15/15 weeks ready · Follows the order of the Egyptian Ministry of Education and Technical Education textbook English, Preparatory Schools, Year Three (Grade 9), Student’s Book, Term 1. All explanations, dialogs, exercises and quizzes are Darslab’s own.
Term 1Start Smart (revision); Unit 1 Personal Identity; Unit 2 Communication with Family and Friends; Unit 3 Artificial Intelligence; Review 1; Unit 4 Screen Time; Unit 5 Design Thinking; Unit 6 Why Do We Like Stories?; Review 2 and the Term 1 review
1
Start Smart: plans, texts and tenses Start Smart (revision) and the Unit 1 opener: finish a dialog about a weekend, read a short factual text for the main idea (reference only), tenses and word choice, a short paragraph, the Unit 1 aims
Who am I? Identity and the present perfect Unit 1 Personal Identity (A): a first-person text about being yourself (reference only), identity / background / value / self-discovery, listening to an interview (our own read-aloud text), the present perfect active and passive, a story-like text about a girl and a class project (reference only), curious / confident / adjust
What I stand for: values and respect Unit 1 Personal Identity (B): a story chapter (reference only), proud / honest / worth / depressing, a dialog about respecting identity, role-play with friendly phrases, a gap dialog, a descriptive paragraph about my values, Assessment Corner, Self-Reflection
Communication and the third conditional Unit 2 Communication with Family and Friends (A): a text on good communication (reference only), communicate / bond / resolve / siblings / supportive, listening to a talk about a misunderstanding (our own read-aloud text), the third conditional, a story-like text about a quiet family dinner (reference only), reconnect / gesture / frustrated / meaningful
First steps and calm talks Unit 2 Communication with Family and Friends (B): a story chapter (reference only), research / courage / talent / proposal / determination, a conversation about a misunderstanding, friendly phrases and role-play, an opinion paragraph on staying close, Assessment Corner, Self-Reflection
Robots, AI and the future passive Unit 3 Artificial Intelligence (A): a text on robots and AI (reference only), emotions / behavior / advanced / limits / tasks / humans, listening to a conversation about AI (our own read-aloud text), the future simple passive, a text about a robot teacher (reference only), customize / connection / instantly / confused / notice
When plans go wrong, and an email Unit 3 Artificial Intelligence (B): a story chapter (reference only), initiative / donations / quit / climate / disappointed, a conversation about AI with open questions, role-play with future forms, an email about the future use of AI, Assessment Corner, Self-Reflection
Review 1: Units 1 to 3 Review 1 (Units 1–3): complete a dialog, match words, verb forms, fill a text from a list, listen and answer (audio not used), read a text with questions, rewrite verbs, multiple choice, the story – all as new mixed tasks
Screen time, rules and contrast Unit 4 Screen Time (A): a text on screen time (reference only), physical / entertainment / expert / balance / useful, listening to a text about smart habits (our own read-aloud text), modal verbs (must, mustn’t, can, can’t, should) and connectors of contrast, a personal text about a phone plan (reference only)
Leading, advice and a blog post Unit 4 Screen Time (B): a story chapter (reference only), leader / eco-friendly / blame / natural, a conversation about screen time with advice, role-play with modals and connectors, phrasal verbs with on / off / away, a blog post about small changes, Assessment Corner, Self-Reflection
Think like a designer 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)
Honesty, steps and a project review Unit 5 Design Thinking (B): a story chapter (reference only), agriculture / quit / dedicated / trust, a dialog about design thinking, role-play, vocabulary (come up with, make sense, perfect, process), a review of a design project, Assessment Corner, Self-Reflection
Stories and reported speech Unit 6 Why Do We Like Stories? (A): a text on how stories shape thinking (reference only), various / moral / empathy / aware / spark / critically, listening to a talk about a story that helped (our own read-aloud text), reported statements, types of stories and story elements, a short fable (reference only)
My own story Unit 6 Why Do We Like Stories? (B): a story chapter (reference only), ambition / special / symbol / courage, a conversation about the power of stories, a retelling game, a short story of my own, Assessment Corner, Self-Reflection
Review 2 and looking back at Term 1 Review 2 (Units 4–6) and the Term 1 review: a listening task and a dialog, a text on teenagers and technology with questions, vocabulary and grammar items, the story, a story-writing task, and a look back at the whole term
The Egyptian Ministry of Education and Technical Education (MOETE) is not affiliated with, and does not endorse, Darslab. Lessons follow the order of the Ministry’s textbooks; all explanations, exercises and quizzes are Darslab’s own. Pictures of animals, plants and objects: Twemoji, CC BY 4.0.
