One time, they showed how the tool can talk to another tool to agree on rules in a paper. It did this very quickly. The tool helps people do their work faster and not wait for other people to check the papers. But some people who work with laws think that people still need to look at the papers because computers might not understand everything. They say that even with smart tools, people who know a lot about laws are still important.

Original news source: Can AI cut humans out of contract negotiations? (BBC)

– Vocabulary Pictionary
Instructions: Write down key terms from the article such as "smart tool," "laws," "papers," "rules," and "computers" on individual pieces of paper. Divide the class into two teams. One student from each team will draw the term they picked without writing words or speaking, while their teammates try to guess the word within a time limit. This will help students learn and remember new vocabulary from the article.
– News Reporter Role-play
Instructions: Pair up students and assign them the roles of a news reporter and an expert on the new smart tool mentioned in the article. The reporter will ask questions about how the tool works, its benefits, and potential concerns. The expert will answer based on information from the article. This will encourage speaking practice and comprehension of the article's content.
– Think-Pair-Share
Instructions: Ask each student to think of one thing they learned about the smart tool from the article, then pair up with a classmate and share their thoughts. After sharing with each other, a few pairs can present their thoughts to the entire class. This activity encourages reading comprehension and speaking practice.
– Keyword Hangman
Instructions: Play the classic game of hangman using keywords from the article, such as "improve," "automatically," "trial," "efficient," and "essential." This will reinforce vocabulary and spelling in a fun and interactive way.
– Opinion Poll
Instructions: Conduct a class poll asking whether students think smart tools like the one described in the article will be good or bad for people working with laws. Students can raise their hands to vote, and then you can ask volunteers to explain their choice in simple terms. This activity will engage students in critical thinking and allow them to practice expressing their opinions in English.

A company in the UK made a smart tool to help people who work with laws. This tool can ? at papers with rules and make them better by itself. It learns from many ? papers to do this. Soon, some people will try it to see if it works well. ? year, more people can use it. This tool can do work very fast, so people don't have to ? a lot of time on it. One time, they showed how the tool can talk to another tool to ? on ? in a paper. It did this very quickly. The tool helps people do their work faster and not wait for other people to check the papers. But some people who work with laws think that people still need to look at the ? because computers might not understand everything. They say that even with smart tools, people who ? a lot about laws are still important.

1. What is a tool?
2. Do you like using tools to help you work? Why or why not?
3. How would you feel if a tool could do your homework?
4. What is a smart tool?
5. Do you think smart tools are good? Why?
6. Have you ever seen a computer do something by itself? What did it do?
7. Do you think computers are fast? Why or why not?
8. How do you feel when you have to wait a long time for something?
9. Do you think people are better than computers at some jobs? Which jobs?
10. What is a law?
11. Do you think it's important for people to check on computers? Why?
12. Can you think of a job where you don't need a computer? What is it?

Click a dot next to a word, then click the dot next to its meaning to draw a line connecting them.

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