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Som etim es the designer may have to invent anew product to solve the problem. At other tim es he orshe m ay modify, or change, an existing design toimprove it.Write the d esign brief (also called the designspecification). This is a simple, clear statem ent of whatis to be designed. For example: Design a handle thatrem ains cool when the pot is heated.Do an investigation. The designer asks questions andfinds out information to help design a good product:Who will use this product? What will it do? How will itlook? What m aterials are available? How much willthey cost? Do they have the right properties (such asdurability)? How will the product be made? How can itbe m ade safe?Develop alternative solutions. Here, the designer thinksof different ideas, writing them all down withoutevaluating them at first.

He or she will then producesketches, or simple drawings, of the different designs.Choose the best solution. Here, the designer chooses thedesign which best solves the problem. He or she alsoconsiders cost, time, available materials,manufacturability (that is, whether it can bemanufactured using available skills, tools, andmachinery).Make a m odel or prototype, (also called the realizationstage, when a design is realized or m ade into a realobject). A detailed drawing is made, probably using CADsoftware.

Then a model or prototype (= first workingversion) is manufactured (or a computer simulationm ay be used).Test and evaluate. The prototype is physically tested andthen evaluated to answer these questions: Does it work?Does it meet the design brief? Can it be improved in anyway?M anufacture. If the final evaluation is positive, thecompany m ay decide to m anufacture the product.Switch onGet students to discuss the products in pairs.

Then get the pairs to reporttheir ideas to the whole class. Guide discussions from appearance towardsother aspects of design such as ease of use, safety, simplicity, and efficiency.O-it Possible answersA headphones-alm ostanyone-lightness,com fortB cordless electric drill - DIY enthusiast, tradesperson - safety, goodinsulation, easy to hold and controlC rucksack / backpack-walker,skier- lightness,waterproof,comfortD sports drinks bottle - sports people - easy to carry, easy to drink fromE can opener-anyone-shape,com fortable to hold and use,effectiveF steering w heel-car driver-shape allows you to see dialsListeningThe design process1Before listening, discuss an item from Switch on. Ask students how theywould design it and what stages they would follow.

Ask them to predictsome of the answers to the exercise.♦ TipTo explain the difference b e tw een te s tin gand evaluating, remind th e m o f theirexperience as stu d en ts . First they are te s te din an exam and then they are ev a lu a te dwhen they are given a grad e.Then set the listening and check their answers. After the task, check theirunderstanding of the key design vocabulary. Refer to the Background forthe m eanings of design brief (or specification), and the m eaning ofrealization (= making som ething real by producing a prototype or model).Ow Stage 1 e - / start with a brief- a description o f the problem I’m going tosolve. In this case it’s to design a backpackfo r cross-country skiers.Stage 2 c - Then I do some research about cross-country skiers, the thingsthey need to carry and the weight theyfind comfortable.

I also think aboutthe best choice o f material - waterproof, hard-wearing, easy to work with.Stage 4 a - / . . . choose what I think is the best solution.Stage 5 d - 1transfer my sketch to a computer to make a proper drawingwith all the dimensions in place. Then I ask a company to make up someprototypes.Stage 7 b - Finally I compare the product with the brief. Does it meet all therequirements? Can I make it any better?2 Get students to discuss the questions in pairs, and report back to the class.Discuss their answers.Orr a 2b 6cld 7♦ TipLanguage spotQuestions ex pectin g a Y e s / N o an sw e rQuestion typesusually have a risin g intonation.Questions ex pectin g inform ation (w hquestions) usually have a fa llin g intonation.e2f 4 g 3h 5i 7Get students to look again at the questions in Listening.

Ask: Which onesexpect the answer Yes or No? (b, f, i). Ask students w hat they notice abouttheir structure {they all have the structure auxiliary verb + subject). Getstudents to brainstorm other auxiliary verbs and write them all on theboard: is, can, does, will, are, etc. Get them to ask Yes/No questions about therucksack, the power drill, etc.Now get students to look at the remaining questions in Listening. Ask themwhat kind of answer these questions expect (information, not ju st Yes/No).Point out that the Wfr-question word comes at the beginning, even where itis the object of the sentence.□ Additional activity(all levels)After stu d e n ts h a ve d o n e e x e rc i se 1 g e tth em to do a f e w in p a ir s a s q u e s t i o n a n d1 Ask students which sentences already have an auxiliary verb in them (1,3,5,7,9).

Ask them w hat they will do in the case of sentence 2, with no auxiliary- they have to provide an appropriate auxiliary. It works -> Does it work? Dothis exercise orally and check that they use a rising intonation.answer, u s i n g sh ort f o r m s a s in Unit 2, e.g.1A Is it sa fe? B Yes, it is.After stu d e n ts h a v e d o n e e x e r c i se 2 getth em to do a f e w in p a i r s a s q u e s t i o n a n danswer, u s i n g sh ort f o r m s in th e a n sw e r,e.g.

1A Where d o e s sh e w o r k ? B In London.Orr 12345678910Is it safe?Does it work well?Can you mould some plastics easily?Did she make a model?Has he designed a lot of products?Do you design sports equipment?Are the materials available?Did he build a prototype?Have they drawn a lot of sketches?Does she think nylon is the best choice?□ Additional activity(a ll le v e ls )2 After students have completed the questions, get them to say them aloud.Check they use a falling intonation.Play a v e r s i o n o f t w e n t y q u e s t io n s . In t w ot e a m s , a s t u d e n t f r o m T e a m A h a s to th i n ko f a g a d g e t or p iec e o f e q u i p m e n t (fromth is or e ar lier u nits ).

S t u d e n t s f r o m T e a mB ca n on ly a s k Y e s / N o q u e s t io n s . T h e y aren o t a l lo w e d to a s k w h a t t h e i t e m isO-PT 12345. ............ ..does she work?did she movethere?does she design?doyou work with?doyou use?678910... doyou use plastic?... much does it weigh?. ..

much does it cost?. .. many functions does... can 1 buy it?directly. Check t h e y u s e t h e co rrect f o r m sa n d a r i s i n g i n to n a tio n .* T ipCustomer careTop marginUsing non-specialist languagePoint ou t th e qu o ta tio n from S h a w at th eto p o f p. 19. Ask s t u d e n t s w h a t th ey think isth e m o s t i m p o r ta n t quality o f a designer.(Possible a n sw e rs : c rea tiv ity , im a g in a tio n ,m u st be a d re a m e r.) Then ask t h e m whyth ey t h i n k t h e de sig n b r ie f is so im portant.(Possible a nsw e r: to m a k e su re th a t th ed re a m s a re re a lis tic a n d re a lly so lv e th ep ro b le m .)* T ipm a s s - p r o d u c e - to m a n u fa c tu r e in verylarge qu an titie sd u r a b l e - a b l e t o last a l o n g t i m e1 Discuss this with the class.

Non-specialists would probably not know them eaning of such terms as TFTXGA, 1024 by 768 pixels, and high-resolution.2 Discuss this and get students to explain why this explanation is clearerto non-specialists (technical terms are explained and recommendationsgiven).3 Get students to choose one of the topics, or a topic in their own field. Checkthat they are trying to clarify the specialist terms.It’s my job1 Remind students of the design brief from Listening. Explain that the itemsin the left-hand column in this exercise form the design brief for the newgarden chair. Check that they understand the terms.

Then get them to dothe exercise.Ow 2 c□ Additional activity(w e a k e r s tu d e n ts )Get s t u d e n t s to m a k e sh o r t s e n t e n c e su s i n g t h e m o d a l s sh o u ld or m u st. Fore x a m p l e : T h e c h a ir s h o u ld be lig h tw e ig h t,3a4 g5b6 h7 d8 f2 Before students read the text, revise the stages of the design process. Thenask them what they think Kenneth’s first action would be as part of theinvestigation stage.

What would he do during the realization stage? Nextget them to read the text and compare their suggestions with Kenneth’sactions. Finally, set the exercise.b u t it m u s t be stro n g .O-it 1 durable2 rival3 support4 sketches5 mould6 prototype3 Get students to make a list of questions, and check that they have produceda mixture of Yes/No and information question types. Check also that theirquestions relate to some information in the text.4 Get students to ask and answer in pairs, with one student taking Kenneth’spart and answering with correct information from the text.Gadget boxAsk students what is surprising about this information (the product haslarge sales, even though it was designed fo r fun').

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