- •Н.В. Елисеева, т.А. Шкуратова crime and criminal actions part I
- •Crime and criminal actions part one study the vocabulary on the topic
- •Financial wrongdoings
- •Penalties
- •Part two practise your vocabulary
- •1 Classify the list of crimes from the topical vocabulary into
- •2 How many different types of crime can you think of? Match the crimes given below with their definitions and then classify each crime as violent (V) or non-violent (nv).
- •3 Which crimes are being described in the following situations? Fill the gaps with the words from the list.
- •4 Match each person in the list with the description given.
- •5 Match the criminal with the definition.
- •6 While describing crimes and criminal behaviour you may find the following words useful. Match the words with their definitions.
- •7 Considering some details of financial wrongdoings, answer the questions.
- •8 Which of the crimes might each of these people be charged with?
- •9 Match two parts of the sentences and translate them.
- •10 Fill in the gaps with the appropriate word(s) from the topical vocabulary and then translate the sentences into Russian.
- •11 Translate the following sentences into Russian.
- •12 Study the headlines and match them with the first lines of the stories that follow.
- •13 There can be different types of theft, for example:
- •15 Getaway scenarios. Match the two parts of these extracts.
- •Packing a piece
- •18 Translate the interview with a fraud squad detective and explain in English the meaning of the words and phrases in bold type. Fraud and embezzlement
- •19 Complete the table below using information from the interview in Exercise 18. The first line gives an example. Refer to a dictionaryif necessary.
- •21 Complete each sentence by writing in the gap a word formed from the verb given in brackets.
- •22 In each of the numbered lines (1-5) there is one word which is wrong. Circle the mistake and write the correct word at the end of the line.
- •25 Fill in the blanks. The first letter of each missing word has been given.
- •It’s a crime
- •26 Put each of the following words and phrases into its correct place in the passage below.
- •Abolished deported neglected rioted cheated dispersed pardoned squatted swindled
- •28 Choose the most suitable word or phrase underlined in each sentence.
- •29 Choose the best alternative to fill the gaps in the following sentences.
- •30 Choose the correct answer.
- •32 Choose the most suitable word or phrase to complete each sentence.
- •33 Choose the most suitable word or phrase.
- •34 Translate the sentences into English, using the topical vocabulary.
- •Part three practice your integrated grammar and vocabulary skills
- •1 Complete the sentences with the correct form of the word given in the right-hand column.
- •2 Complete each sentence with a word or compound word formed from the word in capitals.
- •3 Choose the most suitable word or phrase underlined in each sentence.
- •6 Decide which answer a,b,c or d best fits each space.
- •Inspector crumb investigates
- •Keeping your car safe
- •9 For questions 1-15, read the text below and think of one word which best fits each space. Use only one word in each space. There is an example (0) at the beginning. Going missing
- •10 Complete each part sentence a) to j) with one of the endings 1) to 10). Use each ending once only.
- •11 Match the sentences on the left with the most suitable response on the right. Use the words and expressions in bold to help you. There is an example at the beginning (0).
- •Iscuss with your partner which of the solutions 1) to 10) suits each problem a) to j) or offer your own one(s).
- •Part four practise your listening skills
- •2.1 Fill in the table individually.
- •3.2 Discuss the following statements.
- •4.1 Listen to the tape for the first time and explain the meaning of the following numbers mentioned in the story.
- •4.2 Listen to the tape for the second time, arrange the key words and phrases given below in the order you hear them in the text and summarize the story using those as an outline.
- •4.3 Read the following story. Circle the correct answers. Explain your choices.
- •4.5 Listen to the text “the police commissioner's advice” for the first time and answer the following questions:
- •4.6 Listen to the text for the second time and mark the statements as True or False according to the text.
- •4.7 Write your idea on fighting crime in fifty words or less. Students will vote on which suggestion is best. Try using causative verbs in your response.
- •4.8 Discuss the following questions with group members:
- •Список рекомендуемой литературы
Iscuss with your partner which of the solutions 1) to 10) suits each problem a) to j) or offer your own one(s).
Problems |
The authorities should: |
a) high unemployment b) homelessness c) drug addiction d) football hooliganism e) road accidents f) deaths from smoking g) petty crime h) accidents in the home i) shoplifting j) vandalism of public property
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1) introduce tougher measures to control crowds. 2) reduce speed limits. 3) retrain anyone made redundant. 4) encourage retailers to use closed-circuit TV. 5) clamp down on traffickers and dealers. 6) increase the number of local foot patrols. 7) provide more hostels and cheap accommodation. 8) mount a campaign to educate parents and children. 9) raise taxes to discourage people from doing this. 10) make the culprits repair the damage they cause. |
Part four practise your listening skills
SECTION 1
1.1 Listen to this news programme from Radio Cambridgeshire. There are three news items. Complete the following tasks:
1) In which order do you hear the news items? Put a number in the spaces.
A rally against cuts in spending on hospitals. ___
A kidnapping in England. ___
A kidnapping in Ireland. ___
2) Match the names and the descriptions.
1 John Cannon the victim of an attempted kidnapping from Bristol.
2 Julia Holman an Irish criminal.
3 Dessie O'Hare an Irish dentist.
4 John O'Grady a thief from Bristol.
3) In which news items (1, 2 or 3) do you hear these names?
1 Addenbrooks 2 Cambridge 3 John O'Grady 4 Tipperary
5 Dessie O'Hare 6 John Cannon 7 Bristol 8 Julia Holman
1.2 Vocabulary. Work in groups. Listen for the words in your list. In which news item (1,2 or 3) do you hear them? Now talk to students in the two other groups and complete the other lists. What do the words mean? Discuss them with another student and write a translation.
Group A charged magistrates trace staff cuts hampered implemented
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Group B in charge of attempted robbery released theft remanded patients
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Group C waiting lists assault highlight recaptured arrested alleged
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SECTION 2
2.1 Fill in the table individually.
What would you do if you saw: |
Run away |
Call the police |
Try to stop them |
Ignore it |
Other (please specify) |
Three men attacking a foreigner on a busy train. |
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Someone stealing a TV from a parked car during the day. |
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People trying to steal a car within 50m of a policeman. |
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In small groups, discuss what other students have written. Can you make any general statements about what your group would do?
2.2 Listen to a report which tells us about two experiments. They looked at what people actually did in situations similar to the ones you discussed in 2.1. Some of these statements are about the experiments in Paris. The others are about the experiments in New York. Write P next to the things which happened in Paris and NY next to the things which happened in New York.
1 The experimenters filmed what people did.
2 The experiment used students.
3 The experiment used actors.
4 People were 'attacked' in public.
5 The experiment looked at car thefts.
6 Most passengers pretended not to notice.
7 The experiment took place in the streets.
2.3 Look at these questions before listening to the tape again.
1 How many people watched the thefts in New York?
2 How many people tried to stop the student robbers?
3 How many people tried to help the student robbers?
4 What did some of the people do?
5 Do these results surprise you? Why? Why not?
2.4 The speaker asks some general questions about the studies. What are they? In small groups, make a list of as many of the questions as you can remember. Use them to start a discussion of the report you have heard.
SECTION 3
3.1 Listen to the recording and answer the questions below.
What sort of people usually commit crimes, according to Robert Reiner, Professor of Criminology at the London School of Economics?
What are the most common types of offences?
How does Duncan Campbell explain a dramatic increase in crime since the mid-70s? Comment on his statement that 'the 80s saw an elevation of possession as the most important thing;... possession became an end in itself.'
What should people report to the police or to the neighbourhood watch coordinator?
Charlie Richardson had very different jobs before and after he went to jail. What made Duncan Campbell realise crime exists on every social level?
What is the main growth area in crime at the moment?
Why does crime operate internationally? Which countries and areas are mentioned?