Teacher’s initials: School:
Subject/ grade: Date:
Learning Objectives:
Topic/session/unit/lesson:
1. Computers and robots
1.1 Clever computers
listen to the story or text and understand what computers can
do.
tell the difference between what people can do and what
computers can do.
know that computers help people, but they cannot feel or think like
people.
1.2 robots listen to the lesson or story and understand what robots are.
say what robots can do (e.g., help, clean, move).
tell the difference between a robot and a person.
listen to the story and understand what a Pepper robot is.
1.3 The pepper robot
say where Pepper robots work (e.g., shops, hospitals).
say what Pepper robots can do (e.g., talk, help, give
information).
1.4 What is a drone listen to the lesson and understand what a drone is.
say what drones can do (e.g., fly, take photos, deliver
things).
tell where drones are used (e.g., farms, cities, rescue work).
listen to the story or text and understand who is flying the
1.5 Flying a drone drone.
understand simple instructions or actions like fly, up, down,
left, right.
know that drones are machines that people can fly using a
controller.
Resources:
Learners book session 1.1, 1.2, 1.3, 1.4, 1.5
1
Workbook session 1.1, 1.2, 1.3, 1.4, 1.5
Language support, including any key vocabulary:
Joining nouns and adjectives
2
Wh question words
Introducing the lesson: Timing:
3 Computers and robots
Clever computers
you will know how computers help people, and how
clever they really are!”
Show Real Objects or Pictures
Build Curiosity
Start with a Question
Robots
Show a Picture or Short Video of a Robot
Teach 4–5 Key Words with Actions or Pictures
The pepper robot
Start with a Simple Question (2–3 minutes)
“Have you seen a robot before?”
“What do you think robots can do?”
“Can a robot help people?”
Encourage short answers like:
“Yes!”
“Robots can talk.”
“Robots can help.”
What is a drone
Begin with Exciting Questions
Have you ever seen something flying in the sky that’s not a
bird and not an airplane?”
“Have you heard of a drone?”
Flying a drone
Ask:
“Do you think it’s easy or hard to fly a drone?”
(Just let them guess – it’s about building interest!)
Classroom Movement Game: “Drone Says!”
1. The teacher is the drone controller.
2. Say commands like:
o “Drone says… fly up!” (Students raise
hands)
o “Drone says… fly down!” (Students
crouch)
o “Drone says… turn!” (Students spin)
o “Drone says… stop!” (Students freeze)
3. If the teacher doesn’t say “Drone says,” and
someone moves—they sit out for 1 round.
4. Keep it fast, fun, and energetic!
Main activities: Timing:
4 Vocabulary Matching Game
Recognize and match computer and robot-related
vocabulary.
Materials: Picture cards and word cards (e.g.,
computer, robot, screen, keyboard, help, talk, move)
Instructions:
Show pictures of a computer, robot, screen,
etc.
Say the word, and let students repeat.
Then, let students match the word card to the
correct picture
Helps to build confidence in communication, personal
connection to the topic, and early descriptive
language skills.
