Language_Leader_Int_Binder (779738), страница 10
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‘get back’has words missing, e.g. ‘won’t be a problem if’; ‘not sure if’uses contractions, e.g. ‘it’s’; ‘I’ve’; ‘I’m’uses direct questions, e.g. ‘have you added on’2Students try to complete the activity without referring to the table in Lesson 6.5. Theycan use the table to check their answers.1 this 2 great / good 3 shall / should 4 is 5 can / could 6 Mail 7 soon8 reference 9 would 10 find 11 grateful 12 hesitateCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 7: LANGUAGE PRACTICEModal verbs1 Fill the gaps with the modal verbs in the boxes. You may use them more than once.have todon’t / doesn’t have tomustmustn’t11Wedecide on this now.
The deadline is not until next week so we haveplenty of time to think about it.2When we think about manufacturing this, we’re going towhether we should have this product made at home or abroad.33act quickly. I don’t agree with the majority in this case.In my opinion, we4get the agreement signedI don’t think we have enough time. Really, wenow.45rush into this. If we sign an agreement before the design is evenWefinished, there is a risk that we will not have the finished product ready in time.56choose the final materials for manufacturing yet.
Let’s do someHeconsumer testing and see how it works first.cancan’tcould7should2considershouldn’t6Welaw.say this product is handmade. It isn’t! That would be breaking the78be too influenced by otherWhen you’re designing a new product, you9be driven by one designer’s vision.people. Each product8Is it a good idea to start work on this next year? We11get started on it now.by then! In my view we10be out of businessDesign vocabulary: word families2 Fill the gaps with different words from the same family as the word in brackets. Thefirst one is done as an example.1He’s an artist1. He is very artistic2.
Art3 is the main thing in his life. (art)2The5. If she37For this product, thetook over a year. Toonly take four months. The team who were4of a product is very important. It needs to be done by a really experienced6it, it will be very elegant. (design)89something like this shouldit were far too slow. (develop)Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/41011This is a veryidea. As a designer he is a real.
This company tries to1213and produce futuristic product design.is the key to the future.(innovation)514He is alwaysnew ways of combining materials for products. His last – and15was a shirt made of both plastic and cotton. He comes fromrather bizarre –1617. I think they had so manyin the kitchen that no one elsea family ofwas able to cook in it. They even had something which automatically fed their cat.18family! (invent)They are a veryCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 7: LANGUAGE PRACTICETEACHER’S NOTESAim:Time:Materials:1to give further practice in the modal verbs presented in Unit 7;to give productive practice in the word families introduced in Lesson 7.1.This worksheet is designed to be used after Lesson 7.2.20 to 30 minutesphotocopies of the worksheet for each studentThis is revising and recycling the grammar content of Lesson 7.2.1We don’t have to1 decide on this now.
The deadline is not until next week so we haveplenty of time to think about it.2When we think about manufacturing this, we’re going to have to2 consider whether weshould have this product made at home or abroad.3In my opinion, we must / have to3 act quickly.
I don’t agree with the majority in thiscase. I don’t think we have enough time. Really, we must / have to4 get the agreementsigned now.4We mustn’t / don’t have to5 rush into this. If we sign an agreement before the designis even finished, there is a risk that we will not have the finished product ready in time.5He doesn’t have to6 choose the final materials for manufacturing yet.
Let’s do someconsumer testing and see how it works first.6We can’t / shouldn’t7 say this product is handmade. It isn’t! That would be breakingthe law.7When you’re designing a new product, you shouldn’t8 be too influenced by otherpeople. Each product should9 be driven by one designer’s vision.8Is it a good idea to start work on this next year? We could10 be out of business bythen! In my view we should11 get started on it now.2This activity practises the word-building vocabulary presented in Lesson 7.1.2The design4 of a product is very important.
It needs to be done by an experienceddesigner5. If she designs6 it, it will be very elegant.3For this product, the development7 took over a year. To develop8 something like thisshould only take four months. The team who were developing9 it were far too slow.4This is a very innovative10 idea. As a designer he is a real innovator11. This companytries to innovate12 and produce futuristic product design. Innovation13 is the key to thefuture.5He is always inventing14 new ways of combining materials for products.
His last – andrather bizarre – invention15 was a shirt made of both plastic and cotton. He comes from afamily of inventors16. I think they had so many inventions17 in the kitchen that no one elsewas able to cook in it. They even had something which automatically fed their cat. Theyare a very inventive18 family!Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 7: READINGRead the text below about a new design centre.INNOVATIVE DESIGN CENTRE FOR SERVICES (IDCS)The design of products is well understood,taught and practised the world over. Ourexperience as consumers is shaped by thephysical and functional design of theseproducts. From the clothes on our back andthe house that we live in to the tools that weuse and the food that we eat, productdesigners ensure there is function andbeauty in the everyday things around us.However, our lives are also influenced by our‘experience’ as consumers of services, fromthe banks we use, the trains we get on andthe schools we attend to the healthcare weneed.
But where do people learn how todesign good quality services?Well-designed services benefit individuals,organisations and society as a whole throughincreased efficiency and higher productivity.However, there was previously nowhere toeducate the designers of services in thediscipline of service design. Now, there is:the IDCS.IDCS coursesThe IDCS offers courses from one week tofour years in length. The courses attractstudent participants who want to change theway that services work in the real world. Mostof the practical work that IDCS studentscomplete is based on authentic projectsthat clients bring to the IDCS. The coursesprovide students with the knowledge andskills needed in work environments.IDCS projectsThe IDCS takes commissions for projectsfrom industry.
Projects improve theusefulness of services and increase theirefficiency for the client organisation. Themain work carried out by the IDCS is inhealthcare, transport and businesssupport.Currently, the main way of teaching designis to focus on the individual and his/herskill within a discipline. But it seems clearthat the only way to face the designchallenges of today is to address them inteams of people who have different skills.The old professional ideal was for theindividual to be taught by a master. Thenew ideal is to encourage the power of thedesign team so that it develops a broadrange of knowledge and achievesexcellent design solutions.As all projects undertaken at the IDCS areteam projects, students learn to develop ahigh level of team-working skills.1 Choose the description that best summarises the text.1This is a newspaper article about teamwork.
It uses the IDCS as an example todemonstrate how important teamwork is in the modern working environment.2This is an information leaflet which explains the purpose of the IDCS. It is probablydesigned to attract local businesses, particularly in the service industry, to give theIDCS practical projects to work on.3This is an information leaflet which explains the purpose of the IDCS. It is probablywritten to try to encourage people to attend its courses.
It gives information about thepurpose of the courses and what the teaching philosophy is.4This is a newspaper article which is investigating the purpose of the IDCS, thecourses it runs and the way the courses are taught.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/2 Answer the questions based on the information in the leaflet.1What two things define our experience of everyday objects?2Our lives are influenced by the design of physical objects. What other aspect ofdesign affects our everyday lives?3How long have design centres been training people to design services?4What do the IDCS’s clients provide that helps the students?5What seems to be the teaching philosophy of the IDCS? In other words, what does itseem to believe is the most important thing for its students to learn?6Do students have the opportunity to work alone on projects?Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 7: READINGTEACHER’S NOTESAim:Time:Materials:to give further practice in reading skills on the topic of Unit 7;to give practice in identifying the genre of a text;to provide reinforcement of selected vocabulary from Unit 7;to give practice in reading for specific information.This worksheet is designed to be used after Lesson 7.1.20 to 30 minutesphotocopies of the worksheet for each student1Students identify the best description of the text.1No.
The third section talks a lot about teamwork. However, it is describing IDCS’sapproach to how it runs its courses. It is not the main idea of the text.2No. It is an information leaflet and does explain the purpose of the IDCS. However,the main focus seems to be on its students. If it was designed to attract projects frombusinesses, there would probably be more information about what the IDCS hasdone in the past.3Yes. It explains the purpose of the IDCS. It is an information leaflet as it describes thefunction and activities of the centre. The second section describes the type ofcourses on offer. The third section talks about the philosophy behind the courses.
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