Robots in Our Lives 2025 - Past Paper PDF

***[Scientific innovations: Robots in our Lives]*** ***[Introduction.]*** [[https://youtu.be/DHyUYg8X31c]](https://youtu.be/DHyUYg8X31c) 00.00-00.35 1\. Describe the activities of the imagined AI toaster. 2\. Note down the 5 questions asked. 3. What can you say about AI? ***...

***[Scientific innovations: Robots in our Lives]*** ***[Introduction.]*** [[https://youtu.be/DHyUYg8X31c]](https://youtu.be/DHyUYg8X31c) 00.00-00.35 1\. Describe the activities of the imagined AI toaster. 2\. Note down the 5 questions asked. 3. What can you say about AI? ***[Unit vocabulary.]*** Vocab challenge.\ Find synonyms:\ A. to permit\ \_\_\_\_\_\_\_\_\_\_­­­\_\_\_ **\ **B. scary\ \_\_\_\_\_\_\_\_\_\_­­­\_\_\_ **\ **C. negative aspect\ \_\_\_\_\_\_\_\_\_\_­­­\_\_\_ **\ **D. to injure\ \_\_\_\_\_\_\_\_\_\_­­­\_\_\_ **\ **E. bizarre\ \_\_\_\_\_\_\_\_\_\_­­­\_\_\_ F. compétence\ ­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ***[Activity 1. Image]*** 1\. Describe what you can see. *(rappel: utiliser le présent continue pour décrire une image)\ * 2\. What fears about AI does this image evoke? *(rappel: utiliser les modaux ­­­­\_\_\_\_\_\_\_\_ et \_\_\_\_\_\_\_\_\_\_pour parler de ce qui pourrait arriver)*  [ ***Activity 2. Grammar*.**] Le conditionnel en anglais***[\ ]*** Il existe 3 formes de conditionnel. Afin de les comprendre, on se met dans une situation concrète - nous sommes dans une salle, il fait bon. Dehors, il fait froid : +-----------------+-----------------+-----------------+-----------------+ | | Emploi | Exemple | Formation | +=================+=================+=================+=================+ | Premier | hypothèse sur | If you go | if + présent , | | | un fait | outside, you | will + base | | | présent. | will be cold. | verbale | | | | | | | | (une | Si tu sors, tu | | | | certitude !) | auras froid. | | +-----------------+-----------------+-----------------+-----------------+ | Deuxième | hypothèse | If you opened | if + prétérit , | | | irréelle | the window, it | would + base | | | portant sur un | would be cold | verbale | | | fait présent | | | | | | Si tu ouvrais | | | | | la fenêtre, il | | | | | ferait froid. | | +-----------------+-----------------+-----------------+-----------------+ | Troisième | hypothèse | If you had gone | if + had + | | | irréelle | outside, you | participle | | | portant sur un | would have been | passé ,\ | | | fait passé | cold. | \ | | | | | would + have + | | | | Si tu avais | V 3ieme colonne | | | | quitté la | | | | | salle, tu | | | | | aurais eu | | | | | froid. | | +-----------------+-----------------+-----------------+-----------------+ A. \_\_\_\_\_\_\_\_\_\_­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_­­­\_\_\_\_\ \_\_\_\_\_\_\_\_\_\_­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_­­­\_\_\_\_\_\_\ B. \_\_\_\_\_\_\_\_\_\_­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_­­­\_\_\_\_\ \_\_\_\_\_\_\_\_\_\_­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_­­­\_\_\_\_\_\_\ C. \_\_\_\_\_\_\_\_\_\_­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_­­­\_\_\_\_ ***[2^nd^ conditional: Create the sentences ]*** Notez la construction du *2^nd^ conditional:*\ soit if + \_\_\_\_\_\_\_\_\_\_\_, \_\_\_\_\_\_\_\_\_\_\_ + \_\_\_\_\_\_\_\_\_\_ soit \_\_\_\_\_\_\_\_\_\_\_ + \_\_\_\_\_\_\_\_\_\_ if + \_\_\_\_\_\_\_\_\_\_\_. 1\. If we (have) \_\_\_\_\_\_\_\_\_\_\_\_\_\_ a robot, it (do) \_\_\_\_\_\_\_\_\_\_\_\_\_\_the chores. 2\. He (learn) \_\_\_\_\_\_\_\_\_\_\_\_\_\_about AI if he (have) \_\_\_\_\_\_\_\_\_\_\_\_\_\_more time. 3\. If they (tell) \_\_\_\_\_\_\_\_\_\_\_\_\_\_their boss they used chat GPT, he (fire) \_\_\_\_\_\_\_\_\_\_\_\_\_\_them. 4\. She (spend) \_\_\_\_\_\_\_\_\_\_\_\_\_\_ a year in the USA if it (be) \_\_\_\_\_\_\_\_\_\_\_\_\_\_easier to earn money. 5\. If I (work) \_\_\_\_\_\_\_\_\_\_\_\_\_\_for Hanson Robotics, my job (not be) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_threatened. 6\. We (help) \_\_\_\_\_\_\_\_\_\_\_\_\_\_you if we (know) \_\_\_\_\_\_\_\_\_\_\_\_\_\_how. 7\. My brother (buy) \_\_\_\_\_\_\_\_\_\_\_\_\_\_a robot assistant if he (have) \_\_\_\_\_\_\_\_\_\_\_\_\_\_the money. 8\. If I (understand) \_\_\_\_\_\_\_\_\_\_\_\_\_\_robotics better, I (invent) \_\_\_\_\_\_\_\_\_\_\_\_\_\_a cleaning robot. 9\. If you (go) \_\_\_\_\_\_\_\_\_\_\_\_\_\_to school more often, you (be / not) \_\_\_\_\_\_\_\_\_\_\_\_\_\_ unskilled. 10\. She (not / talk) \_\_\_\_\_\_\_\_\_\_\_\_\_\_to you if she (be) \_\_\_\_\_\_\_\_\_\_\_\_\_\_angry at you. ***[\ Activity 3. Funny robots]*** [[https://youtu.be/Bg\_tJvCA8zw]](https://youtu.be/Bg_tJvCA8zw) 000 -2.00 https://youtu.be/G-zyTlZQYpE 2.36 4.22 --------------------------------------------------------------------------------------- ---------------------------------------- Creator: Creator: Robot's name: Robot's name: Why it was made: Why it was made: What it can do: What it can do: ***[Activity 4. Artificial Intelligence]*** [[https://youtu.be/W0\_DPi0PmF0]](https://youtu.be/W0_DPi0PmF0) 1\. What do you think about this robot? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2\. Pairwork. Watch the video in pairs and take notes, then compare. +-----------------------------------+-----------------------------------+ | Pupil A | Pupil B | +===================================+===================================+ | Sophia's appearance | Why Hanson Robotics develops | | | humanoid robots | | Sophia's functions/ capacities | | | | Sophia's interests | | Her plans for the future | | | | Hanson Robotics' goal for Sophia | | Her problem today. | | | | Dr Hanson's predictions about | | | robots. | +-----------------------------------+-----------------------------------+ 3\. Class discussion. Comment on Sophia's answer to the last question. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­\_­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ***[Activity 5. Punctuation]*** *Exclamation mark \_\_\_\_ comma\_\_\_\_ full stop \_\_\_\_ speech marks \_\_\_ \_\_\_ question mark \_\_\_ colon \_\_\_* Q: What is the difference between a robot and AI? A: Robotics \_\_\_\_\_\_\_\_\_\_\_\_ building ­­­­­\_\_\_\_\_\_\_\_\_\_\_to \_\_\_\_\_\_\_\_\_\_\_\_ tasks, \_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_ involves \_\_\_\_\_\_\_\_\_\_\_\_\_\_ systems that \_\_\_\_\_\_\_\_\_\_\_\_\_\_ the \_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_ \_ make \_\_\_\_\_\_\_\_\_\_\_ \_ and \_ \_\_\_\_\_\_\_\_\_\_ \_ \_ ***[Activity 6.]***