water and air, the clearance of from the structure. One tiny mistake when constructing
contaminated sites and hazardous waste management. a scaffolding can compromise the integrity of the
4. The parameters to be taken into consideration are entire scaffolding. All it takes is a wrong-sized bolt or
seismic data and seismic design criteria, seismic forces a damaged bolt in one corner for a floorboard to flip or
and construction quality control. for that section to become unsteady and eventually the
5. The first step is to determine the client’s needs and complete structure to collapse.
wishes. After collecting this information, the designer
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1. Scaffolding is a temporary structure. 2. The cities were enlarged by knocking down the walls
2. There are guidelines to be followed when constructing and rebuilding them farther out or by letting the walls
or erecting scaffoldings. stand and building new cities nearby.
3. Scaffolding is an alternative to ladders. 3. The Renaissance began in Florence, Italy, in the early
4. Scaffolding may be dangerous if you overlook safety 15th century and spread to Rome, Milan and then the rest
regulations. of Europe in the 16th century.
5. Scaffolding does not only put workers at risk, but also 4. Baroque principles of urban design, such as long
other people. avenues, radial street networks, monumental squares,
6. People may be hit by pieces of equipment falling from geometric parks and gardens were used by Baron
the structure. Georges Haussmann in his great restructuring work of
7. The stability of the whole scaffolding can be Paris between 1853 and 1870.
compromised by the smallest mistake. 5. The “industrial village” was made up of cottages where
8. Sometimes a single faulty or wrong-sized bolt can workers lived. It was usually near the company factory so
make the whole structure collapse. workers could live and work away from the ugliness of the
industrial city.
6. Sustainable urban planning takes into consideration
SKILLS, VOCABULARY AND GRAMMAR the expansion of the city towards rural areas, the
improvement of historic centre areas, the degradation
5.
of abandoned areas, the location of infrastructures, city
Open answer.
mobility and the preservation of green areas.
7. It is the part of the city usually next to the CBD and
6.
has mainly terraced houses in a grid-like pattern built
1. pollution; 2. equipment; 3. wastewater; 4. recycling; 5.
beside the factories. The inner city of many urban areas
mines; 6. health; 7. inspections.
underwent great changes in past decades and became
areas in need of redevelopment. During the 1990s, inner
7. city redevelopment took the form of “gentrification”,
1. interdisciplinary; 2. designs; 3. goal; 4. minor; 5.
which was aimed at renewing the area while trying to
major; 6. limiting; 7. subset; 8. wider.
keep some of the old architecture.
8. Suburbs are characterised by semi-detached or
8. detached houses. Buildings such as schools, places of
1. the tallest; 2. more stressful; 3. as big as; 4. the best;
worship, large supermarkets and leisure facilities are
5. the most advanced / more advanced.
often alongside parks and green areas that make these
parts of the city truly liveable.
9.
1. The building-site where I work is the farthest from the
city centre but the nearest to the station. SKILLS
2. I am not as expert as you (are) in anti-seismic engineering. 3.
3. Workers on this building-site do not work as fast as on 1. T; 2. T; 3. F (Medieval houses are next to elegant
that one. Renaissance palaces); 4. T; 5. T; 6. F (The Barefoot
4. This building is more modern but (it) is less spacious. Carmelite friars have been running the pharmacy since
5. This is the worst design, it won’t win the competition! the 17th century) 7. F (The statue of Gioacchino Belli
stands at the entrance of Trastevere); 8. F (They are very
proud of their district).
4.
Module 7 SETTLEMENTS How can we assess a “Sustainable City”?
Cities in the world have rapidly expanded in the 21st

CONTENTS century. Urban planners are facing immense pressures to
accommodate the growing population without exhausting
1. the limited natural reserves we have left. Sustainable
1. b; 2. c; 3. a; 4. c; 5. d; 6. b. development is the principal aim to ensure resource
security to future generations. The Sustainable Cities
2. Index assessed 50 urban areas based on their economic,
Sample answers. social and environmental characteristics. Naturally, cities
1. The production of a surplus of storable food, a that are considered major global financial centres ranked
system of writing, more complex social organisation, and highly, as they tend to be richer and have a highly-developed
technological advances, such as the plough, the potter’s living infrastructure. The study ranks Frankfurt (Germany)
wheel, the loom and metallurgy were the main factors at the top, followed by London as the second in Europe.
which led to the first “Urban Revolution”.
325

SKILLS, VOCABULARY AND GRAMMAR 6. Art Nouveau is the generic term describing the new
expressions of architecture and decorative arts at the
5. end of the 19th century and the beginning of the 20th
Open answer.
century. Artists, architects and designers of that period
abandoned historical models to make way to free,
6. creative forms inspired by nature.
1. conurbation; 2. hamlet; 3. suburb; 4. boundary; 5.
7. The Bauhaus was a school of architecture and design
landmark; 6. slum; 7. mall.
which operated in Weimar, Dessau and Berlin from 1919
7. to 1933, when it was forced to close down by the Nazi
1. c; 2. a; 3. c; 4. b; 5. a; 6. c; 7. b; 8. c. regime. It was founded by Walter Gropius who created
innovative designs borrowing materials and methods of
8. construction from modern technology.
1. illegal; 2. beauty; 3. ugliness; 4. overcrowded; 5. 8. The five key ideas of contemporary architecture are:
underdeveloped. 1) The re-use of old buildings to make something new.
2) Organic architecture that tries to blend in with the
9. environment around it by being curvier and sometimes
1. Sustainable development is against unlimited use of incorporating plants into the structural design.
resources. 3) De-constructivism, which uses non-rectilinear
2. Roads became wider after the Industrial Revolution. shapes to distort the form of the structure. The
3. Living conditions in slums are unhealthy. finished visual result looks chaotic and unpredictable,
4. Public transport availability contributes to pollution but takes into consideration extra space in ways not
reduction. previously thought of.
5. The functioning of road networks is important in urban 4) Using computers in the design process.
planning. 5) High Tech, which emerged in the 1970s and includes
elements of high-tech industry and technology in
building design.
Module 8 HISTORY OF ARCHITECTURE SKILLS

3.
1. T; 2. F (He developed his interest in architecture
CONTENTS because he was fond of Physics and Engineering); 3. F
(His first project was the Pembroke College in Cambridge);
1. 4. T; 5. F (This event represented a huge opportunity for
1.b; 2.a; 3,c; 4.c; 5,d; 6.b.
Wren); 6. F (He mainly designed churches); 7. T; 8. T.
2. 4.
Sample answers.
1. They had a main room (cella) with the statue of a god or A "green" tower in Turin
goddess. Rows of marble columns supported the roof on the
Designed by Renzo Piano and inaugurated in April 2015,
outside. The columns followed set styles known as orders.
the new skyscraper, headquarters of a well-known bank,
2. The buildings reached a great height, featuring pointed
rises to a height of 167 metres with 37 floors. The six
arches instead of rounded ones. The weight of the building
underground levels, house a large parking structure.
was supported from the outside with slender beams called
The building also features public spaces and ser vices,
flying buttresses. Stained glass windows were used.
such as an auditorium, an exhibition galler y and a
3. The Renaissance began in Italy and spread throughout
greenhouse on the top floor and a panoramic restaurant
Europe during the 15th and the 16th century. It brought
on the 35th floor. The architectural design focuses
a rebirth of culture and the architects of the Italian
around energy sustainability: groundwater is used to
Renaissance sought their main inspiration in Greek and
cool the offices in the summer, solar power is obtained
Roman architecture. through photovoltaic panels that cover the entire
4. The use of a variety of historical styles and the development southern façade, while a system of moveable sun-blinds
of new materials and structural methods. These very controls the exposure to the sun in the work spaces.
different currents produced wonderfully assorted kinds of In the summer the cool night air is channelled between
architecture, including town and country houses, palaces the double floors and released to the interior during the
and public buildings in a series of styles – Greek, Roman, day. Under normal operating conditions, the skyscraper
Etruscan, Gothic, Renaissance and so on. has no polluting emissions. The tower is covered with
5. The Chicago School of Architecture was famous for bright white materials (glass, lacquered aluminium,
skyscraper design during the period 1879-1910. It opalescent glass) that make it almost immaterial and
included well-known architects such as William Le Baron “luminescent,” like ice.
Jenney, Dankmar Adler, Louis Sullivan.
326

PAUL’S NOTES CORRECTIONS
1. The skyscraper was designed by Renzo Piano - 5. Open answer.
Norman Foster and inaugurated in April 2015
6. 1. e; 2. d; 3. g; 4. f; 5. a; 6. c; 7. b.
March 2016
2. It is 157 metres high and has 47 167 - 37 7. 1. public; 2. present; 3. fall; 4. baroque; 5. site: 6.
floors ground; 7. accessible; 8. passage.
3. There are five underground floors six 8. 1. such as; 2. As/Since/Because; 3. Because; 4.
used as a parking structure Though; 5. in order to.
4. There is a museum in the building auditorium
9.
5. The panoramic restaurant is on 35th floor 1. While Romanesque churches had low arches and thick
the 37th floor walls, Gothic ones were tall and slender.
6. The architect implemented an cool night air is 2. That is a sustainable skyscraper, that means that it
air conditioning system to cool the released to the has been built respecting the environment.
building in summer interior during 3. The new stadium cannot be built unless the government
the day. approves the project.
7. The skyscraper causes air no polluting 4. In Barcelona I visited Casa Batllò and Casa Milà. The
pollution emission. Batllò family lived in the former but in the latter there
were several apartments/flats.
8. The tower is covered with dark bright white 5. As soon as I arrived in London, I took photos of Renzo
materials materials Piano’s skyscraper.
327

KEYS • MODULE TESTS – BES
rubbish in the North Pacific Ocean spanning waters from
Module 1 THE ENVIRONMENT the West Coast of North America to Japan. The heart
of the garbage patch is thought to be around 1M sq km
(386,000 sq miles), with the periphery spanning a further
CONTENTS 3.5M sq km (1,351,000 sq miles). The dimensions of
the waste are continually changing, caught in one of the
1. ocean’s huge rotating currents. The North Pacific vortex
1. c; 2. a; 3. b; 4. a; 5. b.
has accumulated such a large amount of plastic waste,
2. including large items and micro plastics that can be
Sample answers. eaten by fish and enter the food chain. According to the
1. Examples of objects of ecological study include: UN environmental programme, the Great Pacific Garbage
- population processes, such as reproductive behaviour, Patch is growing so fast that it is becoming visible from
mortality and migration; space. A scientific report predicted there will be more
- interspecific relations such as predation, competition, plastic than fish in the oceans by 2050 unless urgent
parasitism and mutualism; action is taken.
- plant and animal community structures;
- biogeochemical cycles (water, carbon, phosphorus, 1. The Great Pacific Garbage Patch is a collection of
nitrogen). marine rubbish.
2. Biotic factors can be intraspecific that is the relations 2. It goes from the West Coast of North America to
established between individuals of the same species, Japan.
forming a population (cooperation or competition with 3. The heart of the garbage patch is thought to be around
division of the territory) or interspecific. These are 1 m sq km.
relations between different species and they may be 4. The dimensions of waste are continually changing.
beneficial, detrimental or neutral. 5. The waste is caught in the ocean’s currents.
3. There are several forms of environmental pollution. 6. The North Pacific vortex has accumulated a large
They include air pollution, water pollution, soil pollution amount of plastic waste.
and other forms of pollution caused by solid waste, 7. The UN says that the patch is growing fast.
noise, light and radioactive contamination. 8. A scientific report predicted there will be more plastic
4. Acid rain is precipitation containing damaging amounts than fish in the oceans by 2050
of nitric acid (HNO3) and sulphuric acid (H2SO4) released
into the atmosphere when fossil fuels are burnt. It can
have terrible effects on the environment, from forests SKILLS, VOCABULARY AND GRAMMAR
where trees lose their leaves and die, to lakes and rivers 5.
where there is no more water-life. Personal answer.
5. Environment-friendly energy sources include biomass,
wind energy, hydroelectric energy, solar energy, hydrogen, 6.
geothermic energy, tidal energy. They do not release 1. geographical
greenhouse gases and are recyclable. 2. balance
3. particles
SKILLS
4. alteration
3. 5. by-products
1. T; 2. F (The Boreal Forest is an extraordinary mosaic
of interrelated ecosystems made up of forests, lakes, 7.
wetlands, rivers and tundra.); 3. T; 4. F ( the dense layer
1. refers
of organic matter is prevented from decomposing by the
2. are currently exploiting
cold temperatures); 5. F (The huge size of the forests may
help to regulate the earth’s temperature, as it represents 3. don’t use
an area large enough to limit the dangerous effects of 4. is expanding
climate change); 6. T; 7. F (only 8 % of the boreal area is 5. takes away
protected); 8. T
8.
4. 1. I usually go to school by bike because it is environmentally
Water pallution: on ocean of plastic friendly.
2. Solar energy is a renewable resource and solar panels
The Great Pacific Garbage Patch is a collection of marine are becoming very popular.
328

concrete. Unlike modern concrete, in which Portland
Module 2 BIO AND MAN-MADE cement is used to bind the aggregate, Roman concrete
CONSTRUCTIONS uses a mortar mix of volcanic limestone, which reacts
to form crystals that expand into the space within the
concrete more effectively. This performs the function
of microfibers in Portland-based concrete, but is more
CONTENTS
resistant to corrosion and packs the space more tightly.
1. This also cuts the risk of micro-cracking in the concrete
1. c; 2. b; 3. b; 4. c; 5. a. over time, extending (8) its lifespan considerably – 2,000
years and over, as a trip around Rome will prove.
2.
Sample answers.
1. A cultural landscape is a landscape that people have SKILLS, VOCABULARY AND GRAMMAR
modified by raising animals and building structures; they
can vary greatly, from farmland to urban landscape. 5.
2. Building materials have the purpose of making the Open answers.
place where we live safe and comfortable. They satisfy
our desire for beauty, respond to technical needs but also 6.
influence our health and the way we feel inside our homes. 1. e; 2. d; 3. b; 4. c; 5. a.
These materials should be eco-friendly, sustainable and
need to be chosen paying great attention to any negative 7.
effect on the environment, such as the production of 1. have used; 2. saw; 3. used to build; 4. were inspecting;
toxic gases, water pollution and soil pollution. 5. did they start.
3. They can be divided into three groups: materials employed
in the structure of the building (foundations, walls, attic,
etc.); materials used to improve the performance of 8.
the building (insulation, protection, fixtures), finishing 1. While the engineer was checking the project, the client
materials which complete the structure of the building and was talking to the workers.
are the ones which come into contact with the people living 2. That architect designed many houses in this town
in it (paints, glues, flooring, etc.). when he was younger.
4. Eco-materials should be biodegradable and recyclable,
minimise the effects of toxic and hazardous substances
on health, and contribute to creating a more sustainable
environmental future.
5. The use of eco-materials will result in minimising
Module 3 SURVEYING
their impact on the environment, avoiding or reducing
dependence on non-renewable energy sources, increasing
indoor air quality, increasing the efficiency of resources CONTENTS
and avoiding or reducing problems connected to allergies. 1. 1. b; 2. c; 3. b; 4. a; 5. a.
SKILLS 2.
Sample answers.
3. 1. Contributions are usually made by Geometr y,
1. T; 2. T; 3. F (The homes range from one-bed apartments Engineering, Trigonometry, Mathematics, Physics and Law.
to four-bedroom houses); 4. T; 5. F (On average, BedZED 2. Land (or cadastral) surveying deals with the
homes sell more than homes of the same size in the determination of land boundaries for legal purposes and
surrounding area); 6. T; 7. F (The residents share a land ownership. Geodetic surveying measures the Earth’s
square and a large playing field); 8. F (Any surplus PV surface. Topographical surveying refers to locations of
power is exported into the local grid). any natural site features or man-made improvements.
As-built surveying can be utilised during a construction
4. project or after the construction has been completed.
The secret of Roman buildings Hydrographic surveying consists of the preparation of
nautical charts and maps of the marine environment and
The buildings and structures of ancient Rome have stood seabed. Mining surveying is connected with mines and
for a very long time, so the building materials they used tunnel constructions.
must offer something to learn from. Now, researchers 3. Platforms for aerial photography include airplanes,
from Berkeley Lab at the University of California have helicopters, balloons and drones. Model aircraft and
made a breakthrough in cracking the secret of their long drones are usually used to carry out low-altitude aerial
life – the special formula the Romans used to make their photography because full-size aircraft are prohibited
329

from low flights over populated areas. They are also very
suitable in any situation in which it would be dangerous
to operate with a full-size aircraft.
Module 4 HOUSE PLANNING
4. Cadastral surveying is the discipline of land surveying
that relates to the laws of land ownership and the CONTENTS
definition of property boundaries.
5. Laser scanners are an economical solution for making 1.
basic surveys and accurate plans of monuments and 1. a; 2. c; 3. c; 4. a; 5. b.
buildings.
2.
Sample answers.
SKILLS 1. Building construction drawings are made up of a site
plan that shows the location of the building on the property
3.
in its context, a floor plan which is a visual projection of
1. F (Ptolemy was Greek); 2. T; 3. T; 4. F (The Portolano
the completed building, an elevation plan which includes
maps were written on sheepskin); 5. F (geographical
front, rear and side elevations, a section plan which
knowledge was significantly increased by explorations
describes how the building will be constructed.
and discoveries). 6. T; 7. F (the term Atlas indicated a
2. Roofs can be made up of terracotta, metal sheeting
collection of maps); 8. T.
(copper and lead), slate, titanium and steel, synthetic
4. materials such as rubber, thermoplastic and fibreglass,
natural materials such as thatch.
Scan the top of Europe 3. It consists of hot wires that go from the main panel
to a series of lights, plugs and appliances, and a neutral
Reaching the top of Mont Blanc, Europe’s highest
wire that returns to the main panel. In addition to the
mountain, is a formidable challenge even to the most
neutral wire, a grounding wire also returns to the main
experienced alpinists – not only because of its elevation,
panel and, from there, to the earth.
but also because of its severe weather conditions.
4. Forced air heating, water heating, hydronic heating,
Strong winds and snowfalls at the summit constantly
geothermal heating. New buildings can be built with low-
cause fluctuations to the mountain’s ice cap. This
energy building techniques which can virtually eliminate
motivated a team of expert surveyors to determine the
the need for heating, such as those built according to the
actual variations of the ice cap every two years using
Passive House standards.
the latest technological instruments. Last year a team of
5. A solar thermal system contains water flowing
fourteen climbers, including nine surveyors, three alpine
through a panel which is heated up by exposure to
guides, a photographer and a cameraman, went to the
the sun through contact with thermal collectors and
top of the peak and used a MultiStation to capture the
provides only hot water. A photovoltaic system utilises
first ever 3D laser scan of the Mont Blanc ice cap. This
banks of small cells that use semiconductors that
instrument is able to combine the latest technology in
react with sunlight. This photovoltaic effect generates
the fields of total station measurements, digital imagery,
electricity, which can then be diverted into the system
3D laser scanning and GPS positioning. The survey took
for immediate use.
two hours and recorded almost 100,000 points which
were immediately displayed on the MultiStation’s screen.
SKILLS

3.
1. F (they are constructed off-site. in a factory.); 2. F (they
5. require further work to achieve a completed home); 3.
Personal answer. T; 4. T; 5. F ( both modular and kit homes make use of
renewable materials); 6. T; 7. T; 8. F (As for the design,
6. modular homes usually offer more flexibility than kit
1. surface; 2. radio; 3. considerably cheaper; 4. homes).
photogrammetric; 5. infinite.
4.
7. Colletta di Castelbianco
1. will work / are going to; 2. is taking / is going to take;
3. ’ll; 4.will probably give; 5. is starting. Colletta di Castelbianco, located in the western par t of
Liguria, was founded in the 12th centur y and abandoned
8. in the 1930s. In 1992, the village was the subject of
1. The surveyors are going to work also on Sunday to a restoration project which provided the village with
prepare the map of the archaeological site. the most advanced telecommunication systems. The
2. The architects will probably use a laser scanner for a village consists of sixty flats with high-quality furniture.
detailed measurement of the historical building. The outside walls have been restored and rebuilt using
330

the original techniques and different pieces of local 3. The top five design elements that promote the best
stone, and are insulated with a special foam or cork learning environment are comfort, safety, lighting,
panels. Flooring is made from stone and hardwood and temperature control and good acoustics.
the heating system is positioned under the floor. All 4. Green belts are large areas of wild or agricultural land
this makes Colletta di Castelbianco the ideal place for surrounding urban areas, preventing development of the
those who are looking for an oasis of peace and calm area, allowing wildlife to return and be established. Their
but at the same time want to stay connected with the main objective is to protect natural environments and to
world. improve air quality within urban areas.
5. The main concerns deal with the dimension of the pool
1. In the western part of Liguria. tank, the technical systems with the operating costs, the
2. In the 12th century. sanitation and filtration systems and the materials used.
3. In the 1930s.
4. The most advanced telecommunication systems.
5. Sixty flats with high- quality furniture. SKILLS
6. pieces of local stone using original techniques 3.
7. stone and hardwood. 1. F (in 19th century) 2. T; 3. T; 4. F (Railways increased
8. Under the floor profits for industrialists); 5. F (They were more reliable
because they were almost always able to transport
SKILLS, VOCABULARY AND GRAMMAR goods); 6. T; 7. F (Railways encouraged a relatively wide
5. part of working class to travel and move to different
Personal answer. areas to find work); 8. T.
6. 4.
1. e; 2. d; 3. a; 4. b; 5. c.
School of One
7.
1. The flat is being redecorated now. 1. The New York City Department of Education is
2. A block of flats will be built here next year. operating a pilot programme called School of One that
3. Strict safety measures are generally required to has the aim of radically changing the way the children are
protect the workers. taught and the way classrooms are designed.
4. The electrical system was checked last year. 2. There are lots of differences between a School of One
5. The historical tower has been recently restored by a and a conventional school. Firstly, because each School
well-known firm. of One student has a “playlist” to best meet their learning
needs. Monitors in the reception area display where each
8.
student should go for their lessons that day.
1. The restoration of the church was completed in one year.
3. One of the concepts behind School of One is that a
2. Last week, programmable devices were installed in my flat.
variety of teaching-learning modalities is available for
each student so they can choose the one that works best
for them.
4. This requires a variety of different kinds of spaces.
Module 5 PUBLIC WORKS For example, there are some spaces for lectures for 20
to 30 students or spaces to do self-directed study using
a laptop or even be tutored one-to-one by a teacher.
5. This new kind of school has a wide variety of furniture
CONTENTS
from standard tables and chairs in the classrooms to
1. 1. b; 2. c; 3. b; 4. a; 5. c. comfortable lounge chairs in the library.
6. Internal semi-permanent walls can be moved giving the
2. space greater flexibility so the classes can be rearranged
Sample answers. in lots of different ways. So if teaching modality is
1. Arch bridge (which is one of the most popular types changing, it fundamentally changes the way spaces get
of bridge), suspension bridge, cantilever bridge, cable- organised.
stayed bridge, movable bridge (swinging drawbridge, lift, 7. The progress of the students was assessed by
bascule) footbridge. the Education Development Center for Children and
2. In large cities the main station is usually a terminus Technology. It found a significant improvement: in the test
station that is the end of a railway line. In smaller cities, scores students had an average increase of 28% in the
or in strategic railway intersections, we can have a test items they answered correctly.
junction station where two or more rail routes converge 8. The School of One project is currently operating in six
or diverge. In minor stations there is very often only an schools in Manhattan, The Bronx, and Brooklyn.
island platform, that is, a single platform serving two
tracks passing on either side. a. 8; b. 4: c. 3; d. 1; e. 2; f. 6; g. 5; h. e. 7.
331

SKILLS, VOCABULARY AND GRAMMAR has travelled through the body, the person’s overall health
and how quickly the person is treated); 2. F (An electrical
5. shock may cause burns, or it may leave no visible mark
Personal answer.
on the skin); 3. T; 4. F (Do not touch the injured person
if he or she is still in contact with the electrical current);
6. 1. protection; 2. flood; 3. examples; 4. masterpiece;
5. T; 6. T; 7. T; 8. F (Try to prevent the injured person
5. pillars.
from becoming chilled).
7. 4.
1. A green recreational area.
2. Excavation machinery. Scaffolding
3. A learning environment.
4. An office building Designed to be a temporary structure, scaffolding allows
5. A water filtration system. workers to reach the heights they need while constructing
new buildings or repairing existing structures. When
8. erected and used properly, within the recommended
1. The new performing arts centre has been designed by guidelines, scaffolding offers construction workers a safer
a famous architect. and more efficient alternative to ladders when working at
2. In my town there are a lot of equipped green areas. great heights. However, it can pose obvious dangers to
construction work, especially when the safety regulations
are overlooked. These dangers are not restricted to
construction workers only. When precautionary measures
are ignored, anybody passing by, under or close to the
Module 6 THE WORKPLACE scaffolding could also be at risk from tools or other pieces
of building equipment falling from the structure. One tiny
mistake when constructing a scaffolding can compromise
CONTENTS the integrity of the entire scaffolding. All it takes is a
wrong-sized bolt or a damaged bolt in one corner for a
1. floorboard to flip or for that section to become unsteady
1. b; 2. a; 3. b; 4. a; 5. c. and eventually the complete structure to collapse.
2. 1. Scaffolding is a temporary structure.

Sample answers. 2. There are guidelines to be followed when constructing
1. Civil Engineering is the profession of designing and or erecting scaffoldings.
executing structural works that serve both the general 3. Scaffolding is an alternative to ladders.
public and private individuals. The term was first used 4. Scaffolding may be dangerous if you overlook safety
in the 18th century to distinguish civil engineering from regulations.
military engineering. 5. Scaffolding does not only put workers at risk, but also
2. They deal with the treatment of chemical and biological other people.
waste, the purification of water and air, the clearance of 6. People may be hit by pieces of equipment falling from
contaminated sites and hazardous waste management. the structure.
3. The parameters to be taken into consideration are 7. The stability of the whole scaffolding can be compromised
seismic data and seismic design criteria, seismic forces by the smallest mistake.
and construction quality control. 8. Sometimes a single faulty or wrong-sized bolt can
4. Safety signs must be used whenever a hazard or make the whole structure collapse.
danger cannot be avoided adequately
or reduced in another way. Before installing safety signs, SKILLS, VOCABULARY AND GRAMMAR
an employer should examine
whether the hazard can be avoided or reduced by 5.
collective precautions (precautions that Open answers.
protect everybody) or safer ways of doing the work.
5. Red represents prohibition, yellow warns for caution,
6.
1. pollution; 2. equipment; 3. recycling; 4. mines; 5. health.
green encourages positive action while blue is used for
mandatory signs. 7.
1. the tallest; 2. more stressful; 3. the worst; 4. as big
SKILLS as; 5. the best.
3. 8.
1. F (The danger from an electrical shock depends on the 1. This building is more modern but (it) is less spacious.
type of current, how high the voltage is, how the current 2. This is the worst design/plan, it won't win the competition!
332

Module 7 SETTLEMENTS SKILLS, VOCABULARY AND GRAMMAR
5.
Personal answer.
CONTENTS
6.
1. 1. b; 2. b; 3. a; 4. c; 5. a. 1. conurbation; 2. suburb; 3. boundary; 4. landmark; 5.
mall.
2.
Sample answers. 7.
1. The cities were enlarged by knocking down the walls 1. illegal; 2. government; 3. ugliness; 4. underdeveloped;
and rebuilding them farther out or by letting the walls 5. overcrowded
stand and building new cities nearby.
2. The Renaissance began in Florence, Italy, in the early 8.
15th century and spread to Rome, Milan and then the rest 1. Roads became wider after the Industrial Revolution.
of Europe in the 16th century. 2. Living conditions in slums are unhealthy.
3. The “industrial village” was made up of cottages where
workers lived. It was usually near the company factory so
workers could live and work away from the ugliness of the
industrial city.
4. Sustainable urban planning takes into consideration
the expansion of the city towards rural areas, the
Module 8 HISTORY OF ARCHITECTURE
improvement of historic centre areas, the degradation
of abandoned areas, the location of infrastructures, city
CONTENTS
mobility and the preservation of green areas.
5. Suburbs are characterised by semi-detached or detached 1.
houses. Buildings such as schools, places of worship, 1. b; 2. a; 3. b; 4. c; 5. c.
large supermarkets and leisure facilities are often
alongside parks and green areas that make these parts 2.
of the city truly liveable. Sample answers.
1. The buildings reached a great height, featuring pointed
arches instead of rounded ones. The weight of the
SKILLS building was supported from the outside with slender
3. beams called flying buttresses. Stained glass windows
T; 2. T; 3. F (Medieval houses are next to elegant were used.
Renaissance palaces); 4. T; 5. T; 6. F (The Barefoot 2. The use of a variety of historical styles and the
development of new materials and structural methods.
Carmelite friars have been running the pharmacy since
These very different currents produced wonderfully
the 17th century); 7. F (The statue of Gioacchino Belli
assorted kinds of architecture, including town and
stands at the entrance of Trastevere); 8. F (They are very
country houses, palaces and public buildings in a series
proud of their district).
of styles – Greek, Roman, Etruscan, Gothic, Renaissance
4. and so on.
3. Art Nouveau is the generic term describing the new
How can we assess a “Sustainable City”? expressions of architecture and decorative arts at the
end of the 19th century and the beginning of the 20th
Cities in the world have rapidly expanded in the 21st century. Artists, architects and designers of that period
century. Urban planners are facing immense pressures to abandoned historical models to make way to free,
accommodate the growing population without exhausting creative forms inspired by nature.
the limited natural reserves we have left. Sustainable 4. The Bauhaus was a school of architecture and design
development is the principal aim to ensure resource which operated in Weimar, Dessau and Berlin from 1919
security to future generations. The Sustainable Cities to 1933, when it was forced to close down by the Nazi
Index assessed 50 urban areas based on their economic, regime. It was founded by Walter Gropius who created
social and environmental characteristics. Naturally, innovative designs borrowing materials and methods of
cities that are considered major global financial centres construction from modern technology.
ranked highly, as they tend to be richer and have a highly- 5. Frank Gehr y is the most famous representative of
developed living infrastructure. The study ranks Frankfurt De-constructivism. He designed buildings which have
(Germany) at the top, followed by London as the second become icons of modern architecture. In the USA he
in Europe. designed the Walt Disney Concert hall in Los Angeles,
his private residence in Santa Monica, the new Facebook
333

headquarters and an amazing skyscraper in New York
PAUL’S NOTES CORRECTIONS
City. In Europe he is famous for the dancing House
in Prague and, above all the Guggenheim Museum in 1. The skyscraper was designed by Renzo Piano -
Bilbao. Norman Foster and inaugurated in April 2015
March 2016
2. It is 157 metres high and has 47 167 - 37
SKILLS
floors
3. 3. There are five underground floors six
1. T; 2. F (He developed his interest in architecture used as a parking structure
because he was fond of Physics and Engineering); 3. F
(His first project was the Pembroke College in Cambridge); 4. There is a museum in the building auditorium
4. T; 5. F (This event represented a huge opportunity for 5. The panoramic restaurant is on 35th floor
Wren); 6. F (He mainly designed churches); 7. T; 8. T. the 37th floor
4. 6. The architect implemented an air cool night air is

conditioning system to cool the released to the
A "green" tower in Turin building in summer interior during
the day.
Designed by Renzo Piano and inaugurated in April 2015,
7. The skyscraper causes air no polluting
the new skyscraper, headquarters of a well-known bank,
pollution emission.
rises to a height of 167 metres with 37 floors. The six
underground levels, house a large parking structure. The 8. The tower is covered with dark bright white
building also features public spaces and services, such materials materials
as an auditorium, an exhibition gallery and a greenhouse
on the top floor and a panoramic restaurant on the 35th SKILLS, VOCABULARY AND GRAMMAR
floor. The architectural design focuses around energy
sustainability: groundwater is used to cool the offices in
5.
Personal answer.
the summer, solar power is obtained through photovoltaic
panels that cover the entire southern façade, while a 6.
system of moveable sun-blinds controls the exposure to 1. e; 2. d; 3. a; 4. c; 5. b.
the sun in the work spaces. In the summer the cool night 7.
air is channelled between the double floors and released 1. such as; 2. As/Since/Because: 3. because; 4. Though;
to the interior during the day. Under normal operating 5. in order to.
conditions, the skyscraper has no polluting emissions.
The tower is covered with bright white materials (glass, 8.
lacquered aluminium, opalescent glass) that make it 1. The new stadium cannot be built unless the government
almost immaterial and “luminescent,” like ice. approves the project. 2. As soon as I arrived in London, I
took photos of Renzo Piano’s skyscraper.
334

RISORSE PER INSEGNANTI DI INGLESE
http://www.cambridgeesol.org/teach/
Supporto on-line degli esaminatori Cambridge ESOL per gli insegnanti di lingua inglese
http://www.teachingenglish.org.uk
Fornisce idee sull’insegnamento, sui programmi, esercizi, quiz materiale per
insegnanti di letteratura, forums, communities.
http://www.learnenglish.org.uk
Materiale gratuito, consigli, programma delle lezioni, articoli per insegnanti. Queste
risorse saranno di aiuto al tuo insegnamento a qualsiasi livello della tua carriera.
Accesso ai network degli insegnanti e opportunità di sviluppo professionale.
http://searchenglish.britishcouncil.org
Per insegnanti che desiderano aggiornare la loro conoscenza nel campo
dell’insegnamento della lingua Inglese e delle tecnologie educative e per entrare
in contatto con gli insegnanti di tutto il mondo. Uno strumento di informazione
e aggiornamento per insegnanti di Inglese professionisti che contiene inoltre un
database specifico di articoli di giornale.
http://www.flo-joe.co.uk/
Flo-Joe fu creato nell’Aprile 2000 da un piccolo gruppo composto da insegnanti degli
esami di Cambridge e autori di libri di testo. Fornisce materiale extra agli insegnanti,
aggiornamenti, notizie e risorse riguardanti gli esami di Cambridge e una sezione
che permette di condividere idee sugli esami con insegnanti di tutto il mondo.
http://www.hltmag.co.uk/may05/index.htm
L’insegnamento della lingua da un punto di vista umanistico: discussioni, articoli,
programmi delle lezioni. Pubblicato 6 volte all’ anno, edito da Mario Rinvolucri.
http://www.developingteachers.com/
Consigli per l’insegnamento, programma delle lezioni, forums, notiziario mensile,
recensione di libri.
http://newwriting.britishcouncil.org/teachers/
Un sito creato dal British Council per supportare gli Insegnanti che lavorano con la
letteratura inglese. Queste pagine contengono una serie di attività per insegnanti da
svolgere in classe, corredate da note esplicative.
http://www.onestopenglish.com
Il sito della Macmillan che offre materiale aggiornato ed interessante da utilizzare
in classe, oltre ad una vasta gamma di servizi di supporto
http://www.edufind.com/
edufind.com è un servizio on-line operato dal Digital Education Network che fornisce
agli studenti e a professionisti in ambito educativo informazioni e risorse sul web.
http://www.teachit.co.uk/index.asp
Specializzata in Inglese, teatro e media studies dalla scuola elementare alla
adolescenza, questa biblioteca on-line offre più di 5000 pagine di materiale
da svolgere in classe, schemi di lavoro, programmi delle lezioni e strumenti di
insegnamento, il tutto creato da insegnanti ed in continua espansione.
335

Cover: Antismog Towers by Vincent Callebaut, www.vincent.callebaut.org
New Landscapes
New Landscapes è un corso di inglese rivolto agli studenti degli Istituti Tecnici e Professionali,
indirizzo Costruzioni, Ambiente e Territorio.
Il testo si propone di:

• far acquisire le competenze necessarie per comprendere testi che presentano termini, espres-
sioni, strutture sintattiche e modalità discorsive specifiche del linguaggio settoriale;
• migliorare le capacità di ricezione e produzione orale e scritta, anche tramite attività tipo PET e
FCE per il conseguimento rispettivamente del livello B1 e B2 del CEFR;
• arricchire il patrimonio lessicale;
• consolidare abitudini grammaticali corrette o approfondire alcune strutture;
• stimolare l’interesse e la partecipazione attiva degli studenti, dando spazio alla loro esperienza
personale e a problematiche di attualità.
Contenuti Digitali Integrativi
• Schemi e mappe che presentano i concetti chiave di ogni Unità;

• Tracce audio dei capitoli più significativi in formato mp3;
• Vasta quantità di materiali per attività di approfondimento e di esercitazione;
• Spunti per attività di listening e speaking tramite video.
Per l’insegnante e l’uso in classe

Teacher’s Book, disponibile sia in formato cartaceo che digitale. Contiene:
• suggerimenti per la programmazione per competenze;
• test formativi per ciascuna Unità e sommativi per ogni Modulo;
• strumenti per la preparazione dell’Esame di Stato;
• soluzioni di tutti gli esercizi e dei test;
• DVD docente: l’eBook per l’insegnante in modalità offline.
SAGGIO
CAMPIONE
ISBN 978-88-441-2157-0 GRATUITO

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Donatella Bottero • Raffaella Beolé

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Copyright © Edisco Editrice, Torino

Stampato per conto della Casa editrice presso

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INTRODUZIONE ............................................................ 5 • Linee guida ministeriali 2° biennio

LE QUATTRO ABILITÀ LINGUISTICHE 14 TEACHING NOTES, KEYS

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OBIETTIVI DEL TESTO

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per analisi di fatti e dati.

Al termine di ogni Modulo è presente una mappa concettuale (Mapping Your

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Un’ampia sezione di risorse online è collegata al testo. I vari materiali

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1. Vedi pag. 35 Didattica inclusiva e BES.

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La scuola e il mondo del lavoro

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* I restanti articoli del D.L. sono reperibili sul sito.

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• B1 al termine del primo biennio.

• B2 al termine del quinto anno.

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La prima distinzione nasce dalla consapevolezza che nella comunicazione

Ascolto (Listening). È la prima language skill che mettiamo in pratica nella

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Benefici del CLIL

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

Il percorso normativo in Italia1

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

1. Vedi Compiti di Realtà pag. 121.

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Secondo biennio e quinto anno

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MODULE 1 – THE ENVIRONMENT

1. Reperibile anche online in versione editabile.

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DIDATTICA INCLUSIVA E BES

Suggerimenti per la programmazione e la valutazione

1. Normativa e inquadramento scolastico

1. NORMATIVA E INQUADRAMENTO SCOLASTICO

1.2 La normativa inclusiva italiana: breve excursus

FASCIA NORMATIVA OGGETTO PUNTI CHIAVE