Ciclo Lectivo: 2013 (2do cuatrimestre)

Tutora: Carina Mariela Luc

INSTITUTO SUPERIOR DE FORMACIÓN DOCENTE ¨LENGUAS VIVAS DE BARILOCHE¨

LENGUA

INGLESA Y

SU

DIDACTICA

II

UNIDAD 3

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UNIT III Lesson 7

Aims:

Reflect on crime facts

Analyse and use topic vocabulary

Discuss verb complementation

Work out meaning through context (idiomatic expressions)

Develop critical thinking on current issues Tuning in

Questions for thought and reflection

a) Do you know what the criminal rate is in your country? b) What are the most common crimes committed? c) What´s the average age of the criminals who commit most

crimes in your country?

READING COMPREHENSION 1

1. Pre-reading activity

a) How much do you know about crime in Britain? b) Do you know what the most common crime is? c) What do you think the attitude of the British towards crime is?

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2. Reading

Let us read the article from the textbook ‘More than words’, Book 2.

Now compare the information in the article with your answers to the Pre-reading questions. Were you surprised at any of the facts you read in the article?

3. Comprehension Check

Answer the following questions taking into account the information provided in the article.

a) Why are policy makers in Britain disappointed with the crime rate?

b) What is British people´s attitude towards crime figures? c) Is the elderly´s fear of being victims of violent crime sensible?

Account for your answer. d) Why does the U.S. crime rate make the British one seem

infinitesimal?

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4. Focus on vocabulary

a) Put the following topic vocabulary from the text in the correct box. Look up the vocabulary in a dictionary if necessary.

murder rape sexual assault

assault causing grievous bodily harm mugging robbery burglary

car theft homicide

CRIMES AGAINST PEOPLE CRIMES INVOLVING THINGS OR PROPERTY

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POLICE BAFFLED IN HILLSIDE KILLING

b) Add the following crimes to the boxes above. Remember to look up new vocabulary in the dictionary.

arson fraud blackmail child abuse embezzlement

kidnapping pickpocketing shoplifting

stealing

READING COMPREHENSION 2

1. Tuning in Think of the latest news about a crime committed in your city. What happened? Was the criminal caught?

2. Pre-reading activity Read the following headlines and:

a) Try to guess what kind of crime the article might be about. b) Analyse the vocabulary and style used in the headlines and

think of the kind of newspaper or magazine that might have published them (serious, sensationalist, etc.).

c) What do you notice concerning the use of language and grammar? How would you write the ideas in full form?

BICYCLE COP SPEAKS OUT MAN HELD IN PUB ROBBERY DOC STOPPED BY CITY POLICE

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STUDY TIP

The first and third headline use informal or slang words (Doc, Cop) which would never be used to refer to a doctor or police woman/ man in a serious newspaper.

Notice how only the present simple (first headline) and participle forms of the verbs are used in headlines. Articles are omitted and nouns are used to modify other nouns (eg: bicycle cop, hillside killing, pub robbery).

Suggested ideas for ex. 2c: 1) The police man/ woman who is investigating bicycle thefts makes a

declaration. 2) A man was arrested in connection with the robbery of a pub. 3) A doctor was stopped while driving his/ her car by the city police. 4) The police have not been able to find enough clues to solve the case

of murder at the hillside.

3. Find the words or phrases which mean the same as the phrases below (a-l). Work out the meaning of the vocabulary by analysing the context in which they appear.

a) people who saw the crime / something b) seized with the power of the law c) nasty and cruel d) search e) tested for the amount of alcohol f) less important and serious g) someone who is thought to have committed a crime h) information that may help police discover something i) arrested for driving too fast j) someone who breaks the law frequently k) signs, indications l) officials in the police force (list them in order of seniority)

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4. Comprehension Check

Answer the following questions about the articles you have just read.

1. Which crimes have not been solved yet? Why? 2. In which crime do they have a suspect? Why do they think this

person might be guilty? 3. Which crime has the surgeon certainly committed and which one is

she suspected of?

For further practice and information, keep working on Unit 47 from English Vocabulary in Use Advanced, by McCarthy and O'Dell.

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Unit III Lesson 8

Aims:

Reflect on crime facts

Analyse and use topic vocabulary

Develop critical thinking on current issues

Analyse and use verb patterns accurately when reporting speech

Analyse and express conditions

Discuss the different uses of the verb ‘get’

READING COMPREHENSION

1. Pre-reading activity

Questions for thought and reflection

a) “Crime doesn’t pay” is a well-known English saying which means that there is no reward for criminal action. Can you think of any recent stories that either prove or disprove this saying?

b) Can you think of any recent court cases where you feel the law has

been unjust – for example, an excessively lenient or harsh decision?

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2. Reading

You are going to read and interview with a burglar, published in the Guardian newspaper. Read the text just beneath the heading. Can you guess the meaning of the following expressions?

a ten-year stretch living it up a pro

According to this part of the text, what kind of person do you think Danny is and what his attitude towards crime is? Now read the article and decide whether your assumptions about Danny´s personality and attitude were confirmed by what you read or not. NB: The article was taken from Headway Advanced, by John and Liz Soars, O.U.P., 1995

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2. Reading and matching The following key sentences have been removed from the text. Decide where they should go.

a. Research by Maguire and Bennett suggests that burglary has a considerable effect on people's lives, leaving them uneasy, insecure, even feeling violated. b. It was dead easy. c. But the lad I did the house with got caught on another job. d. Nobody was ever suspicious. e. Research in Sheffield suggests that nearly three-quarters of burglars travel less than two miles from their homes to commit the crime. f. If I got a job, I'd have to change my whole lifestyle. g. In ten years' time I'll either be doing a ten-year stretch or living it up. h. Research by Mike Maguire and Trevor Bennett (Burglary in a Dwelling, Heinemann 1982) into several hundred victims of burglary revealed that wilful damage was caused in less than one in a hundred cases. i. Burglary is more popular today than ever before. j. Within six months Danny had graduated to houses.

Check your answers with the key at the end of the unit.

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STUDY TIP You must pay close attention to the previous sentences and the following ones to find clues such as the use of reference (pronouns, demonstrative adjectives, articles or any other kind of device that may make reference to any of the items which appear in the missing sentence). You should also take into account the use of connectors since they establish logical connections between the different statements.

3. Comprehension Questions

Answer the following questions based on the information in the article.

a) What do the following extracts tell us about Danny´s attitude to a life of crime, and life in general?

‘If I got a job I´d have to change my whole lifestyle.’ (line 72)

‘You´d be amazed how many people keep money in the oven…’ (line 136)

‘Of course, the fine wasn´t that bad.’ (line 156)

‘My mum had to pay the fine, though.’ (line 158)

‘It might seem to you that I haven´t been that successful…’ (line 162)

‘The people I burgle can afford it…’ (line 181)

b) What does the writer mean by the following phrase? ‘…he´s served his

time… in more ways than one.’ (line 63)

c) Explain the reference to Robin Hood and the Sheriff of Nottingham. What do you know about them? How can that knowledge be applied to Danny´s situation according to the writer?

d) The writer´s attitude to burglary and Danny change by the end of the article. Explain how his attitude changes. How does he appear to feel at the end?

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5. Focus on vocabulary

There are several examples of slang and informal English in the text about the burglar. Match an example from column A with a neutral

equivalent in column B.

A B mates (line 118) quid (l. 93) money for old rope (l.94) blew the money (l. 95) hit the jackpot (l. 109) stashed (l. 139) grassed on me (l. 155) the coppers (l. 168) the bottle (l. 169) bent (l. 183) stack of dough (l. 193) broke (l. 202)

informed the police dishonest, corrupt friends the courage with no money pound a thousand pounds spent the money recklessly have great success lots of money hidden the police

Check your answers with the key at the end of the unit

6. Focus on language

a. GET Get is one of the most frequent verbs in spoken English. Let us analyse some examples from the text about the burglar: If I got a job, I´d have to change my whole lifestyle. (line 72) In this example get means find. We got in through a ground floor window. (line 87) Get in means enter in this case.

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Look at the rest of the examples from the text and rephrase them without using get.

1. If I got a job, I'd have to change my whole lifestyle.

2. Burglary is the only real skill I've got.

3. We got in through a ground floor window.

4. We just get the bus...

5. Dead easy to get away.

6. ... I'd just go and get my mates...

7. ... the lad I did the house with got caught ...

8. I got a £ 554 fine plus probation.

b. VERB PATTERNS Let us look at some common verb patterns: * Verb + object + infinitive Eg: He persuaded us to commit the crime. * Verb + that + clause Eg: The judge suggested that he should be more careful. * Verb + -ing Eg: They enjoyed taking risks. * Verb + infinitive Eg: They managed to get away with it. * Verb + preposition + object Eg: He apologized for the delay. He apologized for being late. Let us pay close attention to this last pattern. There are many verbs which are followed by a certain preposition:

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Blame for Congratulate on Accuse of Look at the following examples to analyse these verb patterns: They blamed him for her death. They congratulated me on my work. They accused him of the robbery.

7. Practice a) Look up the following verbs in a dictionary to find out what preposition

should be used in each case:

boast complain compliment convince forgive insist b) Report the following statements using reporting verbs. Then, check your answers with the key at the end of the unit. 1. “She stole the diamond ring”, he said.

2. “Congratulations, you passed your test”, he said.

3. “All right. We’ll go to London”, Mary said.

4. “You stole the money”, the policeman said.

5. “You broke my new CD”, John said.

6.“Congratulations!, you won the prize”, the lady said.

Check your answers with the key at the end of the unit

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For further practice on Reported Speech and Reporting Verbs go to 'Oxford Practice Grammar Advanced' by George Yule (Unit 12)

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Unit III Lesson 9

Aims:

Reflect on capital punishment

Develop critical thinking on current issues

Develop and improve listening and speaking skills

In this part of the unit we are going to deal with a thorny issue, the death penalty. Remember that all the topics in the subject comply with ministerial requirements. Teachers are expected to be able to deal with all kinds of topics in their classes, including those that may not be considered "nice" or "easy to handle".

LISTENING COMPREHENSION

1. Video Pre-watching

Now you're going to watch a movie clip about the death penalty. The speaker is the famous British actor Jeremy Irons. This movie clip was made to support Amnesty International. In what situation do you think this movie clip was made?

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While watching Part 1 Watch the AI-clip on the death penalty and complete Jeremy Irons' statements:

http://www.youtube.com/watch?v=TVMho2cP1NE There are many arguments against the death penalty. It’s not a deterrent

_____________________________________________________. Societies

that ________________________________________________________.

When a society _____________________________________, they are not

plunged into _____________________________________.

The death penalty _____________________________________________,

those who can’t afford good, legal counsel, those ___________________.

What are the questions Jeremy Irons raises? 1. …………………………………………………………………………………………………….

2. …………………………………………………………………………………………………….

3. …………………………………………………………………………………………………….

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Which saying does Irons quote? …………………………………………………………………………………………………………………… Which fundamental rights are abused and violated by the death penalty?

……………………………………………………………………………………………………………………

……………………………………………………………………..........................……………………

The death penalty _____________________________________ people, but

it also ____________________________________________________ of

execution and ________________________________________.

They sometimes wait _______________________________, while others

are led to their deaths. The horror of this waiting

_________________________.

How is a violation of human rights to be seen? …………………………………………………………………………………………………………………… How does Irons define human rights? ……………………………………………………………………………………………………………………

Every individual _____________________ the death penalty is – whatever

they stand _________________________________ – still a human being.

However much we are _______________________________________,

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however much we want revenge, they are still human beings. They may well

have killed and tortured, they _________________________________ but

__________________________________________________________

Check your answers with the script at the end of the unit.

3. After watching There are about eight arguments against death penalty. List them and say what you think of each of them.

ARGUMENTS AGAINST THE DEATH PENALTY

YOUR OPINION ON THEM

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The counter-argument Now you are going to read an article by Ed Koch, a politician that supports the death penalty. Read 'Why I Support The Death Penalty' (downloadable from our platform).

List the author's arguments for the death penalty and your opinions on them.

ARGUMENTS FOR THE DEATH PENALTY

YOUR OPINION ON THEM

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FORUM 3.1

Whose views (Irons or Koch's) do you disagree with? Why? Share your views in the forum from 7th to 11th October.

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Unit III Lesson 10

Aims:

Reflect on capital punishment (II)

Develop critical thinking on current issues

Develop and improve writing skills

Analyse and use topic vocabulary

Express opinion in written form (article) LISTENING COMPREHENSION

Questions for thought and reflection

a) What is capital punishment? b) Can you name any countries which have it? c) Is capital punishment ever justified?

LITERARY WORK

This part of the lesson is based on the short story The Hour and the Man by Robert Barr (downloadable from our platform). 1. Pre-reading activity Before reading, answer the following questions: a) What do you think the title of this short story The Hour and the Man refers to? b) What kind of story do you think this is?

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2. Reading

Read the story and see whether your assumptions in the pre-reading activity were right.

3. Questions for thought and reflection

Answer the following questions. Remember to account for your answers. a) Was the criminal's sentence fair? Why/why not? b) What do you think about the Prince's way of delivering justice? c) What message do you think the author tried to convey through this

story and its ending?

FORUM 3.2

Share your answers to question c) above in the forum from 15th to 19th October.

ASSIGNMENT 3.1 - Part 1

Imagine The Hour and the Man was a real story. Record an audiofile (.mp3 or .wma extensions only) stating your position for or against the punishment inflicted on the prisoner and justify your view. You must not retell the story.

The audiofile should be 2-3 minutes long.

THIS IS A FREE-SPEECH ACTIVITY, THEREFORE YOU MUSTN'T USE ANY KIND OF WRITTEN SUPPORT.

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4. Assignment 3.1- Part B

Imagine you are a journalist. Write a newspaper article based on the following headline:

Wordcount: 250-280 - Tolerance for extra words: 10 Deadline for both parts: 17th October

What to take into account when writing a newspaper report: Purpose:

1. News reports provide information on newsworthy topics. 2. They provide the reader with the facts about an event or an issue, telling who, what, where, when, why and how. Types of Text: News reports should be: Objective (not influenced by personal feelings or opinions)

Factual (known to be true)

Accurate (free from error)

Balanced (equal attention given to both sides)

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Structure: Similar to an inverted triangle Most important news at the top. Least important news. 1. Headline

2. Opening paragraph or introduction:

Giving readers the most interesting, sensational news first.

Answers what, who, when and where, sometimes why and how.

3. The middle or body that provides additional facts and details.

4. Details given in order of importance. This allows readers to skim the

report for essential facts in first few paragraphs.

5. A conclusion that sums up the news.

6. Sometimes sub-headings are used.

7. Photographs/drawings are used to add details of interest.

Language Features:

Headlines need to convey information and attract attention. They use

Short phrases, incomplete sentences

Figurative language

Exaggeration

News reports use:

Easy to read and understand language

Clear and concise writing

Written in third person (Don’t use ‘I’, ‘We’)

Engaging and descriptive language

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Often include quotes from people involved or experts on the topic.

Give people labels/titles such as “the Minister, Mr Bloggs”.

Visuals:

Headlines use bold type capitals, different font styles and sometimes underlining and colour to attract attention. Photographs, illustrations, graphs, graphics and maps add interest to the news story.

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This is the end of Unit 3. Evaluate your performance throughout the unit by reflecting on your performance.

Complete the following sentences: In this unit... I learned ....................................................................... I understood the following very well ......................................... ............................................................................................... I am having difficulty with ...................................... because ..... ............................................................................................... My plan for dealing with the difficulty I am having is ................. ............................................................................................... What I liked most about this unit is ........................................ The most frustrating thing about this unit is ........................... Make sure you have submitted all your mandatory assignments

for correction.

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KEY TO UNIT 3

Lesson 8 3. Reading and writing 1. h 2. i 3. f 4. b 5. j 6. e 7. d 8. c 9. g 10.a 5. Focus on vocabulary mates - friends quid - pound money for old rope - money easily obtained blew the money - spent the money recklessly hit the jackpot - have great success stashed - hidden a grand - a thousand pounds grassed on me - informed the police the coppers - the police the bottle - the courage bent - dishonest, corrupt stack of dough - lots of money broke - with no money 7. Practice b) 1. He accused her of stealing the diamond ring.

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2. He congratulated me on passing my test 3. Mary agreed to go to London. 4. The policeman accused him of stealing the money. 5. John accused me of breaking his CD. 6. The lady congratulated me on winning the prize.

Lesson 10 The Death Penalty movie clip - Script There are many arguments against the death penalty. It’s not a deterrent against the crimes that it punishes. Societies that use the death penalty don’t have lower crime rates. When a society abolishes the death penalty, they are not plunged into criminal chaos. But even if the death penalty did reduce crime rates, would it then be acceptable? The death penalty targets the economically disadvantaged, those who can’t afford good, legal counsel, those without a voice in society. There’s a saying in the US: “Capital punishment means that those without a capital get the punishment”. Statistics show this is true. But would it be acceptable, if people from all sections of society were executed? Does killing a rich man make killing a poor man right? The death penalty is irreversible. When someone is dead, a retrospective pardon is of little use to them or their family. Since 1990 there have been 51 recorded executions of child offenders in China, the Democratic Republic of Kongo, Nigeria, Saudia Arabia, Jemen, Pakistan and the USA, some as young as 14 years old. Even if no more innocents or children were killed, should we tolerate the death penalty? The death penalty is never acceptable. It abuses two of our most basic human rights:

- Everyone has the right to live.

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- No one should be subject to torture. The death penalty obviously kills people, but it also tortures physically by the brutal nature of execution and psychologically by forcing individuals to wait to be killed. They sometimes wait for decades, while others are led to their deaths. The horror of this waiting is unimaginable. Human rights are thus called because they apply to all human beings, they belong to all of us equally. An attack on these fundamental rights anywhere is an attack against all of us. The right to life is inalienable. It cannot be given and it cannot be taken away. No matter how terrible a crime, in a world full of uncertainty human rights are a clearly drawn line; a line between what is right and what is wrong, the line between imprisonment and execution. Every individual facing the death penalty is – whatever they stand accused of – still a human being. However much we are outraged by their action, however much we want revenge, they are still human beings. They may well have killed and tortured, they crossed the line but do we really want to join them?