☰ Year plan · English (Connect)

Think like a designer

Week 11 · Unit 5 Design Thinking (A): a text on thinking like a designer (reference only), stylish / creativity / point of view / prototype / schedule, listening to a blog about a design sprint (our own read-aloud text), sequence adverbs and imperatives, a text about understanding new students (reference only) · 3 lessons
3

Seeing through someone’s eyes: reading for the main idea

English Preparatory 3 Term 1, Unit 5: pp. 72–77
GoalRead a text about designing for another person, find the main idea and the details, and say what a designer learns by watching and listening.
New words
main idea · what the whole text is aboutobserve · to watch carefullyslippery · smooth and difficult to holdrough · not smoothnotice · to see or become aware of somethinguser · a person who uses something
Explanation

Designers try to see through the user’s eyes, which means they try to understand how the user sees and feels. To do this, they observe (watch carefully), listen and ask open questions such as What is the hardest thing for you? When you read a text, find the main idea by asking what the writer wants you to remember. Then find the details that support it. In our text the main idea is that good design starts with watching and listening. The details show how Hazem observed his grandfather: the phone was slippery, his grandfather dropped it, he liked bright colours. A good answer to a detail question uses the exact information from the text. Your book has a short text about understanding a new student on page 77: read it after this lesson, write its main idea in one sentence and find two details. Remember to be kind and respectful when you ask people about their needs.

QuestionAnswer from our text
What is the main idea?Good design starts with watching and listening.
What did Hazem observe?The phone was slippery and his grandfather dropped it.
What did he ask?What is the hardest thing for you?
What did he design?A case with a rough surface and a bright orange edge.
Worked examples

Hazem wanted to make a phone case for his grandfather, but he did not know what it should look like. Instead of guessing, he spent one afternoon with his grandfather and watched. He saw that the old man held the phone with both hands because it was slippery, and that he often dropped it. Hazem also noticed that his grandfather liked bright colours, which were easy to see. Hazem asked, “What is the hardest thing for you?” and listened carefully to the answer. That evening he drew a case with a rough surface and a bright orange edge. His grandfather said, “Now I can see it and hold it.” Hazem understood that good design starts with watching and listening.

Read the text. A grown-up can read it aloud first.
Detail question: Why did the grandfather drop the phone? Because it was slippery. The designer solved this with a rough surface.
Main idea: which sentence is best? (a) Hazem’s grandfather likes the colour orange. (b) Good design starts with watching and listening to the user. (c) Hazem made a phone case. The answer is (b).
Now you. Say one question that you could ask a grown-up to understand a problem that they have at home.
Class activity

Through their eyes. Watch a grown-up or a younger child do a simple task for five minutes (cooking, tying a shoe, using a tool). Write what you notice, ask one open question and think of one small design idea. Draw the idea and explain it using First, Next and Finally.

Practice
1
Why did Hazem spend an afternoon with his grandfather? (a) He wanted to see how his grandfather used the phone before he designed the case. (b) He wanted to buy a new phone. (c) He wanted to play a game.
2
What did Hazem notice about the colours his grandfather liked?
3
Which question did Hazem ask?
4
Complete: A surface that is not smooth is ___ . (rough / slippery)
5
In your own words, why did the case have a bright orange edge?