Crime vwo 4B

Crime

Intro

Crime
In this theme you will focus on crime. Firstly, we begin with cybercrime and we’re going to check if your passwords are safe. (But don’t tell us what they are!)
Then we look at the laws for young offenders.
We hope you don’t have any criminal thoughts, but if you knew the punishments for the crime, would that stop you committing a crime? Do you think that punishments are tough enough? Or are they too tough? Do you enjoy watching crime shows on TV? If so we have good news for you! They are good for your brain.
You’ll find out why!
And finally, we couldn’t do the topic of crime without looking at the fascinating area of forensic science. So put your detective head on, and let’s start!

Have fun!

Content

The theme Crime contains an introduction, five sections and a final project.
In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.

Activity Time
A Introduction 0,5 hour
B1 Cybercrime 3-4 hours
B2 Young Offenders 3-4 hours
B3 Who dunnit 2-3 hours
B4 Forensic science 2-3 hours
B5 Literature - place 2-3 hours
C Final Project 3 hours
Total 20 hours


*hour = lesuur. Eén lesuur komt ongeveer overeen met 2 SLU.

Final project

In the final project you will find out about a famous crime and / criminal.
You will present the information in an effective infographic and you will present it to your class.

Can do

In this theme you will focus on the following 'can do' statements.

Lezen B2/B1

  • Kan literaire en non-fictie teksten lezen met een redelijke mate van begrip voor het geheel en voor details.
  • Kan in teksten over onderwerpen van algemeen belang of binnen het eigen vak- of interessegebied nieuwe informatie en specifieke details vinden.

Gesprekken voeren B1

  • Kan eenvoudige feitelijke informatie achterhalen en doorgeven.
  • Kan meer gedetailleerde informatie achterhalen.

Spreken B1

  • Kan echte of verzonnen gebeurtenissen beschrijven.
  • Kan een verhaal vertellen.

Schrijven B1

  • Kan een kort, eenvoudig verslag schrijven volgens een vast format.
  • Kan een verhaaltje schrijven.

Cybercrime

Introduction

Introduction - Charity begins at home
In this first section you are going to read about cybercrime. Do you know anything about it? Have you been a victim of any sort of cybercrime? Do you think it is a real issue, or do you think that people are exaggerating it?  First let’s find out about you and your passwords.

This first section contains 5 steps. Work them through step by step.

Step Activity
1. Speaking Give answer to questions and statements about cybercrime.
2. Reading Read an article about social media, rich people and crime. Answer questions. Complete sentences.
3. Grammar Past continuous vs Past simple. Fill in exercise, tick statements, read Grammar Desks.
4. Reading Read a text about a password from school, fill in words in the text.
5. Task Write a story about crime, answer questions.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Speaking

Speaking
Now that we know about passwords, let’s think about cybercrime in general.
Read the sentences and decide which ones you think are true.

Which statements do you think are true?

  1. Cybercrime makes more money than illegal drug trafficking.
  2. Every 3 seconds an identity is stolen.
  3. Without a security package, your computer can become infected within four minutes of connecting to the Internet.

Where do you think this information came from?

  1. Police website
  2. A school website page for parents
  3. Computer anti-virus website
  4. Other ...

Which of the following activities are classified as cybercrime?

  1. someone hacking your computer
  2. identity theft
  3. a bank robbery
  4. a car theft

You have answered these questions. Now discuss with a classmate.

  • Did you have the same answers?
  • Can you think of another cybercrime or did you have an experience with a cybercrime yourself?

Step 2 - Reading

Reading
You’re going to read an article about social media, rich people and crime.
Look at the picture in the text below.

What do you think had happened before the photo was taken? Do you recognize the person in the picture?
Choose:

  1. He has just robbed a bank.
  2. He was playing a game of monopoly.
  3. He has filed for bankruptcy.

Now read the text and decide if the following statements are true (T) or false (F).

By David Batty

From selfies on super-yachts to posing with private jets, the young heirs of the uber-wealthy have attracted worldwide envy by showing off their lavish lifestyles on social media.
But these self-styled rich kids of Instagram are, often unwittingly, revealing their parents’ hidden assets and providing evidence for investigators to freeze or seize assets worth tens of millions of pounds, and for criminals to defraud their families. Leading cyber security firms said they were using evidence from social media in up to 75% of their litigation cases, ranging from billionaire divorces to asset disputes between oligarchs, with the online activity of super-rich heirs frequently providing the means to get passed their family’s security. Oisín Fouere, managing director of K2 Intelligence in London, said social media was increasingly their “first port of call”.
Daniel Hall, director of global judgment enforcement at Burford Capital, said their targets in such cases tended to be slightly older people who were not really active Instagram, Facebook and Twitter, but whose children, employees and associates often were. The firm recently managed to seize a “newly acquired private jet” in a fraud case because one of the two fraudsters had a son who posted a photograph on social media of himself and his father
standing in front of the plane. The growing significance of social media in litigation was recently
illustrated by rapper 50 Cent, who was ordered by a Connecticut court to explain a photo on
Instagram in which he posed with stacks of $100 bills that spelled out “broke”, months after filing
for bankruptcy. The rapper claimed the money was fake. Investigators often use location search tools
which enable them to throw a virtual “geo-fence” around a certain building or area and gather all of
the social media posted from there in real time.
Another cyber security company uncovered multimillion-pound hidden assets in a divorce case last
year by monitoring the location of the children’s social media posts. The court ordered the husband
to give his wife $30m, but he claimed not to have such assets. “We monitored social media, particularly
for his young adult kids, and found a lot of posts from the same geo-tagged sites,” said Beckett.
“Cross-referencing that with land registry and other similar bodies overseas, we found several properties
that were registered in the name of this person. “We went to court with a list of assets that we
conservatively estimated at $60m, which the court then seized until he settled the amount that had
been ordered.”
Beckett said the social media indiscretions of super-rich heirs were also leaving their families vulnerable
to fraud and extortion.
There has been a huge rise in such cases in the last year, as cybercrime groups increasingly target wealthy
families as well as corporations.
Jordan Arnold, the head of private client services at the firm, said it was helping the super-rich to devise family
social media policies that set out a code of conduct for posting sensitive content, such as images of their
properties, yachts and jets.
Source: https://www.theguardian.com/

Toets:True or false

Read the sentences and complete with words from the text.

 
  1. When he died, the family discovered that he had ............... in several countries.
  2. These included a ............... which was a castle that had been built in the 17th century.
  3. It took the police several years to ............... the exact nature of the tax fraud.
  4. His wife ............... her beautiful necklace, which had been his last present to her.
  5. Parents ............... not to know as much about social media as their children.
  6. Police look at computers for ............... in cybercrime.

 

Step 3 - Grammar

Grammar
Let’s look at ..... past continuous vs past simple. Fill in the correct form of the verb in brackets.

Toets:Past continuous vs past simple

Write down all the statements that are correct.

  1. The past simple is used for completed actions in the past.
  2. The past continuous is used for a continuous action in the past.
  3. The past continuous is used to set the scene in a story.
  4. You cannot have a sentence with two verb tenses that are the same.

Were these exercises difficult for you? Read again the theory in the Grammar Desks.

KB: Past continuous
KB: Simple pas

Step 4 - Reading

Reading
Read this text. Complete with the verbs below and put them into the correct form: simple past or past continuous. Some are negative forms.
Choose from:
access / be / change / charge / copy / do / gain / log / look / realise / receive / try / type

Last year, the police .....[1]..... a 9th grader for an offense against a school computer system. The young boy .....[2]..... unauthorized access to the system and he .....[3]..... onto the systems with the school’s administrative password. Noone .....[4]..... him permission.
He .....[5]..... a teacher’s profile and .....[6]..... the name to a favourite cartoon character. But he .....[7]..... at any tests or scores on the system.
His mum said ‘He .....[8]..... to do anything bad, and he .....[9]..... anything serious. He’s a good boy – most of the time”.
Last year the same boy .....[10]..... a three day suspension for a similar crime. The boy, who cannot be identified, said ‘Honestly, it .....[11]..... so easy to do.
The teacher .....[12]..... in his password really slowly and then I .....[13]..... that he .....[14]..... from a piece of paper. Noone does that!”

Step 5 - Task

Task: Writing
'I logged onto my account as usual and there it was.
A photo of me copying some work from a friend. I felt sick. I never copy.
But how was this photo on my Facebook wall. And who posted it?'

Write the story explaining how someone could do that.
First answer the following questions.

  1. How did they get your password/ get into your account?
  2. When did this happen?
  3. How can people change photos?
  4. Why do people do things like this?

Answers

B1: Cyber crime

Step 1 Speaking

All statements are true.

This information came from:
3. computer anti-virus website http://us.norton.com/cybercrime-definition (adapted)

All of them could be defined as cybercrime if they involved a computer and /or a network.

Step 2 Reading

Answer = 3: 50 Cent pleads poverty on Instagram. Photograph: 50 cent Instagram

  1. = assets
  2. = property
  3. = uncover
  4. = showed off
  5. = tend
  6. = evidence

Step 3 Grammar

Statements: 1, 2 and 3 are correct.

Step 4 Reading

  1. = charged
  2. = gained
  3. = logged
  4. = gave
  5. = accessed
  6. = changed
  7. = didn't look
  8. = wasn't trying
  9. = didn't do
  10. = received
  11. = was
  12. = was typing
  13. = realized
  14. = was copying

Young Offenders

Introduction

Introduction - Young offenders
Now we’re going to look at crime from the view point of Justice Ministers. In Canada, a new Youth Criminal Justice Act was introduced. Do you think that criminals think about consequences and punishments before they commit crimes? If punishments were more severe, would they think twice? Or does it make no difference? And should minors be treated in the same way as adults? Why /why not?

This second section contains 4 steps. Work them through step by step.

Step Activity
1 Reading Read a text about Crime and Punishment. Do the exercise.
2 Words Match words with their definition. Complete sentences with verbs in the correct form.
3 Grammar Exercises and theory of Past perfect tense. About reported speech, examples and sentences.
4 Task Write a formal letter to the bus company.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Reading

Reading
Read the text about crime and punishment.

Some years ago, Anne McLellan, Minister of Justice and Attorney General of Canada, introduced the new Youth Criminal Justice Act, which replaces the Young Offenders Act (YOA) as part of the Government of Canada’s Youth Justice Strategy. The government decided to overhaul the youth justice system in response to what Canadians were telling them, “Most had lost confidence in the Young Offenders Act. The system didn’t seem to be working very well, with more young people in jail for relatively minor offences.” Throwing children or teenagers into prisons designed for adults makes no sense, says the federal justice minister. The proposed legislation drew criticism from the opposition Reform party for being too easy on youth who get in trouble with the law. The Reform party wants the age of offenders covered by the law to be lowered to 10 from 12 and says youth older than 15 should be automatically transferred to adult court.

“Putting kids in jail, though sometimes necessary, is not an effective response to youth crime,” McLellan says. “Once you talk to Canadians, they’re the ones who tell us putting more young people in jail for longer will not make this a safer society,” she says. The legislation also proposed lowering the age of those who could get adult sentences to 14 from 16 and supervising all young offenders who have done time in jail. She feels, “We need to acknowledge that when serious things happen, there need to be meaningful consequences. “The Reform party says youth
get caught in a cycle of crime because they know there are no serious consequences.

Perhaps they’re right. Faze Teen spoke with ‘John Doe’ who at the age of 15 was charged with
Grand Theft Auto and Possession Over $1000. When asked why he did it, he responded, “I did it
for something to do – it was all for fun.” John went on to say, “I had read about the law. I knew the
worst thing that could happen was serving some community hours because I was a young offender
and it would be my first offence.” However, when we asked John if he would have still committed
the crime if he knew the consequences would be severe, he answered, “I thought I would get away
with it so it didn’t matter what the penalties were.” According to the Canadian Criminal Justice
Association, lawyers who are familiar with young offenders are unanimous in stating that, “These
youths, at the time of their offence, gave no consideration to the consequences of their actions and
that they would in no way be deterred from committing offences if they knew that their name would
be published in the paper; no more than they would be if they knew that they would be punished
more severely.”

Faze spoke with another young offender, Jane Doe. When asked what was going through her head
as she attacked a young girl with a knife, she answered, “She had provoked me for months, so at the
time, I was mad – and she was just making me madder!” At 14, Jane was charged with Aggravated
Assault with a Weapon. She recalls, “There were four teachers, two principals and several students
watching, so I knew I’d be caught but didn’t care at that time.” Would severe consequences have
deterred her from the assault? She says, “I probably still would have done it since I wasn’t thinking
about the punishment anyway.” Justice Minister, McLellan, says that the legislation is part of a wider
strategy dealing with youth crime that doesn’t always involve judges and jails, but community-based
efforts to prevent kids from becoming criminals.
Source: http://faze.ca/crime-punishment


In the exercise about this text choose the correct answer.

Toets:Crime and punishment

Step 2 - Words

Words
Match these words (verbs) to their definition.

1 overhaul a to accept or recognize
2 propose b to improve something
3 acknowledge c to stop someone/something from doing something
4 supervise d to stop something from happening
5 deter e to move
6 transfer f to watch a person or activity and check it is correct
7 prevent g suggest

 

1 = .....   2 = .....   3 = .....   4 = .....   5 = .....   6 = .....

Complete the sentences with one of these verbs in the correct form.

Toets:Words (verbs)

Step 3 - Grammar

Grammar
Let's look at Past perfect tense.
‘She had provoked me for months’
‘I had read about the law.’

The Past Perfect tells us about something that happened before another action in the past. It can also show that something happened before a specific time in the past.

Example: I had never seen such a high mountain before I went to Switzerland.
Example: I did not have any money because I had lost my purse.
 

To form the past perfect use ‘had’ + the past participle of the verb.
Complete the sentences with the correct form of the verb.

 

Toets:Past perfect

Toets:Simple past or past perfect

You can check out the theory of the past perfect tense in the Grammar Desk.

KB: Past perfect

Let's look at ......reported speech.
When do we use reported speech? Sometimes someone says a sentence.
This we call a direct speech. For example:

We also can use the indirect/reported speech:
The federal justice minister said that throwing children or teenagers into prisons designed for adults made no sense.

We use reported speech (or indirect speech) when we say what someone said in the past: It makes no sense. ➨ He said it made no sense.

You can use that after the reporting verb. It doesn’t change the meaning:
He said it made no sense ➨ He said that it made no sense.

Change the tense!
When we report what someone said, we often put the main verb of the direct speech back one tense. Take a look at these examples:

Tense One tense back Direct speech Reported speech
1. present simple past simple I like milk. She said (that) she liked milk.
2. present continuous past continuous I am living in Amsterdam. She said (that) she was living in Amsterdam.
3. present perfect past perfect I haven't seen Masja. She said (that) she hadn't seen Masja.
4. past simple past perfect I bought a car. She said (that) she had bought a car OR She said (that) she bought a car.
5. will would 'll see you later. She said (that) she would see me later.
6. can could I can speak perfect English. She said (that) she could speak perfect English.

 

Change in pronoun!
You might also need to change the pronoun.
e.g.:
Direct speech: “I’ve visited London many times”, she said.
Reported speech: She said she had visited London many times.

Rewrite these sentences using reported speech.

  1. She said, ‘I play tennis every week”.
  2. They said, “We’re watching TV”.
  3. He said “I’ve finished my homework”.
  4. She said “I’ll help you, Mum!”
  5. Margie said “I can ride a bike”
  6. The team coach said ‘We won the last match and we’ll win the next one”.

Step 4 - Task

Task: Writing
You are going to write a formal letter. Find out about formal letter writing here .

You were travelling to school by bus and you were looking at your phone.
When you arrived at school and opened your bag, you realised that your phone wasn’t there. You asked several people but no one saw anything.
You are not sure if you left it on the bus or if someone had stolen it.
You decide to write to the bus company to ask if anyone has handed in your phone.

  • Include the following information:
    - bus number/route – when (date/time)
    - a description of your phone (make etc.)
    - where you were sitting in the bus
    - people on the bus – include a description of at least two people.
  • Remember to include addresses/date/ correct beginning and signing off.
  • Try to include some past perfect tenses.

Answers

B2 Young Offenders

Step 2 Words

  1. = b
  2. = g
  3. = a
  4. = f
  5. = c
  6. = e
  7. = d

Step 3 Grammar

  1. She said she played tennis every week.
  2. They said they were watching TV.
  3. He said he had finished his homework.
  4. She said she would help her.
  5. Margie said she could ride a bike.
  6. The team coach said that they had won the last match and they would win the next one.

Step 4 Task

Example / suggested answer:
Formal letter to bus company

 

Who dunnit

Introduction

Introduction - Who dunnit?

Do you read thrillers? Do you like watching crime shows on TV?  Do you enjoy a good “Whodunnit”?
Do you prefer films or TV series? Do you know if there are any genres that are actually good for your brain for you to watch? Which and why do you think they might be good for your brain?

This third section contains 4 steps. Work them through step by step.

Step Activity
1 Words Translate and classify genres as mystery. Think of examples.
2 Reading Read text about TV dramas good for your brains. Complete sentences. Write summary.
3 Grammar About modals, theory and exercise (rewrite sentences).
4 Song Listen to the song and answer the questions.
5 Task Read tips, complete table with your ideas to write short blurb.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Words

Words
At first an exercise with different genres of crime shows on TV.
Choose the correct translation.

Toets:Genres of crime shows

Here are the different genres:

comedy detective
fantasy historical fiction
horror medical thriller
police romantic
western

 

Which of the above genres can be classified as mystery? Write these down.

Can you think of an example for each of the genres?

Genre Example
Comedy  
Detective  
Fantasy  
Historical fiction  
Horror  
Legal/medical thriller  
Police  
Romantic  
Western  

Step 2 - Reading

Reading
The exercise is about text entitled: Why watching TV drama is good for your brains.
Match the topic sentences to the correct paragraph (there is one sentence you don't need).

Click here to do the exercise.

By making the previous exercise, you have read the text quickly.
What is the author’s main point? Choose from a, b or c.

  1. Watching TV is good for you.
  2. Some TV shows are much better than others.
  3. Using your brain while you watch TV is a good thing.

Read the whole text and check your answers.

On a cold January night, the prospect of ditching your resolution to get fit - or read the complete works of Tolstoy - and putting your feet up in front of a good TV crime drama can prove irresistible. But if you feel guilty about lounging on the sofa, don’t. Because watching a powerful mystery is actually good for you. That’s neuroscientific fact.
Whether it’s a gritty Nordic noir box set, the latest series of Broadchurch or the small screen thriller Fortitude that starts on Thursday, telly of this kind provides an excellent workout for your brain. I’m a neuroscientist at Durham University, and the research in my field affirms this. The best TV crime dramas build suspense over a number of episodes. They challenge viewers to pay attention to complicated stories, including red herrings, and to remember them from episode to episode.

In other words, they provide great stimulation for the brain, which in turn helps keep it healthy, as the human brain needs to be kept active. In fact, when you deprive it of stimulation it reacts very badly.

Research shows that when people are put in an artificial situation with no sensory stimulation, their brains take only 30 hours to become so distressed they start stimulating themselves by
hallucinating. When people come out of those isolation experiments and are asked to undertake
reasoning and memory tests, they perform worse than previously. The more you tax your brain,
the sharper it becomes. And when you watch complex TV drama, you really tax it. Almost all the
visual regions in the brain are activated, starting with the primary visual cortex in the occipital lobe,
where the images are first analysed.

The inferior temporal lobe kicks in to recognise objects, and the parietal lobe takes care of spatial
attention – that is, separating out the important parts of the image from the background. There’s also
a particular part of the brain, the fusiform face area, which recognises the characters’ faces - crucial
for dramas that introduce a sometimes bewildering number of suspects. The Wernicke’s area of the
left brain is deployed to understand the show’s script, while the same area in the right-hand side of
the brain analyses the tone of voice and its musicality to decode the emotion conveyed. Indeed,
where crime dramas score extra brain exercise points over other television genres is in their complexity
and high levels of emotion. Understanding Beth Latimer’s grief in Broadchurch, or Sarah Lund’s
isolation in The Killing, involves a complicated interplay of brain regions working together (loosely
called the limbic system).

The memory area of the hippocampus, meanwhile, helps us recall what happened to the characters
in the previous episode.
 
  • Read the second part of the text down here.
When the limbic system is stimulated in the right way, it can also trigger the release of brain chemicals such as serotonin (which helps us feel happy) and dopamine (which helps us feel rewarded). Serotonin and dopamine are crucial to a healthy brain: it is these chemicals that are often depleted in those suffering from depression. So if you figure out who the murderer is, you won’t just feel smug - your brain chemistry might also improve. To reach this point, you will have had to remember who’s who, how they relate to each other and what has happened already, all of which requires the working memory and higher reasoning centres of the frontal cortex. Then there’s the background music. Chris Chibnall, the creator of Broadchurch, has said many of his plot cues are signalled to the audience through the music.

In many other series too (as well as films), the score helps build the suspense, which is surely the key ingredient of all successful crime dramas - and one to which the human brain responds strongly. A recent
academic paper described an experiment in which participants were shown scenes from an old TV show
directed by Alfred Hitchcock. Those they rated “highly suspenseful” generated greater activity in the frontal
cortex and parietal cortex of their brains. These coordinated areas of the brain are responsible for higher
executive function – planning and organising, as well as managing our time and attention. Which is just as
well, because attention is essential if the rich flow of information is to stimulate our cognitive awareness. But
we have a limited capacity to pay attention, and brain blinks, such as breaking off to check text messages or
social media, divert valuable mental resources. So for the best brain workout during your favourite crime show,
give it your full attention - and save tweeting about it for later.
Source: www.telegraph.co.uk by Dr. Amanda Ellison

Read the two texts again and choose the best parts to the sentences.

 

Toets:Sentences of 'Why watching...'

  • You have read the text several times now. Summarise this text in 50 words.

Step 3 - Grammar

Grammar
Let's look at... modals. Examples of modal verbs are:
should have / might have / must have / could have
Read the text and match the bold modals to their meaning in the scheme below.

Text:
As soon as Inspector Reading arrived on the crime scene, he realised that he should have checked his voice mail before he left home.

He could have done that but never thought he had time. Besides, he rarely listened to voice mail, but now alone in the dark, chilly church yard he realised that he might have saved the poor boy’s life if he had listened to the message sooner.

Now, as he replayed the message for the fourth time, he realised that the killer must have known the boy.
 
Probability .....
Ability .....
Obligation and advice .....


How do we form past modals? Complete the rule.
To form past modals we use modal + have + ...............

Read the situations and rewrite a sentence with could have / must have / might have / should have. Click here .

Study the Grammar Desk.

KB: Modal verbs

Step 4 - Song

Song: Cardigan Weather
Listen to the song and complete the missing words in the songtext. Then answer the questions below.

 

Fill in the gaps in the songtext. Choose from the following words:
careless / drowsy / game / mattress / restore / serene

I saw you with her dear.
You tried to hide away.
She left through the back door.
You always had your secret ways.
I acted so .....[1] ..... .
I was so .....[2]..... then.
My fault.
I'm so .....[3] ..... .
I gave you one too many pills.

My oh my.
My alibi.
.....[4]..... my fate in these.
Words so clear.
My failure dear.
Lies tucked away in me.

You wanted to play this .....[5]..... .
I'll play it too.
Come here baby I will show you what this girl can do.
A .....[6]..... for a coffin suites you very fine.
You'll feel me with my others as you're sewn under the seams.

My, oh my,
My alibi,
Restore my fate in these
Words so clear,
My failure dear
Lies tucked away in me. (2x)

1 = .....   2 = .....   3 = .....   4 = .....   5 = .....   en   6 = .....

 

  1. What is the song about? Choose which option is NOT correct!
    1. This is about a woman killing her friend.
    2. The friend of the woman was cheating.
    3. The woman was sewing him into her mattress.
    4. The woman was also having an affair: adultery.
  2. What crime has been committed? (TIP: look at the options of question 1) Choose one or more options:
    1. murder
    2. adultery
    3. robbery
    4. thievery
  3. How does the singer feel?
  4. Imagine that you have been asked to give the song a different title. Share your title choices with your group.

Step 5 - Task

Task
You are a screenwriter and you have been invited to write the short blurb for your new murder mystery TV series. Work with a partner.

Read about some tips for blurb writing here http://marilynnbyerly.com .

Write down your ideas for the mystery. Complete the table.
You don’t have to write the whole mystery, but it’s a good idea to have lots of details.
Then you can choose the most important ones to write your blurb.

When does it happen (now / 1900s etc.)  
Main characters 1.
2.
3.
Minor characters 1.
2.
3.
Where does the mystery take place  
Who is murdered  
How (weapon)  
Investigating detective  
Suspects
Names Possible motives
1.  
2.  
3.  


With your partner, decide which information you will include.

  • Write your blurb in between 200–250 words.

Answers

B3 Who dunnit?

Step 1 Words

The following are mystery genres:
detective, medical thriller, police. [students own answers].

Step 2 Reading

Topic sentences:

  1. = c
  2. = h
  3. = b
  4. = f
  5. = g
  6. = d
  7. = a

Author's main point:
c) Using your brain while you watch TV is a good thing.

  1. = beneficial
  2. = tested
  3. = essential
  4. = require
  5. = immediately
  6. = carefully
  7. = not advisable

A possible summary:
This text is about how watching murder mysteries are good for your brain. It’s important to use your brain and
murder mysteries on TV use many parts of it.
The brain also releases chemicals that make the viewer feel good. But you should give in to distractions like
social media.

Step 3 Grammar

Probability might have / must have
Ability could have
Obligation and advice should have


Answer: past participle

Answers Click here for the rewritten sentences.

Step 4 Song

Songtext:

  1. = serene
  2. = drowsy
  3. = careless
  4. = restore
  5. = game
  6. = mattress

1. The woman was also having an affair: adultery.
2. a. murder; b. adultery
3. Students own answers but not really remorseful.
4. Students own answers.

Forensic science

Introduction

Introduction

What do you know about forensic science? Do you know how long people have been using fingerprints in crime scenes? 
In the 1890s Francis Dalton wrote about fingerprints and proved that each person has a unique print that stays the same all their life.
Argentina was the first country in the world to use fingerprinting in criminal cases and in 1904 the New York City police force began collecting fingerprints of criminals. In 1910 in France, the first crime lab opened and it used scientific techniques to examine evidence.

This fourth section contains 3 steps. Work them through step by step.

Step Activity
1 Speaking (and Reading) Make a list with your classmate about types of forensic evidence etc. Complete the chart. Read a text about trace evidence. Answer the questions.
2 Reading Read the text. Do the exercise. Watch a video and answer questions: true or false. Complete the transcript.
3 Task Follow instructions and write your own crime report.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Speaking

Speaking (and Reading)
What do you know about forensic evidence? With your classmate, make a list of the following:

  • Different types of forensic evidence
  • How easy/difficult it is to collect
  • What school subjects would be useful to be a forensic scientist.

Would you like to be a forensic scientist? Why? Why not?

Read the information and complete the chart.

Which school subject helps you: Subject
identify DNA?  
work out where the bullet came from?  
work out where the body was buried?  
identify drugs?  

 

Read about trace evidence and hair. Answer the questions.

Find out about Forensics

  1. Think of situations where different kinds of hair - not just human - might be good clues.
  2. How might a medical examiner conclude that the person died before a fire?
  3. Why is fingerprinting not always possible to identify a suspect?
  4. Read about fingerprints. Take your own fingerprints. What type have you got?
  5. Read about chromatography. How reliable do you think it is? What are the disadvantages?

 

Step 2 - Reading

Reading
Watch this video. Decide if the sentences are true or false.

Exercise:True or false?

Read the text and choose the correct words in the exercise.

High fashion detective work. By Catriona Jenner Harvey.

Lipstick has many uses: it makes you look chic, adds color to an outfit, and — scientists have discovered — helps solve crimes.

In the same way as fingerprints are extracted from crime scenes and analyzed to provide clues about the perpetrator, experts are now discovering that they can do the same with lipstick.
Although attempts have already been made to extract lipstick from surfaces, they have involved 'X-ray refraction' or 'Raman spectroscopy' and have been hugely time consuming, confusing, and costly.

But now experts are using 'gas chromatography' to help the process, according to Medical Daily. Apparently this involves adding an organic solvent to extract the oils and waxes from the lipstick, and then adding a basic organic solvent to remove any of the remaining residue. While the scientists at Western Illinois University, who are researching the matter, are currently just lifting samples from paper, they hope to extend this to all sorts of materials and surfaces from a crime scene in the future.

So there's a lesson to be learned here, one and all: Don't wear lipstick when you're off to commit a massive crime because chances are you'll get a smudge of it somewhere, and the feds will be right on your tail.
Feels like there's a movie in there somewhere...
Source: http://www.seventeen.com

Toets:Lipstick can now be used to solve crimes

  • Watch and listen to the video again. Complete the transcript.

It’s a common TV crime show trope: no suspects, little .....[1]..... until an investigator finds a lipstick mark.
The sample is sent away to the lab and boom! the suspect is in .....[2]...... .
In reality, forensic analysis is not that fast or straightforward but scientists are making progress. Brian Bellot and his team at Western Illinois University have developed a new to lift lipstick samples and found the best way to .....[3]..... them. They’re presenting their research at a meeting of the American Chemical Society in San Diego. .....[4]..... and analyzing lipstick samples can often require costly equipment and specialized training. “My method can actually be .....[5]..... by a bachelor’s level or even a master’s level student or scientist.
They just have to cut off the sample, simple extraction procedure, something they would learn in sophomore .....[6]..... chemistry." They simply add an organic solvent to get rid of the oils and waxes. Then add a different solvent to lift the remaining residue. The team then .....[7]..... gas chromatography to find molecules unique to forty .....[8]..... brands of lipsticks.
"Each lipstick has at least two or three components which are different from the rest.” Bellet says forensic labs can
adopt this new .....[9]..... as is, with no new equipment or training needed.
He also says his lab is working on expanding the library of samples so crime labs everywhere can use his new .....[10]..... chemistry to pin perps.

1 = .....   2 = .....   3 = .....   4 = .....   5 = .....  
6 = .....   7 = .....   8 = .....   9 = .....   10 = .....  

Now compare the video and the text. Is there any extra or different information?

Step 3 - Task

Task
You are going to study a crime scene of your own.
Follow the instructions.

See how many clues you can identify in your own "crime scene".
Choose a room (e.g., kitchen, living room, bedroom) or part of a room and go over it carefully, finding any trace evidence such as hair, clothing fibers, and chips of paint. You can collect these with a pair of tweezers and place them in envelopes or Ziplock bags to identify later. Are there any prints or scuff marks on the floor from shoes? Bits of soil or rock that might have been brought in?

To be thorough, record all of these clues. Make sketches in an investigation notebook if you want to.
If you have a microscope, compare different kinds of hair at high power magnification. (You can also use a 10x or stronger magnifying glass.)
Examine different cloth fibers, too - try cotton, wool, and rayon or acetate.

Make a wet mound of the hair or fibers by putting a drop of water on a microscope slide, adding the specimen, and pressing a cover slip down on top. What does each specimen look like? Is it
smooth or rough? How do the ends look? Compare miscellaneous hair and fibers you
pick up from the carpet or couch. Can you tell what kinds of fibers they are? Where did
they likely come from? Are they all the same? Do you know who or what they belong(ed) to?
Check out any dental evidence in your crime scene.

Then, if you have some willing suspects, make impressions of their bites and compare the
impressions to the evidence you found. A simple way to make impressions is to carefully
bite down into an apple or other soft food, but you can also bite into a folded sheet of white
paper with a piece of carbon paper inside.
Be sure to get both back and front teeth in the bite impression.

Write up your crime scene report.
Click here to download your crime scene report.

 

Answers

B4 Forensic science

 

Step 1 Speaking

Which school subject helps you: Subject
identify DNA Biology
work out where the bullet came from Physics
work out where the body was buried Earth science
identify drugs Chemistry


(Possible) Answers:
identify which part of the body the hair was from (arms/legs etc.), animal hair – so you would know if animals had been there.
Hair color can help to identify a suspect.
If the hair is human, or from a wig.
Read more at https://www.fbi.gov/

Step 2 Reading

Transcript:

  1. evidence
  2. Handcuffs
  3. analyse
  4. Lifting
  5. run
  6. organic
  7. uses
  8. different
  9. process
  10. cosmetic


Extra or different information in the video:
We learn that they are presenting their research at a conference and that their new method can be carried out by a bachelor/masters level student, implying that the current methodology is complex.

 

Literature - setting

Introduction

Introduction
This fifth section contains 2 steps. Work them through step by step.

Step Activity
1 Sentences about setting. Read Rebecca by Daphne du Maurier.
Describe and make notes on settings.
2 Read the Murder of Roger Ackroyd by Agatha Christie.
Answer the questions.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1

Which sentences of the following are part of ‘setting’?

  1. It was a cold, windy night and the moon was shining brightly.
  2. As she walked home, she knew that there was only one person she needed to see.
  3. The huge waves crashed onto the beach, each wave in time with a dreadful thought in his head. It was time to start.
  4. The morning song had started, the sweet scent of the spring flowers ever present as they wandered aimlessly through the village.

Think about books or a movie that you have read recently.
Write down information about the setting (physical place – how this relates to the characters mood/plot, and the time that it is set).

Read Rebecca by Daphne du Maurier.
Describe and make notes on the following settings.

  • Manderley
  • The time it is set
  • East wing vs West wing
  • Italy
  • Monte Carlo

Step 2

Read The Murder of Roger Ackroyd by Agatha Christie.

  • Describe King’s Abbot.
  • How does the setting of King’s Abbot contribute to the success of the murder mystery?

Answers

B5 Literature: setting

Step 1

Sentence b is part of the setting.

Suggested answers:
taken from: http://www.shmoop.com/rebecca-book/setting.html

Click here to read the text about Rebecca's setting.

Step 2 

Students give their own answers.

See:

Project

An infographic

Final project - an infographic
You are going to present an infographic about a (famous) crime and/or criminal.
If you don’t know what an infographic is, go here http://thenextweb.com/ .
You can also watch a TED talk here https://www.ted.com/ about infographics.

Here are some ideas of crimes to choose from but you can choose another idea of your own:

  • crimes of the heart
  • political crimes
  • money crimes e.g. money laundering
  • crimes against humanity
  • your own ideas

Gather your ideas about your famous crime or criminal.
Make a list of 10 points that you want to make.
Go to www.canva.com .
Make your infographic. Share it with your class and present it.
Practice your presentation with your partner. Then give your talk to your class.
Your talk should include a maximum of 10 slides, and should last no longer than three minutes. Share it on your social media sites.

  Good Sufficient Insufficient
Organisation Information is presented in a logical, attractive sequence. Information is mostly presented in a logical, attractive sequence. Information is not presented in a logical, attractive sequence.
Infographic Effective use of infographic that clearly illustrate the points being made. Good use of infographic that mostly illustrated the points being made. Poor use of infographic that did not contribute to the presentation.
Content Interesting, clear information. Information is mostly interesting. Some was already known. There was not much that was of interest in this presentation.
Speaker style Speaks clearly and at an understandable pace. Maintains eye contact with audience. Well-rehearsed. Mostly speaks clearly and a good pace. Mostly keeps eye contact. Has rehearsed a bit. Mostly unintelligible. Does not maintain eye contact. Has not rehearsed.
Language The vocabulary use is very good and the sentence structure is good. The vocabulary use is fairly good and the sentence structure is good. The vocabulary use is not very good, neither is the sentence structure.

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    Auteur
    Lieske Bossenbroek
    Laatst gewijzigd
    2020-07-08 20:56:34
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    Oefeningen en toetsen

    True or false

    Past continuous vs past simple

    Crime and punishment

    Words (verbs)

    Past perfect

    Simple past or past perfect

    Genres of crime shows

    Sentences of 'Why watching...'

    True or false?

    Lipstick can now be used to solve crimes

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