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7 Law and order‘As a teacher, you will often find yourself tied up in the nitty-gritty atomistic side of language; the verb endings and the prepositions, the schwas and the falling intonation patterns. But try to keep hold of the “whole” as well. Don’t lose touch with the fact that people need language to communicate with other people. Remember this in class, and let it sound an occasional warning bell in your head. Don’t only hear the mistakes and the verb tenses and the adverbs; try to hear the people using the language. Education is too important to be lost amid a constant focus on smaller problems.’

Jim ScrivenerLearning Teaching, 2005, p380 Macmillan Books for Teachers

Part 1: pages 42 & 43

Aims:• Tolearnaboutlaw• Toreadaboutfakemedicine• Totalkaboutillegalbusiness• Tousethepastperfectinallitsformstotalkaboutapast actionthattookplacebeforeanother

Gettingstarted• Ask the class if they have ever watched the TV series Law

& Order SVU and if they liked it or not. Read the following text about the series for students to listen and then answer the questions below:‘Law & Order Special Victims Unit’ is a series that chronicles the life and crimes of special victims in New York. This SVU is an elite squad of detectives who investigate different crimes but especially the sexually based ones.This series was created by Dick Wolf and features Christopher Maloni in the lead role of a veteran of the unit who has seen it all, together with Mariska Hargitay as Detective Olivia Benson, who joined the unit because she had a difficult past herself. Hargitay has been nominated for several international awards and finally got the Golden Globe in 2005 and her first Emmy Award in 2006.In one of the 2011 episodes, the SVU was investigating the rape of one woman, Debbie, and the physical attack of her partner, Ann, inside their flat. Neighbours across the street had taken pictures of the attack through the window. Detectives Benson and Stabler looked at the photos and saw the attacker was wearing a mask during the assault. When detective Benson headed for the hospital to check on Ann, the woman who was physically attacked, she discovered that Debbie was Ann’s doctor and she was operating on her roommate. Eventually, the situation got worse when the SVU realized their main suspect was Ann’s brother.

1 What does SVU mean?2 Who are the two protagonists?3 What kinds of stories are featured in the series?

4 What do you think made Detective Benson join the SVU?5 What kind of crime is committed in the episode

described?6 What kind of evidence did the neighbours give the

detectives?7 Did the situation get worse for Ann? Justify.

• Make sure students understand that a crime is any illegal activity or action as different from murder, which is the crime of killing somebody deliberately.

• Ask the class to mention different crimes and discuss possible punishments for each.

Vocabulary1 • Teach unknown vocabulary through definition and context.

You may find these definitions and collocations useful:- witness: someone who sees a crime (appeal for witnesses; witnesses for the defence/the prosecution)- trial: the process of examining a case in a court of law and deciding whether someone is guilty or not (the case comes to trial; the accused has to stand trial)- verdict: an official judgment made in a court (reach/ deliver a verdict of guilty)- court: a place where trials take place and legal cases are decided (appear in court; take somebody to court)- jury: a group of people, usually 12, who judge a court case (the jury are still out; the jury returned its verdict)- statement: a formal written account of a crime sentence: a punishment given by a judge (receive/serve/

pass/pronounce a sentence)- fine an amount of money that you have to pay because you have broken the law (a heavy/substantial fine; pay/ get/receive a fine)- judge: the person whose job is to make decisions in a court of law (go before a judge; the judge dismissed her case)- arrest: take a person to the police station because they are believed to have committed a crime (be under arrest; make an arrest)

• Have the class complete the crossword with the words given.

• Check students’ answers on the board.Answers 1arrest;2jury;3sentence;4verdict;5judge;6court;7trial;8statementNotinthepuzzle:witness,fine

In England, a distinction is made between public law, which governs the relationship between individual citizens and the state,

and private law, which governs relationships between individuals and private organizations. Similarly, another distinction is made between civil law and criminal law. Civil law covers such areas as contracts, negligence, family matters and employment. Criminal law defines the boundaries of acceptable conduct.

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Ask the class if they have ever watched the TV series

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Ask the class if they have ever watched the TV series Law

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Law and if they liked it or not. Read the following

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and if they liked it or not. Read the following

sentence: a punishment given by a judge (receive/serve/

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sentence: a punishment given by a judge (receive/serve/ pass/pronounce a sentence)

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pass/pronounce a sentence)- fine an amount of money that you have to pay because

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you have broken the law (a heavy/substantial fine; pay/

Sample copy you have broken the law (a heavy/substantial fine; pay/

Macmillan Publishers S.A.


businessMacmillan Publishers S.A.

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Ask the class if they have ever watched the TV series


Ask the class if they have ever watched the TV series and if they liked it or not. Read the following


and if they liked it or not. Read the following text about the series for students to listen and then


text about the series for students to listen and then

chronicles the life and crimes of special victims in New


chronicles the life and crimes of special victims in New

you have broken the law (a heavy/substantial fine; pay/


you have broken the law (a heavy/substantial fine; pay/ get/receive a fine)


get/receive a fine)- judge: the person whose job is to make decisions in a


- judge: the person whose job is to make decisions in a court of law (go before a judge; the judge dismissed her


court of law (go before a judge; the judge dismissed her case)


case)- arrest: take a person to the police station because they

Macmillan Publishers S.A.- arrest: take a person to the police station because they

are believed to have committed a crime (be under arrest;

Macmillan Publishers S.A. are believed to have committed a crime (be under arrest;

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Minor offences such as speeding are heard by Magistrates’ Courts. Many towns in England and Wales have their own Magistrates’ Court, where cases are heard by three magistrates. Magistrates do not need any legal qualifications and they are advised by a Clerk, who is a qualified lawyer. Magistrates do not state reasons for their decisions. Very serious offences such as murder and rape are heard in the Crown Court. �e Crown Court is based in about 90 centres throughout England and Wales. A jury consisting of 12 people chosen at random from the local population will decide, without giving reasons, whether the defendant is guilty of the offence or not.

2 • Ask students to complete the sentences with some of the

words in Exercise 1.• Check their answers orallyAnswers 1arrest;2statement;3trial;4jury;5sentences,fine;6verdict

Workbook Exercises1–3 page44

Ask different students to tell their classmates about crimes they have witnessed or been told about Encourage them to use the words presented in Exercise 1.

Alternatively, you may invite the class to talk about an important unsolved local murder case.

Reading3• Make sure students understand the meaning of get

away with (manage to do something bad without being punished).

• Play track 2.01, if possible with books closed, for gist listening. Ask students to summarize the article in two sentences to check global comprehension, eg: 80% of the medicines in Nigeria were counterfeit. Dora fought to get fair trials and sentences.

• Play track 2.01 again for students to read, listen and describe Dora Akunyili.

Possible answer Doraisanhonestwomaninacorruptcountry./Doraisa55-year-oldNigerianmotherwhostruggledagainstfakemedicineshowingcourage,respectforthelawandperseverance.

4 • Ask students to read the text in Exercise 3 again, if

necessary. Then have them answer the questions. • Check their answers orally.Answers 1Criminalshavetriedtoshoother,burnherofficesandkidnapherchildren.Becausesheknowsthatfakemedicineisbigbusiness;2HeknewheneededsomebodytrustworthyandDorahadbeenpersonallyaffectedbytheproblemwhenhersisterdied;3Dorafoughtcorruptionbyusingateamofwomeninspectorsbecauseshebelievedtheywerelesscorruptiblethanmen;4Yes,shehas.NowtheamountoffakemedicineonsaleinNigeriaisonly20%ofwhatitwas.

Have students work in pairs to decide what they would ask Dora if they had the chance to meet her and what they think she would answer. Discuss different alternatives.

5 • Have the class find a word in the text in Exercise 3 for

each definition. • Check students’ answers on the board.Answers 1kidnap;2unscrupulous;3smuggler;4toxic;5trustworthy

Ask students what they know about fake medicine in their town/country. You may wish to ask these guiding questions: 1 Where does the process of production of fake

medicine start? How? 2 Where is fake medicine sold? 3 Do the authorities try to make people aware of this

problem? 4 What can be done to solve this problem?

For further information, you may visit this website:http://www.who.int/mediacentre/factsheets/fs275/en/index.html

Pronunciation focus6• Read the three sounds aloud and then ask the class to

look at the letters in bold.• Have students write the words in the correct column. • Play track 2.02 for students to listen, check their work

and repeat the words.Audio cript/Answers\‰…\ burn, work, verdict

\ø\ drugs, smuggler, products

\I\ kidnap, criminal, illegal

Workbook Exercises4&5,page44

Give the class three minutes to go through the units they have covered up to now and write other words in each column. Check orally.

Possible answers:\‰…\ turned, personally, circulating, permanent, ergonomic, furniture\ø\ drums, but, trouble, comfortable, productive, sculpture\I\ kidnap, will, difficulties, with, gives, built, think, impact, visitors, mix

Speaking7• Invite the class to work in pairs to ask and answer the

questions. Alternatively, this may be conducted as a class debate.

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Ask different students to tell their classmates about

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Ask different students to tell their classmates about crimes they have witnessed or been told about Encourage

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crimes they have witnessed or been told about Encourage

6

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• Read the three sounds aloud and then ask the class to

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Read the three sounds aloud and then ask the class to look at the letters in

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look at the letters in Have students write the words in the correct column.

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Have students write the words in the correct column. Play

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and repeat the words.

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Check their answers orallyMacmillan Publishers S.A.

Check their answers orally

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sentences,

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Ask different students to tell their classmates about


Ask different students to tell their classmates about crimes they have witnessed or been told about Encourage


crimes they have witnessed or been told about Encourage them to use the words presented in Exercise 1.


them to use the words presented in Exercise 1.

Alternatively, you may invite the class to talk about an


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•


••


• Play


Play and repeat the words.


and repeat the words.Audio cript/Answers


Audio cript/Answers burn, work, verdict


burn, work, verdict

drugs, smuggler, products


drugs, smuggler, products

kidnap, criminal, illegal


kidnap, criminal, illegal


Give the class three minutes to go through the units they


Give the class three minutes to go through the units they

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Grammar8 • Use the text in Exercise 3 to contextualize the presentation

of the past perfect. Teach the affirmative form first. Write an example on the board and elicit form (had for all persons + past participle) as well as meaning (an action that happens before another one in the past). Do the same with the interrogative and negative forms.

• Draw students’ attention to the sentences in the grammar table. Then ask them to circle the correct words.

• Check their answers orally. Answers 1anotherpastaction;2pastparticiple

• Refer students to the ‘Grammar focus’ section on page 133 for further notes and practice.

The board is undoubtedly one of the most useful resources most teachers have. Whether it be black, green, white or interactive, it clearly reflects what the class was like. An organized, neat board usually shows careful planning and an organized teacher

Remember that a lot of our learning depends on visual impact, so make sure the use of the board is purposeful and practical Avoid long teacher writing times and bear in mind that not only teachers can write on the board. Students may well be invited to write their answers there for group correction, for example.

Teacher

Development

Tips

9 • Have the class complete the sentences with the correct

form of the verbs in brackets. Ask a student to complete the first sentence as an example.

• Check students’ answers on the board.Answers 1hadnotrung;2hadfinished;3haddied;4hadmade;5hadn’ttaken

Giving instructions is a very important teaching skill. Instructions should be short and have very simple language. They should always be followed by an example elicited from a strong learner.

Teacher

Development

Tips

Invite different students to say the beginning of a sentence using the verb in the past perfect form. Other students have to complete it, eg:Student A: I had just drunk...Student B: You had just drunk a cup of coffee when your parents got home.

Alternatively, you may guide students by whispering the verb you want them to use, eg:Teacher: playStudent A: I had just played…Student B: You had just played your favourite computer game when the lights went out.

10 • Have the class rewrite the sentences given using the

past perfect. Ask a strong learner to complete the first sentence as an example.

• Check students’ answers orally.Answers 1hehaddone;2hadleft;3hadreadit;4hadreadJulia’semail,deletedit

Workbook Exercises6–9,page45

Communication focus11• Have students work in pairs to ask and answer the

questions giving a reason in the past perfect simple. Ask a student to answer the first question as an example.

• Alternatively, you may conduct this as a whole-class activity, accepting different past perfect answers to each question, eg:Teacher: Why didn’t you want to see the film?Student A: I didn’t want to see the film because I had already seen it before.Student B: Because my friend had already told me it was bad.Student C: Because I had read in the papers that the acting was bad.

Roundingup• Ask students to write down ten actions they did yesterday

using the infinitive form. These actions should be listed at random. Then have students exchange lists and work in pairs to ask past perfect questions, eg: (have a shower / go to the club / drink mineral water)Student A: Had you already drunk mineral water before you went to the club?Student B: Yes, I had.

• Students should take down notes to put the actions in order and then write the corresponding sentences, eg:Student A: He had already drunk mineral water when he went to the club.

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Remember that a lot of our learning depends Sample copy

Remember that a lot of our learning depends on visual impact, so make sure the use of the

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on visual impact, so make sure the use of the board is purposeful and practical Avoid long

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board is purposeful and practical Avoid long teacher writing times and bear in mind that not

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teacher writing times and bear in mind that not only teachers can write on the board. Students

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only teachers can write on the board. Students

Rounding

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Rounding•

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• Ask students to write down ten actions they did yesterday

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Ask students to write down ten actions they did yesterday using the infinitive form. These actions should be listed at

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using the infinitive form. These actions should be listed at random. Then have students exchange lists and work in

Sample copy random. Then have students exchange lists and work in

pairs to ask past perfect questions, eg:

Sample copy pairs to ask past perfect questions, eg:

(have a shower / go to the club / drink mineral water)

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(have a shower / go to the club / drink mineral water)



reflects what the class was like. An organized, Macmillan Publishers S.A.

reflects what the class was like. An organized, neat board usually shows careful planning and Macm


neat board usually shows careful planning and an organized teacher


an organized teacher

Remember that a lot of our learning depends


Remember that a lot of our learning depends on visual impact, so make sure the use of the


on visual impact, so make sure the use of the board is purposeful and practical Avoid long


board is purposeful and practical Avoid long teacher writing times and bear in mind that not


teacher writing times and bear in mind that not only teachers can write on the board. Students


only teachers can write on the board. Students may well be invited to write their answers


may well be invited to write their answers there for group correction, for example.


there for group correction, for example.

pairs to ask past perfect questions, eg:


pairs to ask past perfect questions, eg: (have a shower / go to the club / drink mineral water)


(have a shower / go to the club / drink mineral water)Student A: Had you already drunk mineral water before


Student A: Had you already drunk mineral water before you went to the club?


you went to the club?Student B: Yes, I had.


Student B: Yes, I had.Students should take down notes to put the actions in

Macmillan Publishers S.A.Students should take down notes to put the actions in

order and then write the corresponding sentences, eg:

Macmillan Publishers S.A.order and then write the corresponding sentences, eg:

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Part 2: pages 44 & 45

Aims:• Tolearnadjective+prepositioncombinations• Totalkaboutcrimesandpunishment• ToreadaboutCriminal Minds• Tousebe able to initsdifferentformsExtramaterials:setofcards(‘Gettingstarted’)

Gettingstarted• Write these questions on separate cards:

1 What did you realize when you got home last night?2 Why was your friend sick this morning?3 Were your friends waiting for you at the station when

you arrived?4 Why didn’t the teacher want you to read ‘Animal

Farm’?5 Was there anybody at home when you arrived back

from school yesterday?6 Why couldn’t you find your trousers last Saturday?

• Invite different students to take turns to pick up a card at random and answer it using the past perfect. It is important, for the sake of practice, to have them give full answers, eg:Student A: Were you tired when you arrived at school this morning?Student B: Yes, I was tired when I arrived at school this morning because I had not slept properly.

Vocabulary1 • Read the adjectives in the box aloud and make sure

students know what they mean. • Ask the class to write the adjectives in the correct

column.

2• Play track 2.03 for students to listen and check their

answers.Audioscript/Answersabout: excited about, curious about, angry about, certain about

of: aware of, capable of, guilty of, jealous of

for: ready for, suitable for, late for

to: polite to, addicted to, sensitive to

3 • Have students rewrite the sentences using the adjectives

in brackets and the corresponding preposition. • Check their work orally.Possible answers 1Thepeoplewereangryaboutthejudge’ssentence;2Hedidn’thearhisalarmclockring,sohewaslateforcourt;3Myfriendlovescomputergamesandheisaddictedtothem;4Heisn’tsuitableforworkinginthisplace;5Peterisexcitedaboutsomeverygoodnews.


Write these clues on the board:1 to sit for an international exam? (ready)2 about space exploration? (curious)3 for the programme? (late)4 of winning an international competition? (capable)5 of any crime? (guilty)6 about anything in particular? (angry)7 of your friends? (jealous)8 to tobacco? (addicted)9 about your next holiday trip? (excited)

Have students ask and answer using the clues given and the adjective in brackets, eg: Student A: Are you ready to sit for an international exam?

When teaching lexis, we ought to bear in mind that not all the items we teach are going to become an active part of students’ everyday language. There is productive and receptive vocabulary. We all understand many more words than those we actually use regularly. So the best way to help learners increase their vocabulary is to offer different opportunities for them to practise it in different contexts.

Teacher

Development

Tips

Speaking4• Ask the class to look at the pictures and describe them,

eg: In the first picture, a young man wearing a hooded sweatshirt is spraying graffiti on a wall. Make sure students understand, in this case, it is not a work of art but an act of vandalism. Get students to imagine the message the young man is going to write. The second picture shows a phone box that has been vandalized and its window has been smashed. Students may also notice that the box has been moved to a rural area. Ask them who, in their opinion, could have done that.

• Have students work in pairs to ask and answer the questions.

Possible answers 1Theseareconsideredminoroffences,sothepeoplewhocommitthesecrimesmaybefined,sentencedtocommunityworkorgotoprisonforjustafewdays;2Youngoffendersdonotusuallygotoprisonandoftenstandspecialtrialsinyoungoffenders’courts;3Veryoftenthesepunishmentsarenotsevereenoughandyoungoffendersarelikelytorelapseintocrime.

Reading5• Play track 2.04, if possible with books closed, for

students to answer these general questions:1 What kind of programme is ‘Criminal Minds’? 2 Who are the protagonists? 3 What is the main characteristic of the profilers’ team?

• Play track 2.04 again for students to read, listen and answer the questions.

2.03

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Invite different students to take turns to pick up a card at random and answer it using the past perfect. It is Sam

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at random and answer it using the past perfect. It is important, for the sake of practice, to have them give full

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important, for the sake of practice, to have them give full

Student A: Were you tired when you arrived at school

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4

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4•

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• Ask the class to look at the pictures and describe them,

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Ask the class to look at the pictures and describe them, eg:

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eg: In the first picture, a young man wearing a hooded

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In the first picture, a young man wearing a hooded sweatshirt is spraying graffiti on a wall.

Sample copy sweatshirt is spraying graffiti on a wall.

students understand, in this case, it is not a work of art but

Sample copy students understand, in this case, it is not a work of art but

an act of vandalism. Get students to imagine the message

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an act of vandalism. Get students to imagine the message

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from school yesterday?Macmillan Publishers S.A.

from school yesterday?Why couldn’t you find your trousers last Saturday?


Why couldn’t you find your trousers last Saturday?Invite different students to take turns to pick up a card


Invite different students to take turns to pick up a card at random and answer it using the past perfect. It is


at random and answer it using the past perfect. It is important, for the sake of practice, to have them give full


important, for the sake of practice, to have them give full




Student B: Yes, I was tired when I arrived at school this


Student B: Yes, I was tired when I arrived at school this

sweatshirt is spraying graffiti on a wall.


sweatshirt is spraying graffiti on a wall.students understand, in this case, it is not a work of art but


students understand, in this case, it is not a work of art but an act of vandalism. Get students to imagine the message


an act of vandalism. Get students to imagine the message the young man is going to write.


the young man is going to write.a phone box that has been vandalized and its window has


a phone box that has been vandalized and its window has been smashed


been smashed. Students may also notice that the box has


. Students may also notice that the box has been smashed. Students may also notice that the box has been smashed


been smashed. Students may also notice that the box has been smashedbeen moved to a rural area. Ask them who, in their opinion,


been moved to a rural area. Ask them who, in their opinion, could have done that.

Macmillan Publishers S.A.could have done that.

Have students work in pairs to ask and answer the

Macmillan Publishers S.A.Have students work in pairs to ask and answer the

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• Check their work orally.Answers 1IthasbeenonTVsince2005;2Theyareaneliteunitthatanalyzesthecountry’smosttwistedcriminalmindsbeforetheyareabletostrikeagain;3PenelopeGarciaistheteam’scomputertechnician.ShejoinedtheBureautoavoidgoingtoprison.DrReidisagenius,hehasmanytitlesandafterbeingkidnappedhewasrescuedbytheFBI;4Theyworkasateamtoanalyzehumanbehaviourandprofilemurderersaswellaspossiblevictims.

6 • Ask the class to find a word in the text in Exercise 5 for

each definition. • Check students’ answers orally.Answers 1premiered;2criminal;3painkiller;4disorder

Invite students to imagine what Reid was like as a teenager: he was probably a nerd, who didn’t get along with his classmates, whom everybody found weird and who used to be studious and extremely clever.

Invite students to describe what kind of man Penelope may fall in love with: probably somebody who is extremely intelligent, somebody who is sensitive because she has suffered a lot, a man who lives by the law because she has had enough trouble with it, and somebody who is patient as well as independent to respect her unusual job.

It is important to exploit a text because this gives students the chance to remember the information presented in the text and to use the vocabulary in it over and over again in different contexts. How can you do this? For example, by asking students to imagine situations that are not described in the original text, to make inferences, to learn more vocabulary related to the specific semantic area, to look for more information on the Internet and share it with their partners and/or to debate the issue in class.

Teacher

Development

Tips

Grammar7 • Use the text in Exercise 5 to contextualize the presentation

of be able to in the affirmative form. Use L1 to check students understand the meaning. Then teach the negative and interrogative forms. Write an example of each form on the board.

• Insights into grammar: be able to is used in tenses where the modal auxiliary can cannot be used, eg: in perfect or future tenses, but it is also used for ability in the past. In this case, it is not the same as could. While could is used for actions that could be repeated, was/were able to refers to one specific occasion, eg: 1 I could eat chicken very fast when I was a baby.2 Because the bones had been removed, I was able to

eat the chicken very fast.• Have the class go through the grammar table and then

circle the correct words.

• Check students’ answers orally.Answers 1ability;2aninfinitivewithoutto

• Refer students to the ‘Grammar focus’ section on page 134 for further notes and practice.

8 • Ask students to complete the sentences with the correct

form of be able to and the verb in brackets. • Check their answers orally.Answers 1willbeabletotravel;2wereabletocatch;3Have,beenabletofinish;4was,abletocleanup;5will,beabletodo


Personalize the previous activity by asking students these questions at random:1 What have you already been able to do this year?2 What do you think man will be able to do in ten

years’ time?3 What have you been able to do this week?4 Do you think we will be able to live in space in the

next fifty years?5 What interesting inventions has man been able to

come up with?

Listening9 • Have the class read the words in the box and use them to

predict the interview they will listen to in Exercise 10. • Teach the word stab if necessary through definition: kill or

hurt somebody by pushing a knife into their body.

10• Play track 2.05 for students to listen to the interview and

correct the wrong information. • Check their work orally.AudioscriptPresenter Helen Wright from the Bristol-based organization Safe Streets is

here to answer questions about knife crime. Helen, can you give us the figures?

Helen Wright Well, they vary according to the source, of course. Police figures are lower than those from the hospitals.

Presenter Is that because the police want us to think that its crime fighting is effective?

Helen Wright Well, one problem is that many victims of stabbings go to hospital but not to the police. And many more don’t go to hospital.

Presenter So do we know how many people are stabbed each year?

Helen Wright Last year over 300 people were stabbed to death and nearly 50 of those were teenagers. Officially, over 4,000 people were stabbed and injured, some seriously injured. Over 1,000 of the people injured were teenagers.

Presenter That’s over ten stabbings a day. And you think that this might be an underestimate?

Helen Wright Unofficial sources – people who work in the community and know what’s really happening on the street – give higher numbers. Some even say that the real figure could be more than 20,000 a year. Obviously, the worst areas are big cities like London.

Presenter Why are so many teenagers carrying knives?

Helen Wright Some carry them to get respect, others to defend themselves if they’re attacked. It’s a vicious circle, but we definitely need to get rid of the knives. In many places, gangs of youths rule the streets and drug dealing is a serious problem too.

2.05

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has had enough trouble with it, and somebody who is Sample copy

has had enough trouble with it, and somebody who is patient as well as independent to respect her unusual job.Sam

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patient as well as independent to respect her unusual job.Sample copy

It is important to exploit a text because this

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It is important to exploit a text because this gives students the chance to remember

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gives students the chance to remember the information presented in the text and to

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the information presented in the text and to

9

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9 •

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• Have the class read the words in the box and use them to

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Have the class read the words in the box and use them to predict the interview they will listen to in Exercise 10.

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predict the interview they will listen to in Exercise 10. Teach the word

Sample copy Teach the word


Sample copy hurt somebody by pushing a knife into their body.



may fall in love with: probably somebody who is extremely Macmillan Publishers S.A.

may fall in love with: probably somebody who is extremely intelligent, somebody who is sensitive because she has Macm


intelligent, somebody who is sensitive because she has suffered a lot, a man who lives by the law because she


suffered a lot, a man who lives by the law because she has had enough trouble with it, and somebody who is


has had enough trouble with it, and somebody who is patient as well as independent to respect her unusual job.


patient as well as independent to respect her unusual job.


It is important to exploit a text because this


It is important to exploit a text because this gives students the chance to remember


gives students the chance to remember the information presented in the text and to


the information presented in the text and to use the vocabulary in it over and over again


use the vocabulary in it over and over again in different contexts. How can you do this?


in different contexts. How can you do this? For example, by asking students to imagine


For example, by asking students to imagine situations that are not described in the original


situations that are not described in the original

•


•hurt somebody by pushing a knife into their body.



10


10Play


Play track 2.05


track 2.05correct the wrong information.


correct the wrong information. Check their work orally.


Check their work orally.

Helen Wright from the Bristol-based organization Safe Streets is

Macmillan Publishers S.A.Helen Wright from the Bristol-based organization Safe Streets is

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Presenter What are the police doing about it?

Helen Wright I t is now a criminal offence to carry a knife and the police can stop and search anyone. The courts are getting tougher too. Many offenders are sent to prison and others are sentenced to do community work or are fined.

Presenter And are these measures effective?

Helen Wright They’re not effective on their own. Local communities must help and parents must be more responsible. They shouldn’t let their kids roam the streets at night.

Presenter What about violent videos and music? Are they partly responsible for the amount of aggression in teenage gang culture?

Helen Wright Many people’s fingers point at hip hop culture, because the lyrics are sometimes violent. It could have an influence, especially because these singers are role models for many kids. Fortunately, some rap stars, like Tricky and Tinie Tempah are speaking out against knife crime.

Presenter So things are moving in the right direction, then?

Helen Wright Definitely. But we must remember that there are a lot of social problems that contribute to the violence, things like the breakdown of family values, poverty, lack of opportunity…

Presenter So do you think that anti-social teenage behaviour and knife culture are symptoms of a sick society, then?

Helen Wright Yes. Tougher policing is necessary but it can’t solve the problem. A cultural change is needed before our streets become safe again. There’s a long way to go.

Presenter Thank you for speaking to us today, Helen.

Answers 1Lastyearnearly50teenagerswe evictimsofstabbings;2Officialsourcesunderestimatetheknifecrimefigures;3Someteenagersarecarryingknivestogetrespectandotherstodefendthemselves;4Someoffendersaresentencedtocommunitywork;5HelenWrightthinksparentsshouldnotallowtheir hildrentogooutatnight;6Somerapstarsspeakoutagainstknifecrime;7Helenagreesthattougherpolicingisnecessary.

Workbook Exercises10&11,page47

When doing a listening task, it is advisable to play the audio once for gist listening and ask the class what it is about, or ask students to just mention three things they can remember. Then play the audio again for students to complete the task itself. Do not worry if you have to play the audio a third time. It is never a waste of time to expose the class to native speakers.

Teacher

Development

Tips

Invite the class to write five questions about the interview. Then have students work in pairs to ask and answer the questions.

Invite the class to debate the following:1 Is community work effective? 2 What connection is there between music and

violence?

Writing11• Ask students to read the text and answer the questions. • Check their work orally.Answers 1Inhisopinion,itisperfectlyvalidforindividualcitizenstofightcrime;2Hespeaksofthe‘pinksarigang’.

12 • Invite the class to go through the text in Exercise 11 again

and then answer the questions.• Check students’ answers orally.Answers 1Inmyopinion,Ifeelstronglythat,Ibelieve,Ithink,Ireallydon’tagree;2really,perfectly,strongly;3Forreasons:because;Forresults:Asaresult,consequently.

Workbook Exercise12,page47

Roundingup• Ask the class to imagine their local community has chosen

them to make a speech in Parliament about what can be done to stop crime in their town.

• Give students two minutes to state their point of view. Then have students work in groups to organize their ideas and finally share their speeches.

Debates are fluency activities in which the main aim is to get students to speak with as little contribution from the teacher as possible. This is why clear instructions are essential. Walk around and monitor students’ work while they are organizing their ideas and choosing the spokesperson. Help only when you are asked to. Once the debate has started, avoid interrupting. When everybody has finished their talk, you may write on the board a list of mistakes they have made and encourage class correction.

Teacher

Development

Tips

Sample copy

themselves;Sample copy

themselves;HelenSam

ple copy

HelentoSam

ple copy

to goSam

ple copy

go outSam

ple copy

outcrime;

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crime; 7

Sample copy

7 Helen

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Helen

Workbook

Sample copy

Workbook 47

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47

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Sample copy

mistakes they have made and encourage class

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mistakes they have made and encourage class correction.

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correction.


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Workbook


Workbook 10


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page


When doing a listening task, it is advisable to


When doing a listening task, it is advisable to play the audio once for gist listening and ask


play the audio once for gist listening and ask


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