B2 PREPARATION - CEP de JAÉN 2016/2017

SESSION 6: DESIGN

OBJECTIVES
LANGUAGE FUNCTIONS: talking about design; paraphrasing; hypothesising; making
assumptions; evaluating options; asking for a reaction.

GRAMMAR: must / might /could / should + perfect infinitive.

LEXIS: adjectives for talking about design; cohesive devices to recap and recover, e.g. As I was
saying, anyway …; hesitation fillers, e.g. I mean,... you know …; stock phrases to gain time for
thought and keep the turn, e.g. well, let me think …; asking for clarification, e.g. Why do you
say that?, Why’s that? ...; asking for a reaction, e.g. Don’t you think that would be a good
idea?; phrases and expressions relating to the language functions listed above.

PHONOLOGY: the correct pronunciation of vocabulary specific to the topic and subject area,
rising and falling intonation for keeping, giving up and offering turns, stress and rhythm to
highlight and emphasise main points and ideas, intonation and pitch to convey attitude.

STARTING OFF

Adjectives for talking about design

futuristic rounded minimal
bright stylish old-fashioned
unique modern curvy
tasteful imaginative unusual
retro simple clever
colourful sharp boxed
dark light clean

In pairs, talk about which of your possessions has the best design. What do you like about it?
Try to use the adjectives in the box.

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B2 PREPARATION - CEP de JAÉN 2016/2017

Now listen to Karen and Brian giving their opinions on items A-E and discussing why they
were designed like this. Write the order in which they discuss them (1-5) in the boxes.

Complete the sentences from the conversation using the words

in brackets. Then listen and check.

A) The person who designed this

a tidier kitchen (want).

B) It for people who sit around

a lot (design).

C) They something to stop

them falling out (make).

D) It for people who work

in hotels (design).

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B2 PREPARATION - CEP de JAÉN 2016/2017

Complete the examiner’s questions and Roberta’s answers from the Conversation phase of
the exam, using the verbs in brackets.

A) Do you think they shouldn’t (demolish) so many of our old

buildings?

B) Yes, I do. I think they should (try) (restore) more

of them. And town planners must regret (build) so many
concrete tower blocks now, because a lot of them need (demolish),
only twenty or thirty years after they were built.

A) What would (do) to improve the design of the concrete

blocks?

B) I (use) more variety in the building materials and colours, and

included more balconies and green spaces around them. Those are the things which
(make) the most difference, in my opinion.

A) Would you say, then, that the appearance of a building is the most important factor when
designing it?

B) It’s one of the main factors, yes, but how it works for the people who live there is probably
more important – the practical details, such as how to (keep) the
temperature comfortable, or where people (park) their bicycles
and cars, or how they get their post.

Now, look at these unusual designs for bicycles. Why do you think they’ve been designed
like this? Can you suggest improvements?

I think A must have been designed for carrying in...

B could have been designed so that...

They might have designed the wheels like that on E because...

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B2 PREPARATION - CEP de JAÉN 2016/2017

Choose two of the designs in the previous exercise for your partner, and ask him/her to
evaluate which would be the best choice for him/her. Try to persuade him/her to take the
other one.

If I gave you the option of owning either

bicycle A or B, which one would you choose?

I’m not sure. On the one hand, I like the idea of …

But on the other hand, … would be …

But what about the fact that …?

In pairs, discuss the design of some of the things in your classroom. Discuss possible reasons
for their design, and any criticisms you have.

Asking for a reaction

Instead of just waiting for a reaction in a conversation, you can ask for one, to show that you
think it’s the other person’s turn to talk.

- Don’t you think that could be a good idea?

- Do you think that would work?
- What do you think of that?
- How do you feel about that?
- What’s your reaction to that?
- What would you say to that?

Listen to Paul and Monika discussing one of the buildings in their city. Answer the questions.

1. What are their two suggestions for improving architectural designs?

2. How do Paul and Monika ask for a reaction to their suggestions?

Discuss questions 1-3 in pairs and ask each other for reactions.

1. Think of some of the most modern buildings in your nearest town or city. Which do
you like or dislike? How do they compare with the older buildings?
2. Which building would you most like to be demolished? Why?
3. Give suggestions on how the design of new buildings could be improved.

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B2 PREPARATION - CEP de JAÉN 2016/2017

Building description vocabulary

Nouns Adjectives Verbs

Balcony Conventional Build
Building Curved Decorate
Brick Exterior Demolish
Ceiling Functional Design
Concrete Futuristic Develop
Construction High-rise Invent
Design Innovative Maintain
Innovation Internal Occupy
Landmark Modern Reconstruct
Skyscraper Multi-storey Renovate
Steel Old-fashioned Support
Structure Ornate
Timber Spacious
Premises State-of-the-art
Traditional

- Describe the design of one of your gadgets.

- What do you like most about it? What do you wish was different?
- What’s more important: style or function?
- Have you ever bought something because of it looks and then regretted it once
you start using it?
- Do you prefer the design of old or modern buildings?
- What’s your favourite modern building? What do you like about the design?
- Which modern buildings do you wish they would demolish?
- What’s wrong with its design? Why do you think they must have designed it like
that?

REMEMBER TO ASK THE EXAMINER SOME QUESTIONS TO KEEP THE

CONVERSATION GOING. REMEMBER TO USE THE KEY LANGUAGE POINTS FOR
GRADE 9 IN YOUR ANSWERS.

SHOW INTEREST IN EACH OTHER’S ANSWERS – MAKE EYE CONTACT, AND

SMILE!

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B2 PREPARATION - CEP de JAÉN 2016/2017

SESSION 6 GLOSSARY
(Write down all the new words you learn in this unit together with related specific vocabulary)

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