Unit 9 lesson 2: All kinds of robots
Learner’s Book pages: 120–121
Activity Book pages: 102–103
Lesson objectives
Listening: Listen to information about robots.
Speaking: Speak about different robots.
Reading: Read about robots now and the future.
Writing: Design a robot.
Language focus: Questions.
Vocabulary: hard, collect, sample, burning,
search, rescue, rescuer, tiny, reach, spacesuit,
wheelchair
Materials: Pictures of robots.
Warm up
• Show a few pictures of robots and ask learners what
they are. Ask them if they can do the same things as
humans.
1 Talk about it
• Ask the class what they think robots can do. Elicit
answers from the class.
2 Read
• Tell the class that they are going to read about
robots.
• Focus on the picture and ask the class to predict
what information they will read and listen to. Tell
them not to read the text, just to have a quick look.
• Elicit ideas. How do they know? What helped them?
(The headings and the pictures.)
• Play the audio at least twice and ask learners to
follow in their books.
• Play the audio again, stopping after each section of
the text. Discuss new vocabulary with the class.
Audioscript: Track 62
See Learner’s Book pages 120–121.
3 Read and talk
• Learners look at the pictures in the text and answer
using the words in the Word box.
Answers
Learners’ own answers. (Possible answers) Some robots look
like snakes. Some robots look like spiders. Some robots are
the size of a bee. Other robots look like people.
Answers
Find some things robots can do that humans can’t do.
Robots can go deep in the ocean. Robots can go into
dangerous places, like burning buildings or buildings that have
fallen down. Robots can go into very small spaces. Robots can
hold tiny tools and lights, which can reach places that a
doctor’s hands can’t reach.
1 Cambridge Global English Stage 3 Teacher’s Resource
4 Write and talk
• In pairs learners discuss the questions and write
some notes about them.
• Then they make up four questions about the text.
• They swap questions with another pair and
answer them.
For further practice, see Activities 1 and 2 in the
Activity Book.
5 Write
• Ask learners to design and draw their own robot.
They draw a picture and write about it. They can do
this activity in the Activity Book. Tell them to use
the questions in the Activity Book Activity 3 as a
guide.
• Portfolio opportunity: Alternatively, they could do
this activity on a sheet of paper and then you can
file it in their portfolios.
• Informal assessment opportunity: Circulate,
listening to learners’ interactions. If necessary, help
with vocabulary and language. Make notes of
performance and mistakes for remedial work.
For further practice, see Activities 3 and 4 in the
Activity Book.
Wrap up
• When they have finished doing Activity 5 in the
Learner’s Book, ask learners to show their robot to
the class.
• Home–school opportunity: Learners show their
robot to the family and explain what it can and
can’t do.
Activity Book
1 Write
• Learners read the text in the Learner’s Book on
pages 120 and 121. They write notes about the
information they find.
Answers
1 the Moon, the planet Mars and the ocean floor, burning
buildings and buildings that have fallen down
2 taken photos, measured things, collected samples for
scientists, explored the Moon and Mars, explored plants
and animals in the ocean, looked for ships on the ocean
floor, searched for people to rescue
2 Read
• Learners read more about ‘robobees’, then answer
the questions.
© Cambridge University Press 2019
• The text is fairly demanding in terms of content. As
necessary, check that learners have a basic
understanding of pollination and earthquake.
• Can children think of other situations where a
robobee would be useful?
• What other robot animals might be useful? What
might a ‘robofish’ do, for example?
Answers
1 Learners’ own answers.
2 Learners circle the word will each time it appears in the
Robobees text (4 times).

3 Let’s make it!

• Learners design a robot and answer the questions.
Answers
Learners’ own answers.

4 Challenge
• Learners make a list of things that people do that
robots can’t do.

Differentiated instruction
Additional support and practice
• Play a spelling game to practise spelling of
new words.
Extend and challenge
• Ask learners to compare and contrast the robots
they have made. This will help them revise
vocabulary and comparatives.

2 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019