Young criminals - hv3

Young criminals - hv3

Young criminals

Introduction

The subject of this double period is youth crime.

  • Form groups of three or four pupils.

Read the definitions of crime and find the English and Dutch word for it.

  • Unlawfully and deliberately killing someone.
  • Taking somebody and demanding money or conditions to free that person.
  • To enter a building, often while no one is in it, and steal money or objects.
  • To take something by force from someone, often in the street.
  • To steal from someone’s pocket etc. without them realizing.
  • To set fire to a building illegally.
  • To violently attack a person sexually.
  • To use force to take control of a plane, ship, train etc.
  • To deceive or cheat someone to get money.
  • Stealing; usually secretly and without violence.
  • Killing someone by accident through a careless or dangerous act.
  • To bring illegal goods, like drugs, into a country or to bring goods into a country without paying taxes.
  • To steal things while pretending to shop.
Step activiteit
activity		 leerdoel
aim		 tijd
time
  introduction Find out what you already know. 10
Step 1

listening
Victims of repeated crime

 You can understand an interview about burglary and answer questions about it. 15
Step 2

reading
Youth crime

 You can understand a text about youth crime and answer questions about it. 15
Step 3 vocabulary and irregular verbs You can understand and use vocabulary about crime. The irregular verbs: to fight, to find, to flee and to fly. 15
Step 4

grammar
Passive voice

 You can understand and use the passive voice. 10
Step 5

speaking
Crime discussion

You can discuss about crime.

 10
Step 6

writing
Dealing with graffiti

 You can write about the problem of graffiti. 20
Step 7 evaluation Reflecting on what you have learnt. 5

 

Step 1 - Listening

Victims of repeated crime

You are going to listen to an interview with a couple who have been the victims of repeated crime, and a police officer.

  • Listen to the interview and do assignment 1.
  • Read the statements.
  • Listen again and do assignment 2.

Assignment 1

On your own

  • Listen to the interview and write down the eight questions the interviewer asks Ruth.

In your group

  • Discuss the answers.

Statements

  1. The Saunders have been burgled eight times.
  2. They bought the house for its views.
  3. They thought they might have problems when they bought the house.
  4. They think they know who the burglars are.
  5. The burglars haven't stolen anything valuable from the Saunders.
  6. They do not lock the door.
  7. The Crime Prevention Officer doesn't think there is anything they can do to stop the burglars.
  8. The Saunders do not have a burglar alarm.
  9. The Crime Prevention Officer thinks it's always the same burglars who break into the Saunders' house.
  10. Burglars like to steal things which have been bought recently.

Step 2 - Reading

Youth crime

You are going to read a text about youth crime.

  • Read the text and do assignment 1.
  • Read the text again and do assignment 2.

Assignment 1

Copy and fill in the grid (on your own) and discuss the answers in your group.

What information do you get about: (use key words)

Where

 

 

When

 

 

What

 

 

Youth crime laws

 

 

Punishments

 

 

Politics

 

 

 

Youth crime
Until two years ago, Clearing, Illinois was a tranquil suburb of Chicago.
But residents grew alarmed when they noticed armed teenagers on the streets, giving gang signals and shouting at passing cars.
Then came a series of burglaries and graffiti messages on storefronts.

By the time local authorities realized they had a gang problem, it was too late.
Last December, two 13-year-old girls were shot outside their school as they sat in a car with two members of a local gang, the Ridgeway Lords.

Nearly all 50 states have recently passed laws that allow youths aged 14-17 to be tried in court as adults.
In about 25 states they have passed laws to punish parents for their children's behaviour.
And in 146 of the nation's largest cities, they have imposed curfews to reduce juvenile violence. When you look at the spectacular rise of violent crime among young people recently, it's easy to understand the concern. Over the past decade, there has been a decline in adult murders in the US, while murder rates have surged for youths between 14-17.
For young offenders who aren't sent to prison, the punishments vary: some are ordered to perform community service, others are placed in job training programs, still others sent to youth prisons. But the Republicans in Congress want to reverse a basic principle of juvenile justice: the separation of young criminals from hardened adult criminals in prison. The reasons are partly financial - to reduce the cost of having separate prisons for young people - and partly psychological - to end what Republicans consider as society's overly protective attitude towards young criminals.

 

Source: ToLearnEnglish.com

Step 3 - Vocabulary

  • Study the vocabulary. (10 minutes)
  • Study the irregular verbs.
  • Do the exercises.

Woordenlijst Young criminals


Tip!
Er zijn verschillende manieren om woordjes te leren.
Je kunt de woorden hardop voorlezen of overschrijven.
Het belangrijkste is dat je dit niet te lang achter elkaar doet, want dan leer je niets meer.
In twee keer 10 minuten leer je meer dan in een half uur.

Irregular Verbs

Bekijk de onderstaande kennisbank en bestudeer de volgende irregular verbs (onregelmatige werkwoorden):

  • to fight
  • to find
  • to flee
  • to fly

Step 4 - Grammar

The passive voice

  • Study the theory.
  • Do assignment 1 and 2.

Step 5 - Speaking

Crime discussion


Pair work and class work

  • Form couples.
  • One of you (student A) will interview student B, using the questions below.
    Choose at least five questions. Student A will keep notes of student B's answers.
  • Afterwards, student B will pose at least five questions to interview student A.
    Student B will keep notes of student A's answers.
  • When you both are done, briefly report to class.

Student A

1

Have you ever been a victim of crime?

2

Are you afraid of becoming a victim of crime?

3

Is crime a problem where you live?

4

Does your government talk a lot about combating crime?

5

Do you worry about Internet crime?

6

Is anyone capable of turning to crime?

7

Who are the world’s biggest war criminals?

8

Have you ever thought of fighting crime by becoming a police officer?

9

Do you think the punishment always fits the crime?

10

Do you have any crime prevention tips?

 

Student B

1

Have you ever committed a petty crime?

2

Have you ever witnessed a serious crime?

3

How can governments reduce crime?

4

Is violent crime a big problem in your country?

5

Do you think crime pays?

6

Is juvenile crime on the increase in your country?

7

Is organized crime a big problem in your country?

8

What is hate crime?

9

When can you say, “It’s a crime to do nothing”?

10

Have you ever reported a crime?

Step 6 - Writing

Dealing with graffiti

Now time to write! Write an article giving your opinion on:

DEALING WITH GRAFFITI

How serious a problem is graffiti in your area?
What can be done to stop people covering walls with graffiti? (150-180 words)

 

  • Do the writing assignment on your own.
  • Form groups of 3 or 4.
  • Read each other's work and comment on it.
  • Help each other and improve your text.
  • Hand in your definitive text to your teacher.


Open het werkbestand in google docs: 3.1 Young criminals - Dealing with graffiti.
Maak een kopie van het werkblad in je eigen omgeving (Bestand - Een kopie maken...)
of download het werkblad (Bestand - Downloaden als).

Step 7 - Evaluation

Fill in the schedule and answer the questions below.

Activiteit leuk niet leuk makkelijk moeilijk weet ik al nieuw
Listening            
Reading            
Vocabulary            
Grammar            
Speaking            
Writing            

 

What have you learnt in this double period?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What did you already know?
  • What was the most difficult part?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

 

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    Auteur
    VO-content
    Laatst gewijzigd
    2020-11-23 16:23:18
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    Aanvullende informatie over dit lesmateriaal

    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    Deze les valt onder de arrangeerbare leerlijn van de Stercollecties voor Engels voor havo en vwo, leerjaar 3. Dit is thema 3 'Crime and justice'. Het onderwerp van deze les is: Young criminals. In deze les staat jeugdcriminaliteit centraal. Daarnaast worden ook de onderwerpen (woning)inbraak, criminaliteit en graffiti behandeld. De onregelmatige werkwoorden in deze les zijn: to fight, to find, to flee en to fly. In de grammaticaopdracht wordt 'passive' (lijdende vorm) behandeld.
    Leerniveau
    HAVO 3; VWO 3;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    1 uur en 40 minuten
    Trefwoorden
    'passive' (lijdende vorm), (woning)inbraak, arrangeerbaar, criminaliteit, engels, graffiti, hv3, jeugdcriminaliteit, stercollectie, young criminals

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    Leermateriaal, StudioVO. (z.d.).

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    VO-, content. (z.d.).

    BLOKKEN TEMPLATE - h45

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    VO-content - Kennisbanken. (2020).

    Kennisbank Engels bovenbouw - hv

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    Arrangement

    Oefeningen en toetsen

    Victims

    Youth crime

    Simple Present

    Simple Past

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