- •Московский государственный институт
- •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.
- •4. Complete the table with behaviours that relate to the issues listed on the left.
- •5. Think of another culture you know well. Would the behaviours in the table above be considered normal, deviant, or criminal in that culture? the sqr3 system
- •1 Survey
- •2 Question
- •1. Using the sqr3 system
- •2. Language focus
- •3. Reading actively
- •Crime in society today
- •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
- •1. Pre-listening task brainstorming about the topic
- •2. Listening Technical terms
- •2. Compare your answers with a partner.
- •3. Speaking 1 Game Board
- •2. Work in small groups. Report back the answers you got from your classmates. Then choose the most interesting answer in your group and share it with the class.
- •1. Describing trends
- •2. Look at the graphs.
- •Incarceration rate
- •3. Work in pairs. Look at the graph and fill in the gaps.
- •1. Read the definition of a survey report and do the task that follows.
- •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.
- •4.Listening 1
- •1 Divide into two groups.
- •2 Find a partner from the other group and report what you heard. Find the differences. Begin like this.
- •3 Write the reports for the police records.
- •1. Put the crimes below in order of seriousness. Decide on the punishment you think a person guilty of each crime should get.
- •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:
- •1. Pre-reading
- •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. Give each of the paragraphs one of the following headings: Conclusion, Introduction, Advantages, Disadvantages.
- •Life in Prison Is Still Life: Why Should a Killer Live?
- •Why Do We Kill People to Show That Killing People Is Wrong?
- •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.
- •3. Look back at the ideas you listed in the pre-reading task. Which ideas did you predict correctly? Discuss your predictions with your group.
- •4. When you have finished, find a partner from the other group and swap information about the opinions presented in the two editorials.
- •5. What kind of person wrote "Life in Prison Is Still Life: Why Should a Killer Live?" Look at the following list of qualities, and circle two or three you think best describe this person.
- •6. What kind of person wrote "Why Do We Kill People to Show That Killing People Is Wrong?" Look at the following list of qualities, and circle two or three you think best describe this person.
- •1. Pre-listening task
- •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:
- •1. Pre-reading task
- •2. Jigsaw Reading
- •The Court System of the usa
- •The Court System of the uk
- •3. Focus on Language
- •1. Building vocabulary: Using Context Clues
- •2. In the texts such words as ‘case’ and ‘sentence’ were used. Work with your English-English dictionary and check what some of the most useful collocations are.
- •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. Pre-listening task
- •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.
- •2. Listening 1 interview with david: Preventing juvenile crime
- •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.
- •3. Listening 2 interview with amy: The prison experience
- •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. After you read
- •3. Building vocabulary: figurative language
- •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
- •1) Make sentences from the words in the columns. The sentences must make sense!
- •2) Rewrite the sentences so that they have a similar meaning. Use the prompts, include an infinitive or an -ing form.
- •4. -Ing or infinitive?
- •5. The house that Jack built
- •6. Verbs of perception
- •Vocabulary Law
- •1. Look at the expressions in the box below. Which means...
- •2. Complete these sentences with the expressions in 1.
- •Say – Tell – Ask
- •1. Fill in: say, tell or ask in the correct form.
- •2. Underline the correct item.
- •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
- •1. Match each word on the left with the appropriate definition on the right.
- •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.
- •3. Match the crimes in the box below to the descriptions (1 -10).
- •4. Respond to these statements or questions confirming the crime in each one.
- •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
- •9. First write an appropriate introductory verb, then report the following situations.
- •10. Report the following conversation.
- •11. Punctuate the following making any other necessary changes.
- •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.
- •5. Match each punishment with its description.
- •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?
- •1. Fill in the gaps with suitable words.
- •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
4. Complete the sentences with the correct form of the verbs in brackets.
1. Have you ever heard me ___________ (sing) O Sole Mio?
2. They saw a suspicious young man ___________ (enter) the building shortly before the incident.
3. As we drove over the river we noticed local women ___________ (wash) their clothes in the water.
4. I once heard Karajan ___________ (conduct) the whole Ring cycle – it was wonderful.
5. The woman woke up in the middle of the night, looked out of her window and saw something strange ___________ (fly) over the trees in the park.
/Adapted from Advanced Learners’ Grammar, Mark Foley and Diane Hall/
5. Bringing up teenagers
Look at this list. Check the things you think are important to make and let a teenager do. Compare and discuss your list with a partner.
stay out until midnight on weekends
stay over at a friend’s house
travel alone to a foreign country
get a part-time job
dye his or her hair another colour
smoke
drink alcohol
take care of younger children
learn to drive
study every day, including weekends
exercise
go to the dentist every year
learn another language
pay part of the bills
Example:
A: I think it’s important to make your kids come home before midnight – even on weekends.
B: I’m not so sure. I think parents should let their children stay out late one night a week. It gives them a sense of responsibility. …
/from Focus on grammar, Marjorie Fuchs, Margaret Bonner/
|
Language review Verb patterns When you use two verbs together in English you need to decide whether the second verb should be the infinitive with or without to, or the –ing form. The structure you use depends on the first verb.
1. Verb + to + infinitive These verbs are followed by to + infinitive:
agree
appear arrange ask attempt choose decide expect
fail hurry learn manage offer prepare promise refuse
seem tell tend try want warn
We can group some of these verbs like this:
He seems to like music.
She failed to reach the final of the competition. Tend + to + infinitive means you usually or often do something. I tend to get up earlier when the weather’s good. I tend not to drink coffee in the afternoon.
2. Verb + object + to + infinitive These verbs are followed by an object + to + infinitive:
ask
choose expect tell want warn encourage
recommend forbid permit allow advise
I wanted the sun to shine on my birthday. Many of these are reporting verbs: ask, tell, encourage, warn: She asked him to speak more quietly. I told her not to leave the room until I came back.
3. Verb + object + infinitive without to: Make and let are followed by an object + infinitive without to: My mother made me wear the most awful clothes. She let me stay out later than most of my friends though.
4. Verb + -ing form These verbs are followed by the –ing form of the second verb:
avoid
can’t help can’t stand consider deny enjoy feel
like finish give up hate imagine keep like love
mind
practise prefer put off suggest encourage
recommend forbid permit allow advise
We can group some of these verbs like this:
I don’t like getting up early.
I began taking singing lessons as a child.
5. Verbs that can take to + infinitive or –ing form Some verbs – like, love, begin, start, continue – can be followed by either the infinitive or the -ing form. I like sailing. / I like to sail. She began having lessons. / She began to have lessons. With some verbs, different meanings are expressed through these two structures:
| ||||
|
|
Verb |
+ to + infinitive |
+ -ing form |
|
|
go on |
They went on to talk about their travel arrangements. (They did something new.) |
They went on talking after the waiter brought the bill. (They continued doing the same thing.) | ||
|
need |
I need to repair my washing machine. (I will do the job.) |
My washing machine needs repairing. (Someone else will do the job.) | ||
|
remember / forget |
I remembered to buy the milk. (I remembered and then I bought the milk.) |
I remember buying the milk. (I bought the milk and now I remember doing it.) | ||
|
stop |
He stopped to talk to me. (He stopped in order to talk to me.) |
He’s stopped talking to me. (He’s not talking to me any more.) | ||
|
try |
I’m trying to lose weight. (I’m trying something difficult.) |
I’m trying eating just fruit for breakfast. (I’m trying something new.) | ||
|
6. Sense verbs: hear, see, feel, notice These verbs can either be followed by the infinitive without to or the –ing form but there is a difference in meaning. Compare: I heard a dog bark, and then a car started and drove off. (I heard the whole of the barking.) I heard a dog barking as I went past the house. (I heard part of the barking.)
7. Other points
I didn’t ask him to leave (I didn’t ask him, but he left) and I asked him not to leave (I said, ‘Please don’t leave.’).
/from Developing Grammar in Context, Mark Nettle, Diana Hopkins/ | ||||
Speaking 1 ROLEPLAY ‘A Crime Report’
Work in groups of four. There was an armed raid on a security van outside Barclays Bank, Newtown, today. A reporter is interviewing three witnesses.
Student A Mr. Clarke, a reporter
Interview the three witnesses (PC Chris Green; Liz Leigh, a secretary; and Kevin Billings, a hospital porter). From their accounts prepare a report of the crime, giving the facts and quoting the witnesses where relevant.
Before the interview, you made the notes below to help you.
when/happen
where/you
what/you do
how many robbers
what/they/look like
what/they/do
any other details
Student B PC Chris Green
You took part in chasing the robbers. Tell the reporter what you saw/heard/felt, answer his questions, giving the following details:
about 11.17 am/hear on our car radio/ security van/ hijack/as it/unload at Barclays Bank in Albion Road
immediately rush to the scene/ just in time to see/the security guards/lock into their own van by two men in grey balaclavas
they/leap into a white Ford Escort/ drop at least two bags
there/be/a third man behind the wheel/ they/drive off at great speed
we/ give chase/ but the guy in the back/start/ shoot at us
we/ unarmed/can’t/return the shots
one shot/ narrowly miss PC Dixon, the radio operator/ as they/ turn a corner/another shot /hit me in the right leg
I only just managed/ stop the car/ pull over to the kerb
I/not remember anything after that — I/black out
Student C Liz Leigh, a secretary
You witnessed the robbery. Tell the reporter what you saw/heard/felt, answer his questions, giving the following details:
I/come out of the bank/ put my money into my purse/ when I/hear this crash
it /just after 11.00/because I/slip out of the office in my coffee break
I/look up/see this white car/crash into the front of the security van
three men/get out
two of them/wear balaclavas/ but they/young
one/wear jeans/ the other/wear/a black leather jacket/ trainers
I/not get a good look at the third one/I/back into the doorway of the bank
they/yell, 'Get out! get out!' at the driver of the van/he obviously/not move fast enough/ they/open the door/drag him out/hold a gun at his head/while he/open the back of the van
they/go wild/shove him and his partner in the back/while they/grab at the bags of money
there/ bags of money all over the street
they/hear the police siren/start/scream at each other, 'Get a move on!'/drop even more money about the place
I/ terrified/ they/notice me/ point the gun at me
when the police/arrive/they/drive off
I think I/hear some shots from down the street
I/ stunned/I/get the number of the car
it/B180 VHS
Student D Kevin Billings, a hospital porter
You saw the robbers. Tell the reporter what you saw/heard/felt, answer his questions, giving the following details:
I/not know/what/happen
I/think/they/ make a film at first
I/come round the corner/ this fellow/barge into me/ knock me over
he/carry a shotgun/he/fire it into the air/at the same time shout, 'Keep down or I'll shoot you!'
he/in his forties/graying/he/have a Scottish accent
that's when I/realize/it/not a film
I/really think/I/die
He/keep his foot on top of me/while his mates/rush past into a car
I/have my head down on the pavement
I/can't see anything/I/keep/expect a final shot in the head
I/hear sirens/ doors/bang/ tyres/screech/ they were gone
I/hear shots/fire then, but down the road. Two, I think.
I/feel really lucky/be alive.'
/Adapted from Headway English Course. Advanced Workbook. John and Liz Soars/
Reading Crime and Criminals
Pre-reading task