Unit 7 - new language leader answers PDF

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7

Design

Unit Objectives Grammar: Vocabulary: Scenario: Study skills: Writing skills:

modals (necessity and obligation); modals (present deduction) word building; design adjectives; materials, shapes and textures; abstract nouns describing qualities; evaluating designs proofreading a product report

7.1 DESIGN IS EVERYWHERE IN THIS LESSON Lesson topic and staging This lesson looks at product designs. Students read extracts from a design book and use vocabulary from the texts to focus on word building and design adjectives. Students use these adjectives to talk about designs of cars and phones and finally write about their favourite design.

Objectives

READING 1 As a lead-in, ask students to read the quote on page 66 and tell you what it means (see Terence Conran quote above). • Students could limit their discussion to their home or they could broaden it out into other areas that interest them (e.g. phones, cars, buildings). 2a Tell students to read the statements and check they understand essential (very important) and restrictions (rules that limit what people can do). • Give students three minutes to read the extracts and answer the questions. • In feedback, check students understand misconceptions (wrong idea/belief) in Extract 4.

By the end of the lesson, students will have: • extracted specific information from a reading text • revised/learnt patterns in word building (verb/noun/adjective) • learnt a set of adjectives related to design • used the topic vocabulary to describe designs

Timings If short of time, omit Exercise 2b or 7a. Set Exercise 8 for homework. Possible lesson break: After Exercise 3b.

WARM-UP This activity introduces the idea of designs people prefer and why. • Focus students on the title of this lesson, Design is everywhere, and write prompt words on the board e.g. trainers, computers. • Put students into pairs or small groups to discuss what kind of design they prefer for the prompts listed on the board. • When they have finished, ask the class which were the most popular kinds of design and why. Terence Conran quote: This implies that design is about both looking good and performing well.

New Language Leader Intermediate Design

a4 b3 c1

d5

e2

2bEmphasise these are not True/False statements, but students need to correct them all. • Do the first statement as a whole class before students complete the exercise individually. • Tell them to compare with a partner and then check answers with the class. • To follow up, ask students if their understanding of design is now different. 1 Scientists can invent technologies ... engineers can make them work ... only designers can combine all these things. 2 Magazines make mistakes. They use design when they mean style or fashion. 3 Design is also about how things work. 4 A design doesn’t have to be new and different, but it must fulfil a need. 5 Designers don’t have freedom like artists do. They can’t just follow their creative feelings. 2c Critical thinking: Reacting to a text. Give students a few minutes to read the texts again and decide on their answer to the questions. • Put students into pairs to discuss their opinion and to give their reasons.

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VOCABULARY: word building, design adjectives 3a Ask students what word building is (e.g. making nouns from verbs) and elicit or give an example (e.g. teach – teacher). • Check students understand concept (idea) in the third column of the table. • Tell them to complete any boxes they can before they look at the extracts to check. Point out that there are four boxes they don’t need to complete. • Encourage students to guess the meaning of words they don’t know by looking at the context (e.g. innovative is clear in Extract 3). • Elicit the answers and listen to students’ pronunciation, but don’t correct problems with stress at this stage. verb

noun (person) noun (thing,

adjective

concept) deˈsign

deˈsigner

deˈsign

well deˈsigned

ˈscientist

ˈscience

4 Tell students that in a dictionary stress is marked by an apostrophe (') in the phonemic script. (Check that their dictionaries have phonemic script entries.) • Give an example by asking students to find design in their dictionaries. Write the phonemic script on the board and ask students where the apostrophe is. Say the word to demonstrate the stress. • Tell students to mark the stress on all the words they can without looking in the dictionary. • They then find the stresses they don’t know using their dictionaries (this will save time). • Play the recording for students to check their answers. (See answer key to Exercise 3a.) • Play the recording again, pausing after each set of words, and ask students to repeat. • Correct their pronunciation. If necessary, play the recording again for students to practise. 5a Students work alone to complete the gaps and then check with a partner. • Check the answers orally as a whole class.

scienˈtific

manuˈfacture manuˈfacturer manuˈfacturing proˈduce

proˈducer

ˈproduct/ proˈduction

engiˈneer

engiˈneer

engiˈneering

use

ˈuser

use

ˈusable

deˈvelop

deˈveloper

deˈvelopment

deˈveloping

ˈinnovate

ˈinnovator

innoˈvation

ˈinnovative

inˈvent

inˈventor

inˈvention

inˈventive

ˈartist

art

arˈtistic

proˈductive

3b Tell students that many suffixes indicate the word class. For example, -ly is very common as an adverb ending. These are not rules, but can help students to analyse a new word. 1 adjective 2 noun (person) 3 noun (thing) 4 noun (thing)/adjective 5 noun (person) • Once students have matched the endings to a word class, ask them to think of two or three more examples for each ending. • For extra practice, set Exercise V1,2–5 on page 139 of the Language reference.

Design

PRONUNCIATION

1 inventor 2 manufacture/produce 3 inventions/products/innovations 4 development/innovation/invention/product 5 design 6 designers/inventors/manufacturers 5b Encourage students to ask follow-up questions. • Monitor and note mistakes with the use/ pronunciation of words from the table. • When they have finished, ask a few students to tell you the most interesting thing they heard. • Correct some of the mistakes you noted earlier. If you are short of time, ask students to discuss only three or four of the questions. 5c Tell students the number of questions you want them to write (three or four should be enough). This is another chance to use the vocabulary correctly, so encourage them to write questions with words from Exercise 3 they found difficult. • Monitor to help with vocabulary if necessary. • When they have written their questions, give students ten minutes to speak to as many different people as possible and to note the answers. • Listen to note if students are making the same mistakes as in Exercise 5b. • When they have finished, ask a few students to tell you the most interesting thing they heard. • Finally, correct some of the mistakes you noted. 6a Individually, students circle the words they don’t know. They then work in pairs to compare and

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teach each other unknown words, and use a dictionary to find the words neither of them know. To save time, tell students to divide the unknown words between them, find them in their dictionaries and then tell each other the meaning. • Don’t go through answers at this stage. 6b/6c The aim of these two activities is to check that students understand the words in Exercise 6a. • Go through the answers with the class and correct pronunciation in preparation for Exercise 7. Alternatively, ask students to check the word stress by using their dictionaries. If students are still confused by some words, give or elicit examples of products that can be described in this way. 6b 1 retro, traditional 2 handmade, mass-produced 3 futuristic, innovative 6c 1 stylish 2 up-to-date 3 streamlined 4 elegant 5 simple 6 functional

SPEAKING AND WRITING 7a Give students two minutes to think about their answers before forming groups for the discussion. The groups should have three or four students so that everyone gets a chance to speak. • In feedback, ask students if their group agreed on which qualities were important. 7b Monitor to note mistakes with vocabulary from Exercise 6a. Tell students to ask you if they need help with extra vocabulary. • For feedback, ask each group which was the most popular car/telephone and why. • Correct the most common mistakes you noted. 8 Give students plenty of time for this activity. They should explain why they think the product is well designed, and how ‘it fulfils a need’. Students could include a sketch of the product with notes. • Tell them to ask you for help with extra vocabulary or to use their dictionaries. • Take the paragraphs in for marking, paying attention to the use of vocabulary from this lesson.

HOMEWORK OPTIONS Students do the vocabulary and pronunciation exercises for this lesson in MyEnglishLab. Students do Exercise V1,2–5 on page 139 of the Language reference.

Design

7.2 DESIGN THROUGH THE AGES IN THIS LESSON Lesson topic and staging Students read three texts about design in different decades of the 20th century and focus on vocabulary to talk about materials, shapes and textures. They also learn a set of abstract nouns. This is followed by a listening activity which contextualises the grammar focus of modals for necessity and obligation. Finally, students work in groups to design a new product.

Meet the expert video Watch the video to hear a furniture and product designer talking about her designs.

Objectives By the end of the lesson, students will have: • • • •

learnt to describe materials, shapes and textures extracted specific information from reading texts extended their range of abstract nouns extended/revised their knowledge of modal verbs for necessity and obligation • used modal verbs in an extended speaking activity

Timings If short of time, omit Exercise 3b. Possible lesson break: after Exercise 4b or 5c.

WARM-UP • In groups, students look at the photos and decide which design they like most and why. Encourage them to use adjectives from Lesson 7.1. • Get feedback from each group.

READING AND VOCABULARY: materials, shapes and textures 1a Write material, shape and texture on the board. Then write steel, curved and smooth under the correct category. Ask students to tell you where the other words from the box should go. Material: steel, leather, aluminium, canvas, wooden, plastic, paper, straw Shape: curved, angular, square, circular Texture: smooth, rough, polished, soft, hard

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1b Students work individually and write the words from 1a next to the chair they describe. They can use words several times or add their own words. • In pairs, students take turns to describe one of the chairs and their partner guesses which chair they are describing. Possible answers A straw, curved, rough/hard B wooden/plastic, curved, smooth/hard, polished C leather/ plastic, circular/curved, smooth/soft 1c Set this as a pairwork task and give students a few minutes for their discussion. 2 Read through the introduction with the class. • Elicit the answers to question 1 before you put students into small groups to discuss question 2. • In question 2, encourage students to give reasons. Check students understand recycling (using the materials from products again, e.g. paper). • Don’t give the answers for question 2 yet because they will read the texts to check in Exercise 3a. A 1990s

B 1930s

C 1960s

3a Put students into groups and give them three minutes to read their text. Tell them not to worry about unknown vocabulary. • Students then share their information and compare it with their ideas in Exercise 2. • Go through the answers and ask if students guessed correctly in Exercise 2. Tell them not to worry if their answers are different from those below because some items might fit into several decades. Accept any reasonable answers from the class, but encourage them to give reasons. 1930s: streamlining, ergonomic design 1960s: young consumers, short-lived products 1990s: advances in communication, recycling 3bGive students time to read and complete their section of the chart before they summarise their information for the rest of the group. • Go though the answers with the class and check students understand domestic appliances (e.g. washing machine, fridge), throwaway products (something you use for a short time, throw away and then buy a new product), durability (strong, can continue working a long time). • To follow up, ask students if they like 1930s design and 1960s furniture, and if they think recycled materials are a good idea.

Design

Students may think that the Products box refers only to the products of the named designers. Tell them to list all the products mentioned in the texts. Ideas: 1930s: streamlining, ergonomics 1960s: short-lived products, ‘throwaway’ society 1990s: recycling, energy-saving, product durability Designers: 1930s: Henry Dreyfuss 1960s: Verner Panton, Eero Aarnio, Courreges 1990s: Jane Atfield, Trevor Baylis Products: 1930s: boats, aircraft, cars, domestic appliances, telephone 1960s: furniture, plastic chair, Ball Chair (see photo B), clothes, ‘silver foil’ suits 1990s: solar/electric cars, shelving unit, mobile telephones, wind-up radio Materials: 1930s: Bakelite 1960s: plastic, futuristic materials 1990s: recycled 4a Critical thinking: Justifying opinions. Explain that the aim is to justify why they have chosen the era they have. There is no right or wrong answer. • Monitor to help with vocabulary. 4b Put students into groups. Give them time to justify their choices and try to reach an agreement. • Groups feed back to the class explaining why they could/couldn’t agree.

VOCABULARY: abstract nouns 5a An abstract noun is often a concept, idea, experience, quality or feeling that cannot be experienced with the five senses. • Ask students to compare their answers with a partner before you check with the class. • For extra practice, set Exercise V3,4–6 on page 139 of the Language reference. 1 advertising (1960–69) 2 consumerism / consumer (1960–69) 3 industrialisation (1990– 99) 4 recycling (1990–99) 5 communication (1990–1999) 6 streamlining (1930–1939) 5b Check students understand the meanings of the words in 5a by asking different students to provide definitions. • Then ask students to complete the sentences. 1 recycling 2 streamlining 3 advertising 4 consumerism 5 industrialisation 6 communication 5c Give students time to discuss with a partner.

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LISTENING 6 Read the questions before you play the recording. • Students compare with a partner before you go through the answers with the class. Check they understand new vocabulary (e.g. folding, canvas). 1 folding chair 2 people going camping or fishing or to outdoor concerts, anyone who sits outside for a long time 3 steel, aluminium, canvas 4 just before the summer Audio script 7.2 A:

B:

A: B:

A:

B:

A:

B:

Let’s brainstorm some ideas for our new project, the folding chair. So first, who exactly is our target consumer? Well, we need to reach as many people as possible. The chair could be useful for all kinds of people – you know, people going camping or fishing, or even going to outdoor concerts. In fact, it could be suitable for anyone who has to sit outside for a long time. OK, what about the materials for making it? Well, it must be light and easy to carry if we want to gain market share. We can’t use steel – that’s too heavy. We can use aluminium for the frame and canvas for the seat. And to keep costs down, maybe we should make it in just three colours. Yes, that’s important. Also, it must be cheap if we want to be competitive. There are one or two chairs on the market that sell at under 50 euros. We can produce something similar – it doesn’t have to be very different for this market. But we can have a second more expensive model too, if that’s what people want. Mmm. Good point. OK, another thing. The rules say it has to be strong enough to support a heavy person. Absolutely. OK, in terms of timing, we don’t need to rush, but we could launch it just before the summer – there’ll be a big demand for it then. In fact, we really mustn’t miss this opportunity. You’re right, but we shouldn’t launch it until we’re really ready. Look, I think we should wait for the results of our market research before making any decisions.

Design

GRAMMAR: modals (necessity and obligation) 7 The aim of this activity is to find out if students already know the meaning of these modals. • To lead in, elicit a few examples of modal verbs. • Monitor so you know how much time to spend going through answers. Most students will have seen modals before, but the similarity in meanings makes them difficult to use. Ask students to read the Language reference on page 138 and note additional examples of use. Remind students of the form of modals (modal + infinitive without to). Tell students to underline the forms in sentences 1–10 and tell them have to is the verb (not have), doesn’t have to is the negative (not haven’t to) and all the other modals form negatives by adding not, often contracted (e.g. mustn’t, can’t). a have to, must, need to b don’t have to, don’t need to c have to, must d mustn’t, can’t e should f shouldn’t For a full explanation and extra practice, refer to the Language reference on pages 138-139. 8 Tell students to read each sentence because the context will help them choose the answer. 1 mustn’t 2 can’t 3 shouldn’t, have to 4 have to 5 must 6 should

SPEAKING 9 Read through the instructions with the class and check students understand sketch (make a quick, not too detailed drawing). • Explain that rules and regulations here means ‘things you need to know about using the product safely’ (e.g. ‘Don’t use an electrical household appliance outside’.). • Put students into groups of three or four and suggest only one person does the sketch. • Monitor and note mistakes with modal verbs. • Next, tell students to show their sketch to another group and explain their decisions. • Finally, correct some of the mistakes with modals you noted earlier. To make the sketches as clear as possible, advise students to write information about colour, size, materials and rules and regulations on the same piece of paper.

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When students have drawn their sketches, post them around the room and tell one student from each group to stand next to their sketch. The other students look at all the sketches and ask questions about the design. Then vote on the best design.

MEET THE EXPERT 1 Give students a few minutes to discuss the questions in relation to the ‘hush pod chair’ by Freyja Sewell. 2 As students watch the video and tick the adjectives, also ask them to choose their favourite design in the pictures they see. • Check students understand the meaning of each adjective by asking them to define the word and give you an example of a product that it could describe. sustainable, innovative, renewable, careful, rigid, natural, disposable 3a Read through the list of objects and materials and then play the video. You might need to pause the video or play it twice. 1f 2e 3c

4a 5d 6b

3b Discuss this question with the whole class. Freyja’s use of adjectives suggests she thinks carefully about the materials she uses and the properties they have. She uses a lot of positive adjectives to describe materials (soft, incredible, sustainable, r...