Class version: Everyday. Everyday uses shorter language, shorter reading and more support for adult situations. Go further offers longer turns and less support. Choose the topic and depth separately from language level; an advanced speaker may prefer concrete situations. Both keep the same speaking purpose; Go further adds one related language extension to practise in the conversation. The original recording is unchanged; use the adapted reading if the recording is too demanding. These versions are teaching choices, not certified CEFR levels.
Language focus: Predictions: will / might. I let the student speak first, show support if needed and return to one or two useful phrases at the end.
My 45-minute core: catch up 6, get ready 7, discover 6, one speaking scene 8, robot workshop 15, closing 3. I use the short video as an observation warm-up, then Read for the two factual answers if needed; this is not a transcript-based listening test. I do not use the News in Levels audio. For 60 minutes, I add another speaking scene for 7 minutes and swap customer/designer roles for 8. I can stop after the connection brief and keep the battery brief for next time. Will/won’t expresses an expectation; might/might not leaves a possibility open, not a numerical probability. Six design credits, internet requirements and routine durations are fictional design assumptions, not product specifications. At the internet brief I ask for a replacement or a backup. At the battery brief the learner selects a first task that fits 30 minutes and explains what I still need to do. Long routines need a design change or a spoken proposal for a shorter routine. I check one prediction again at the end instead of treating the pitch as a promise. The source article is dated January 2025.
It will … / It might …
It will clean the floor. It might miss a small corner.
“Let me think…” · “One thing that comes to mind is…” · “For example…” · “The best part was…”
Optional vocabulary: sensor · a device that detects changes · household task · a job around the home · prediction · what you think will happen.
The article and audio mention domestic and industrial tasks, AI and sensors. Production goals for 2030 were company ambitions reported in January 2025, not verified achievements. I do not ask students to memorise figures or treat a prediction as a fact. The Level 3 page links the 0:31 DW News clip ‘Cutting-edge technology: AI robots made in Germany’. I do not rely on a verified transcript for this clip. Use the clip to describe an observed action and discuss what it does or does not establish. Use the adapted summary for source-checked details; do not present an unverified transcript.
Source Level 3 · archive video. Source date: 29/01/2025. My adapted summary. Original resources are linked below.
Original video ↗
Will / won’t: a prediction. Might / might not: an open possibility. The negative changes the outcome, not the degree of confidence.
Next time: I start next time with the take-home discovery. If we did not reach the challenge, I continue there.
Clear this class’s answers, choices and activities, and return to Catch up. Saved session history stays unchanged.