Archive for August, 2011

Teaching Gorillas to Open and Say…Ahhh (Please?)

August 27th, 2011  |  Published in Education, Lesson Plan, Science, Technology

Teaching Gorillas, Gently, How to Be Perfect Patients, By Lizette Alvarez, The New York Times-

ESL Voices Lesson Plan for this article with Answer Key.

Dr.Mark Setter, the director of animal operations for  Walt Disney’s animal programs, along with his staff have developed a way to train the gorillas to be still and cooperative during their physicals. The technique works so well that zoos across the country are using it.

Photo: Silverback Gorilla Credit: H. Sleinberg

The following is an excerpt:

1. “ORLANDO, Fla. — Lying flat on his oversize silver back near the exhibit glass at Disney’s Animal Kingdom, Gino gazed far into the distance, well beyond the curious gawkers. Yes, his eyes seemed to say, I am fabulous and mighty and infinitely photogenic so snap away at my 385-pound, muscle-bound physique. Soon, though, he grew weary of the paparazzi. Garbo-like, he lifted his massive gorilla arm and rested it lightly over his face. No more, please.

2. You can’t blame Gino. Behind all that brawn, he has a weak heart, a fact of life for adult male gorillas. Like lifelong smokers and junk-food addicts, 40 percent typically die of heart problems. Moments earlier, he was inside his barn getting his periodic cardiovascular check-up. This involved Gino’s standing still in his cage, right up against the bars, while a trainer dabbed his chest with gel (which Gino swipes at and tastes every time) and then scanned his heart with a wand.

3. Not so long ago (about two years to be precise), veterinarians and ultrasonographers had to sedate gorillas to check their hearts and blood pressure.Dr. Mark Stetter, the director of animal operations for Disney’s animal programs would reply, more or less: “I don’t know. Be my guest.” Nobody took him up on his offer.

4. Then Dr. Stetter and his staff figured out a way to train Animal Kingdom’s gorillas to be still and cooperative during ultrasounds and blood pressure checks, a major advantage in helping pinpoint the state of their health. Now zoos across the country are following suit, using Disney’s guidelines and the Gorilla Health Project.

5. Trainers used verbal cues, hand signals and treats, like fruit, as positive reinforcement to teach Gino how to turn around and display the appropriate body parts. It can take several months to a year to train a gorilla to cooperate with trainers for the ultrasound scan. The gorillas have even learned to slide their arms into a special Disney-designed pressure cuff so they can have their blood pressure checked. (Of course, Gino is not the only one who benefits from special treatment. A Spade fish has received a glass eye, Komodo dragons are trained to stand on a scale and poison dart frogs have learned to respond to a clicking noise by jumping into a container that can then be weighed.) Relying on fruit and oatmeal as rewards, Beth Richards, an animal-care keeper, speaks to Gino lovingly but commandingly…”

For all of the animal lovers this is a wonderful article! Be sure to read the entire piece.

ESL Voices Lesson Plan for this article.

Level: Intermediate-Advanced

Time: approximately 1-2 hours.

Language Skills: reading, speaking, writing,  and vocabulary practice.

Time: approximately 1-2 hours.

Materials: article excerpt, dictionary.

Objectives: Students will learn the new devices for examining animals in the zoo. They will also learn new terminology, practice reading, writing, and speaking skills.

Procedure:

I. Pre-Reading Tasks A. Prediction

Ask students to look at the photo, read the heading Teaching Gorillas to Open and Say…Ahhh (Please?)  then explain what they think the article is about.B. Stimulate background knowledge

Give students 2 minutes to brainstorm terms they associate with  the words, gorilla, examination, zoo.

Use a *graphic organizer KWL chart to help.

*Visit ESL Voices Reading Strategies

 

II. While Reading Tasks

A. Vocabulary-Synonyms

Select the word that best matches the words in bold.

1. Lying flat on his oversize silver back near the exhibit glass…(adjective)

a. bigger than the usual size

b. smaller than average

c. exact size

2. Yes, his eyes seemed to say, I am fabulous and mighty and infinitely photogenic…(adverb)

a. measurable

b. very great in amount or degree; limitless

c. limited

3. I am fabulous and mighty and infinitely photogenic…(adjective)

a. ugly

b. looking attractive in photographs or on film

c. unattractive

4. …so snap away at my 385-pound, muscle-bound physique. (noun)

a. the form, size, and development of a person’s body

b. shoe size

c. hat size

5. Behind all that brawn, he has a weak heart,…(noun)

a. brains

b. intelligence

c. physical strength in contrast to intelligence

6. Like lifelong smokers and junk-food addicts…(noun)

a.  food that is healthy

b. food that is good only for adults

c. food that has low nutritional value

7. Like lifelong smokers and junk-food addicts…(noun)

a.  a person who is addicted to a particular substance

b. a person who is not addicted to a substance

c. a person who can eat whatever they want

8. Moments earlier, he was inside his barn getting his periodic cardiovascular check-up.  (adjective)

a.  relating to the veins

b.  relating to the heart and blood vessels.

c. relating to the muscles

9.  …while a trainer dabbed his chest with gel…(verb)

a. hit hard

b. press against (something) lightly with a piece of absorbent material in order to clean or dry it

c. punch

10. Not so long ago…veterinarians and ultrasonographers had to sedate gorillas…(noun)

a. people who are trained to use an *ultrasound machine

b. people who are trained to feed gorillas

c. people who are trained to sing to gorillas

*ultrasound machines

11.  …veterinarians and ultrasonographers had to sedate gorillas…(verb)

a. to kill someone (or an animal)

b. to make a person (or animal) sleep by administering a sedative drug

c. to make someone (or an animal) excited

12. Trainers used verbal cues, hand signals and treats, like fruit, as positive reinforcement to teach Gino…(noun)

a. the process of weakening a behavior

b. the process of diminishing a behavior

c. the process of encouraging or establishing a pattern of behavior by reward.

B. Sentence meaning

Match the letter of the phrases to complete the sentences taken from the article, Paragraphs  2, 3, and 4.

1. Behind all that brawn, he has___

2. Like lifelong smokers and junk-food addicts, 40 percent typically___

3. Moments earlier, he was inside his barn___

4. … a trainer dabbed his chest with___

5. Not so long ago (about two years to be precise), veterinarians and ultrasonographers had to___

6. Now zoos across the country are___

a. getting his periodic cardiovascular check-up.

b. gel…and then scanned his heart with a wand.

c. a weak heart

d.  following suit, using Disney’s guidelines and the Gorilla Health Project.

e. die of heart problems.

f. sedate gorillas to check their hearts and blood pressure

III. Post reading:

A. Discussion and Reflection

Have a discussion about Gorillas.  A very informative site: All About Gorillas

B. Visit a zoo where there are gorillas. Take photos, and write different captions for each one. Have a contest for the best one!

C. Two-Minute Gorilla Debates: (oral practice)

With a partner, engage in these fun 2-minute debates. Students A firmly believes in the opinions on the left, Students B supports the opinions on the right. Change partners.

1. Gorillas are the greatest animals in the world. vs. I don’t think so.

2. A gorilla would be a great pet. vs. You are totally crazy.

3. Gorillas and humans can talk to each other. vs. Not in the jungle.

4. We descended from gorillas. vs. Humans and gorillas are totally different.

5. Gorillas should be kept in zoos. vs. Gorillas belong in the jungle.

6. Tours to see gorillas are great for tourism. vs. Gorillas should be left alone.

7. The gorilla should be on the WWF* logo. vs. The panda is best for that logo.

8. Frogs are more important for conservation. vs. Gorillas should be top of all conservation lists.

* World Wildlife Fund

Activity curtsey Breaking News English

D. Writing Activity

Have students write an essay about one of the following topics.  Review ESL Voices Modes of Essay Writing.

  1. Anesthesia is considered dangerous even for people. Write an essay in which you discuss the benefits of teaching animals to cooperate during  physical examinations. Provide examples.
  2. Write an essay in which you describe other beneficial behaviors animals might be taught using Dr. Stetter’s  technique.
  3. In your opinion, can children be taught certain behaviors using this technique?

Additional Lesson Plans for lower-levels:

Scholastic: Looking for Miza The lesson plans and printables will give students the background information they need to create an action plan to raise awareness of the problems facing the endangered mountain gorillas. (grades 3-8) ESL Beginners /low-level.

First School: Gorilla Theme Preschool Lesson Plan Printable Activities;

Endangered Animals | Rainforest & Jungle. Instructions and Suggestions Age: older toddlers to to early elementary.

USA Zoo Directory

ANSWERS:

I. Pre-Reading Tasks

A. students’ choice

II. While Reading Tasks

A. Vocabulary-Synonyms

1. a,  2. b, 3. b, 4. a, 5. c 6. c, 7. a, 8. b. 9. c, 10. a, 11. b, 12.c

Source: New Oxford American Dictionary

B. Sentence Meaning

1.  a weak heart

2. b. die of heart problems.

3. c. getting his periodic cardiovascular check-up.

4. d. gel… and then scanned his heart with a wand.

5. e. sedate gorillas to check their hearts and blood pressure.

6. f. following suit, using Disney’s guidelines and the Gorilla Health Project.

III. Post reading tasks

Students’ choice. Have students share their essays with the class.

Thank you for using this lesson plan.
Please come back again.

Tags: , , ,

The Lion King Welcomes the Autistic

August 21st, 2011  |  Published in Education, Lesson Plan, Social Issues, Technology

The Lion King on Broadway to host autism-friendly performance, by David Ng, The Los Angeles Times

ESL Voices Lesson Plan for this article With Answer Key

Lion king photo: J. Marcus

 

The Lion King, a favorite story for both children and adults alike, is about to enlarge its audience to include people on the Autism spectrum. The New York show is preparing a performance  with an environment especially prepared for children and adults. This is a wonderful gesture, and our hope is that  other productions will follow in the Lion King’s footsteps.

The following excerpt explains how the theatre will be made accessible to people with Autism:

“The Lion King” on Broadway will be the first major New York show to host a performance geared specifically for individuals with autism.

The performance, scheduled for Oct. 2, is part of a new pilot program from the Theatre Development Fund called the Autism Theatre Initiative, whose goal is to make theater accessible to children and adults on the autism spectrum — including those with Asperger’s syndrome — and their families.

TDF, a nonprofit group, said it has purchased every seat for the Oct. 2 performance at the Minskoff Theatre for sale to families whose members include individuals with autism.

The special performance will feature a reduction of jarring sounds or strobe lights focused into the audience, according to TDF. In addition, there will be designated quiet areas in the lobby, staffed with autism experts, in case individuals need to leave their seats during the performance.”

TDF Information for tickets and additional resources

Lion king photo: J.Persson/Disney/PA

ESL Voices Lesson Plan for this article.

 

Language Skills: Reading, writing, speaking, and listening.

Time: approximately 2 hours.

Level: Intermediate to advanced.

Materials: Handout for the five questions concerning Autism, You Tube video, article.

Objectives: Students will discuss Autism. They will also learn new terminology, practice reading, writing, speaking and listening skills.

Procedure:

Before reading the article,  learners need to understand what Autism means. The following exercises will provide learners with background information as  to what Autism is, and how the efforts the people of the Lion King production will help Autistic children.

I. Pre-Reading Tasks

A. Prediction: Have students  read the titles (of both this post and of the original article) survey the photos, to see if they can predict what the article will be about.

B. Stimulate background knowledge: Have learners brainstorm to build a list of all of the words they can  think of connected to the term: Autism.

C.  Listening

You can have students view and listen to this short video clip to get a better understanding of Autistic behavior in some children. This clip shows a young autistic child (Evy) interacting with the teacher.

Some  Possible Questions

When working with autistic persons it is sometimes important to provide them with specific directions as to what they should do in certain situations.

 

  1. Is this what the teacher is trying to do for Evy?  How can you tell?
  2. She asks Evy several times “why are you turning off the light?”  Why?
  3. Do you think she’s a good teacher? Why?
  4. Name one quality this teacher demonstrates repeatedly throughout the video.

Evy in school.

You Tube video:  Autism Teaching Tools: Play and Language therapy

 

II. While Reading Tasks

Divide students into 5 groups and give each group one of the following paragraphs. First they are to infer the vocabulary words in bold.

A. Vocabulary in Context

Group 1-

Autism is a brain disorder that affects a person’s ability to communicate, form relationships with others, and respond appropriately to the external world. People with the condition often exhibit repetitive behavior or narrow, obsessive interests…Many people with autism have unusual sensory perceptions. For example, they may describe a light touch as painful and deep pressure as providing a calming feeling. Others may not feel pain at all. Some people with autism have strong food likes and dislikes and unusual preoccupations.

Group 2-

Types of autism spectrum disorder include Asperger syndrome, childhood disintegrative disorder, Rett syndrome, pervasive developmental disorder, and classical autism.

Group 3 -

Recent research into possible autism causes strongly suggests that certain people have a genetic predisposition for the disorder. Other possible causes involve abnormal levels of neurotransmitters in the brain.

Group 4-

Preoccupation with certain objects or subjects, inflexible adherence to specific routines or rituals, and impaired ability to make friends with peers may be early autism signs.

Group 5-

Yes, children can have autism.  In a child, autism typically affects the ability to communicate, form relationships with others, and respond appropriately to the external world…Others have serious cognitive impairments and language delays, and some never speak. Child autism is characterized by three distinctive behaviors. Autistic children:

• Display problems with verbal and nonverbal communication

• Have difficulties with social interaction

• Exhibit repetitive behaviors or narrow, obsessive interests.

Some children with autism can function at a relatively high level, with speech and intelligence intact. Others have serious cognitive impairments and language delays, and some never speak.

 

B. Questions for Comprehension  (paragraphs)

Next students answer the following questions from their paragraph.

Group 1-

1. What part of the body is affected by Autism?

2. Describe three ways that Autism can affect a person.

Group 2-

1. Name at least four types of Autism.

2. What are the general characteristics of these types of Autism?

Group 3-

1. Describe the definite cause of Autism.

2. What do scientists think might be the cause of Autism?

Group 4 –

1. Describe at four signs of early Autism.

2. Why might these signs go unrecognized?

Group 5-

1. According to experts, out of 1,000 children how many will have Autism?

2. What is the cure for Autism?

C. Questions for Comprehension and Discussion

Article: The Lion King’ on Broadway to host autism-friendly performance

Now that students understand a little more about Autism,  have them read the article and answer the following questions from the article.

 

  1. What is the Autism Theatre Initiative?
  2. What are some of the ways the Lion King  production  will adjust for the needs of Autistic people?
  3. Why do you think “jarring” sounds or strobe lights  might disturb an autistic person?

III. Post Reading Tasks

A.  Research and Writing Assignment.

Choose one of the following  topics to research.

1. Should students with autism be mainstreamed into the regular classroom settings?

2. What are the requirements to become a teacher for Autistic children?

3. In your opinion, should more public places provide surroundings to help autistic people feel comfortable?

Sources:

Organizations for additional information on Autism and related illnesses:

The Mayo Clinic (a good site for questions about Autism, or other illnesses)

www.autism.com

www.ageofautism.com

www.autismone.com

www.safeminds.com

ww.talkaboutcuringautism.org

www.generationrescue.com

National Institute of Neurological Disorders and Stroke (The NINDS offer an extensive list of neurological disorders or research programs.)

ANSWERS

I. Pre-Reading Tasks

A and B

Students’ choice.

C.  Listening

Possible Answers

1. The teacher repeatedly asks Evy guide questions.
2.  To make sure Evy understands the question, by responding.
3. The teacher seems to be excellent however this is a students’ choice.
4.  Her strong quality appears to be patience.

II. While Reading Tasks

Vocabulary in Context

Group 1- 

 

  1. disorder -noun. a disruption of normal physical or mental functions; a disease or abnormal condition; eating disorders
  2. communicate- verb.  share or exchange information, news, or ideas :
  3. external – adjective. existing outside the mind : the child learns to form conceptions of the external world.
  4. repetitive adjective characterized by repetition, esp. when unnecessary or tiresome : a repetitive task.
  5. obsessive -adjective. preoccupy or fill the mind continually, intrusively, and to a troubling extent.

Group 2-

  1. spectrum- noun.  used to classify something, or suggest that it can be classified, in terms of its position on a scale between two extreme or opposite points : the left or the right of the political spectrum.
  2. Asperger syndrome – noun. Asperger’s syndrome is a developmental disorder that affects a person’s ability to socialize and communicate effectively with others. Children with Asperger’s syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics.
  3. Childhood disintegrative disorder-noun. Childhood disintegrative disorder, also known as Heller’s syndrome, is a condition in which children develop normally until ages 2 to 4, but then demonstrate a severe loss of social, communication and other skills. Childhood disintegrative disorder is very much like autism… However, childhood disintegrative disorder typically occurs later than autism and involves a more dramatic loss of skills. In addition, childhood disintegrative disorder is far less common than autism.
  4. Rett syndrome-noun. Rett syndrome is a rare genetic disorder that affects the way the brain develops. It occurs almost exclusively in girls. Most babies with Rett syndrome develop normally at first, but symptoms start to surface after 6 months of age. Over time, children with Rett syndrome have increasing problems with movement, coordination and communication that may affect their ability to use their hands, communicate and walk.

Group 3 


  1. predisposition- noun- a liability or tendency to suffer from a particular condition, hold a particular attitude, or act in a particular way : a child may inherit a predisposition to schizophrenia | genetic predisposition.

     

     


  2. abnormal – adjective -deviating from what is normal or usual, typically in a way that is undesirable or worrying : the illness is recognizable from the patient’s abnormal behavior.

     

     


  3. neurotransmitters -noun- Physiology a chemical substance that is released at the end of a nerve fiber by the arrival of a nerve impulse and, by diffusing across the synapse or junction, causes the transfer of the impulse to another nerve fiber, a muscle fiber, or some other structure.

    Group 4


    1. Preoccupation -noun-the state or condition of being preoccupied or engrossed with something : his preoccupation with politics.

       

       

       


    2. inflexible-adjective- unwilling to change or compromise : once she had made up her mind, she was inflexible.

       

       

       


    3. routines- noun-a sequence of actions regularly followed; a fixed program : I settled down into a routine of work and sleep

       

       

       


    4. impaired-adjective-having a disability of a specified kind : [in combination ] hearing-impaired children.

       


      Group 5


      1. ability-noun ( pl. -ties)-the capacity to do something : the manager had lost his ability to motivate the players | the tax bears no relationship to people’s ability to pay.

         


      2. respond -verb- act or behave in reaction to someone or something : she turned her head, responding to his grin with a smile.

         


      3. cognitive -adjective-of or relating to cognition.

         


      4. -cognition-noun-the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.

         


      5. impairment-noun- the state or fact of being impaired, esp. in a specified faculty : a degree of physical or mental impairment | memory impairment.

        B. Questions for Comprehension  (paragraphs)

        Group 1-

        1.  The brain.

        2. Difficulty in communication, forming relationships with others, responding appropriately to the external world.

        Group 2-

        1. Asperger syndrome, childhood disintegrative disorder, Rett syndrome, pervasive developmental disorder, and classical autism.

        2. Characteristics of these types of autism include impaired social interaction and communication skills, and a limited range of activities and interests.

        Group 3-

        1. There is no  definite known cause so far.

        2. It’s likely that genetics has a role in autism. Another possible cause involve abnormal levels of neurotransmitters in the brain.

        Group 4 –


        1. Preoccupation with certain objects or subjects, inflexible adherence to specific routines or rituals,  impaired ability to make friends with peers, absence or impairment of imaginative and social play, an impaired ability to initiate or sustain a conversation with others.

        2. Because of the variation of severity and symptoms of these signs.

        Group 5-

        1. Three to six children.

        2. There is none, however,  the good news is that the symptoms can improve with treatment, and with age.

        C. Questions for Comprehension and Discussion

        1. A new pilot program from the Theatre Development Fund whose function is  to make theatre accessible to children and adults on the autism spectrum, and their families.

        2. The show will be performed in a friendly, supportive environment for an audience of families and friends with children or adults who are diagnosed with an autism spectrum disorder or other sensitivity issues. Adjustments to the production will include reduction of any jarring sounds or strobe-

        lights focused into the audience. In the theatre lobby there will be designated quiet areas, staffed with autism experts if anyone needs to leave their seats during the performance.

        3. Many Autistic people have abnormal sensory problems.  For example, a whisper may sound like a loud noise, or a touch  may feel painful to someone with autism. (see What is Autism?)

        III. Post Reading Tasks

        A.  Research and Writing Assignment.

        Students’ choice.

         

         

Thank you for using this lesson plan.
Please come back again.

Tags: , , ,

Japan’s Elderly Get A Lift…From a Robot!

August 9th, 2011  |  Published in Education, Technology

Japanese  Caretaker Robot To Assist In Lifting The Elderly by, Devin Coldewey, TechCrunch

 

Reading Activity for this article below.

RIBA Demonstration-photo: TechCrunch

Japan is a global leader in electronics and robotics, and its population is aging  faster than  those in other countries, including the United States. The Japanese government and its scientists are working feverishly to find solutions for the elderly. This is especially true in the field of robotics. The following is an excerpt  about one of the their latest inventions.

“There is much anxiety in Japan related to accommodating their aging population. Their elderly and infirm number in the millions and that figure is growing out of proportion to the rest of the country. Caring for them is naturally on everyone’s minds — including those of roboticists. And research organization RIKEN is updating its medical assistance bot in order to help caretakers with the task of lifting a person from a wheelchair and back.

The new version of RIBA (Robot for Interactive Body Assistance) can actually crouch down and pick up a patient off the floor, a strenuous action that caretakers must do frequently…It’s not autonomous, as you can see from the video, which is probably a good thing considering that rogue lovebot from a while back.”

 

Kenji the Love robot

The Rogue Lovebot Story

The “Rogue lovebot” this article refers to an incident that occurred in Kyoto, at a Toshiba robotic research facility. Here’s an excerpt of the incident:

“After the robot (Kenji) became very friendly indeed with a doll, it became infatuated with a female intern. One night it blocked the exit and began to hug her with his enormous hydraulic arms.”

Be sure to read both articles.

Reading Activity for this article:

 

Language Skills: reading, speaking,  and vocabulary practice.

Level: Lower-intermediate

Time: approximately 1 hour.

Materials: article excerpt, dictionary, KWL chart.

Goals: Learners will be able to identify Synonyms, practice reading comprehension and speaking skills. Students will also learn new information about Japan’s robots.

Procedure:

I. Pre-Reading  Tasks

A. Prediction: Have students  read the titles (of both this post and of the original article) survey the photos, to see if they can predict what the article will be about.

B. Stimulate background knowledge: Have learners brainstorm using the *KWL chart to build a list of all of the words they can  think of associated with the terms: Japan, robot, elderly.

* see  ESL Voices Graphic Organizers

II. While Reading Tasks

B. Vocabulary: Synonyms

Directions:  Choose the  meaning that is the closest to the words in bold in the sentences.

1. Japan is a global leader in electronics and robotics

a.  world

b.  national

c. statewide

2. its population is aging faster

a.  rejuvenating

b.  maturing

c.  getting younger

3. scientists are working feverishly to find solutions

a. answers

b. secrets

c. problems

4. The following is an excerpt  about one of their latest inventions.

a. most recent

b.  oldest

c. tardiest

5. There is much anxiety in Japan…

a. calm

b. worry

c. elation

6. Their elderly and infirm number in the millions

a. sick

b. happy

c. healthy

7. Caring for them is naturally on everyone’s minds

a. unsympathetic

b. assistance

c. unconcerned

8. RIKEN is updating its medical assistance bot…

a. out of date

b. modernize

c. downgrade

9. …to help caretakers with the task of lifting…

a. chore

b. exercise

c.  free time

10. can actually crouch down

a. stand up straight

b. to bend down

c.  to do push-ups

11. which is probably a good thing considering that rogue lovebot…

a.  a good person

b. an angel

c.  a scoundrel

B. Questions for Comprehension

Answer T (True)  or F (False) for the statements taken from the article. If the answer is false, find the correct answer.

  1. China is a global leader in electronics and robotics.
  2. …its population is aging  faster than  those in other countries, including the United States.
  3. The Japanese government and its scientists are working feverishly to find solutions for the children..
  4. This is especially true in the field of  cryogenics.
  5. “There is much anxiety in Japan related to accommodating their aging population.
  6. Their elderly and infirm number in the millions and that figure is in proportion to the rest of the country.
  7. Caring for them is naturally on everyone’s minds — including those of roboticists. And research organization RIKEN is updating its medical assistance.
  8. The new version of RIBA can actually crouch down and pick up a patient off the floor, a strenuous action that caretakers must  never do.
  9. The “Rogue lovebot” this article refers to an incident that occurred in Tokyo, at a Toshiba robotic research facility.
  10. “After the robot (Kenji) became very friendly indeed with a doll, it became infatuated with a female intern.

III. Post Reading Tasks

A. Have learners fill in the last column of their KWL charts.

B. Questions for Reflection

1. Do you think robots caring for the elderly is a good idea?  Explain why or why not.

2. What do you think about the   “Rogue Lovebot” that lost control?  Is this a safety concern for people who have robots?

3. If you had the opportunity, would you have a robot?  What would its functions be?

ANSWERS

I. Pre-Reading  Tasks

Students choice.

II. While Reading Tasks

B. Vocabulary: Synonyms

1. a. world

2. b. maturing

3. a. answers

4. a. most recent

5. b. worry

6. a. sick

7. b. assistance

 

 

 

8. b. modernize

9. a. chore

 

 

 

10. b. to bend down

11.  c. a scoundrel

 

Source: Oxford American Dictionary

B. Questions for Comprehension

China is a global leader in electronics and robotics F

(Japan is a global leader in electronics and robotics)

…its population is aging  faster than  those in other countries, including the United States.  T

The Japanese government and its scientists are working feverishly to find solutions for the children…F

(The Japanese government and its scientists are working feverishly to find solutions for the elderly)

This is especially true in the field of  cryogenics. F

(This is especially true in the field of robotics).

“There is much anxiety in Japan related to accommodating their aging population.  T

Their elderly and infirm number in the millions and that figure is in proportion to the rest of the country.  F

(Their elderly and infirm number in the millions and that figure is growing out of proportion to the rest of the country)

Caring for them is naturally on everyone’s minds — including those of roboticists. And research organization RIKEN is updating its medical assistance. T

The new version of RIBAcan actually crouch down and pick up a patient off the floor, a strenuous action that caretakers must  never do. F

(The new version of RIBA can actually crouch down and pick up a patient off the floor, a strenuous action that caretakers must do frequently.)

The “Rogue lovebot” this article refers to an incident that occurred in Tokyo, at a Toshiba robotic research facility. F

(The “Rogue lovebot” this article refers to an incident that occurred in Kyoto, at a Toshiba robotic research facility.)

After the robot (Kenji) became very friendly indeed with a doll, it became infatuated with a female intern. T

III. Post Reading Tasks

B. Questions for Reflection

Students’ choice.  Have learners share their information with the class.

 

Thank you for using this lesson plan.
Please come back again.