Laboratory for Farming & Rural Development

Barbara Centis

Ready for

PLANET ENGLISH Laboratory for Farming & Rural Development

Contents 1 Farming Models Lab Corner

p. 402

2 Soil Lab Corner

p. 405

10 Careers in Forestry and Wildlife Lab Corner

p. 429

3 Plant Nourishment Lab Corner

p. 408

11 Raising Animals Lab Corner

p. 432

4 Food and Diet Lab Corner

p. 411

12 Animal Welfare Lab Corner

p. 435

5 Key Changes in Agriculture Lab Corner

p. 414

13 Wine and Beer Production Lab Corner

p. 438

6 Technological Innovation in Agriculture p. 417 Lab Corner

14 Food Marketing Lab Corner

p. 441

7 Climate Change and Agriculture Lab Corner

p. 420

15 Italian Food Production Lab Corner

p. 444

8 Renewable Energy and Agriculture Lab Corner

p. 423

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9 Air, Water and Soil Pollution Lab Corner

p. 426

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1 Farming Models

1 Pairwork In pairs, discuss the questions.

1 What is a monoculture?

2 What are the benefits of crop rotation?

2 Read the article and check your answers to Exercise 1.

CONVENTIONAL AND SUSTAINABLE AGRICULTURE Since the Second World War, there has been a higher need for food. This has been provided mainly by conventional agriculture which requires the use of machinery and the intensive use of fertilisers and pesticides.

With conventional agriculture a large amount of water is used for irrigation, and monocultures (the cultivation of a single crop on each piece of land) are common.

Unfortunately, this farming method has caused a decrease in the biodiversity of the soil which becomes poor in nutrients. For this reason, preservatives and additives are necessary to allow food to be stored and transported for long distances in order to reach the markets.

The world’s population is growing (projections see an increase of up to ten billion people by the year 2050), and conventional agriculture has been seen as the only way to feed the world. However, resources are limited because an increase in population means that land will be used not only for agriculture, but also for housing and energy. We need to

Agriculture can be sustainable if we use practices like crop rotation (which reduces soil erosion and water pollution), organic pest control strategies (which reduce the use of chemical products) and intercropping (which increases the yield and provides a higher biodiversity).

Sustainable agriculture is a preferable alternative to conventional agriculture because it protects the environment and, in terms of the social dimension, guarantees labour rights, safety and animal welfare.

3 Match each sentence with its ending.

1 The need for food is traditionally 2 Conventional agriculture uses machines, reducing 3 With the use of preservatives 4 Sustainability 5 Organic pest control strategies 6 Intercropping helps to increase

limit the negative impacts of agriculture and achieve sustainability in three dimensions: the environment, economic issues and social issues.

a the dependency on human labour. b has three dimensions. c 1 satisfied with conventional agriculture. d limit the use of chemicals. e biodiversity. f food can be stored and transported long distances.

4 Complete the summary with the words from the box. social

sustainable

agriculture impact products

agriculture Conventional (2) _______________ requires a high input of fertilisers and chemical (2) _______________ to grow crops which are mainly monocultures. On the other hand, (3) _______________ agriculture uses practices that have a limited (4) _______________ on the environment while also taking care of economic and (5) _______________ needs.

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5 Organic and biodynamic farming are both forms of sustainable agriculture. What do you know about them? Discuss with the class. Then study the mind maps. Were your ideas correct?

Organic agriculture

● prohibits the use of Genetically Modified Organisms

a sustainable farming practice aiming to minimize human impact on the environment while providing enough food

● limits the use of livestock antibiotics and food additives

Typical practices

integrates: ● belief in a fertile soil

Crop rotation: by changing crops, the soil doesn’t lose all its nutrients so it reduces the need for fertilisers and pesticides

Autochthonous plants: use of indigenous or native plants that have adapted to environmental conditions

Animal welfare: raising of animals in open-air systems

Biodynamic agriculture based on the fact that a farm is a living organism that needs to be listened to and managed in order to protect its health

Beliefs

a farm is a living organism that needs to be listened to and managed in order to protect its health

● respect for the environment ● maintaining biodiversity and water quality

founder: Dr. Rudolph Steiner lectures on integration of science and nature (1924) multiply bacterial biodiversity

Farms inspired by: ● biodiversity of the natural ecosystems ● the use of six preparations made with medicinal herbs

strengthen the quality of soil and crops

A small quantity of each preparation is used to

stabilize nutrients

Vocabulary 6 Find and underline the English equivalent of these words in the mind maps.

1 ambiente _______________ 2 pesticidi _______________

3 antibiotici _______________ 4 terreno _______________

5 salute _______________ 6 nutrienti _______________

7 Look at the mind maps again and decide if the following sentences are true (T) or false (F).

1 Organic agriculture isn’t a sustainable practice.

2 Crop rotation increases the use of chemicals.

3 Organic agriculture doesn’t use Genetically Modified Organisms.

4 Organic farmers want to maintain biodiversity.

5 Dr Steiner is the founder of organic agriculture.

6 Biodynamic agriculture uses seven preparations.

F _____ _____ _____ _____ _____ _____

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Lab Corner Listening 1 8 CERT

Listen to a scientist talking about urban farming. Complete the notes.

Use ONE word in each space.

Urban life needs to become (1) _______________ sustainable and people need to understand about growing food.

People living in towns can produce food in allotments and (2) _______________ plots.

This is economical because it reduces costs like (3) _______________, packaging and storage.

People can easily raise livestock like chickens, turkeys, (4) _______________ and goats in the city.

They can also grow aromatic and medicinal (5) _______________ and tree products.

The only problem is that urban farming still doesn’t receive much (6) _______________ or attention.

Speaking 9 Pairwork In pairs, discuss urban farming. Use the information you listened to in Exercise 8 and think of more advantages and disadvantages. Use the prompts to help you.

cities food transport food packaging crops animals people aware of agriculture non-food products not recognized as an official agricultural activity

Writing and Speaking 10 Work in small groups. You want to start an urban farming project. Discuss and then write a proposal to your local council, asking for funds. Describe the following points:

● how it works ● why it is innovative ● who it involves

Now present your proposal to the class. The rest of the class is the local council. Try to convince them to give you the funds!

Vocabulary 11 Translate the key words from the unit into your own language. additive /ˈædɪtɪv/ _______________________________ animal welfare /ˈænəməl ˈwelfer/ __________________ antibiotic /ˌæntibaɪˈɒtɪk/ _________________________ biodiversity /ˌbaɪəʊdaɪˈvɜːsəti/ ____________________ crop /krɒp/ ____________________________________ cultivation /ˌkʌltɪˈveɪʃən/ _________________________ ecosystem /ˈiːkəʊˌsɪstəm/ _________________________ environment /ɪnˈvaɪənmənt/ ______________________ feed (v) /fiːd/ __________________________________ fertile /ˈfɜːtaɪl/ __________________________________ fertiliser /ˈfɜːtɪlaɪzər/ ____________________________ health /helθ/ __________________________________ impact /ˈɪmpækt/ ______________________________ intercropping /ˌɪntəˈ krɒpɪŋ/ ______________________ irrigation /ˌɪrɪˈɡeɪʃən/ ____________________________ labour right /ˈleɪbər raɪt/ _________________________ land /lænd/ ____________________________________

livestock /ˈlaɪvstɒk/ _____________________________ machinery /məˈʃiːnəri/ ___________________________ medicinal herb /məˈdɪsɪnəl hɜːb/ __________________ nutrient /ˈnjuːtriənt/ _____________________________ organic /ɔːˈɡænɪk/ ______________________________ organism /ˈɔːɡənɪzəm/ ___________________________ pest control /ˈpest kənˌtrəʊl/ ______________________ pesticide /ˈpestɪsaɪd/ ____________________________ preservative /prɪˈzɜːvətɪv/ ________________________ raise animal /reɪz ˈænɪməl/ _______________________ resource /rɪˈzɔːs/ ________________________________ safety /ˈseɪfti/ __________________________________ soil /sɔɪl/ ______________________________________ store /stɔːr/ ____________________________________ sustainability /səˌsteɪnəˈbɪləti/ _____________________ urban farming /ˈɜːbən ˈfɑːmɪŋ/ ____________________ yield /jiːld/ ____________________________________

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Soil

1 Pairwork In pairs, discuss the questions.

1 What is soil?

2 What does soil contain?

2 Read the article about soil and check your answers to Exercise 1. Then match the words in green (1–6) to the Italian translation below.

anidride carbonica _____ ricicla _____

1 strato _____

inquinata rese colturali sostiene

_____ _____ _____

Soil and farming Soil is the dark brown top (1) layer of earth in which plants grow. It is a complex mixture of minerals, water, air, organic matter and many organisms, and is vital for life on our planet for a number of reasons. For example: ● it (2) supports plant life; ● it modifies the atmosphere by emitting and absorbing gases, such as (3) carbon dioxide, methane and vapour; ● it provides a habitat for animals like mice, and other organisms such as bacteria and fungi; ● it (4) recycles nutrients and water.

The composition of soil is important for the management of nutrients. As mentioned above, its basic components are organic matter, minerals, water and air. Typical soils consist of approximately 45% minerals, 5% organic matter, 20-30% water and 20-30% air. However, soils are very complex and dynamic and, for example, the quantity of air can fluctuate from day to day depending on numerous factors like water supply, cultivation practices and soil type.

Soil and farming are closely connected: for centuries, humans have been adapting soil in order to increase its productivity and (5) crop yields.

Unfortunately, this has had an environmental ‘cost’, particularly evident in the reduction in water quality.

Water can be (6) polluted by the run-off of soil, nutrients and bacteria.

Production and environment are closely linked together thanks to soil. The ‘biogeochemical cycling’ of nutrients like phosphorus, nitrogen and potassium depends on soil processes. Biogeochemical cycling is the process where a chemical substance moves through the biosphere and atmosphere and is recycled from organic matter into a form that can be used by plants and animals.

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CERT Choose the correct alternative to complete the sentences.

A 1 Soil contains ______.

A several different components B only organic matter C earth 2 Soil is ______ for life.

A useful B essential C unnecessary 3 One function of soil is to ______ the atmosphere.

A increase B modify C absorb

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4 The biggest component of soil is ______.

A organic matter B water C minerals 5 Farmers adapt soil because they want ______.

A more water in it B to reduce pollution C more productive land 6 The purpose of biogeochemical cycles is to recycle ______.

A nutrients B soil C atmosphere

CERT Answer the questions.

1 What is the effect of soil on the atmosphere?

2 What kind of organisms live in the soil?

3 What are the basic components of soil?

4 How does soil change?

5 What links production and environment?

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5 Read the case study about a successful farming

initiative in New Zealand. Why is clover a useful plant?

Clover for sustainable agriculture - a case study Until about 70 years ago, farmers in New Zealand set fire to a lot of land in order to create space for pastures for animal grazing.

Native plants had a poor growth rate and were low in nutrients, so farmers started to introduce white clover (Trifolium repens).

Clover is a plant that belongs to the legume family and can grow in a variety of soils and climates. It has been used for many years to introduce nitrogen into soils. Nitrogen is supplied through biogeochemical cycling and it is vital for agriculture.

Legumes, particularly clover, have small nodules on their roots.

A particular form of soil bacteria called ‘rhizobia’ lives in these nodules. The rhizobia take nitrogen gas from the air and convert it into a form of nitrogen that can be used by the plants (like ammonium and nitrate). These nitrogen compounds help the plants to produce proteins for their growth.

Clover and other legumes are a cheap way of increasing the quantity of nitrogen in soil and reducing the need for expensive nitrogen fertilisers which may damage the environment.

6 Decide if the sentences are true (T) or false (F), then correct the false ones.

1 Farmers originally burnt land in New Zealand to produce animal grazing pastures.

2 Native plants in New Zealand grew very well.

3 Nitrogen is not important for agriculture.

4 Nitrogen is usually supplied through its biogeochemical cycle.

5 Soil bacteria known as nodules convert nitrogen from one form to another.

6 Nitrogen is a good substitute for synthetic fertiliser.

7 Match each sentence with its ending.

1 2 3 4 5

8

Nitrogen is Farmers in New Zealand Nodules are found in Rhizobia convert Nitrogen helps

a nitrogen into different forms. b plants to grow better. c the roots of legumes. d use white clover to increase soil quality. e 1 extremely important for agriculture.

CERT Answer the following questions.

1 Why did New Zealand suffer fires in the past?

2 Why are legumes good for agriculture?

T _____ _____ _____ _____ _____ _____

3 What form of nitrogen do plants use?

4 What do nitrogen compounds do to plants?

9 Complete the summary with the words from the box. ammonium which plants important offers New Zealand (1) offers an interesting case study regarding the use of legumes in agriculture. In fact, _______________ these (2) _______________ have a type of bacteria living in their roots that has a very (3) _______________ function: it converts nitrogen from a form that plants can’t use into forms that they can, like (4) _______________ and nitrate. The nitrogen compounds help the plant because, thanks to them, they can create proteins (5) _______________ are fundamental for growth.

Writing 10 Write a paragraph about the importance of legumes for the future of agriculture. Include: ● what they are ● their function ● how they can change future agriculture 406

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Lab Corner Listening 2 11 Listen to a scientist describing the American Dust Bowl. Which part of the USA did it effect? Before you listen, find out the meaning of the following words:

drought dust native grasses overworked (land) blow away pneumonia

12

_______________ _______________ _______________ _______________ _______________ _______________

CERT Listen again and complete the form with the missing information.

2

One of the causes of the American Dust Bowl was changes in regional (1) weather

_______________ conditions.

American farmers replaced a lot of (2) _______________ grassland, which kept the soil in place, with cultivated crops. The land became overworked and started to blow away as (3) _______________.

About (4) _______________ people died, mainly from ‘dust pneumonia’.

By the year (5) _______________, about 125 million acres of land was affected and many people migrated away.

13 In small groups, prepare a PowerPoint presentation about the American Dust Bowl. Use the information from Exercise 12 and find out more on the Internet: look for ‘The Dust Bowl’ on YouTube and watch videos to help with your research. Include: ● the causes of the American Dust Bowl

● key dates and events

● how farmers experienced the Dust Bowl

14 Work in groups of four. Work together to create a video or the script of a video to increase people’s understanding of the importance of soil. Consider the following points: ● What is soil? ● Why is it important? ● How can we protect and preserve soil?

Vocabulary 15 Translate the key words from the unit into your own language. atmosphere /ˈætməsfɪər/ _________________________ blow away /bləʊ əˈweɪ/ _________________________ carbon dioxide /ˌkɑːbən daɪˈɒksaɪd/ _______________ clover /ˈkloʊvɚ/ ________________________________ compound /ˈkɒmpaʊnd/ _________________________ corn /kɔːn/ ____________________________________ drought /draʊt/ ________________________________ dust /dʌst/ ____________________________________ grass /ɡrɑːs/ ___________________________________ grazing /ˈɡreɪzɪŋ/ _______________________________ habitat /ˈhæbɪtæt/ ______________________________

layer /ˈleɪər/ ___________________________________ methane /ˈmiːθeɪn/ _____________________________ overworked land /ˌəʊvəˈwɜːkt lænd/ _______________ pasture /ˈpɑːstʃər/ ______________________________ pneumonia /njuːˈməʊniə/ ________________________ productivity /ˌprɒdʌkˈtɪvəti/ _______________________ recycle /ˌriːˈsaɪkəl/ _______________________________ roots /ruts/ ____________________________________ set fire to /set faɪə tu/ ___________________________ substance /ˈsʌbstəns/ ____________________________ sustainable /səˈsteɪnəbəl/ ________________________

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3 Plant Nourishment

1 Pairwork In pairs, discuss the questions.

1 Why do farmers use fertilisers?

2 What are the effects of fertilisers?

2 Read the article about fertilisers and check your answers to Exercise 1.

The food of plants All the nutrients in the food that we cultivate originally come from the earth, so in order to have healthy crops which are full of nutrients, farmers need to have healthy soil. When this doesn’t happen, plants suffer from nutrient deficiency and stop growing.

To resolve this problem, the natural supply of nutrients in the soil must be ‘re-filled’.

This is why farmers add nutrients to the soil in various forms, for example as organic matter, chemical fertilisers and even in the form of some plants like legumes (see Unit 2).

In recent years, farmers have seen chemical fertilisers as a ‘must’ because they contain the right amounts of the chemical elements that plants need.

However, fertilisers are very expensive and can harm the environment if they are not used correctly.

By testing their soil, farmers can assess which nutrients – and how much of each one – plants actually need: if too little is added, crops will not produce as much as they should, while if too much is added, excess nutrients will run off the fields and pollute rivers and groundwater.

3 Decide if the following sentences are true (T) or false (F), then correct the false ones.

1 All the nutrients in crops come from soil.

2 Nutrient deficiency happens when soils are healthy.

3 Only chemical products are considered as fertilisers.

4 Many farmers prefer chemical fertilisers because they contain the right amount of nutrients.

5 Fertilisers are not impacting on nature.

6 A soil test is enough to know which nutrients a plant needs.

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5

T _____ _____ _____ _____ _____ _____

CERT Choose the correct alternative to complete the sentences.

C 1 Crops can’t ______ with a nutrient deficiency.

A survive B die C grow well

3 The use of fertilisers needs to be ______.

A abundant B very accurate C stopped

2 If there are few nutrients in the soil, farmers use ______.

A fertilisers B soil C chemicals

4 If ______ nutrients are added to the soil, they may run off the fields into rivers.

A not enough B too many C few

CERT Answer the following questions.

1 What are fertilisers?

2 When should fertilisers be used?

3 Why are fertilisers dangerous for the environment?

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6 Study the mind map about a few alternatives to chemical fertilisers, and complete it with words from the box.

reduce biological products vegetation fertilisers effective

Compost This has a neutral pH and is rich in nitrogen, so it is extremely useful for plants.

DO WE NEED CHEMICAL FERTILISERS?

Coal dust This works to improve the cation exchange (the exchange of positive ions).

Generally, the poorer the quality of the coal dust, the more (4) _______________ it is as a soil additive.

There are many (1) products __________ now available as an alternative to (2) _______________ which are used to enhance soil fertility, structure and (3) _______________ health.

Peat This forms in lacustrine sediments (rock deposits at the bottom of lakes, rivers or in wetlands) and contains significant levels of calcium, iron and sulphur. It is the result of the accumulation of partially decayed (6) _______________ in peatlands, considered the most efficient carbon sinks (reserves of carbon) on the planet.

7 Match each sentence with its ending.

1 There are many 2 Compost is 3 Coal dust is 4 Pyrolysis 5 Peatlands

Biochar This is obtained by pyrolysis (chemical decomposition by heat) and has a high potential to (5) _______________ the effects of climate change. It is used to increase soil fertility in acidic soil.

a very rich in nitrogen. b are probably the most efficient carbon sinks. c 1 alternatives to the use of chemical fertilisers. d useful for cation exchange. e produces biochar.

8 Write a question for each answer.

What is the pH of compost? __________________________________ Its pH is neutral. ____________________________________?

The poorer the quality, the better it works as a soil additive.

3 ____________________________________?

It is used to increase fertility in acidic soils.

1

2

4 ____________________________________?

It contains significant levels of calcium, iron and sulphur.

5 ____________________________________?

It forms as the result of the accumulation of partially decayed vegetation.

Writing 9 Write a paragraph on the use of alternatives to chemical products for farming in your country.

Look online for information and include:

● where they are used ● on what crops they are used ● some data about their use 409

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Lab Corner 10

3 You will listen to information about two different start-up companies (young companies that develop new ideas). Before you listen, match the words to the translations. What do you think the two companies do?

1 pollution 2 waterways 3 grass 4 waste 5 landfill

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3

a rifiuti b corsi d’acqua c 1 inquinamento d discarica e erba

CERT Listen again and choose the correct alternative to answer the questions.

1 How long ago did the start-up, Florida Soil, form?

A three years B four years C five years 2 How do Florida’s golf courses cause a problem?

A They use too much land. B The land is bad quality. C They use too much fertiliser.

3 What do Florida Soil do?

A They clean the waterways. B They do careful soil tests. C They make fertiliser from grass.

4 What does the CWS speaker say generates methane?

A urban waste in landfill B chemical fertilisers C homes and supermarkets 5 How much of the waste does CWS make into fertiliser?

A 100% B 90% C 80% 6 How long does their process take to produce fertiliser?

A three hours B four hours C five hours

12

Pairwork Listen again and note more information about the two start-up companies, Florida Soil and California Waste Resources. Then work in pairs and discuss which you think is the most interesting and which has had the best idea.

3

Writing 13 Write a paragraph about a start-up company in the field of agriculture in your country.

Look online for information and include the following points:

● where the company is based ● what it does ● some data about production

Speaking 14 Pairwork Work in pairs. Tell your partner what you know about the words in your list. Help each other if you can’t remember the information.

Student A: fertilisers and environment / coal dust / soil tests Student B: fertilisers and water / peat / nutrients in fertilisers

Vocabulary 15 Translate the key words from the unit into your own language. acidic /əˈsɪdɪk/ _________________________________ coal dust /ˈkəʊl ˌdʌst/ ___________________________ decay /dɪˈkeɪ/ __________________________________ decomposition /ˌdiːkɒmpəˈzɪʃən/ __________________ deficiency /dɪˈfɪʃənsi/ ____________________________ enhance /ɪnˈhɑːns/ _____________________________ fertility /fəˈtɪləti/ _______________________________ groundwater /ˈɡrɑʊndˌwɔtər/ _____________________ harm (v) /hɑːm/ _______________________________ healthy /ˈhelθi/ _________________________________ heat (n) /hiːt/ _________________________________

iron /aɪən/ ____________________________________ landfill /ˈlændfɪl/ _______________________________ nitrogen /ˈnaɪtrədʒən/ ___________________________ peatland /ˈpiːtland/ _____________________________ pollution /pəˈluːʃən/ _____________________________ pollute /pəˈluːt/ ________________________________ pyrolysis /pʌɪˈrɒlɪsɪs/ ____________________________ reduce /rɪˈdʒuːs/ _______________________________ waste (n) /weɪst/ _______________________________ waterway /ˈwɔːtəweɪ/ ____________________________ wetlands /ˈwetləndz/ ____________________________

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Food and Diet

1 Pairwork Discuss the following questions in pairs.

1 How much of our body is made up of water?

2 How many vitamins are essential for our body?

2 Study the mind map and check your answers to Exercise 1.

● the building blocks of the body, necessary for its growth, health and maintenance ● 16% of the average person’s body weight is made up of proteins which exist in many different forms

● crucial because 62% of our body is made up of water ● improves brain functions and helps remove toxins ● carries many nutrients to cells in the body

● vital for the health of the body: reduce the risk of disease ● 13 essential vitamins (including vitamins A, B, C and D)

Water

Proteins

Vitamins

THE SIX ESSENTIAL NUTRIENTS

Minerals

Fats Carbohydrates ● important to balance blood sugar and increase the brain functions ● don’t exceed in fat consumption!

3

CERT Look at the mind map again and answer the questions.

1 2 3 4 5 6

● regulate the central nervous system ● offer protection against some diseases

● support the body in a similar way to vitamins ● common minerals are calcium, iron, zinc, magnesium

How much of a person’s body weight is protein?

What does water transport in the body?

Why are vitamins important?

Which essential nutrient helps to balance blood sugar levels in our bodies?

What do carbohydrates help to regulate?

Magnesium and iron are examples of which nutrient?

4 Match each sentence with its ending.

1 2 3 4 5

Proteins provide There are many different types Water helps You shouldn’t consume Minerals and vitamins

a to remove dangerous substances from the body. b too many fats. c of proteins. d help to support the body. e 1 the building blocks of the body.

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5 Read the magazine article about the latest food trends in diet.

FOOD TRENDS AND DIETS Nowadays there are many food trends in the world. Some diets are sensible, but some can be very bad for you. Read about some of the most popular recent food trends.

Ketogenic diet: this is low in carbohydrates and high in fats so your body goes in a state of ‘ketosis’ which means that it uses fats as fuel.

However, experts say that a ketogenic diet can have bad side effects like fatigue and headaches.

Flexitarian diet: if you follow this diet, which is sometimes called ‘casual vegetarianism’, you choose to eat a majority of plant-based foods.

However, it is more flexible than vegetarianism because fish and meat are permitted. On a flexitarian diet people try to eat lots of vegetables and fruits that are in season.

Paleo diet: with this diet, you eat the kinds of food that Paleolithic people were eating over 10,000 years ago! The food is high in proteins and fats, and low in carbohydrates. On a Paleo diet you mostly eat meat, fish, uncultivated fruit and vegetables (the things that could be found in Paleolithic times by hunting and gathering) and drink lots of water. One big side effect is that this diet can cause an iodine deficiency in the body.

DASH diet: ‘DASH’ means Dietary Approach to Stop Hypertension (high blood pressure). This diet is rich in fruit and vegetables, but low in meat and sodium. The advantage of this diet is that it is very good for the heart and can reduce blood pressure.

Vegan diet: this is the practice of eating without animal products or cruelty to living things. A vegan eats fruit, vegetables, nuts, grains and legumes in endless combinations, but no meat, fish or dairy products at all. People tend to have very strong opinions about vegan diets because there are advantages (it can help reduce the risk of certain diseases) but also important disadvantages (some vital nutrients such as vitamin B12 are missing).

6

CERT Choose the correct option to complete the sentences.

1 The Ketogenic diet has______ B fats.

A few B lots of C some 2 One side effect of the ______ diet is that you may feel very tired.

A Ketogenic B Paleo C Vegan

7 Answer the following questions.

1 2 3 4 5

What is ketosis?

What diet is also called ‘casual vegetarianism’?

What is the Paleo diet?

What is the meaning of the acronym ‘DASH’?

What do vegans eat?

3 The ______ diet is linked to a iodine deficiency.

A Flexitarian B Paleo C Ketogenic 4 The DASH diet includes ______ sodium.

A little B no C lots of 5 Vegans can eat ______.

A nuts B fish C cheese

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Lab Corner Listening 4 8 Listen to an interview with a dietician about a special kind of diet and choose the correct alternative.

1 The founder of the Blood Type diet is from the UK / USA. 2 With this diet your body digests food more easily so you have more energy / lose a lot of weight.

9 Now read more information about the Blood Type diet. Decide if the sentences are true (T) or false (F), then correct the false ones.

1 People with type 0 Blood need to eat more meat.

2 People with type A Blood may have problems with their immune system.

3 People with type B Blood find chicken problematic.

4 People with type AB Blood tend to have a high acidity in their stomachs.

T ___ ___ ___ ___

The Blood Type diet Type 0 Blood People with this blood type require a high protein diet, heavy in meat, fish and vegetables, but light in beans and dairy products.

Type A Blood The immune system of people with this blood type is very sensitive so they need to eat less meat and more fibres, legumes and grains.

Type B Blood People with this blood type should avoid corn and wheat, tomatoes and peanuts.

Chicken is also problematic. Eat more green vegetables and eggs.

Type AB Blood These individuals need to focus on seafood, dairy products, and green vegetables. It’s best to avoid caffeine and alcohol because these people tend to have low acidity in their stomachs.

Writing 10 You want to follow a healthier diet. Choose one of the diets described in this unit and write a short text. Include:

● the reason(s) for your choice ● a description of the diet (look for some additional information online, if necessary) ● what to do and what not to do, if you follow the diet

Vocabulary 11 Translate the key words from the unit into your own language. blood /blʌd/ ___________________________________ blood pressure /ˈblʌd ˌpreʃər/ _____________________ blood sugar /ˈblʌd ˌʃʊɡər/ ________________________ body weight /ˈbɒdi ˌweɪt/ ________________________ brain /breɪn/ __________________________________ carbohydrate /ˌkɑːbəʊˈhaɪdreɪt/ ___________________ central nervous system /ˌsentrəl ˈnɜːvəs ˌsɪstəm/ ______ corn /kɔːn/ ____________________________________ dairy product /ˈdeəri ˌprɒdʌkt/ ____________________ deficiency /dɪˈfɪʃənsi/ ____________________________ disease /dɪˈziːz/ _________________________________

fat /fæt/ _______________________________________ grain /ɡreɪn/ ___________________________________ growth /ɡrəʊθ/ ________________________________ iron /aɪən/ ____________________________________ mineral /ˈmɪnərəl/ ______________________________ nuts /nʌts/ ____________________________________ peanuts /ˈpinəts/ _______________________________ protein /ˈprəʊtiːn/ _______________________________ seafood /ˈsiːfuːd/ _______________________________ vitamin /ˈvɪtəmɪn/ _______________________________ wheat /wiːt/ ___________________________________ 413

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5 Key Changes in Agriculture Listening 5 1 Listen to an extract from an interview where an expert talks about the history of mechanisation in agriculture. Which invention does she think revolutionised farming?

2

Listen again and decide if the following sentences are true (T) or false (F), then correct the false ones.

5

1 At the end of the 20th century, it took 40 hours to plant 100 bushels of corn.

2 Nowadays, it only takes about 10 hours to do the same job.

3 Nowadays, tractors make the life of a farmer quite comfortable.

4 The internal combustion engine was introduced in the 19th century.

5 Tractors can pull other farm machinery and transport loads.

F ___ ___ ___ ___ ___

3 Read the timeline about mechanisation and complete it with the headings from the box. a Fordson starts producing tractors b Electronic monitoring devices for farmers c First Crawler tractors with tracks d First tractors with internal combustion engines e Introduction of rubber wheels on tractors f First mechanical cotton picker

4

d

Charles Hart and Charles Parr established the first US factory manufacturing tractors with internal combustion engines.

1902

(1)

1904

(2)

Benjamin Holt, a Californian manufacturer, develops the first Crawler tractor, equipped with tracks rather than wheels.

1917

(3)

Henry Ford and Son Corporation, part of the Ford Motor Company, begin producing the Fordson tractor. It soon accounts for 50% of the worldwide market for tractors.

1932

(4)

The University of Nebraska Tractor Test Lab puts rubber tyres on tractors and sees a 25% improvement in fuel economy.

1943

(5)

The ‘Old Red’ is the first commercial mechanical cotton picker.

It pulls cotton from the plant but leaves the plant itself intact.

1966

(6)

Electronic monitoring devices allow farmers to plant crops more efficiently. They, for example, monitor the number and spacing of planted seeds.

CERT Complete the sentences with the correct option.

1 Internal combustion engines were C introduced in _____.

A 1917 B 1904 C 1902 2 A Californian manufacturer put _____ on tractors.

A tracks B wheels C rubber tyres 3 The Fordson had _____ the global tractor market.

A all B half C a quarter of

4 ‘Old Red’ was a _____.

A manufacturer B machine C inventor 5 Planting crops became more _____ in the 1960s.

A space-consuming B economical C efficient

5 Pairwork Look online for additional information on a tractor company. Prepare a PowerPoint presentation for your classmates.

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6 Pairwork In pairs, discuss the questions.

1 Do you think that plants today are the same as they were in the past?

2 What do you know about DNA?

7 Complete the article about genetics in agriculture with the words from the box.

DNA seeds ancestors scientists needs parent

Plant breeding: what is it?

Modern crops and animals look very different from their ancestors (1) _______________. This is because mankind is changing the nature of the crops according to agricultural (2) _______________.

This is possible thanks to ‘plant breeding’ – a process where two (3) _______________ plants are used to create an offspring plant with specific desired characteristics. In the past, this process was casual but nowadays, since the discovery of (4) _______________, scientists can ‘see’ inside the plants that they want to breed. This means they can do some targeted operations using a technique called ‘marker-assisted breeding’. First, scientists examine the DNA of (5) _______________ to see which can give the perfect plant. For this purpose, genetic markers are identified in the plant’s DNA that correspond to certain characteristics (like disease resistance, drought tolerance or higher yields). Then (6) _______________ can select and breed only seeds that have desirable traits.

Vocabulary 8 Find and underline the English equivalent of these words in the text.

1 antenati _______________ 2 umanità _______________ 3 discendente _______________

4 allevare, coltivare _______________ 5 semi _______________

9 Read again and decide if the following sentences are true (T) or false (F), then correct the false ones.

1 Mankind can change plants according to its needs.

2 Plant breeding uses parent plants to produce an offspring with casual characteristics.

3 Thanks to DNA, scientists can see inside a plant.

4 During ‘marker-assisted-breeding’ operations, we don’t need to identify genetic markers.

5 Drought tolerance is not an important characteristic in plants.

T _____ _____ _____ _____ _____

10 Choose the correct alternative.

1 2 3 4 5

Modern crops are very different from today / yesterday.

Plant breeding is an imprecise / a precise process.

Without / Because of DNA, scientists can see inside a plant.

Genetic markers correspond to some diseases / characteristics in the plant.

Genetic markers are in the DNA / parent of a plant.

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Lab Corner 11 Study the infographic about how plant breeding has changed many common plants.

PLANTS THROUGH THE AGES

1

2

3

4

Teosinte is the ancestor of the modern corn.

Plant breeding techniques created the modern sweetcorn, or mais, plant which has a more sustainable production. It is bigger, softer and easier to grow, and it is more adaptable to climatic changes.

Originally, carrots were purple and yellow.

Then, in the 1600s, humans bred them to be white and, in the next century, they were bred to be orange.

5,000 years ago, watermelons were only 5 centimetres long and they were not sweet or juicy.

About 6,500 years ago, humans cultivated Musa acuminata (the ancestor of the modern banana). Later, the plant was crossed with Musa balbisiana and produced plantains, a relative of the modern banana.

12 Match each sentence with its ending.

1 Teosinte 2 Plant breeding 3 Ancient carrots 4 In the 1700s 5 Musa acuminata

a is the ancestor of the modern banana. b creates plants that are more adaptable to climatic changes. c carrots became orange in colour. d 1 is the ancestor of the modern sweetcorn. e were purple and yellow.

13 Pairwork In pairs, choose another plant which has been changed by humans through the centuries, such as papaya, soy or cotton. ● Use the Internet and make notes about your plant’s characteristics in the past ● Find out how and why it has been changed and what it is like today ● Prepare a PowerPoint presentation for the class

Vocabulary 14 Translate the key words from the unit into your own language. adaptable /əˈdæptəbəl/ __________________________ ancestor /ˈænsestər/ _____________________________ breed (v) /briːd/ ________________________________ bushel /ˈbʊʃəl/ _________________________________ cotton picker /ˈkɑːtən ˌpɪkər/ ______________________ improvement /ɪmˈpruːvmənt/ _____________________ juicy /ˈdʒuːsi/ __________________________________ offspring /ˈɒfsprɪŋ/ ______________________________

plant (v/n) /plɑːnt/ _____________________________ rubber wheel /ˈrʌbə ˌwiːl/ _________________________ seed /siːd/ _____________________________________ sweetcorn /ˈswiːtkɔːn/ ___________________________ track /træk/ ____________________________________ tractor /ˈtræktər/ ________________________________ trait /treɪt/ _____________________________________

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Technological Innovation in Agriculture

1 Pairwork In pairs, discuss the questions.

1 How is technology useful in agriculture?

2 Why are robots useful for agriculture?

2 Read the extract from an article about robotics in agriculture and check your answers to Exercise 1.

Robotics in agriculture At the heart of the use of technology in agriculture, there is the need for increased crop production. The United Nations has estimated that the world’s population could rise from today’s 7.3 billion to 9.8 billion people by the year 2050.

Because of this increase, the world needs more food, and farmers of the future could face serious problems in keeping up with demand.

One solution to the problem may be found in robotics.

Agricultural robots can help to increase yields, for example by automating slow, repetitive labour-intensive farming tasks (like harvesting, controlling weeds, mowing, sorting and packing).

The advantage is that robots are accurate and fast, but unfortunately they don’t have expertise so their introduction into agriculture has been quite slow. For example, a robot which is designed to pick a vegetable like peppers may not be able to determine the ripeness of the vegetable in harsh weather conditions. However, this could be resolved by using vision systems that can determine the light intensity, temperature changes and the movement of wind.

3 Decide if the following sentences are true (T) or false (F), then correct the false ones.

1 The use of technology is not related to increase in food production.

2 The United Nations predicts a big increase in the world’s population.

3 In the future, the world will need less food.

4 Robots can’t increase the food production.

5 Robots are fast and accurate, but are missing certain skills.

6 Vision systems on robots can increase their accuracy.

F _____ _____ _____ _____ _____ _____

Vocabulary 4 Match each word in bold in the text to its definition.

1 estimated 2 billion 3 demand 4 automating 5 labour-intensive 6 ripeness 7 harsh 8 determine

a using automatically operated equipment to do jobs b 1 made a rough projection c a thousand million d difficult e measure f requirements, needs g maturity (for fruit and vegetables) h a job that needs a lot of workers

5 Complete the summary of the text with the words from the box. picking help population increased tasks for food, considering The use of technology in agriculture is a consequence of the (1) increased need _______________ the predicted growth in the world’s (2) _______________. Robots could be a great (3) _______________ because they can substitute farmers on repetitive (4) _______________, like sorting, harvesting and (5) _______________.

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6 Listening 6 6 Listen to Dr Schulz, an expert on robots in farming, talking about how this technology is used. Then tick (✓) the 3 things below that he talks about.

1 2 3 4 5 6

7

6

1 2 3 4 5

Farmers need to provide more food for the world.

Organic markets are very common in Europe.

The organic market is valued at €24 billion.

Farming robots are only produced in China.

The first European project about robot farming happened in 2004.

Half of the land in China is polluted.

Listen again and answer the questions.

Why are farmers under pressure?

How can we produce more food, in a sustainable manner?

Why are robots useful for future agriculture?

When did China start its first robot farming project?

When did Europe start its first robot farming project?

8 Read the article about the five most important technologies in agriculture. Then complete the paragraph below with the words from the box.

W h a t a re th e most i mport ant techno lo g ies in ag ricult ure? Read be l ow!

1 Since 2012, an American corporation has been working on a machine that is learning to classify diseases. In this way, only plants in need are sprayed, instead of spraying all the crops together. This is called ‘machine learning’.

2 The Internet of Things (IoT) is connecting rainfall information, weather stations and irrigation pumps to improve planning the tasks of a farmer (like when to irrigate, when to plant, when to harvest) from smartphones.

3 A few years ago, the first experiments on the electrical conductivity of soil started. This measure can provide sustainable management of soil because it means that irrigation happens only when needed.

4 ‘Driverless Vehicle Technology’ is a revolution that goes beyond agriculture. Time saved by farmers can be used in many other ways.

5 Irrigation can be managed by technology which monitors soil moisture and weather data so that the farmer knows exactly when plants need water, and how much to give. Water can be managed sustainably, not only for the benefit of the environment but also to help farmers save money.

Internet technology irrigation agriculture conductivity agriculture The top five technologies in (1) _______________ are: machine learning, the (2) _______________ of Things, measuring soil (3) _______________, driverless vehicle (4) _______________ and technological (5) _______________.

9 Match each sentence with its ending.

1 2 3 4 5

Machine learning started The Internet of Things can connect weather data By measuring the electrical conductivity of soil Driverless vehicles Sustainable management of the irrigation

a can save a farmer a lot of time. b 1 in 2012. c we can manage irrigation in a sustainable way. d can save farmers a lot of money. e to improve planning, from the farmer’s smartphone.

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Lab Corner 10 Read the information about the uses of GPS in agriculture. While you read, decide which green words and expressions in the table correspond to the following: 1 campioni di terreno _______________ 2 colture _______________ 3 erbe infestanti _______________

4 semi _______________ 5 rendite _______________

Precision agriculture: how the use of GPS is changing farming GPS is an acronyms for Global Positioning System. This technology has a lot of applications and farming is one of them. Look at how it can change the life of a farmer.

Yesterday

Today

Soil sampling

Technicians took random soil samples and decided on the quality of soil for a large area.

GPS allows farmers to determine soil variability, even within the same field, and to say if a certain soil is good for a certain crop.

Weed location

Farmers had to walk around the fields and remove weeds by hand.

Using linear sampling techniques, GPS can weed out patches in vast areas of land.

Accurate planting

Farmers had to plant seeds by hand or with tractors.

Each seed has a specific spacing and depth requirement depending on the soil type. GPS allows farmers to follow these requirements and maximise yields.

Harvesting Farmers decided when it was time to harvest just by looking at the crops.

GPS indicates which area of the farm is ready to be harvested and how it should be done.

Farming in low visibility conditions

With GPS, farmers can work when there is low visibility (for example during the night, or when there is fog, rain or dust).

Certain conditions stopped farmers from being able to work because they couldn’t see well enough.

11 Pairwork Work in pairs and prepare a PowerPoint presentation about one use of GPS in agriculture: ● Go online and find out more information about one of the uses of GPS mentioned in the article. ● Discuss which use you think is the most important use of GPS in agriculture. ● Prepare your presentation showing how GPS has made a difference.

2 Pairwork Work in pairs. Imagine that you have to interview a researcher who is an expert on 1 farming technology. List the questions you would like to ask. Compare your ideas with another pair.

Vocabulary 13 Translate the key words from the unit into your own language. demand (n) /dɪˈmɑːnd/ __________________________ depth /depθ/ __________________________________ determine (v) /dɪˈtɜːmɪn/ ________________________ dust /dʌst/ ____________________________________ fog /fɒɡ/ ______________________________________ harvesting /ˈhɑːvɪstɪŋ/ ___________________________ increase (n) /ɪnˈkriːs/ ____________________________ mowing /məʊ/ _________________________________ organic market /ɔːˈɡænɪk ˌmɑːkɪt/ _________________ pollute /pəˈluːt/ _________________________________

rainfall /ˈreɪnfɔːl/ _______________________________ requirement /rɪˈkwaɪəmənt/ _______________________ ripeness /ˈrʌɪpnəs/ ______________________________ robotics /rəʊˈbɒtɪks/ _____________________________ soil sample /ˈsɔɪl ˈsɑːmp(ə)l/ _______________________ spacing /ˈspeɪsɪŋ/ _______________________________ spray (v) /spreɪ/ ________________________________ sustainable /səˈsteɪnəbəl/ _________________________ technology /tekˈnɒlədʒi/ _________________________ weeds /wiːdz/ __________________________________ 419

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7 Climate Change and Agriculture

1 Pairwork In pairs, discuss the questions.

1 What is climate change?

2 What do you think contributes to climate change?

2 Read the text about carbon dioxide emissions and climate change. How much has the temperature increased in the last century?

CLIMATE CHANGE the causes

If you ask the question ‘Is the planet warming up?’ most people will answer ‘Yes’. Independent teams of scientists have analysed historical data on temperatures, and these analyses all point to an increase in temperature of more than 0.7°C during the last 100 years.

This is certainly at least partly due to a higher quantity of greenhouse gases in the atmosphere, and in particular carbon dioxide and methane. While some people continue to claim that these greenhouse gases are not the result of human activity, it is a fact that humans directly or indirectly add more than 33 giga tonnes of carbon dioxide to the atmosphere every year. This is mainly the result of burning fossil fuels and of deforestation.

The World Resources Institute has recently determined where the emissions of carbon dioxide come from and which activities have the most impact on these emissions. It can be seen that agriculture certainly plays its part.

Emission sector

Activity

Transportation 14%

Road transportation Aviation Rail and ship

Electricity and heat 25%

Residential buildings Commercial buildings Fuel combustion

Industry and related 14%

Manufacturing Losses from transport

Other fuel-related emissions 12%

Coal mining Oil and gas production

Change in land use 18%

Deforestation Harvest-related activities

Agriculture 13%

Agricultural energy use Agricultural soil use Livestock

Waste 4%

Landfills Waste water

3 Decide if the following sentences are true (T) or false (F), then correct the false ones.

1 Temperatures in the future will be lower.

2 Methane and carbon monoxide are greenhouse gases.

3 Deforestation contributes to an increase of greenhouse gases.

4 Transportation generates higher emissions than electricity.

5 Change in land use generates more than 15% of emissions.

6 Waste generates the highest quantity of emissions.

F _____ _____ _____ _____ _____ _____

Speaking 4 Discuss the following questions in small groups.

1 Why do you think that some people believe climate change is not a problem created by man?

2 According to the text, which sectors emit the most carbon dioxide? Why is this?

3 Can you think of ways in which farmers can reduce agricultural emissions?

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7 Listening 7 5 The article on page 420 focuses on the dangers of carbon dioxide, but another important

greenhouse gas produced by agriculture is methane. Listen to the writer of the article, Dr Henson, explaining the dangers of this gas. First check you know the meaning of these words:

cattle _______________ sheep _______________

6

7

rice paddies _______________ wetlands _______________

CERT Listen again choose the correct alternative to complete the sentences.

C are ruminants.

1 _____ A Cattle B Sheep C Cattle and sheep 2 Methane _____ a lot of heat.

A loses B traps C produces 3 Methane’s global warming potential is about _____ times as much as carbon dioxide’s.

A 5 B 20 C 25

heat _______________

4 Compared with the past, today people are demanding _____.

A less proteins B more vegetable proteins C more animal proteins

7 Study the mind map about a plant that is at risk from climate change. Find the English equivalent of these words in the mind map:

1 acero _______________ 2 bandiera _______________

3 linfa 4 gelate

_______________ _______________

MAPLE TREE CHARACTERISTICS

• closely identified with Canada (Maple leaf on Canadian flag, symbol of the nation)

IDEAL CONDITIONS

• a series of freezing nights and milder days • long, cold winters

• used to produce maple syrup (high sugar content in the sap of this plant)

5 pianticelle _______________

PROBLEMS researchers say...

• since the 1980s: warmer winters and nights (result of climate change) • in the future: older, bigger trees will survive but young saplings are at risk

• no younger trees to replace the old ones

8 Create a mind map like the one above about the effects of climate change on a crop cultivation in your country. Use the Internet to find information.

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Lab Corner

9 Read about a United Nations (FAO) report on the effects of climate change on agriculture.

Which countries might benefit from climate change in terms of food production?

The UN report, ‘The State of Food and Agriculture’, was published in 2017 and studied the relationship between agricultural trade, climate change and food security. ● The report says that by 2050, West Africa and India will see the highest falls in agricultural yields. ● Conversely, higher temperatures in some countries, such as Canada and Russia, will increase agricultural harvests of many crops. ● The change will be felt everywhere and will transform the face of agriculture worldwide.

For example, some parts of Finland will soon be warm enough to produce cereals: unthinkable a few years ago. ● As a consequence of different crop distribution worldwide, imports and exports will change. The divide between developed and developing countries will unfortunately be the highest ever recorded.

Vocabulary 10 Match these words to their definitions.

1 relationship 2 trade 3 yields 4 worldwide 5 consequence 6 recorded

a The activity of buying, selling or exchanging goods. b The quantities of something that you produce. c Everywhere in the world. d Result. e Registered, documented. f 1 A link or connection between two or more things.

11 Work in small groups. Discuss the following quotes. Do you agree or disagree with them? Why?

‘We do not have the right to

degrade the planet for future generations or to cause the extinction of other species.’

‘Global warming can lead to bigger crop yields in some countries. The gains of climate change are more important than the losses.’

‘Politicians are only

interested in climate change when it affects the economy of their own country.’

Vocabulary 12 Translate the key words from the unit into your own language. cattle /ˈkætəl/ __________________________________ climate change /ˈklaɪmət ˌtʃeɪndʒ/ _________________ coal mining /ˈkəʊl ˌmaɪnɪŋ/ _______________________ consequence /ˈkɒnsɪkwəns/ _______________________ decrease (n/v) /dɪˈkriːs/ _________________________ deforestation /diːˌfɒrɪˈsteɪʃən/ _____________________ emission /iˈmɪʃən/ ______________________________ extinction /ɪkˈstɪŋkʃən/ ___________________________ fossil fuel /ˈfɒsəl ˌfjʊəl/ ___________________________ greenhouse gas /ˌɡriːnhaʊs ˈɡæs/ __________________

increase (n/v) /ɪnˈkriːs/ _________________________ maple tree /ˈmeɪpəl ˌtriː/ _________________________ rice paddy /ˈraɪs ˌpædi/ ___________________________ ruminant /ˈruːmɪnənt/ ___________________________ sap /sæp/ _____________________________________ sapling /ˈsæplɪŋ/ ________________________________ sheep /ʃiːp/ ____________________________________ stable (adj) /ˈsteɪbəl/ ____________________________ trade /treɪd/ ___________________________________

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Renewable Energy and Agriculture

8

1 Pairwork In pairs, discuss the questions.

1 What is biomass?

2 What is the major source of biomass in Europe?

2 Read the text about biomass and match each word to its definition.

1 biomass 2 crop 3 residue 4 wood

a The hard, fibrous material from trees, used for fuel and timber. b 1 Organic matter that can be used for fuel. c A cultivated plant that is grown commercially. d Material that remains after a process.

Biomass, which is becoming an important source of income for agriculture, is organic material that comes from plants and animals. It can be made from many things, for example the residue of crops which remain in the field after harvesting which contain all the different parts of the plant (stems, branches, leaves and seeds).

Biomass can also be made from animal and human waste, but in Europe, the major source of biomass comes from wood and there is clear potential to intensify forest utilization in the future. In fact, recent projections for 2030 suggest that about 675 million cubic meters of trees will be used to make biomass per year.

Solid biomass, like wood, can be burned directly to produce heat. Biomass can also be converted into a gas called biogas or into liquid biofuels which can then be burned for energy.

3 Decide if the following sentences are true (T) or false (F).

1 Biomass is not usually produced by agriculture.

2 Biomass is always the residue of plants after the harvest.

3 Biomass can come from animals and humans.

4 Most biomass in Europe comes from animal waste.

5 Projections say that we need to intensify future forest utilization.

F _____ _____ _____ _____ _____

Listening 8 4 Listen to a talk about biofuels in American agriculture. Complete the summary. air biomass crops diesel forests self-sufficient According to Dr Jones, biofuels can make the nation more (1) _____________________ self-sufficient in energy and reduce (2) _____________________ pollution. They are going to be even more important in the future as they can be a substitute for fossil fuels like petrol and (3) _____________________ . Biofuels are made from (4) _____________________ and include ethanol and biodiesel. In the future, American farmers will grow (5) _____________________ like native grasses and trees specifically for biofuel production, and (6) _____________________ will be cut more frequently to produce more wood.

Writing 5 Research online about agricultural biomass production and biofuels in Italy. Make notes, then write a paragraph about it. Talk about present data and future perspectives.

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6 Read about solar energy and its implications for

agriculture. Match the words and expressions in green (1-8) to the Italian translation below.

Solar power and agriculture Solar energy can be used in many ways on farms. For example, farmers can use it to (1) heat and light farm buildings or to (2) generate electricity for pumping water which can then go into storage tanks for livestock.

In order to use solar energy, farmers need solar panels, usually placed in a south-facing location, that collect the sunlight during the day and convert it into electricity. The system is clean, and it produces no (3) noise pollution or (4) gas emissions.

Unfortunately, it does not work well where the sun doesn’t shine for long periods, and many people complain that solar panels are not very attractive.

In addition to providing energy, there is potential for solar energy in agriculture with regards to: Greenhouse heating Instead of using gas to maintain constant temperatures, solar (5) greenhouses collect and store solar energy during sunny days, to be used at night or during cloudy days.

Solar-powered vehicles Traditionally, tractors are powered by diesel, but this is changing as diesel contributes negatively to climate change. Electric vehicles powered by the sun are going to be implemented as research shows that they could avert 24 tonnes of greenhouse gases each year.

Solar-powered sensors Collecting data for efficient weather monitoring is important to farmers. When setting up sensors across a large area of land, it is often difficult to run an (6) energy supply to them.

(7) Solar-powered sensors like precipitation and soil moisture sensors energized by the sun, but also solar-powered (8) electronic tags to track livestock, are going to offer a good solution to the problem in the future.

emissioni di gas fornitura di energia ed illuminare riscaldare chip elettronici

7

____ ____ 1 ____ ____

sensori a energia solare produrre elettricitĂ serre inquinamento acustico

____ ____ ____ ____

CERT Choose the correct alternative to complete the sentences.

A farm buildings.

1 Solar energy is an ecological alternative for _____ A heating B heat C to heat 2 Solar panels _____ face south.

A often B never C usually 3 Solar panels don’t work very well where there is too much _____.

A cloud B cold weather C sun 4 Solar greenhouses can collect and store solar energy _____.

A during the night B during night and day C during the day 5 Diesel-powered tractors have a _____ effect on climate change.

A negative B positive C neutral

8

CERT Answer the questions.

1 How can a farmer collect and store solar energy?

2 Why is solar energy clean?

3 How does greenhouse heating work?

4 What are solar-powered sensors?

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Lab Corner

9 Read the interview about wind power with Dr Miller from the University of Wisconsin. In pairs, can you work out the meaning of the words in green? Check your answers in a dictionary.

Interviewer Dr Miller, can you tell us the advantages of wind power?

Dr Miller Well, as you know, wind power is a renewable, clean energy source.

It can significantly reduce greenhouse gas emissions.

Interviewer Of course. But is extensive use of wind power realistic?

Dr Miller Well, I hope so. You only require steady and continual source of wind, blowing at about 7 or 8 kilometres per hour.

Interviewer Is it popular amongst farmers?

Dr Miller Yes, farmers have used this form of energy for a long time: first as old-fashioned windmills that were used to pump water for irrigation and to mill grain, and now as modern turbines that produce a lot of electricity.

Interviewer What about wind power in the USA? Dr Miller The top five states for wind farms are North Dakota, Texas, Kansas, South Dakota and Montana. In 2016, wind installations produced a total of 43,000 million watts, while the global total was 286,000 million watts. In the USA, wind power is now supplying 4.2% of the nations’ electricity needs for agriculture.

10 CERT Complete the summary of the interview with ONE appropriate word in each space. energy Wind power is a clean (1) _______________ source that can significantly reduce greenhouse (2) _______________ emissions. In order to collect it, we only need a steady (3) _______________ which blows continuously. In the (4) _______________, they are already collecting wind power in many states, and it now satisfies agricultural electricity needs for (5) _______________ per cent of the country.

Writing 11 Choose one of the forms of energy described in this unit and write a short text about its production in your country. Use the Internet to find out more information. Include:

● a description of the energy form ● production data in the last five years

● its history ● future perspectives

Speaking 12 Pairwork Work in pairs. Tell your partner what you have learnt in this unit about the words in your list. Help each other if you can’t remember the information.

Student A: animal waste / solar panels / wind turbines.

Student B: wood as energy / the biodiesel industry / solar-powered vehicles.

Vocabulary 13 Translate the key words from the unit into your own language. biodiesel /ˈbaɪəʊˌdiːzəl/ __________________________ biofuel /ˈbaɪəʊˌfjuːəl/ ____________________________ biogas /ˈbaɪəʊˌɡæs/ _____________________________ biomass /ˈbaɪəʊˌmæs/ ___________________________ blow /bləʊ/ ___________________________________ ethanol /ˈeθənɒl/ _______________________________ generate /ˈdʒenəreɪt/ ____________________________ heat (v) /hiːt/ __________________________________ light (v) /laɪt/ __________________________________

mill (v) /mɪl/ __________________________________ raw material /ˌrɔː məˈtɪəriəl/ ______________________ renewable /rɪˈnjuːəbəl/ ___________________________ residue /ˈrezəduː/ _______________________________ self-sufficient /ˌselfsəˈfɪʃənt/ _______________________ sensor /ˈsensər/ ________________________________ storage tank /ˈstɔːrɪdʒ tæŋk/ ______________________ windmill /ˈwɪndmɪl/ ____________________________

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9 Air, Water and Soil Pollution

1 Pairwork Agriculture can be the cause of many types of pollution, but at the same time it can

also suffer from the effects of contaminated air, water and soil. In pairs, discuss the questions.

1 In what ways do you think agriculture can cause different types of pollution?

2 How do you think farming can be adversely affected by pollution?

2 Study the mind map about air pollution, and complete it with the words from the box. coal breathing electricity atmosphere fertilisers monoxide habitat wind

AIR POLLUTION Burning of fossil fuels in vehicles The combustion of fossil fuels (like coal (1) __________, petroleum and gas) emits sulphur dioxide and other gases.

Agricultural activities Insecticides, pesticides and (2) __________ used in agriculture release many dangerous gases in the atmosphere.

CAUSES Factories and industries Since the Industrial Revolution, factories and industrial plants have been releasing carbon (3) __________, hydrocarbons and organic compounds into the air.

Mining operations Minerals are extracted from the earth during mining operations and release chemicals.

Respiratory problems Many people, especially children, suffer from (4) __________ problems because of air pollution.

EFFECTS

Acid rain Gases like nitrogen and sulphur oxides are released into the (5) __________ by burning fossil fuels then, when it rains, water combines with these gases, becoming acidic and is absorbed into the earth.

Effect on wildlife Toxic chemicals in the air can force wildlife species to change their (6) __________.

Use public transport This reduces pollution and can save you money.

SOLUTIONS

Use clean energy resources These, like solar and (7) __________ power, can replace fossil fuels.

Use energy efficient devices They last longer, and consume less (8) __________ than traditional devices.

3 Decide if the following sentences are true (T) or false (F), then correct the false ones.

1 The combustion of fossil fuels doesn’t release any gas into the atmosphere.

2 Factories and industries have caused pollution since the Renaissance.

3 Mining operations release a lot of dirt and chemicals into the air.

4 Respiratory problems have particularly attacked older people.

5 Toxic chemicals in the air can force wildlife animals to change habitat.

F _____ _____ _____ _____ _____

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4 Read the article about water pollution. Match the words in green (1–8) to a synonym below. go up __

illness __ unlucky __ principally __

dangerous __ finite __ 1

methods __

user __

Water pollution Water pollution is a major environmental problem, since life without water is not possible. (1) Unsafe water kills more people each year than wars, and meanwhile our drinkable water sources are (2) limited because less than 1% of the Earth’s fresh water is accessible.

The problem of water pollution is not helped by the fact that water is uniquely vulnerable: it is known as the ‘universal solvent’ because more substances can dissolve in water than in any other liquid, with the (3) unfortunate result that it is very easily-polluted.

The majority of water pollution comes from agriculture, which is also the biggest (4) consumer of water. Crop production has increased in order to meet the needs of a growing global population, but this has been achieved (5) mainly through intensive farming (6) techniques which use large quantities of pesticides and chemical fertilisers. Every time it rains, fertilisers and the other chemicals wash nutrients and pathogens (infectious agents which can produce (7) disease) into the waterways with them.

Without action, the challenges will only (8) increase: by 2050 global demand for water is expected to be 30% greater than it is now.

5

CERT Choose the correct alternative to complete the sentences.

A kind of pollution.

1 Water pollution is a _____ A dangerous B rare C easily-controllable 2 There are _____ accessible freshwater sources in the world.

A enough B too many C not enough 3 Agriculture consumes _____ 50% of the Earth’s water supplies.

A less than B exactly C more than 4 Pesticides and fertilisers _____.

A help to increase crop yield B are cheap C don’t pollute the water 5 The global demand for fresh water will increase by about _____ in the future.

A half B a third C a quarter

Listening 9 6 CERT

Listen to an expert talking about a case of lead (piombo) contamination in water in a USA town. Has the problem been resolved yet?

7

9

CERT Listen again and complete the text with the missing information.

diseases Polluted water contains pathogens which can bring (1) _______________ like cholera.

The problem in Flint started in the year (2) _______________.

They used water from the Flint river because it was (3) _______________ than the water from Lake Huron.

Between 6,000 and (4) _______________ children had dangerous levels of lead in their blood.

Residents were told to use (5) _______________ water for cooking and washing.

Writing 8 Write a short text about what happened in Flint. Use the information in Exercise 7 and find more details online.

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Lab Corner

9 Read the extract from a leaflet about soil pollution. Find and underline the English equivalent of these words in the text.

1 composti _____________ 3 sostanze inquinanti _____________ 5 irritazioni della pelle _____________ 2 acque sotterranee _____________ 4 mal di testa _____________

Soil pollution – what you need to know ● All soils contain a variety of compounds, called contaminants, which include metals, inorganic ions and salts and many other organic compounds. ● These are formed through soil microbial activity and the decomposition of organisms. ● In addition, other compounds enter soil from rainwater, wind and groundwater. ● When these compounds exceed a certain limit, the soil is polluted. ● Soil pollution affects plants and animals and, of course, humans (especially children because they often come into close contact with the earth when playing outside). ● The negatives effects of soil pollution on humans may vary depending on health, general status and the type of pollutant substances ingested or inhaled. ● Effects can include headaches, nausea, fatigue, skin rashes and eye irritation.

10 CERT Answer the questions.

1 2 3 4 5

What are contaminants?

How do contaminants get into the soil?

Why are children more likely to be affected?

Are all people affected by soil pollution in the same way?

What are the most common illnesses that can be caused by soil pollution?

Speaking 11 Pairwork Work in pairs. Tell your partner what you know about the words in your list. They all refer to the texts in this unit. Help each other if you can’t remember the information.

Student A: burning of fossil fuels / universal solvent / contaminants.

Student B: mining operations / pathogens / fatigue

12 Work in small groups and create a PowerPoint presentation about water pollution or soil pollution. Use the mind map on page 426 to help you. Find out more details online. Include: ● causes ● effects

● possible solutions ● some data/facts related to your country

Vocabulary 13 Translate the key words from the unit into your own language. breathing /ˈbriːðɪŋ/ ______________________________ chemical /ˈkemɪkəl/ _____________________________ coal /kəʊl/ ____________________________________ combustion /kəmˈbʌstʃən/ ________________________ contaminant /kənˈtæmɪnənt/ _____________________ dissolve /dɪˈzɒlv/ _______________________________ drinkable /ˈdrɪŋkəbəl/ ___________________________ earth /ɜːθ/ _____________________________________ emit (v) /iˈmɪt/ _________________________________ fatigue /fəˈtiːɡ/ _________________________________ headache /ˈhedeɪk/ ______________________________

ingest /ɪnˈdʒest/ ________________________________ inhale /ɪnˈheɪl/ _________________________________ insecticide /ɪnˈsektɪsaɪd/ _________________________ lead (n) /led/ __________________________________ mining /ˈmaɪnɪŋ/ _______________________________ pathogen /ˈpæθədʒən/ ___________________________ pollutant substance /pəˈluːtənt ˌsʌbstəns/ ____________ release (v) /rɪˈliːs/ _______________________________ skin rash /ˈskɪn ˌræʃ/ _____________________________ unsafe /ʌnˈseɪf/ _________________________________ wind /wɪnd/ ___________________________________

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Careers in Forestry and Wildlife 10 Vocabulary 1 Write the names of forestry jobs from the box next to the correct description of what the person does. Then read the advert and check your answers.

dendrologist forestry consultant logger silviculturist urban forester 1 I study trees in order to find the best care for them. _________________________ silviculturist

2 I advise private forest landowners on the best way to manage the forest. _________________________ 3 I cut the forest wood in order to get timber. _________________________ 4 I take care of the health of trees, both in the parks and in the street. _________________________ 5 I study trees, in general. _________________________

Careers in forest management Have you ever thought of a career in forestry?

Most people think that this is a possible career only for rugged individuals who like to live outdoors, working in relative isolation. However, many jobs in forestry are in urban areas and involve a considerable amount of indoor work.

These jobs include dendrology which mainly involves the study of trees, and silviculture where you specialize in the care of the trees. Other interesting jobs could be a forestry consultant who advises private forest land owners and lumber industry workers. State forest rangers and loggers are also quite popular careers. Finally, a new position is that of the urban forester, whose responsibility is the health of the street and park trees.

Come down to the local forestry commission offices to find out more!

2 Read again and decide if the sentences are true (T) or false (F). Then correct the false sentences.

F 1 Forestry is popular with people who don’t like to work outdoors. _____ 2 Forestry is always about working outdoors. _____ 3 Silviculture focuses on looking after the health of trees. _____ 4 A forestry consultant advises city land owners. _____ 5 A state forest ranger is a popular job. _____ 6 Urban foresters are responsible for taking care of trees in the city. _____

Listening 10 3 You will hear a forest ranger describing how to season timber (wood from growing trees). Before you listen, match each word to its definition.

1 lumber 2 moisture 3 rotting 4 stack (wood) 5 saw (wood)

4

10

1 2 3 4 5 6

a cut wood with a tool b 1 timber that has been cut into pieces c decomposing d put wood (logs) on top of each other for storing e humidity

Now listen again to the ranger and choose the correct option.

Seasoning of lumber is important to protect it from damage / animals.

As soon as a tree is cut, it starts to build / lose moisture.

If the wood dries too quickly, it can rot / break.

Wood needs to be stacked on / off the ground.

The circulation of air / water is important.

Drying time varies / is the same for different types of wood.

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5 Read the text about possible careers in wildlife management and match each sentence with its ending.

1 2 3 4

Wildlife biologists study Wildlife managers usually Wildlife officers interact with Wildlife officers work in the field

a b c

d 1

of education. hunting and fishing communities. work with vehicles. a wide variety of animals.

Wildlife management There are several different careers in wildlife science.

Wildlife biologists work with land species (wild animals) and with fish in freshwater streams and lakes. They study the habitat of animals and how they interact with each other, and they usually have a degree in biology.

Wildlife managers work in governmental agencies, advising landowners. They also manage game populations on public land. They usually work with all-terrain vehicles, horses and land rovers, but also with helicopters and small planes.

Wildlife officers interact continuously with the hunting and fishing community, advising programs for community improvement. Much of their time is also spent on educating the public about maintaining game and improving the habitat.

6 Cover the text and choose the correct alternative

to complete the sentences. Then look again at the text and check your answers.

C many careers in wildlife science.

1 There _____ A be B is C are 2 Wildlife biologists usually _____ a degree in biology.

A are having B have C to have 3 They study _____ animals interact with each other.

A which B how C why 4 Wildlife managers _____ game populations on public land.

A manage B managing C are managing 5 Wildlife _____ educate the public about maintaining game.

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Lab Corner

7 Read the interview. When did Sierra become interested in wildlife and botany?

work Interviewer Hi Sierra, can you tell us about your (1) ____________?

Sierra Yes, of course. My name is Sierra Stoneberg and I am from Montana in the (2) ____________. I’m a wildlife biologist Interviewer Is this your (3) ____________ job?

Sierra Well, when I was about 14 years old I became (4) ____________ in botany, thanks to a special school program called Montana Range Days, a summer camp where you can (5) ____________ elements of botany, biology and geology first-hand.

Interviewer And then?

Sierra The summer after my high school graduation, I visited Alaska as a (6) ____________ to study moose, mountain sheep and other (7) ____________ species.

Interviewer So what activities are common in your work today?

Sierra Scientific (8) ____________ and data collection are important, and these include monitoring polluted areas and managing the animal population.

8 Read the interview again and complete the text with the words from the box.

dream experience volunteer observation work USA wildlife interested

Writing 9 Pairwork Work in pairs. Write a short text describing the work of a wildlife

biologist in your country. Use the Internet to help you find the information if necessary. Then compare it to what Sierra does.

Speaking 10 Which of the jobs in this unit do you like best? Discuss with a partner. Say: ● why you like it ● how to do it (studies, experience, life choices)

Vocabulary 11 Translate the words and expressions into your language. botany /ˈbɒtəni/ ________________________________ decompose /ˌdiːkəmˈpəʊz/ ________________________ dendrologist /dɛnˈdrɒlədʒist/ _____________________ dry (v) /draɪ/ __________________________________ fishing /ˈfɪʃɪŋ/ __________________________________ forestry consultant /ˈfɒrɪstri kənˌsʌltənt/ _____________ freshwater streams /ˈfreʃˌwɔːtə ˌstriːm/ _______________ game population /ɡeɪm ˌpɒjəˈleʃən/ ________________ hunting /ˈhʌntɪŋ/ _______________________________ land species /lænd ˈspiʃiz/ ________________________ landowner /ˈlændˌəʊnər/ __________________________ logger /ˈlɒɡər/ __________________________________ lumber /ˈlʌmbər/ _______________________________

manage (v) /ˈmænɪdʒ/ __________________________ moisture /ˈmɔɪstʃər/ _____________________________ pollute /pəˈluːt/ _________________________________ ranger /ˈreɪndʒər/ _______________________________ rot (v) /rɒt/ ____________________________________ saw (v) /sɔː/ ___________________________________ silviculturist /ˌsɪlvɪˈkʌltʃərɪst/ ______________________ specialize /ˈspeʃəlaɪz/ ____________________________ stack (v) /stæk/ ________________________________ timber /ˈtɪmbər/ ________________________________ urban forester /ˈɜːbən ˈfɒrɪstər/ ____________________ wood /wʊd/ ___________________________________

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11 Raising Animals

1 Pairwork In pairs, discuss the questions.

1 Where is the world population growing: developing or developed countries?

2 What factors do you think will affect worldwide livestock production in the future?

2 Read the text and check your answers to Exercise 1.

Raising livestock: a changing world The global livestock sector, the raising of farm animals, is highly dynamic and has changed dramatically in the last few years.

In developing countries there is the highest population growth and more urbanization, but also increasing incomes. One result is that demand for livestock products (like milk, meat and wool) in these countries is rapidly increasing.

Meanwhile, in developed countries, the demand for livestock is quite stable at the moment, but many production systems are increasing their efficiency and trying to improve environmental sustainability.

Worldwide production of livestock in the next few years will be more and more affected by several factors: � competition for natural resources, particularly land and water (which are fundamental for raising animals); � competition between food (for humans to eat) and feed (for farm animals to eat); � the need to operate in a more environmentally-friendly way (for example with reduced carbon emissions); � increasing concerns about the treatment of livestock and animal welfare, with consequent pressure on farmers to change their farming methods; � developments in breeding, nutrition and animal health (leading to more productivity and genetic improvements).

Demand for livestock products could also be heavily affected in the future by socio-economic factors like human health concerns (‘Is meat good for your health?’) and changing socio-cultural values (for example, recent increases in vegetarianism and veganism in western countries).

However, nobody can predict exactly how all these factors will develop in different regions of the world in the next few years.

3 Read again and choose the correct alternative.

1 2 3 4 5

4

The livestock sector has / hasn’t changed in the last few years.

Urbanization is increasing / decreasing in developing countries.

Land and water are natural resources not needed / needed for livestock production.

‘Food’ and ‘feed’ are the same / different things.

Vegetarianism is becoming more / less popular in the western world than before.

CERT Answer the questions.

1 2 3 4

In the future where will there probably be the highest demand for livestock products?

What is the difference between ‘food’ and ‘feed’?

What can farms do to be more environmentally-friendly?

What factors will improve productivity in the future?

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5 Read the article about breeding cattle for milk and meat,

and match the words in green (1–8) to the Italian translation below.

Breeding cows After about fifteen months of life, cows are ready to start (1) breeding. They can give birth and start (2) nursing. This stimulates the production of milk, with its perfect equilibrium of fats, proteins and carbohydrates. In fact, cow’s milk contains fewer fats and carbohydrates and three times more proteins than human milk.

Cows have a nine-month gestation period, after which a (3) calf is born. Female calves are usually raised for milk, while most male calves are raised for veal (a gourmet meat which is produced by keeping the calves in confined spaces where their (4) muscles are not used, producing extremely tender meat).

In recent years, milk production has become highly mechanized and production has increased dramatically: in the USA, it went from 2.3 tons of milk a year per cow in 1940 to 11.4 tons in 2016. In Europe, in the year 2016, the production of milk was 16.3 tons of milk a year per cow. In that year, around 37% of milk production was used to make cheese, 30% for butter, 13% for cream, and the rest was sold as milk to drink.

Some cows are specifically bred for beef: after the first six to eight months of life they are transferred to confined (5) feedlots. There, the goal is to add significant (6) weight to the cow with it a high grain-based feed consisting of mainly of (7) corn and soy. At 14 to 16 months of age, the animals are transferred to the (8) slaughterhouse for further procedures.

prendersi cura dei piccoli ____ allevamento vitello ____ muscoli macello ____ recinti di ingrasso peso ____ mais

1 ____ ____ ____ ____

6 Decide if the following sentences are true (T) or false (F), then correct the false ones.

1 Cows start nursing when they are about 3 years old.

2 Cow’s milk contains more protein than human milk.

3 Cows have a similar gestation period to humans.

4 Veal is a kind of meat from female calves.

5 In Europe, in 2016, each cow produced 16.3 tons of milk.

6 Beef cows go to feedlots when they are under two years old.

F _____ _____ _____ _____ _____ _____

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Lab Corner 7 Complete the mind map about raising small animals with the animals from the box. rabbits chickens ducks bees

1 _____________________ • good source of meat and eggs • require only a small house with water nearby for swimming • friendly, but easy prey for hawks and dogs

2 _____________________ • good source of meat • need very little feed or space • require a hutch for protection

RAISING SMALL ANIMALS Compared to larger animals they: • need less space • are generally easier to raise • usually cost less in feed 3 _____________________

4 _____________________

• good source of eggs, meat and fertiliser • require a covered area, fresh water, a place to lay eggs • cleanliness is a priority as they are susceptible to disease

• produce honey • require a beehive to live in, and water • initial investment necessary for hive and protective clothing

Writing 8 Use the information in the mind map to write a short text about raising small animals. Find more details on the Internet if necessary.

9 Work in small groups. Prepare a PowerPoint presentation for your classmates about a local breed of cows. Include the following points:

● Description of the breed

● Its evolution in time

● Production data

Vocabulary 10 Translate the key words from the unit into your own language. beehive /ˈbiːhaɪv/ _______________________________ bee /biː/ ______________________________________ behaviour /bɪˈheɪvjər/ ___________________________ breeding (n) /ˈbriːdɪŋ/ ___________________________ butter /ˈbʌtər/ __________________________________ calf (pl.calves) /kɑːf/ ____________________________ chicken /ˈtʃɪkɪn/ ________________________________ cleanliness /ˈklenlinəs/ ___________________________ concern (n) /kənˈsɜːn/ ____________________________ confined space /kənˈfaɪnd speɪs/ ___________________ cream /kriːm/ __________________________________ efficiency /ɪˈfɪʃənsi/ ______________________________ feed (n) /fiːd/ __________________________________ feedlot /ˈfiːdlɒt/ _________________________________

hawk /hɔːk/ ___________________________________ honey /ˈhʌni/ __________________________________ hutch /hʌtʃ/ ___________________________________ meat /miːt/ ____________________________________ nursing /ˈnɜːsɪŋ/ ________________________________ prey /preɪ/ ____________________________________ slaughterhouse /ˈslɔːtəhaʊs/ ______________________ source /sɔːs/ ___________________________________ susceptible /səˈseptəbəl/ _________________________ treatment /ˈtriːtmənt/ ____________________________ veal /viːl/ ______________________________________ welfare /ˈwelfeər/ _______________________________ weight /weɪt/ __________________________________ wool /wʊl/ ____________________________________

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Animal Welfare 12

1 What is animal welfare? What kinds of animal does it concern?

Discuss with the class, then read the text and check your answers.

What is animal welfare?

The term animal welfare refers to the state of an animal and how it copes with the conditions in which it lives. Protecting an animal’s welfare means taking care of its physical and mental needs, so if an animal is in a good state of welfare it is: ✓ healthy ✓ well-nourished ✓ able to express natural behaviour

✓ comfortable ✓ safe ✓ in no pain or fear

However, animal welfare is a subjective topic and people often disagree about what it involves. It is often dictated by how people feel about animals and what they, the humans, think is important and valuable to the animals themselves. For example, some people feel that the health of the animal is fundamental, but others think that behavioural expression is most important, and these issues are often the subject of debate.

The objective investigation of the welfare of animals as pets, on farms, in zoos, in laboratories and in the wild is known as Animal Welfare Science (AWS) and is quite a new area of study. AWS uses scientific methods to study the welfare of animals, particularly those used in agriculture and in research laboratories. Of course, everybody knows that keeping animals in cages is cruel, but our opinions carry more weight when they are supported by science and research which lists and quantifies the extent to which animals have good welfare or are suffering.

2

CERT Answer the following questions.

1 2 3 4

In which conditions is an animal considered in a state of good welfare?

Why do people disagree about animal welfare?

What is animal welfare science?

Which animals does it focus on in particular?

Vocabulary 3 Find these words in the text and match them to their definitions.

1 welfare 2 well-nourished 3 behaviour 4 subjective 5 debate 6 cruel

a the conduct of a human or animal b with the right amount of food c 1 the state of being healthy in mind and body d personal or individual interpretation e unkind, causing suffering or pain f discussion

Listening 11 4 CERT

Listen to an interview with an animal welfare scientist who works in a research laboratory and complete the summary with the missing information.

Jones started thinking about animal welfare when he was at (1) _______________. high school Dr He didn’t like using the pronoun (2) _______________ when referring to animals.

He tries not to think of the animals in the laboratory as (3) _______________.

He gives names to his animals because he thinks they deserve his (4) _______________.

He tries to be careful and (5) _______________ with the animals.

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5 Read the report from the Animal Welfare Institute and give each paragraph a title using the words from the box.

transport slaughter breeding raising

Animal welfare on farms Fifty years ago, family farms were very common and popular and most animals were able to graze in fields and pastures. Instead, today, the rearing of animals on farms is dominated by industrialised facilities that see animals purely as production units.

The animals, which are usually confined in small cages where they cannot move freely, are not able to behave in a natural way.

The life cycle of many farm animals usually falls into the four phases listed below, but each phase could be made easier for the animals if they were treated with more care. This report is aimed at raising awareness of certain inhumane conditions in farming practices in each of the four lifecycle phases: 1 _______________ Today, the focus of farming is often on the quantity of the products, which must be high. For example, dairy cows are genetically selected to produce up to twelve times the amount of milk needed to feed their calves. Producing and carrying such a burden is stressful for the animal which lives in great pain with little possibility of moving around.

2 _______________ The majority of animals are raised alone, in confined spaces, to maximize productivity and profit for the farmer. This does not allow them to exhibit natural behaviour or to have any social interaction with other animals of the same species.

3 _______________ In today’s specialized food systems, the majority of animals are transported to the slaughterhouse instead of being killed on the farm where they were raised. Transport is stressful as vehicles are overcrowded and the risk of injury is high. The recommended duration of transport for mammals is eight hours but they are often forced to travel for an average of fifteen hours, and many are transported for much longer.

4 _______________ Every hour, one million chickens, 14,000 pigs and 4,000 cows are slaughtered in the United States, often using inhumane methods. We need to make sure they are killed under right conditions.

6

CERT Read again and answer the questions.

1 2 3 4

Why have dairy cows been genetically engineered?

Why are many animals raised in confined spaces?

Why is transport stressful for animals?

How many animals go to the slaughterhouse in the USA, every hour?

7 Complete the summary with the words from the box. focused animal perform happening industrialized In the past, (1) animal _______________ farms were very different from today where they are characterised by (2) _______________ buildings with animals raised in small cages. Here, the animals cannot move freely and so they cannot (3) _______________ simple natural actions. For example, breeding is (4) _______________ on producing a lot of milk from dairy cows and this makes the life of a cow much harder because it is producing milk in an unnatural way. This is (5) _______________ because cows have been genetically selected to produce higher quantities of milk.

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Lab Corner

8 Read the leaflet. Choose the correct alternative to complete the sentences below.

FOUR WAYS YOU CAN HELP FARM ANIMALS!

1

EAT LESS MEAT, DAIRY PRODUCTS AND EGGS!

2

3 NEVER EAT THIS FOOD!

Certain foods are produced from animals that have been maltreated: We can avoid foie gras, for example, is intensivelymade from ducks or geese farmed meat, which have been cruelly dairy products and fed by force to make them eggs by shopping unnaturally large. If you at small family RD! know which foods rely THE WO farms or certified SPREAD ve on cruelty to animals and supermarkets. Let at you ha Share wh a avoid them, you’ll help s m ny farmers know that ed with a rn a le to stop the production of u can! this is what we want! ple as yo o e p make these foods. active to Become hange people c re o m re u s shop way they their the 1 According to the leaflet, if you eat fewer / more animal products, and eat. farmers will change the way they treat animals.

With less demand for animal products farmers can reintroduce better conditions for animals, like raising livestock in the open air on pastures.

Consuming fewer animal products is also good your health, reducing the risk of cancer, cardiovascular diseases and obesity.

SHOP FOR HIGHER WELFARE FOOD!

4

2 Animal products can reduce / increase certain diseases in humans, according to the leaflet.

3 The leaflet says that shopping from small farms may help reduce intensive farming / demand.

4 The leaflet says that to make foie gras animals are given no water / forced to eat.

5 The leaflet tells us to completely stop eating meat / pass on the information.

9 Work in small groups. Prepare a PowerPoint presentation about the use of animals in Italy. Use the Internet and include information about:

● farm animals (how many? what breeds? geographical distribution?) ● animals used in laboratories (where? what kind? for what purpose?) ● legislation regarding the treatment of farm and laboratory animals

10 Pairwork In pairs, list the arguments against and in favour of the two quotes below.

Then discuss your ideas with the class.

‘Animals should not be exploited by people and they should have the same rights as humans.’

‘Humans must use animals to satisfy their needs, including research.’

Vocabulary 11 Translate the key words from the unit into your own language. awareness /əˈweənəs/ ___________________________ cage /keɪdʒ/ ___________________________________ cope /kəʊp/ ___________________________________ cruel /ˈkruːəl/ __________________________________ debate /dɪˈbeɪt/ ________________________________ fear /fɪər/ _____________________________________ geese (sing. goose) /ɡiːs/ ________________________ inhumane /ˌɪnhjuːˈmeɪn/ _________________________ injury /ˈɪndʒəri/ ________________________________

life cycle /ˈlaɪf ˌsaɪkəl/ ___________________________ maltreat /ˌmælˈtriːt/ _____________________________ pain /peɪn/ ___________________________________ rear (v) /rɪər/ __________________________________ rely on /rɪˈlaɪ ˌɒn/ _______________________________ safe /seɪf/ _____________________________________ slaughter /ˈslɔːtər/ ______________________________ suffer /ˈsʌfər/ __________________________________ well-nourished /ˈweˈnɝːɪʃt/ _______________________

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13 Wine and Beer Production

1 Pairwork In pairs, discuss the questions.

1 What is wine fermentation?

2 Where is wine kept in order to age it?

2 Read the extract from a manual on how to make wine.

Match the words in green (1–7) to the Italian translation below.

How to make wine Wine is made from three ingredients: (1) grapes, water and (2) yeast. The basic idea is to extract sugars from the grapes so that the yeast can turn them into alcohol and carbon dioxide (CO2), creating wine.

1

2

5

Pick the grapes Many winegrowers harvest white grapes first and then move on to red varieties, but in both cases grapes are collected and transported to (3) crushing pads.

Crush the grapes A (4) destemmer can be used to remove the stems, then the grapes are crushed and the resulting liquid is called must.

Bottle the wine When the winemaker feels that a wine has aged to perfection, it’s time to bottle!

4

Age the wine The time needed for (5) aging depends on the kind of wine you want to create.

You can age the wine in (6) stainless steel containers, or (7) oak barrels which helps give flavour and structure to the wine.

3

Ferment the grapes The process where sugar converts into alcohol to create wine is called fermentation. For both red and white wines, yeast is added to the grape must to make fermentation easier.

acciaio inox ____ zone di pigiatura ____ botti di rovere ____ uva ____ invecchiamento ____ lievito ____ 1

diraspatrice ____

3 Complete the summary with the words from the box. pads alcohol characteristics must starts

starts Wine-making (1) _______________ with the harvest where grapes are collected and transported to crushing (2) _______________. Here, stems are removed from clusters and the grapes are crushed. The resulting liquid, known as the (3) _______________, goes into fermentation, where yeast converts the sugar into (4) _______________. Next, the process of aging gives the wine some special (5) _______________, for example a richer flavour. After the period of aging, it is time to bottle the wine.

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4

CERT Complete the text about beer-making with ONE word in each space. The map on page 438 will help you.

How to make beer ingredients Beer is made from four basic (1) _______________ : barley, water, hops and yeast. The basic idea is to extract the sugar from barley so that the (2) _______________ can turn it into alcohol and carbon dioxide, creating (3) _______________.

1

Malting The brewing process starts with grains (barley, wheat or rice) that are heated and broken up. The goal is to isolate the enzymes for the next step.

2

Mashing The grains are put into hot water so that the enzymes release sugars in the ‘wort’ (unfermented beer).

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4

Bottling and aging At the end of the fermentation period, we have a flat beer that needs to be ‘bottle conditioned’. This means that it is aged in the bottle for a period of time.

Fermentation The wort is filtered and yeast is added so that (4) ____________ can start. The beer is then stored at room temperature for a period of time. During this process, the yeast consumes all the (5) ____________ and releases carbon dioxide and alcohol.

3

Boiling The wort is boiled and hops are added, to give it a more bitter, stronger flavour.

5

CERT Choose the correct alternative to complete the sentences.

B is an important ingredient of beer.

1 _____ A Milk B Water C Tea

3 The wort is a liquid that results from _____.

A fermentation B malting C mashing

2 The first step to make beer is _____.

A malting B mashing C boiling

4 Hops make the beer _____.

A more bitter B sweeter C less strong 5 Aging is the _____ step of beer-making.

A final B initial C middle

Vocabulary 6 Find and underline the English equivalent of these words in the text.

1 orzo _____________ 2 luppolo _____________

3 amaro _____________

4 invecchiato _____________

Writing 7 Write a paragraph about one of the steps to make wine or beer. Use the information in this unit and research more details online. Say what happens during this step, what is needed, and what the results are.

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Lab Corner

Listening 12 8 Listen to Dr Leyland talking about growing hops

at home. What part of the hop plant is used for beer-making?

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12

CERT Listen again and complete the form.

People are starting to grow hops at home in order to personalise their beer.

(1) _______________ You need space because hop bines can grow to about (2) _______________ metres tall.

The best soil for hops is slightly (3) _______________.

Hops are usually harvested in (4) _______________.

The ‘cones’ are the green (5) _______________ of the hop plant.

You need to protect hops from (6) _______________ like aphids.

They like a location with lots of (7) _______________ and space.

Speaking 10 Pairwork Work in pairs. Tell your partner what you know about the words in your list. Help each other if you can’t remember the information.

Student A: fermentation / mashing / hop bines Student B: crushing / bottling and aging / hop cones

11 Pairwork Work in pairs. Create a PowerPoint presentation about wine- or beer-making.

Use the information in this unit and research more details on the Internet. Include: ● the components and characteristics of the drink ● the steps you need to follow to make it ● images to illustrate your presentation

Vocabulary

12 Translate the key words from the unit into your own language. age (v) /eɪdʒ/ __________________________________ aphid /ˈeɪfɪd/ __________________________________ barley /ˈbɑːli/ __________________________________ bitter /ˈbɪtər/ ___________________________________ bottle (v) /ˈbɒtəl/ _______________________________ brewing /ˈbruːɪŋ/ _______________________________ crush (v) /krʌʃ/ _________________________________ fermentation /ˌfɜːmenˈteɪʃən/ _____________________ flavour /ˈfleɪvər/ ________________________________ grapes /ɡreɪps/ _________________________________

hop bine /hɒp baɪn/ ____________________________ hops /hɒps/ ___________________________________ oak barrel /əʊk ˈbærəl/ ___________________________ pick /pɪk/ _____________________________________ press (v) /pres/ ________________________________ sediment /ˈsedɪmənt/ ____________________________ stainless steel /ˌsteɪnləs ˈstiːl/ ______________________ stem /stem/ ___________________________________ winegrower /ˈwʌɪnɡrəʊə/ ________________________ yeast /jiːst/ ____________________________________

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Food Marketing 14

1 Pairwork In pairs, discuss the questions.

1 What is the purpose of marketing?

2 What considerations are important in marketing?

2 Read the article and check your answers to Exercise 1.

What is food marketing?

Food marketing is a chain of activities that communicate to the consumer through a range of marketing techniques with the purpose of adding value to a food product and persuading the consumer to buy it. The four components of food marketing are known as the ‘four Ps’ because they relate to product, price, promotion and place.

id by the amount of money pa Price The price is the lating the Product Manufacturers develop new food products consumer. A lot of thought goes into calcu ny costs, it needs to reflect ma e us or modify existing ones to reflect market needs. ca be ice pr um optim storage of Changes in eating habits, information about nutrition like production, packaging, shipping and ed to consider and even food fashions, for example, can mean that the product itself. Manufacturers also ne oduct can and underpricing a pr a product becomes less popular and needs to be that both overpricing changed or marketed in a different way. Lots of ideas discourage consumers from buying it. regarding the product and its characteristics need to Place Most food products are not sold at be evaluated in order to market it effectively. the farm where they are cultivated or bred, so ‘place’ refers to the distribution and the warehousing efforts necessary to move Promotion All the actions used to communicate the food from the producer or manufacturer features of a product and its benefits to the public, to a location where consumers can buy it. like advertisements, competitions, mailings etc., are This also refers to the actual position where promotional activities. The aim of promotion is to a product can be found inside the shop, for persuade customers to buy the product. example near the entrance, on a top shelf, or at the back of the shop.

3

CERT Choose the correct alternative to complete the sentences.

C a product.

1 The goal of marketing is to _____ A see B buy C sell 2 The article says that the way a product is marketed can sometimes change depending on _____.

A food trends and fashions B the shops C what it looks like 3 The price of a product reflects its storage and packaging _____.

A and other considerations B alone C but not the costs 4 Advertisements are a type of _____.

A product B promotion C place 5 ‘Place’ in marketing refers to _____.

A the farm or manufacturer B the movements that the product goes through C the shops where it is sold

4 Complete the summary with the words from the box. communication explain value promotion marketing Food (1) marketing _______________ is a chain of activities for a food product that take place before it is sold. It is about (2) _______________ to the customers in order to add (3) _______________ to the food product and persuade people to buy it. We can (4) _______________ marketing with reference to the ‘4Ps’ which are product, price, (5) _______________ and place.

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5

CERT Read part of a student’s school project about a famous coffeehouse chain.

Complete the text with ONE suitable word in each space. one Starbucks is (1) _______________ of the most recognizable brands in the world and its marketing strategies are (2) _______________ in many colleges as an example of a business success story.

The company was founded in 1971, initially as a coffee company which only sold coffee beans.

The famous logo has always been part of the company although (3) _______________ has been redesigned several times and has changed a lot over the years.

In 1986, Starbucks was sold by the original owners, and a businessman called Howard Schultz became the Chief Executive Officer (CEO) of the company. Schultz stayed with Starbucks until 2018, and contributed enormously (4) _______________ its success.

The mission of the company is ‘to establish

Starbucks as the premier purveyor of the finest coffee in the world while maintaining uncompromising principles’ and this says a lot about its marketing strategies! Starbucks would (5) _______________ people to think of it as ‘the third place’: somewhere that exists between home (6) _______________ work.

The marketing strategies of Starbucks are carefully aimed at a specific type of customer who was profiled in 2017 as a working man or woman in the middle to upper sector (7) _______________ society. The company considers that this is the kind of person (8) _______________ would enjoy the Starbucks’ experience which gives customers a place to relax and to interact (the so-called third place).

In 2018, Starbucks had almost 30,000 stores in 77 different countries and has, of course, made Schultz a billionaire.

6 Decide if the following sentences are true (T) or false (F), then correct the false ones.

1 Starbucks was founded before 1950.

2 It has always sold the same kind of products.

3 It has frequently redesigned its logo.

4 Schultz became CEO of the company in 1986.

5 Typical customers of Starbucks belong to lower classes.

6 In 2018, Starbucks had less than 30,000 shops worldwide.

F _____ _____ _____ _____ _____ _____

7 Match each sentence with its ending.

1 2 3 4 5

Starbucks is an The company was Starbucks’ logo Its mission is that it wants to Starbucks is careful

a be seen as ‘the third place’. b founded about 50 years ago. c has been re-designed a few times. d 1 important example of successful marketing. e to profile its customers.

Writing 8 Pairwork If you could interviewed the owner of Starbucks, what questions would you ask him?

Write five questions, then compare with a partner.

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14

Lab Corner

Listening 13 9 Listen to how Eataly, a much bigger company, markets its products. Tick (✓) the things that it promotes.

quality products

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13

exotic food

regional specialties

natural ingredients

international cuisine

CERT Listen again and complete the summary. Use ONE word in each space.

2004. He wanted to promote the high (2) _______________ of Italian Oscar Farinetti founded Eataly in (1) _____________ gastronomy and food culture. The idea for a place where you could do more than simply eat came to him while he was in a bazaar in the city of (3) _______________. All the food is grown in an ethical way and respects the land, (4) _______________ and the manufacturing process. One marketing strategy that has been successful is that (5) _______________ of food at Eataly mostly show natural, uncooked ingredients instead of final dishes.

Writing 11 Write a short text about the marketing strategies of Eataly. Look online for additional information and take the following points into consideration:

● how many people work for the company? ● what activities does it promote and what is its mission?

12 Write a short text on one of the following companies. Research on the Internet then describe the company’s marketing strategies. ● The Body Shop ● Coca Cola

● Sergio Mottura ● Calvisius Agroittica

13 Find out about strategic positioning of food products on the supermarket shelves. Use the Internet: type Food and Visual Merchandising into your browser and read some online articles.

Then write a short text about what you have discovered, giving your own opinion.

Vocabulary 14 Translate the key words from the unit into your own language. advertisement /ədˈvɜːtɪsmənt/ ____________________ benefits /ˈbenɪfɪt/ ______________________________ consumer /kənˈsjuːmər/ _________________________ discourage /dɪˈskʌrɪdʒ/ __________________________ dish /dɪʃ/ _____________________________________ effectively /ɪˈfektɪvli/ ____________________________ ethical /ˈeθɪkəl/ ________________________________ found (v) /faʊnd/ ______________________________ location /ləʊˈkeɪʃən/ _____________________________

manufacturer /ˌmænjəˈfæktʃərər/ __________________ marketing /ˈmɑːkɪtɪŋ/ ___________________________ overpricing /əʊvəˈprʌɪsɪŋ/ _______________________ packaging /ˈpækɪdʒɪŋ/ __________________________ review (n) /rɪˈvjuː/ ______________________________ shipping /ˈʃɪpɪŋ/ _______________________________ storage /ˈstɔːrɪdʒ/ _______________________________ uncooked /ʌnˈkʊkt/ _____________________________ underpricing /ʌndəˈprʌɪsɪŋ/ ______________________

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15 Italian Food Production

1 Pairwork In pairs, discuss the questions.

1 Why is Italian food production famous all over the world?

2 What is the average size of Italian farms?

2 Read the report about agriculture in Italy and check your answers to Exercise 1.

AGRICULTURAL FOOD PRODUCTION IN ITALY Italy is the third-largest economy in the Eurozone with an estimated GDP (Gross Domestic Product) of $2.2 trillion. The country’s economic strength is in processing and manufacturing goods, primarily in small and medium-sized family-owned companies. However, agricultural production, which accounts for about 2.1% of GDP, also plays an important role in the economy. Italy’s main agricultural exports to other countries include wine and beer, olive oil, cheese (for example, Parmesan), and processed red meat (for example, Parma ham). These types of product are well-known all over the world for their quality.

Agricultural production varies throughout the peninsula, with the northern part of the country producing mainly grains, meat and dairy products, and the south specialising in fruit, vegetables, olive oil and wine.

The average size of farms, at about 7 hectares, is quite small and much of the country (being mountainous) is unsuitable for farming.

About 4% of the Italian adult population works in the farming sector, although this figure has been falling a little in recent years.

In Italy, the food retail and distribution sector is extremely fragmented and resistant to change: traditional small food shops continue to be very popular, as well as open-air markets, and Italian consumers tend to prefer fresh products instead of canned, frozen, or ready-made meals, although this situation is changing.

3

CERT Choose the correct alternative to complete the sentences.

C economy in the European Union.

1 In terms of size, Italy is the number _____ A one B two C three 2 The Italian GDP is _____ $2 trillion.

A exactly B higher than C less than 3 A large part of Italy cannot be farmed because of the _____.

A costs B mountains C weather 4 The percentage of Italians employed farming is _____.

A going up B stable C going down 5 The Italian food sector is very _____.

A compact B fragmented C united

4

CERT Answer the following questions.

1 2 3 4 5

What is the name for the monetary value of all the goods and services produced in a country?

What percentage of this value is produced by Italian agriculture?

What are the most important products of the Italian food sector?

Which parts of Italy produce most milk and cheese?

Where do many Italian consumers prefer to buy their food?

Speaking 5 Pairwork Work in pairs. Tell your partner what you know about the words in your list.

Student A: GDP / medium-sized farms / resistant to change Student B: family-owned companies / 7 hectares / production in the south

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6 Read the article about organic products in Italy. For each paragraph choose a title from the box.

Why buy organic? The beginnings of organic farming in Italy Historical background Current trends in shopping habits

The future

THE ORGANIC FOOD SECTOR IN ITALY

A ____________________ To help Italy and Europe get back on its feet after World War II, cheap food was needed on a large scale. To meet that goal, the European Economic Community (now the European Union) promoted rapid industrialisation of agriculture and intensification of farming methods in the 1950s, leading to increased use of fertiliser, single crop varieties and homogenous landscapes.

B ____________________ The negative effects of over 70 years of introducing chemical substances into the land are now being inverted with the increase in organic farming. This began on a very small scale in the 1960s with a limited number of farmers reducing their use of chemicals, pesticides and synthetic

fertilisers, and looking for new, sustainable farming methods, but the last few years have seen big changes.

C ____________________ Today, there is a very positive trend in the Italian organic agriculture sector. In 2018, for the first time, sales of organic food in Italy exceeded 1.5 billion euro. Organic products are no longer simply sold in the small specialised shops that pioneered organic trade, but have reached the large supermarkets, too. Nowadays, organic food is part of the weekly shopping cart for 26% of Italian families, and 88% of families buy organic products at least occasionally, especially in the central and the northern areas of the country.

D ____________________ In a recent survey, 76% of consumers said that their main reason for buying organic products was that they believed that it is safer and healthier. Other reasons were that it is higher quality (34%), and respects the environment and is more sustainable (29%).

E ____________________ In 2017, Italian farmers cultivated almost 1,800,000 hectares of organic cultivated land which is an increase of about 20% compared to the previous year. This means that 14.5% of total agricultural land is now cultivated organically.

Predictions suggest that this figure will continue to increase.

7 Decide if the following sentences are true (T) or false (F), than correct the false ones.

1 Organic farming in Italy started immediately after World War II. 2 The Italian organic food sector is going down.

3 In 2018, the sales of organic food were higher than â‚Ź1 billion.

4 Organic products are less popular in the south of Italy.

5 Most people buy organic products to help the environment.

6 The quantity of organic cultivated land increased between 2016 and 2017.

F _____ _____ _____ _____ _____ _____

Speaking 8 Pairwork In pairs, discuss the questions.

1 Does your family buy any organic food? Which?

2 What are the reasons given in the text for using organic products. Can you think of other reasons?

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15 Writing 9 Use the Internet to find out about organic products in Italy. Then write a short text about it.

Include:

● The kind of organic food that Italy produces ● What is most popular with consumers ● The situation in your area

10 The popularity of Italian food and drink products worldwide and the prestige of Made in Italy has created a new problem known as Italian Sounding. Read the text. How do companies make their products seem to be Italian?

The ‘Italian Sounding’ phenomenon refers to the creation of images, colours and names of products that are very similar to their Italian equivalent – they ‘sound’ (or look) Italian – but have not been made in Italy. They are imitations which may, for example, use the colours of the Italian flag or a photo of an Italian scene on the packaging, or have a similar name to a famous Italian brand, but in fact these products have no connection to the Italian originals.

They look Italian but do not have the same ‘Made in Italy’ excellence and bear no relation to Italy’s traditions and culture.

The most commonly imitated products are cheese (mainly Parmesan), pasta and pasta sauces, and dairy products. In 2017, the farming association Coldiretti did a survey in a number of large cities in the European Union to evaluate the economic losses due to Italian Sounding. They found that, in these cities, two out of three products that ‘sounded Italian’ (from the names or images on the package) were in fact not made in Italy. Losses in business for the Italian economy due to the problem of Italian Sounding were estimated at €90 billion!

11 CERT Answer the questions.

1 What is ‘Italian Sounding’?

2 What are the most affected products by Italian Sounding?

3 What did the 2017 Coldiretti survey find out about Italian Sounding?

4 What are the outcomes of ‘Italian Sounding’ on Italian economy?

12 Pairwork Work in pairs. Prepare a report on a possible solution to the problem of Italian Sounding called ‘Authentico’. Follow these steps: ● look online for information about Authentico ● make notes about the idea ● write your report explaining how it works ● remember to give your own opinion about the innovation!

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Lab Corner Listening 14 13 What do you know about wine and food tourism? Choose the correct alternative to complete the sentences. Then listen to the interview and check your answers.

1 Food and wine tourism is / isn’t helping the Italian economy.

2 About a third / half of all foreign tourists in Italy come specifically for the food and wine.

3 A food / wine tourist is also known as an Enotourist.

14

14

CERT Listen again and complete each space with a number.

Italy is the world’s (1) fifth most popular destination for foreign tourists. About (2) _______________% _______________ of them come specifically as food and wine tourists. Every year in Italy, Enotourists spend about (3) _______________ billion euro. The first edition of Cantine aperte (Wine Day) was in (4) _______________.

Today, about (5) _______________ wineries take part in the event.

15 Pairwork Look at the map of Italy. In pairs, write the name of a typical food or drink product that could attract tourists to each region. Then compare your ideas with the class.

16 Work in small groups.

Choose a typical Italian food or drink product. Find out information online and work together to prepare a PowerPoint presentation about it. Include: ● what it is, how it is made and where it is produced ● why it is special or unusual and why it may attract tourists ● whether it is in danger from ‘Italian Sounding’ or fake products ● what you think the future of this product will be

Vocabulary 17 Translate the key words from the unit into your own language. brand (n) /brænd/ ______________________________ canned product /ˌkændˈprɒdʌkt/ __________________ enotourist /iːˈnɒˌtʊərɪst/ _________________________ hectare /ˈhekteər/ _______________________________ loss /lɒs/ ______________________________________ mountainous /ˈmaʊntɪnəs/ _______________________ organic food /ɔːˌɡænɪk ˈfuːd/ ______________________ processed meat /ˌprəʊsest ˈmiːt/ ___________________ ready-made meal /ˌrediˈmeɪd mɪəl/ ________________

reason (n) /ˈrizən/ _______________________________ retail /ˈriːteɪl/ __________________________________ sales /seɪlz/ ___________________________________ strength /streŋθ/ _______________________________ unsuitable /ʌnˈsuːtəbəl/ __________________________ well-known /ˌwel ˈnəʊn/ _________________________ winemaker /ˈwʌɪnmeɪkə/ ________________________ winery /ˈwaɪnəri/ _______________________________ wine-tastings /ˌwaɪn ˈteɪstɪŋ/ _____________________

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Ready for PLANET ENGLISH Laboratory for Farming & Rural Development Editorial coordination and project: Simona Franzoni Editorial department: Simona Bagalà, Sue Tremenheere Art Director: Marco Mercatali Page design: Airone Comunicazione Picture research: Simona Bagalà Production Manager: Francesco Capitano Page layout: Marina Pierini © 2019 ELI S.r.l P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax. +39 071 977851 info@elilaspigaedizioni.it www.elilaspigaedizioni.it No unauthorised photocopying.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser.

While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisher will be pleased to make the necessary arrangements at the first opportunity.

Printed by Tecnostampa – Pigini Group Printing Division – Loreto, Trevi – Italia 19.83.186.0P ISBN 978-88-536-2609-7 Acknowledgements ELI Archives, Shutterstock

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