ملخص اللغة الإنجليزية تالتة إعدادي، الترم الأول Design Thinking

Learning Objectives

• Identify main ideas and details in texts about the innovation process and the steps of design thinking.
• Understand a design sprint blog and identify problem-solving steps in spoken texts.
• Present a design solution clearly and use design-thinking vocabulary (prototype, brainstorm, define).
• Use sequence adverbs (first, then, next, finally) and imperatives to give instructions.
• Write a review explaining the steps of a design process.

Reading texts at a glance

• "Think Like a Designer": Designers are everyday problem-solvers who create things that are useful, easy to understand and fun to use. They ask: "Who will use it? What do they need? How can I make it better?" Great designers explore ideas from different points of view and test simple models called prototypes. Creativity, listening and curiosity are important skills. Designing a school backpack is about comfort, weight, space and safety, not just style. Design thinking means caring about people and imagining better solutions. Anyone can be a designer.
• Listening, "Dream It, Build It" (Sara's blog): A design sprint is a process for solving complex problems quickly. Vocabulary: practical = effective or suitable, crazy = very unusual, ideation = brainstorming or coming up with ideas.
• "See Through Their Eyes": Omar's challenge is "How can we make life easier for new students?" His teacher says "First, see through their eyes." He spends a day with a new student, Karim, who looks confused and nervous. Omar's group writes down what they noticed, brainstorms ideas and creates a "Welcome Buddy" plan, a school map for new students and a break-time corner for newcomers. When they test the idea the new students smile. Lesson: Good design starts with real people and real feelings.
• Story Time, "The School Garden Project" (Chapter Five: The Impact of Growth): At the end of the year the garden is full of green plants and life, but the biggest change is in the students: they throw less trash and respect the environment. Nancy discovers a love for growing food and wants to study agriculture; Noha's signs and drawings inspire art around the school; Amal, who almost quit, becomes one of the most dedicated gardeners. Zeina realizes that being honest with others and with yourself helps people trust you; she talked about her limits and didn't pretend to be perfect, which made her a better leader. Life skill: self-awareness; value: personal growth through honesty.
• Let's Talk, "Learning About Design Thinking": Amir explains the steps: first understand the users and what they need; next think of many ideas (be creative); then make a simple model or drawing called a prototype (it needn't be perfect, you improve it many times); finally test it, ask people what they think, then fix it and make it better; keep it practical and useful.

Vocabulary List

Grammar Rules

Sequence adverbs organize the steps in a process: First / Firstly / To begin with → Next / Then / After that → Finally / Lastly / In conclusion. Example: First, identify the problem by talking to users. Then, brainstorm many ideas. Next, build a simple prototype. Finally, test it with real users.

Imperatives are commands we give to others (the subject you is understood; use the base verb):

• Positive: Brainstorm as many ideas as possible.
• Negative: Don't judge ideas during brainstorming. (Don't + base verb)
• Never + base verb is a powerful form of prohibition: Never waste your time.
• Don't use -ing or to: Don't be afraid of cats. (not being).

Language Skills & Functions

• Speaking: present a design solution and use sequence adverbs; Think-Pair-Share about "Think like a designer" and "Design Sprint"; Conversation Tip: ask questions like "What's next?" or "Is it okay if…?" to keep the conversation clear and active; Real-Talk Tip: repeat key words such as "prototype" to show you are listening and learning.
• Writing a review (about 110 words) describing a group's design project: start with the problem ("Our group wants to solve the problem of…"), state your idea ("Our idea is to…"), explain how you will test it ("We will test it by…"), and describe how you will improve it ("If students like it, we will…; if they don't, we can change…"). Use sequence adverbs: First, Next, Then, Finally.
• Target words: challenges, define, prototype, solution, brainstorm, practical, buddy, sprint, closely, crazy, confused.

Solved Exercises

1. Complete with an imperative: ________ hesitate. Trust your abilities. → Don't.
2. Correct the mistake: Then, brainstorm the ideas. Next, test the phototypes. → Next, test the prototypes.

Common Mistakes

• Using -ing after Don't/Never: Never trying ✗ → Never try ✓.
• Using Doesn't / Isn't / Aren't instead of Don't for a negative command.
• Mixing the order of steps: define and brainstorm before building a prototype, then test.
• Spelling prototype incorrectly (phototype).

Quick Revision Checklist

• [ ] I can say what design thinking means.
• [ ] I can define prototype, brainstorm, design sprint.
• [ ] I can list the steps of design thinking in order.
• [ ] I can explain what Omar learned from Karim.
• [ ] I can describe the impact of the garden project on Nancy, Noha and Amal.
• [ ] I can explain why honesty made Zeina a better leader.
• [ ] I can use sequence adverbs in order.
• [ ] I can form positive and negative imperatives and use Never.
• [ ] I can write a design review with problem, idea, testing and improvement.
• [ ] I can repeat key words to show I'm listening.