- •Contents
- •Предисловие
- •Методическая записка
- •Unit 1 ‘The Need for Law’
- •3. Match a pattern in a with a sentence in b.
- •1. Discussing grammar
- •2. We'd love to!
- •3. Grandma's reply
- •4. Complete the sentences with the correct form of the verbs in brackets.
- •5. Bringing up teenagers
- •1. Check the meanings of deviance and crime in a dictionary.
- •2. Work with a partner. Think about the relationship between deviance and crime. Discuss the following questions:
- •3. List some examples of deviant and criminal behaviour.
- •5. Think of another culture you know well. Would the behaviours in the table above be considered normal, deviant, or criminal in that culture?
- •1 Survey
- •2 Question
- •1. Using the sqr3 system
- •2. Language focus
- •1. Read the following statements before you listen to the interview with Arpad and Evelina.
- •2. Listen to the interview and take notes. Use your notes to answer the questions above. Write t (true) or f (false) in the blanks.
- •3. Compare your answers with a partner and then with the class. Correct the false statements together.
- •Unit 2 ‘Types of Crime’
- •1. Put the following direct speech into reported speech.
- •2. What's the difference in meaning in the following examples of reported speech? Discuss with a partner.
- •3. The cnn reporter Manav Tanneeru interviewed Kevin Mitnick, a notorious American hacker.
- •4. Interview
- •2. Listening Technical terms
- •1. Describing trends
- •2. Look at the graphs.
- •I ncarceration rate
- •3 . Work in pairs. Look at the graph and fill in the gaps.
- •2. Look at the results of the survey above, then fill in the sentences below with the vocabulary provided.
- •4. Two people were asked to conduct a survey about reading habits.
- •Introduction
- •5. Analyse the structure of Report a so that you could add ideas to the plan of a survey report presented below.
- •6. The chart below gives useful language to be used in survey reports. Look at the examples of the language used in exercises 2, 3 and 4 to add to the expressions in the chart. Useful language
- •7. Analyse the good report in order to say whether these statements about writing a survey report are true or false.
- •Unit 3 ‘Punishment’
- •1. Read the newspaper article.
- •2. Who is speaking? Find the lines in the text that report the following.
- •1. Which verb can be used to report the direct speech in the sentences below? Put a letter a - j in the box.
- •2. Put the correct preposition into each gap.
- •3. Report the following direct speech, using one of the verbs in Exercise 2. Make the sentences quite short. Report the essence of the direct speech, not every word.
- •2. Compare your answers with a partner.
- •3. Nine people were asked what punishment they would give people guilty of the above crimes. Listen and answer these questions:
- •4. Listen again and answer these questions:
- •1. Here are some of the sentences possible in an English court.
- •2. Work in small groups and discuss these questions:
- •Do you think punishment is an effective deterrent to crime? If yes, which kind of punishment do you think is most effective? If not, how would you prevent crime?
- •Do you think crime is ever justifiable?
- •2. Read the base text, ignoring the gaps, and try to follow the development of the argument. Think about these questions.
- •1. Read the extracts below about the role of prisons and discuss these questions with a partner.
- •2. Summarise your conclusions for the class. Did you agree or did you have different opinions?
- •1. Work with your partner and sum up the advantages and disadvantages of imprisonment as a form of punishment.
- •2. Read the composition on the advantages and disadvantages of imprisonment as a form of punishment. Fill in each gap with one of the following words or phrases.
- •3. Comprehension check
- •1. The two editorials express different opinions about capital punishment.
- •2. Match the main ideas you ticked in the previous exercise with the details below. Write the number of the main idea next to the detail.
- •1. Look at the graph below. It shows the number of prisoners executed (put to death) in the United States between 1930 and 2000.
- •2 . Discuss the following questions with a partner.
- •2. Listening
- •1. Recording numerical information
- •2. Now listen and write the correct numbers in the blanks. Then compare your answers with a partner.
- •4. Using your notes, complete the following summary of the lecture. You will need to use more than one word in most of the blanks.
- •5. Compare your summary with a partner. Remember that the ideas should be similar, but the words you use do not have to be exactly the same.
- •6. Continue the table below with the following words and expressions describing polar views. The first few are done for you.
- •2. Work in small groups and discuss these questions:
- •2. Jigsaw Reading
- •The Court System of the usa
- •The Court System of the uk
- •3. Focus on Language
- •1 Survey
- •2 Question
- •1. Using the sqr3 system
- •2. Language focus
- •3. Speaking 5
- •1. Imagine you are in court. The following case is being heard.
- •2. Choose from the list which character you would like to adopt at the trial.
- •3. Work together and act out the session. Unit 4 ‘Controlling Crime’
- •1. Read the following passage.
- •2. Answer the following questions according to the information in the passage.
- •3. Read these questions and share your answers with a partner. Then discuss as a class which opinions were the most controversial.
- •1. Read the following questions before you listen to the interview with David, a young man who works with high school students before they go to college.
- •2. Now listen to the interview. Take notes about the answers to the questions in Step 1.
- •3. Work with a partner. Take turns telling each other your answers. (You can review your notes first, but don't look at them while you are speaking.) Then share your answers as a class.
- •2. Compare your answers with a partner.
- •4. After the interviews
- •1. Following is a paraphrase of the interviews with David and Amy. Fill in the blanks using your own words. In some cases, you will need to write more than one word.
- •2. Compare your answers with a partner. Remember that your answers will probably not be exactly the same.
- •2. Read the statements below. Then choose one with which you either agree or disagree. Support your ideas with explanations and examples.
- •3. Building vocabulary: figurative language
- •5. Work in small groups and discuss these questions:
- •1. Basic verb patterns
- •2. Using a dictionary
- •2) Use your dictionary to decide if the -ing form or infinitive is used correctly in these sentences. If there is a mistake, correct it.
- •3. More complex verb patterns
- •2) Rewrite the sentences so that they have a similar meaning. Use the prompts, include an infinitive or an -ing form.
- •5. The house that Jack built
- •Vocabulary Law
- •1. Look at the expressions in the box below. Which means...
- •2. Complete these sentences with the expressions in 1.
- •Read the information in the box and fill in the gaps with the suitable word.
- •1. Fill in: say, tell or ask in the correct form.
- •3. Jim met Ann while she was on holiday. Read Ann’s words then report what she said.
- •4. Turn the following sentences into Reported Speech.
- •5. Flora went for an interview last weekend. First read, then report Mr Roberts' questions.
- •6. Turn the following into indirect questions. Omit question marks where necessary.
- •Vocabulary 1 Crime
- •2. Continue the following table with the words from Task 1 where possible. The first few are done for you. Consult the dictionary when necessary.
- •4. Respond to these statements or questions confirming the crime in each one.
- •6. Fill the gaps in these questions with a suitable word. What's your opinion?
- •7. If you commit a crime, you may be:
- •8. Put each of the following words and phrases into its correct place in the passage below.
- •9. Gun culture. The transcript below is from National Public Radio®. Complete the gaps with the words given.
- •10. Read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. There is an example at the beginning (0).
- •Vocabulary 2 Writing survey reports
- •1 . You are going to write the text for a radio news report on crime. Here are some of the figures you have researched.
- •2. Look at the results of the survey below and fill in the gaps in the first box with the
- •3. Make the style of the following sentences more formal using the word given as in the example.
- •1. First read then report what the flight attendant told the passengers before takeoff.
- •2. Change the following from Direct into Reported Speech.
- •3. Rewrite the following conversations in Reported Speech.
- •4. Turn the following into Reported Speech.
- •5. Rewrite the following conversation in Reported Speech.
- •6. Rewrite the following conversations in Reported Speech.
- •7. Verb patterns in reported speech
- •10. Report the following conversation.
- •12. Turn the following into a conversation. Mind the puctuation.
- •13. Give the correct form of the verb in brackets. Some of the verbs are passive.
- •14. Complete the sentences using the words in bold.
- •15. Find the mistake and correct it.
- •16. Turn the following into a conversation. Mind the punctuation.
- •17. Rewrite the following sentences in Reported Speech.
- •18. Correct any mistakes in the learners' sentences below.
- •Vocabulary Law and Order
- •1. Put this story in the correct order. The first event has been given.
- •2. Answer the questions.
- •3. Fill the gaps with the correct word.
- •4. Read the text, then write your answers to the questions below, based on your knowledge of the law in your own country. If possible, discuss your answers with someone else.
- •6. The words and phrases in the box are all connected to the theme of law. Put the words under one of the headings below.
- •7. Use words and phrases from 6 to complete these sentences.
- •8. Complete each sentence (a-j) with a suitable ending (1-10). Use each ending once.
- •9. Complete each sentence with a word from the box. Use each word once only.
- •10. Rewrite each sentence so that the meaning stays the same.
- •11. Read the text below and decide which answer a, b, c or d best fits each space.
- •12. Terms of acquittal. These words have been left out of the bbc report below. Say where they go. Each word is used once. Not all the numbered gaps in the report indicate a missing word.
- •13. Put each of the following words and phrases into its correct place in the passage below. Sometimes you need to change the form of the word given.
- •Trial by Jury
- •14. Use the word on the right to form a new word to fill each gap in this passage. Does prison work?
- •17. Reading a glamorous profession?
- •2. Fill in the gaps with suitable words.
- •3. Read the text below, use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •Video Cameras in the Street
- •4. Put each of the following words and phrases into its correct place in the sentences below.
- •Bibliography
1. Read the following passage.
Violent crime has dropped in the United States in recent years, but the overall crime rate is still alarmingly high. Crime control is one of the most difficult and controversial subjects in sociology. People have very different beliefs about the best way to lower the crime rate.
Many people believe that the best way to control crime is to stop it from happening in the first place. This might mean developing educational and social programmes to discourage young people from becoming involved in criminal activity, or having more police officers on the streets. Other people think that the best way to control crime is to have tougher punishments. This might include having stricter laws, more arrests, and longer prison terms.
2. Answer the following questions according to the information in the passage.
What are two different approaches to controlling crime?
How could educational and social programmes help lower the crime rate?
3. Read these questions and share your answers with a partner. Then discuss as a class which opinions were the most controversial.
Which of the two different approaches to controlling crime do you think is more effective? Why?
Do you think your community has a high crime rate or a low crime rate? Explain.
What is your opinion about controlling crime? Write A (agree) or D (disagree) next to the following opinions.
________ 1 Criminals should be punished. If people break the law, they deserve to pay the price, no matter why they did it.
________ 2 Having tough punishments can stop people from committing crimes. If we have severe punishments, people will think twice before they break the law.
________ 3 People need a second chance. If we try to reform criminals, by education, psychological treatment, or other methods, we can turn them away from a life of crime.
________ 4 We need to provide a sense of security in society. Putting people who break the law in prison is the only way to do that.
________ 5 The most important thing we can do is try to prevent crime before it happens. Prevention is always better than punishment.
2. Listening 1 INTERVIEW WITH DAVID: Preventing juvenile crime
Here are some words and phrases from the interview with David printed in bold and given in the context in which you will hear them. They are followed by definitions. I think the media exacerbates the problem: makes worse We have thousands of security guards in the schools and metal detectors, too: machines that can detect guns, knives, and other weapons made of metal And the kids get searched as they go into school: physically examined to see if they have weapons or illegal drugs They are more likely to lash out and become violent: express anger Put them on a one-to-one basis and they're usually very friendly: with one other person The problem is that social support systems have really fallen apart: government and private organizations that give people help and encouragement / become worse due to lack of money The funding for programs like these has been cut: money But we also need harsher punishments: stronger, more serious |