This unit introduces students to the concept of design thinking as a problem-solving process. It emphasizes understanding users' needs, brainstorming creative ideas, building prototypes, and testing solutions. The unit includes reading passages about designers and a story about Omar helping new students, as well as a narrative about a school garden project that highlights personal growth and honesty. Listening activities focus on a design sprint blog, and speaking tasks involve discussing design solutions and using sequence adverbs. Writing instruction guides students to write a review of a design project, using sequence adverbs and target vocabulary. By the end of the unit, students should be able to identify main ideas and details in texts about design thinking, explain the steps of the design process, use related vocabulary, and apply sequence adverbs and imperatives in speaking and writing.
Multiple choice questions on this lesson in English for 3rd preparatory, First Term, with practice exercises for revision and exam preparation.
Omar sees a new student who looks confused and cannot find his classroom. What is the best thing Omar can do to help him?
Mona is telling her team the order of their work: they share ideas, then build a model, and at the end they try it with real users. Which word should she use to introduce the last step?
A group of students wants to understand what their classmates need before they start building anything. Which step of the design thinking process are they doing?
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