Page 9 - Level 1 Additional Skills Book 01-15.cdr

him being murdered. It suggested that human investigation may
be useful. This pleased Wilson, making him feel like he was still
useful even though so many robots were involved in the police
force now.
Wilson looked around, he noticed something by the body – it was
some kind of footprint. He looked closer – yes, a footprint! But a
strange one – it was a deep one, left by a heavy foot. And the
shape was odd. Not a human foot, then. A robot?
He stood up, frowning. A robot had been here and looked at the
body of Judge Burgess after he had been hit by the car and
killed. But why didn’t the robot report the body of a dead human
at once? That’s what the robots are programmed to do.

Task 3

Skill Reading
Time 15 mins

A.
Teaching Tips Tell students to do this quickly by skimming the text for the key
information.
A.
Monitor to check their answers. Have students read out the parts
they underlined for each piece of information.
Assessment B.
Monitor as students complete the questions. Have individual
students say where they found the information in the text. Focus
on sentence formation in their corrections of the false sentences.
B.
1. True
2. False – he was on his way to work (he didn’t arrive at work that
day)
Answers 3. False – she called the police after a couple of hours.
4. True
5. True
6. False – so many robots were involved in the police force now.
7. True

Task 4

Skill Speaking
Time 20 mins
A.
The aim is to encourage a lot of discussion and interaction in this
Teaching Tips activity. Tell students that it is not a problem if they are wrong.
You could provide some useful language to speculate before the
task (E.g. maybe it’s… I think that… etc.).