ENGLISH FOR DESIGN

YEAR 2 – SEMESTER 1

Academic year 2023/2024 | created by Nicholas Hogan

Assisted, edited, and formatted by Nicholas Hogan
 Welcome to Year 2 of English for Design

You are in the middle of your 3-year cycle of English learning. Semester 1 is a stepping-stone
taking you towards a B1+ level of English, to be obtained at the end of this academic year. All
content has been specifically selected by the pedagogical team to help progress to this target
level.

▻ Target level (at the end of this academic year):

B1+ (CEFR) / 51-58 (Global Scale of English – GSE [Pearson])

The Global Scale of English is a standardised granular scale which measures English language
proficiency. We hope to motivate you to learn by accurately demonstrating step-by-step progress.

▻ Student Learning Objectives (SLOs):

The GSE Learning Objectives have been extended both in the number and range of topics in
comparison to the CEFR. These statements are a more in-depth scale list of ‘can do’ descriptions
for Academic and Professional English.

▻ Design-related inspiration:
Norman, D. A. (2013). The design of everyday things – revised and expanded edition. MIT Press.

The above book was used to ensure that the content is relative to and useful for students studying
Design.

▻ Topics, Theme and related SLOs

1. Hand-crafted Design and Materials

1. Can describe objects, possessions and products in detail, including their characteristics and
special features. (59)
2. Can give basic technical instructions in their field of specialisation. (59)
3. Can describe how to do something, giving detailed instructions. (62)
4. Can follow/describe the stages of a complex process described using (non-)technical language.
(61)
5. Can identify key information in an extended text or article [about hand-crafted products]. (57)
6. Can make a short instructional or informational text easier to understand by presenting it as a
list of separate points. (56)
7. Can write instructions on how to make/repair an object, device, or product. (61)

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2. Preparing for the Working World

1. Can write a structured text clearly signalling main points and supporting details. (62)
2. Can demonstrate understanding of formality and conventions in standard letters. (59)
3. Can write descriptions of past events, activities, or personal experiences. (47)
4. Can give detailed accounts of experiences, describing feelings and reactions. (49)
5. Can write a letter of application with appropriate register, conventions and supporting detail.
(65)
6. Can compare a resume/CV against a job posting to determine if key requirements have been
met. (54)

Evaluations & grading (new format for 2023-2024)

YSCHOOLS E-learning 10%

Speaking assignment (Continuous or Communicative) 25%

Writing assignment 25%

Final exam 40%

YSCHOOLS e-learning activities (new format for 2023-2024)

↑ COMPULSORY MODULES ↑

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 OPTIONAL SUGGESTED MODULES ↑

https://yschools2.new.eflexlanguages.com/login

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SUSTAINABILITY
1. Hand-Crafted Design and materials.
AND MATERIALS

Are doors important?

1. In your opinion, which of these is a badly designed door? Discuss your reasons with a
partner.

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1 2

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2. Watch a short video (5 minutes) and answer the questions below.

https://www.youtube.com/watch?v=yY96hTb8WgI

a) Don Norman is introduced as a professor of __________________, __________________ Science, and

Computer __________________. He was also Vice-President of __________________ Technology at
__________________.

b) Don Norman was in __________________ when he realised his inability to use __________________
switches, taps, and __________________.

c) Complete the definition given for a “Norman door”:

1. Design tells you to do the __________________ of what you are supposed to do.

2. Gives the wrong signals and needs a __________________ to correct it.

d) What two principles given form the basis of how Designers work today?

i)
ii)

e) Don Norman talks about an “iterative” process which goes around in circles (it is repeated). What are the
4 parts of this iterative, Human-Centred Design process?

i) ii)
iii) iv)

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3.a) Who is this guy? I’ve never heard of him before! 6 & 7
Donald Arthur Norman is an American researcher, professor, and author. Norman is the director of
The Design Lab at University of California, San Diego. He is best known for his books on design, especially
‘The Design of Everyday Things’. He is commonly regarded for his expertise in the fields of design, usability
engineering, and cognitive science, and has shaped the development of the field of cognitive systems
engineering.

Much of Norman's work involves the advocacy of user-centred design (which has since evolved to
human-centred design). His books all have the underlying purpose of furthering the field of design, from
doors to computers.

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 Don Norman has taken a controversial stance in saying that the design research community has
had little impact in the innovation of products, in favour of the technologists who accomplish the
breakthroughs. To this end, Norman named his website with the initialism JND (just-noticeable difference)
to signify his endeavours to make a difference.

Adapted from and retrieved on 10th July 2023: https://en.wikipedia.org/wiki/Don_Norman

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Extract from the Preface to the Revised Edition of ‘The Design of Everyday Things’:
“[…] The total experience of a product covers much more than its usability: aesthetics, pleasure,
and fun play critically important roles. […] Emotion is so important that I wrote an entire book, Emotional
Design, about the role it plays in design. […] To understand products, it is not enough to understand design
or technology: it is also crucial to understand business.” 7

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3.b) With your partner(s), match each emotion with the corresponding emoji.

Fear Sadness
Anger
Joy Disgust

https://wiki.celebrity.fm/wp-content/uploads/2022/02/What-are-the-5-basic-feelings-3.png

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3.c) What is good, sustainable design? 9

https://ars.els-cdn.com/content/image/1-s2.0-S2666659622000099-gr2.jpg

4.a) Sustainability. Extract from Part 1 of ‘Design for a Better World:

Sustainable:
“The world is a complex network of interactions. As a result, the societal issues do not have simple,
easy solutions (wicked problems). […] Natural resources are under attack, in some cases being depleted, in
others poisoned. The manufacturing processes of the world produce waste and dispose of it in an
irresponsible, harmful way.
There are better models. The one I propose in Part 3 invokes a circular economy, where things can
be repaired, renewed, and reused. Even better is when all of the materials used are biological, thereby
creating a self-sustaining system, much as exists in nature – a circular economy where everything is
resilient, renewable, reusable, and, as much as possible, regenerative.”

The challenge faced by designers is combining human-centred design with emotions and also considering
sustainability. The choice of material(s) play(s) a central role in this problem-solving equation.

4.b) Sustainability: materials.

i) Find the French translation and write it in the space provided.

ii) Choose which type of material best matches the description below.
iii) Where necessary, complete any gaps in the descriptions.

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 Stone (Fr: ) Metals (Fr: ) Leather (Fr: )
Glass (Fr: )
Durables (Fr: ) Clay (Fr: ) Wood (Fr: )


Used over centuries for domestic and commercial purposes, natural hides continue to
appeal. Traditional and innovative processes offer countless combinations of finishes, yet
each skin remains unique. Fabulous to the touch, but surprisingly hardwearing,
__________________ will add texture, contrast, and a luxurious feel to any interior.

Around for centuries, __________________ has always been a popular, practical, and
stylish choice. More than just a basic construction material, __________________is used
for flooring, wall cladding, and furniture making. Manufacturers offer a wide range of
finishes and patterns, available for all budgets, and applicable to contemporary and
traditional homes alike.

Natural and extremely durable, __________________ offers a timeless appeal, and a huge
range of textures, colours, and contrasts. The many varieties of __________________
available, and the various techniques that can be applied, mean that it is one of the most
adaptable materials available today in the world of Design.

Tough and waterproof, tiles are practical, hardwearing, and a great option for walls and
floors. A continuously evolving are, there is a huge and increasing range available to
choose from, and, as a relatively inexpensive option, there is plenty of variety to suit any
budget.

The __________________ industry is constantly developing, and now responds to the
demands of safety, security, and thermal insulation whilst remaining decorative and
practical. Thanks to its versatility, a huge range of innovative __________________,
finishes, and colours are now used in domestic applications.

__________________ is already widely used for the smaller details of domestic interiors.
The larger, more commercial formats were originally deemed suitable only for industrial
settings. However, over the last decade, assisted by developments in manufacturing
techniques that now allow mass production, many __________________ have been
increasingly commandeered for a domestic context.

This section covers a multitude of finishes, including rubber, linoleum, vinyl, and acrylic.
Suffering from something of an image problem, some of these materials have experienced
years of neglect. However, new techniques producing vivid colours and plenty of eye-
catching textures, patterns, and finishes have seen an increase in their popularity.

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 TUTORIALS
1. Watch this video.

Then use a variety of the words below to describe how golf balls are made.
First/Firstly, Second/Secondly, Third/Thirdly,
Finally, At this time, First and foremost,
Before Subsequently, Next,
Consequently, To summarise, Last but not least
After Then, In summary
To conclude Above all For this reason,

Here is some space for you to put your notes in order.

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3.a) What is a great tutorial?

A great video tutorial:

• Answers the "how-to" question as quickly as possible.

• Is thorough (detailed).
• Provides direction to the viewer on what to do next.

Tutorial videos can be about anything, so long as they transfer knowledge. Or demonstrate a process. Or
explain a concept. In other words — leave viewers with something valuable.

i). Start with a storyboard.

Before you hit record, start with a plan. Don’t expect to have everything come to you as you start
presenting. Your tutorial should do a great job of explaining what the video will teach you, the tools
needed, and the steps to follow.

ii). Script out your content.

The purpose of any video tutorial is to explain something in a clear and concise manner so your
viewer can understand and repeat what they have learned. You will find that the way you write sounds very
different from how you normally speak. Remember to adjust your script to be clear and concise without
sounding robotic.

iii). Plan when you’ll be shown on camera.

Have a structured beginning, middle and end. You can avoid adding extra work for yourself by
identifying when in your tutorial video you will be speaking to the camera as the subject and when you will
be “hidden” behind other footage.

iv). Set up your equipment and record.

Video and audio recording equipment is key. Don't worry — you can always correct your footage in
a video editor later, but the better your initial setup, the faster it will be for you to produce your tutorial
video. Here are a few considerations:

Microphone
Try to film in a quiet area where you can limit the amount of external noise as much as possible.
We also recommend using an external microphone rather than the internal microphone in your computer
or camera.

Lighting
You don’t need to invest in a set of expensive camera lights, but before you start filming make sure
you are positioned so that the lights are coming at you rather than from behind you.

Webcam positioning
Using a webcam to record? Position it so that you are looking slightly up at it rather than down. This
will prevent you from appearing as if you have multiple chins (you're welcome). Another trick — place your
laptop on a stack of books so the webcam is at eye level.

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vi). Edit your tutorial video: some post-production considerations.
Highlighting/emphasizing important aspects of tutorial
There are hundreds of options and techniques for emphasizing things within your video. As you
start to create more instructional content this might be something you consider investing more time in. For
now, here are a few easy-to-implement tricks to help draw your viewers’ attention to the focus point.

Zoom-in animation: An easy way to draw your viewers’ attention to a specific point in your video
is to simply make it bigger. You can do this by increasing the scale of your video. Combine this with
animation and you have a nice effect.

Add text: If you’re creating a directional video with multiple steps, labelling each section of the
video with a callout can be a nice touch. See below (for example, Step 1, Step 2, etc.)

Sound effects: An audio cue (such as a ding, whoosh, or pop) can be a fantastic complement to an
animation. It is, however, considered a bonus providing it does not impede understanding of your spoken
description.

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3.b) An example of a clear, comprehensive tutorial.

Here is a link to a video tutorial 3 explain how to change a tyre. The script is below.
Intro: Learning how to change a tire is a breeze thanks to our guide that uses clear and simple steps to
show just how easy changing a tire can be. Disclaimer: **Before attempting to change a tire, always consult
your vehicle owner's manual for proper manufacturer recommended procedures.**

Step 1 - Park in a Safe Location (0:11) Step 2 - Stabilize your Vehicle (0:33)

Step 3 - Remove Hubcap (1:11) Step 4 - Loosen Lug Nuts (1:28)

Step 5 - Lift the Vehicle (1:49) Step 6 - Remove Lug Nuts (2:24)

Step 7 - Remove Wheel and Tire (2:29) Step 8 - Attach Spare Tire and Wheel (2:47)

Step 9 - Lower Vehicle (3:03) Step 10 - Know the Limits of Your Spare Tire (3:38)

Step 1 - Park in a Safe Location (0:11)

Make sure your vehicle is parked in a safe location. A low traffic parking lot or large paved pull out well off
any busy street or road is ideal. Once in a safe location, turn on your hazard lights and turn off your vehicle.
**Warning - Changing a tire on the side of the road or highway is dangerous and should be avoided if
possible. If you must change a tire, please ensure that you take all safety precautions possible. **Helpful
Tip - Avoid parking over uneven surfaces like dirt or grass. This can cause your jack to sink or slip.

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Step 2 - Stabilize your Vehicle (0:33)
Set the emergency brake first. If you have a manual transmission, put your car in first gear. If your vehicle
is an automatic, just put it in “park”. Next, place wheel chocks or big rocks behind and in front of the tire
opposite the one being changed. This will prevent vehicle movement and the jack from slipping while we
work. Next, find your lug wrench, jack and spare tire. These tools are often located in the trunk, under the
carpeting. Your vehicle’s manual will indicate exactly where they are.

Step 3 - Remove Hubcap (1:11)

This only applies if your vehicle has a hubcap. Many hubcaps just snap into place, but some are held on by
the lug nuts. You can usually pry them off using something flat like a screwdriver. If your vehicle has covers
over the lug nuts be sure to remove them as well.

Step 4 - Loosen Lug Nuts (1:28)

Loosen the first lug nut by rotating the wrench counter-clockwise just once without removing the lug nut
entirely. Then loosen the second nut directly opposite of the first one, and then the one opposite that like a
star shaped pattern. If the lug nuts are tight, use your body weight to push down.

Step 5 - Lift the Vehicle (1:49)

Look in your owner’s manual for where to position the jack. It’s often under the frame near the tire with
the flat but not always the case. Our jack should be aligned with the thin seam that runs under the vehicle.
The factory jack has a notch cut out of it for a specific fit. Next insert the handle and turn it clockwise to
raise the car. Lower the jack if at any point your car seems unstable and never ever get under a car that is
only supported by a jack.

Step 6 - Remove Lug Nuts (2:24)

Fully remove the lug nuts and place them in a secure location.

Step 7 - Remove Wheel and Tire (2:29)

Grasp the tire with two hands and pull it straight out. Then place it under the car. This is a precautionary
measure just in case the jack slips. Remove any aftermarket accessories like hub rings at this point.

Step 8 - Attach Spare Tire and Wheel (2:47)

The valve stem on the spare tire should be facing out. Then align it with the wheel studs and push it into
the assembly. Tighten one lug nut by hand. Follow the same star pattern used to remove the lug nuts.

Step 9 - Lower Vehicle (3:03)

Remove the flat tire from underneath the vehicle, turn the jack handle counterclockwise and lower the
vehicle. Once the vehicle is firmly grounded, fully tighten the lug nuts using your wrench, again in the star
shaped pattern. Remember to gather your tools back in place, remove the wheel chucks, and place your
flat tire in the trunk. Lug nuts and lug bolts should be torqued to factory specs. If you don’t have a torque
wrench it’s a good idea to purchase one and place it in your vehicle with your tire changing tools.

Step 10 - Know the Limits of Your Spare Tire (3:38)

Remember that spare tires are smaller and less capable than regular tires. They should only be used for
limited, short distance driving.

Retrieved on 11th July 2023 from: https://www.youtube.com/watch?v=LReec2a4XeQ

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Get creative: use digital or traditional material.
Your teacher will give you a letter. Draw the corresponding article based on the prompt given.

a. a golf ball made from wood, which is cut in two halves showing the layers of bark inside. In the
background, there are 5 human faces showing the 5 core emotions.
b. a picture of a biodegradable golf ball. Show how happy it makes people feel. Show how happy the
fish are with less water pollution.
c. a biodegradable golf ball.
d. A biodegradable golf ball cut in 2 halves.

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Which is easiest: miming or speaking? DESCRIBING

OBJECTS
How to describe objects.
You can describe objects in many ways. You can describe them by using adjectives, by the material they are
made of, and what they are used for.

a) Put each word from the table in the correct category (column).

noisy wash clothes entertaining wool

metal climbing fast bricks

round cuttings things leather boil water

Adjective Material Use

• • •
• • •
• • •
• • •
• • •
• • •
• • •
• • •
• • •

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b) Use each word from the above categories to complete the following sentences.

1. A Ferrari is very _________________.

2. Forks are made of _________________.

3. A kettle is used to _________________.

4. Houses are usually made of _________________.

5. A ring is _________________.

6. A belt is made of _________________.

7. A washing machine is used to _________________ quickly.

8. A comedy show is _________________.

9. Scissors are used for _________________.

10. A rope is used for _________________.

11. A hairdryer is _________________.

12. A sweater is made of _________________.

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c) Select the correct option to complete the grammar rules for describing objects. Look at
the previous exercise for assistance.

a) When we describe an object, we say it is + adjective / material / verb + ‘ing’.

b) When we describe an object, we say it is made of + adjective / material / verb + ‘ing’.

c) When we describe and object’s use, we can say it is used for + infinitive / verb + ‘ing’

d) When we describe and object’s use, we can say it is used to + infinitive / verb + ‘ing’

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 d) Complete the descriptions in the table by using the words / phrases below.

wood fragile sleeping paper

throwing wool sewing soft
a pencil eating sharp glasses
round useful a scarf an envelope

Object Adjective Material Use

1. _________ is useful. It is made of ____________ It is used for writing.

2. A needle is _____________. It is made of metal. It is used for _______________________.

3. A pillow is _____________. It is made of feathers. It is used for _______________________.

4. _________ are ___________. They are made of glass. They are used for seeing things.

5. _________ is light. It is made of ____________. It is used to put letters in.

6. ________. is soft. It is made of ____________. It is used to keep you warm.

7. A frisbee is _____________. It is made of plastic. It is used for _______________________.

8. A spoon is _____________. It is made of metal. It is used for _______________________.

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e) Write descriptions of 5 “charades words” below. Follow the above construction.

Object Adjective Material Use

a)

b)

c)

d)

e)

Retrieved on: 12th July 2023. Adapted from: https://www.teach-this.com/images/resources/describing-objects.pdf Teach-This.com

© 2021. Permission granted to reproduce for classroom use.

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Why do similar products work differently?
NATURAL
MAPPING

3
Tap the buttons on the side of the earbuds if they have no remote. Various other brands of
earbud have no remote control but feature small buttons on the side.
Use these buttons to pause, play, or skip songs that you’re listening to, or to answer, mute, or
hang up a telephone call.
Take a look at the buttons before putting the buds into your ear so you don’t accidentally tap the
wrong button.[6]
• If you find that the buttons are too small for your fingers to press with accuracy,
you can always just use your phone’s interface to adjust music or hang up a
phone call.
Retrieved on 13th July 2023 from: https://www.wikihow.com/Wear-Wireless-Earbuds

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1. Insert each type of AirPod © with the correct ‘How to’ instructions.

In addition to controlling audio from the apps you use with your AirPods, you can use controls directly
on your AirPods to do things like pause and resume playback, skip tracks, answer calls, and use Siri. You
can adjust the controls for AirPods (all generations), AirPods Pro (all generations), or AirPods Max on
your device.

 1st or 2nd generation  3rd generation

 Pro – 1st generation  Pro – 2nd generation

AirPods controls:
__________________

With the force sensor on the stem of both AirPods, you can do any of the following:
• Play and pause audio: Press the stem. To resume playback, press it again.
• Play the next track: Double-press the stem.
• Play the previous track: Triple-press the stem.
• Answer a call: When you receive a call, press the stem.
• Activate Siri: Press and hold the stem, then ask questions, control apps, and more.

AirPods controls:
__________________
With the Touch control on the stem of both AirPods, you can do any of the following:
• Play and pause audio: Press the stem. To resume playback, press it again.
• Play the next track: Double-press the stem.
• Play the previous track: Triple-press the stem.
• Answer a call: When you receive a call, press the stem.
• Adjust volume: Lightly swipe up or down on the stem.

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 • Switch between Noise Cancellation and Transparency mode: You can set either of your
AirPods to perform this action when you press and hold the stem.
• Activate Siri: You can set either of your AirPods to perform this action when you press and
hold the stem.

AirPods controls:
__________________

You can control your AirPods with a double tap at the top of the stem. For example, when you get an
incoming call, double-tap to answer. You can also set each of your AirPods to do one of the following
with a double tap:
• Play and pause audio content.
• Play the next track.
• Go back to the previous track.
• Activate Siri.

AirPods controls:
__________________

With the force sensor on the stem of both AirPods, you can do any of the following:
• Play and pause audio: Press the stem. To resume playback, press it again.
• Play the next track: Double-press the stem.
• Play the previous track: Triple-press the stem.
• Answer a call: When you receive a call, press the stem.
• Switch between Noise Cancellation and Transparency mode: You can set either of your
AirPods to perform this action when you press and hold the stem.
• Activate Siri: You can set either of your AirPods to perform this action when you press and
hold the stem.

Retrieved on 13th July 2023 from: https://support.apple.com/guide/airpods/airpods-controls-devb2c431317/web

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Samsung ® Galaxy Earbud touchpad commands
Note: Available touchpad commands will vary depending on the model of Galaxy Buds you are
using.

With your earbuds' touchpads, all the controls you need are at your fingertips. If touches are not
recognized, you can check if Block touches has been accidentally enabled in the Galaxy Wearable
app. Open the Galaxy Wearable app, and then tap the switch next to Block touches to turn it off.

When touchpad commands are enabled, you can use them to control your calls or your music.

Touchpad commands while on a call

• To answer a call, double tap the touchpad.
• To decline a call, touch and hold the touchpad for more than two seconds.
• To end a call, double tap the touchpad.
• To turn off the microphone, tap and hold the touchpad during a call so the other party
cannot hear you. This will mute the call, and nothing will be displayed on the phone.
• To end a current call and answer a second call, tap and hold the touchpad for more than
two seconds.
• To place a current call on hold and answer a second call, double tap the touchpad.
• To switch between a current call and a held call, double tap the touchpad during a call.
• When you aren't on a call, you can access the readout menu by touching and holding the
touchpad for more than two seconds. When you hear your option, release the touchpad to
select that option. The Galaxy Buds and Galaxy Buds Live do not have a readout menu.
Instead, you may use preset features on the left and right earbuds using the Galaxy
Wearable app. Simply tap and hold the corresponding touchpad to activate your preset
features.

Touchpad commands while listening to media

• Tap the touchpad to play or pause.
• To skip tracks, quickly tap the touchpad two times.
• To play the previous track, quickly tap the touchpad three times. If you triple tap the
touchpad three seconds after the track starts to play, the current track will restart instead.
• To adjust the volume on the Galaxy Buds, Galaxy Buds+, Galaxy Buds Live, Galaxy Buds2,
Galaxy Buds Pro or Galaxy Buds2 Pro, touch and hold the touchpad. Please see
the Customize your earbud's touchpad commands section for more information.
• To adjust the volume on the Gear IconX, drag your finger up or down on the touchpad. This
action is not available on the Galaxy Buds, Galaxy Buds2, Galaxy Buds2 Pro, Galaxy Buds+,
Galaxy Buds Live, or Galaxy Buds Pro.

Note: If the touchpad control option is set to a different function, the volume can only be adjusted
on the connected device.

Retrieved on 13th July 2023 from: https://www.samsung.com/us/support/answer/ANS00078137/

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Which earbud controls are more natural to use?

Give 3 reasons in favour of your choice.

1.

2.

3.

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Using either the infinitive form or the imperative form, give your ideal, and most
natural, instructions for using earbuds.

To make it easier, first represent your user experience via a mind map or a flow
chart.

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Natural or unnatural? Let’s discuss.

https://en.wikipedia.org/wiki/Natural_mapping_%28interface_design%29

https://www.yankodesign.com/2018/03/22/why-do-phones-and-calculators-have-different-numpads/

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Which is the most natural mapping for light switches?

How would you create a naturally mapped design of a difficult-to-use

product?

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Preparing for the Working World.
FEATURES & BENEFITS

Your product’s functions (features)

Vocabulary

• functionality (noun): describes the • packaging (noun): refers to the container in

purpose of the product. In other words,
what does the product do?
• innovative (adjective): new, creative,
original, or advanced in some way.
• aesthetic(s) (noun): concerned with the
beauty or the appreciation of beauty.
• intuitive (adjective): self-explanatory
based on what one feels to be true or
natural. It's easy to know how to use it
without having to read a manual.
• comprehensive (adjective): deals with all
or nearly all aspects of something.
• branding (noun): refers to how a product
will be marketed to the public by using a
distinctive design.
which the product is sold to the public.
• logo(s) (noun): The symbol used to identify a
product or company.
• feature(s) (noun): A distinctive attribute or
aspect of a product.
• warranty (noun): a written guarantee issued to
the purchaser or an article by its manufacturer
promising that the product will work for a
certain period of time.
• component(s) (noun): A component can be
thought of as a part of a product.
• accessory (noun): something extra that adds
functionality, versatility, or attractiveness to a
product.
• material(s) (noun): refer to what a product is
made of such as metal, wood, plastic, etc.

What is your product?

Brand:

List of specifications/functionality/features  Complete this side when asked by your teacher. 

➢
➢
➢
➢
➢
➢
➢
➢
➢
➢

Page 23 of 35
A New CV
In English, a curriculum vitae (Latin for ‘course of life’, often shortened to CV) is a short, written summary
of a person’s career, qualifications, and education. This is the most common usage in British English. In
North America, the commonly used term is “resumé” (also spelt resume).
In many countries, a short CV is typically the first information that a potential employer receives from an
applicant, and it is used to screen applicants before granting an interview.

In general usage in all English-speaking countries, a CV is short, so usually a maximum of two sides of A4. It
only contains a summary of the job-seeker’s employment history, qualifications, education, and some
personal information.

Retrieved on 24th July 2023 from: https://en.wikipedia.org/wiki/Curriculum_vitae

What does the recruiter expect to find out about you?

Headers Your list of “features”
Personal
details

Skills

Qualifications

Education

Work
Experience

Hobbies /
Interests

***************************************************************************************

Page 24 of 35
Your Cover letter
A cover letter, covering letter, motivation letter, motivational letter, or a letter of motivation is a letter of
introduction attached to or accompanying a CV or a resumé.

For employment, a cover letter is sent with a CV. It is a pitch describing one’s interest in the position, one’s
skills, and relevant experience for the advertised job. Employers may look for thoughtfully written cover
letters as one method of screening out applicants who are not sufficiently interested in a position and/or
lack the necessary basic skills.

For Internships: students are asked to submit a cover letter for an internship application. A cover letter
should include examples of extracurricular and academic experiences, in a standard (formal) business letter
format.

➢ An application letter responds to a known job opening.

➢ An inquiry letter asks about possible positions.
Retrieved on 24th July 2023 and adapted from: https://en.wikipedia.org/wiki/Cover_letter

Now join the features with the benefits to form sentences which can be used as part of a
cover letter.

Page 25 of 35
Decide on the most naturally mapped layout for a CV. Where should each header be put
to guarantee a logical flow for the recruiter?
Add your choices below.

My CV layout

Page 26 of 35
 Vocab 1 PUNCTUATION

1. Match the words below with their correct definitions.

Words Definitions
1. sole a. a clear deep understanding of a difficult problem or situation
2. to reinforce b. extremely useful
3. an insight c. to make stronger
4. hands-on d. practical, that involves doing rather than just reading or learning
about something
5. expertise e. not shared with anybody
6. invaluable f. high level of knowledge of skill

1 2 3 4 5 6

Grammar
2. Fill the gaps in the sentences with the correct preposition from the box below.
Word Box
in of to from

on for to into

to in with in

in at in at

1. I am writing __________ you with regard __________ the voluntary work placement.

2. I am planning __________ doing a degree __________ veterinary science __________ university.

3. As you will see __________ my CV, I have always shown an interest __________ working with
animals.

4. __________ this position I was responsible __________ taking care __________ the dogs’ daily
needs.

5. Undertaking a degree __________ veterinary science confirms my interest __________ and

commitment __________ the field.

6. Working __________ your animal sanctuary will provide an invaluable insight __________
working __________ animals.

Page 27 of 35
Vocab 2
3. Complete the sentences with the correct form of the words in brackets.

1. There are several _______________ online for a variety of work placements.

(advertise)

2. She’s always known that she wants to work as a _______________ after

university. (science)

3. He has an _______________ offer from medical school, which means he’s

definitely got a place, whatever his exam results. (condition)

4. Learning music is interesting, but it’s _______________ to what I want to do

at university. (relevant)

5. At the animal sanctuary I had sole _______________ for looking after the
birds. (responsible)

6. She _______________ spends time helping out on her uncle’s farm. (regular)

7. My time helping out at the animal sanctuary _______________ my decision

to become a vet. (reinforcement)

8. Hands-on experience provides an _______________ insight into any

profession. (value)

9. It was a unique opportunity to acquire new skills and _______________.

(expert)

10. My previous employers would be willing to provide _______________ to

support my application. (refer)

Page 28 of 35
Writing
4. Which six things should you include in a cover letter? Yes No
a) Which job you are applying for and how you found out
□ □
about the vacancy.
b) Brief biological details. □ □
c) Your negative personal qualities. □ □
d) Your experience and personal qualities related to the job. □ □
e) Your motivation for applying. □ □
f) Why you left your previous job. □ □
g) What you can offer the company if they give you the job. □ □
h) A complete list of your exam results and qualifications. □ □
i) What other documents you are attaching or enclosing
□ □
with the letter.
j) Your salary expectations. □ □

Dos and Don’ts

Page 29 of 35
Punctuation
5. Rewrite the paragraph below using capital letters and punctuation
(. , ; : ! ? –) to make correct sentences.

microsoft called the trial the worklife choice challenge the company said it aimed “to create an
environment where each employee can choose a diverse and flexible way of working according to the
circumstances of their work and life” other aspects of the trial included shortening the length of
meetings to a maximum of 30 minutes and encouraging workers to choose online chats over
facetoface ones there were additional advantages to the trial microsoft said that 23 per cent less
electricity was consumed and 59 per cent fewer pages were printed compared with august 2018
microsoft will conduct another experiment in japan later this year and has asked employees for their
input

Page 30 of 35
End of Sentence Punctuation
End of sentence punctuation is used to let the reader know when a thought is finished.

Periods: A statement (or declarative sentence) is followed by a period.

EXAMPLE: Correct punctuation in a cover letter is extremely important.
Question Marks: A direct question (or interrogative sentence) is followed by a question mark.
EXAMPLE: When did Joe buy a red shirt?
DO NOT use a question mark after a declarative sentence that contains an indirect question.
EXAMPLE: Marie wants to know when Joe bought a red shirt.
Exclamation Points: An exclamatory sentence is followed by an exclamation point.
EXAMPLE: What a good movie!

Commas
Commas separate parts of a sentence. They also tell readers to pause between words, and they can clarify
the meanings of sentences.

• Commas are used to separate three or more words or phrases in a series.

EXAMPLE: Practice will be held before school, in the afternoon, and in the evening.

• Commas are used after introductory words and introductory dependent clauses (groups of words before
the subject of a sentence that do not form complete sentences).
EXAMPLES: If your friends enjoy Chinese food, they will love this restaurant.
Incidentally, I was not late this morning.
Hoping for a bigger fish, Rob spent three more hours fishing.

• Commas are used between independent clauses (groups of words with a subject and verb that can stand
alone as a sentence) joined by a coordinating conjunction (for, and, nor, but, or, yet, so).
EXAMPLE: My dog had fleas, so we gave him a bath.

• Commas set off nonessential phrases or clauses.

EXAMPLE: The man, I think, had a funny laugh.
Tanya, Debbie's sister, gave a brilliant speech last night.

6. Rewrite the paragraph below using capital letters and punctuation

(. , ; : ! ? –) to make correct sentences.

the strategic nuclear forces of the United States incorporate both active offensive elements and
passive defensive measures in the late 1980s the US Navy fleet of 36 nuclear-powered ballistic missile
submarines carried 640 improved Poseidon and Trident SLBMs the longer range of these submarines
gives them more room to manoeuvre these vessels included an increasing number of the larger Ohio-
class submarines each one carries 24 Trident missiles

Page 31 of 35
Design Thinking = Human- PUNCTUATION
centred Design?
Definition: “Design Thinking is a 5-step process to come up with meaningful ideas that solve real
problems for a particular group of people”.

Watch the video and note down the 5 steps of Design Thinking.
Steps Name (verb) Derived noun (if possible)
1.

2.

3.

4.

5.

Use a dictionary. Write down the definition of “iteration”:

Page 32 of 35
Brain characteristics
It is stated that left-brain dominant people favour analytical thought, logic, and reasoning, whereas
right brain people are more creative and value the finer things, such as art and music.
Extracted on 26th July 2023 from: https://strate.in/left-brain-vs-right-brain-whats-best-for-a-designer/

Are you a left or right brain thinker? ______________

Were / Are these famous people left or right brain thinkers?

Famous person Left brain thinker Right brain thinker

Sir Isaac Newton  

Albert Einstein  

Leonardo Da Vinci  

Thomas Edison  

Galileo Galilei  

Bill Gates  

Stephen Spielberg  

Steve Jobs  

Pablo Picasso  

Page 33 of 35
https://media.licdn.com/dms/image/C4E12AQEUIW7z5TFvQA/article-inline_image-
shrink_1500_2232/0/1520242456100?e=1695254400&v=beta&t=YWxYDQ_iDdkrI_W5aOiqlxOFSEfSSVE6_nWdTK07xdk

Positive psychology
Answer the following questions by reading the text that follows.
1. What new approach has the 21st century brought?


2. Describe in your own words, the ‘learning experience’ paradox given between success(es) and
failure(s).


3. What do researchers and designers have in common?



4. Which of the following words is NOT a synonym of advice?

 a) suggestion
b) recommendations
c) tip(s)
d) opinion
5. In your opinion, why should you “not blame people when they fail to use your products
properly”?


Page 34 of 35
Just as we learn to give up after repeated failure, we can learn optimistic, positive responses to life. But the
twenty-first century sees a new approach: to focus upon a positive psychology, a culture of positive
thinking, of feeling good about oneself. In fact, the normal emotional state of most people is positive.
When something doesn’t work, it can be considered an interesting challenge, or perhaps just a positive
learning experience.

We need to remove the word ‘failure’ from our vocabulary, replacing it instead with ‘learning experience’.
To fail is to learn: we learn more from our failures than from our successes. With success, sure, we are
pleased, but we often have no idea why we succeeded. With failure, it is often possible to figure out why,
to ensure that it will never happen again. Failure can be such a powerful learning tool that many designers
take pride in their failures that happen while a product is still in development.

One design firm, IDEO, has it as a principle: “Fail often, fail fast,” they say, for they know that each failure
teaches them a lot about what to do right.

Designers need to fail, as do researchers. I have long held the belief—and encouraged it in my students and
employees—that failures are an essential part of exploration and creativity.

So, to the designers who are reading this, let me give some advice:

➢ Do not blame people when they fail to use your products properly.

➢ Take people’s difficulties as signifiers of where the product can be improved.

➢ Eliminate all error messages from electronic or computer systems. Instead, provide help and
guidance.

➢ Make it possible to correct problems directly from help and guidance messages. Allow people to
continue with their task: Don’t impede progress—help make it smooth and continuous. Never
make people start over.

➢ Assume that what people have done is partially correct, so if it is inappropriate, provide the
guidance that allows them to correct the problem and be on their way.

➢ Think positively, for yourself and for the people you interact with.
Extract from: Norman, D., The Design of Everyday Things; Revised & Expanded Edition (2013), pp 63, 64.

Page 35 of 35
 TECHNICAL
LANGUAGE PROPERTIES OF MATERIALS
STUDY SHEET

Activity 1

Write a property under each of the materials.

1 ____________ 2 ____________

3 ____________ 4 ____________

5 ____________ 6 ____________

1/3
Technical Language/Properties of materials
 TECHNICAL
LANGUAGE PROPERTIES OF MATERIALS
STUDY SHEET
Activity 2

Complete the definitions of the properties with the words below. Use
each word once only.

waterproof transparent soft rigid scratch

magnetic strong flexible break bend insulators

absorbent conductors soak up

____________ materials let light pass through (you can see through
them).

____________ materials do not let water pass through.

A _________ material, like steel, is difficult to __________

___________ materials __________water and let water pass

through them.

_________ materials, like concrete, are difficult to break.

__________ materials are easy to __________.

___________ materials are easy to break.

Hard materials are difficult to __________.

__________ materials attract other magnets.

Some materials, for example copper, are good __________ of

electricity.

Some materials, for example wood, are __________ of heat.

2/3
Technical Language/Properties of materials
 TECHNICAL
LANGUAGE PROPERTIES OF MATERIALS
STUDY SHEET
Answer key

Activity 1

1. transparent
2. waterproof
3. absorbent
4. rigid; strong
5. weak
6. flexible

Activity 2

Transparent materials let light pass through (you can see through
them).
Waterproof materials do not let water pass through.
A rigid material, like steel, is difficult to bend
Absorbent materials soak up water and let water pass through
them.
Strong materials, like concrete, are difficult to break.
Flexible materials are easy to bend.
Weak materials are easy to break.
Hard materials are difficult to scratch.
Magnetic materials attract other magnets.
Some materials, for example copper, are good conductors of
electricity.
Some materials, for example wood, are insulators of heat.

3/3
Technical Language/Properties of materials
 TECHNICAL
COMMUNICATION EXPLAINING
STUDY SHEET

Activity 1

Combine the two parts of the sentences to give the reason for the use
of a specific material. Write the full sentences below.

We can’t use plastic to make that this material doesn’t conduct

towels heat.
As glass can break, steel is difficult to bend.

Metal is used for nails since it doesn’t bend easily.

Steel is used for making it isn’t suitable for making chairs

pliers
Bottles are often made of
plastic
The reason why pan handles
are made of wood is
Owing to its rigidity
Wood needs to be protected.
For this reason, it is usually painted.
due to its flexibility.
because they need to grip an object
strongly.
because it isn’t absorbent.

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

1/5
Technical Language/Size & Measurement
 TECHNICAL
COMMUNICATION EXPLAINING
STUDY SHEET
Activity 2

Look at the list of properties with the adjectives on the left and the
nouns on the right.

Adjective Noun
transparent transparency
absorbent absorbency
strong strength
weak weakness
flexible flexibility
rigid rigidity
stiff stiffness
elastic elasticity
viscous viscosity
rough roughness
smooth smoothness
sharp sharpness
blunt bluntness

Now change each of the following sentences, using the words given in
brackets. Here is an example.

A set square is often made of plastic because it is flexible. (due to)

→ A set square is often made of plastic due to its flexibility.

1. Windows are usually made of glass because of its transparency.

(since)
→

2. As it is absorbent, paper is a good material for making towels.

(owing to)
→

3. Steel is used for many workshop tools since it is strong. (due to)
→

4. Due to its weakness, glass is not suitable for furniture. (because)

→

5. Bottles are often made of plastic since it is flexible. (because of)

→

6. As it is blunt, this chisel is useless for this job. (due to)

→

2/5
Technical Language/Size & Measurement
 TECHNICAL
COMMUNICATION EXPLAINING
STUDY SHEET
7. This surface will be easy to work with due to its smoothness. (as)
→

8. Owing to its weakness, this concrete mixture is not suitable for this
building project. (since)
→

9. This paint will be simple to apply owing to its viscosity. (as)

→

10. This surface will be difficult to work with as it is rough. (because

of)
→

Activity 3

The following sentences are mixed up. Put the words into the right
order. In each sentence, the first word is in the correct position.

1. Because windows of transparency of glass are its usually made

_____________________________________________________

2. Steel it for workshop tools is many since is strong used

_____________________________________________________

3. Copper as for making electricity wire it is conducts used

_____________________________________________________

4. Due its, furniture for is not weakness suitable to glass

_____________________________________________________

5. Bottles flexible plastic are since of it is often made

_____________________________________________________

6. This viscosity to be simple apply paint to will owing its

_____________________________________________________

3/5
Technical Language/Size & Measurement
 TECHNICAL
COMMUNICATION EXPLAINING
STUDY SHEET

Answer key

Activity 1

We can’t use plastic to make because it isn’t absorbent.

towels
As glass can break it isn’t suitable for making chairs.

Metal is used for nails since it doesn’t bend easily.

Steel is used for making pliers. because they need to grip an

object strongly.
Bottles are often made of plastic due to its flexibility.

The reason why pan handles are that this material doesn’t conduct
made of wood is heat.
Owing to its rigidity, steel is difficult to bend.

Wood needs to be protected. For this reason, it is usually

painted.

Activity 2

1. Windows are usually made of glass since it is transparent.

2. Owing to its absorbency, paper is a good material for making

towels.

3. Steel is used for many workshop tools due to its strength.

4. Because it is weak, glass is not suitable for furniture.

5. Bottles are often made of plastic because of its flexibility.

6. Due to its bluntness, this chisel is useless for this job.

7. This surface will be easy to work with as it is smooth.

8. Since it is weak, this concrete mixture is not suitable for this

building project.

9. This paint will be simple to apply as it is viscous.

10. This surface will be difficult to work with because of its roughness.

4/5
Technical Language/Size & Measurement
 TECHNICAL
COMMUNICATION EXPLAINING
STUDY SHEET
Activity 3

1. Because of its transparency, windows are usually made of glass.

2. Steel is used for many workshop tools since it is strong.

3. Copper is used for making wire as it conducts electricity.

4. Due to its weakness, glass is not suitable for furniture.

5. Bottles are often made of plastic since it is flexible.

6. This paint will be simple to apply owing to its viscosity.

5/5
Technical Language/Size & Measurement
 TECHNICAL
COMMUNICATION GIVING INSTRUCTIONS
STUDY SHEET

Activity 1

Write instructions for each of the pictures. Use the verbs below.

enter wear switch off eat smoke wash

1. ____________________________

2. ____________________________

3. ____________________________

4. ____________________________

5. ____________________________

6. ____________________________

1/3
Technical Language/Giving Instructions
 TECHNICAL
COMMUNICATION GIVING INSTRUCTIONS
STUDY SHEET
Activity 2

How to purify water

There are a number of different ways to purify water. Below are two
methods:
1. by boiling it
2. by using water purification tablets

Separate the sentences into the method and put the steps into the
correct order. The first two for each method have been done for you.

After 10 minutes remove the pot from the heat.

After that you should filter your water through a cloth to remove large
particles.
Don’t drink the water before the tablets dissolve.
Don’t remove the pot too early.
Finally drink the boiled water.
Finally drink the purified water.
First collect your water in a container.
First, place the water you want to purify in a pot.
Mix the tablets so that they dissolve.
Next read the instructions for your tablets.
Next turn your stove to the highest temperature.
Place the tablets in the water.
Then you should let the water settle.
Then you should put your pot on the stove.
Wait until the water boils.
You must boil the water for a minimum of 10 minutes.
You shouldn’t drink the water before any impurities sink to the
bottom.

Boiling Water Using Purification Tablets

1 First, place the water you want to 1 First collect your water in a container.
purify in a pot.

2 2

3 3

4 4

5 5

6 6

7 7

10

2/3
Technical Language/Giving Instructions
 TECHNICAL
COMMUNICATION GIVING INSTRUCTIONS
STUDY SHEET

Answer key

Activity 1

1.Wash your hands / You must wash your hands / You should
wash your hands
2.Wear a hard hat (safety helmet) / You must wear a hard hat
(safety helmet)
3.Don’t enter / You mustn’t enter
4.Switch off the light / You must switch off the light / You should
switch off the light
5.Don’t smoke / You mustn’t smoke
6.Don’t eat / You mustn’t eat

Activity 2

Boiling Water Using Purification Tablets

1 First, place the water you want 1 First collect your water in a
to purify in a pot. container.

2 Then you should put your pot 2 After that you should filter your
on the stove. water through a cloth to remove
large particles.

3 Next turn your stove to the 3 Next read the instructions for
highest temperature. your tablets.

4 Wait until the water boils. 4 Place the tablets in the water.

5 You must boil the water for a 5 Mix the tablets so that they
minimum of 10 minutes. dissolve.

6 Don’t remove the pot too 6 Don’t drink the water before the
early. tablets dissolve.

7 After 10 minutes remove the 7 Finally drink the purified water.

pot from the heat.

8 Then you should let the water

settle.

9 You shouldn’t drink the water

before any impurities sink to the
bottom.

10 Finally drink the boiled water.

3/3
Technical Language/Giving Instructions