19.1 Young criminals - tto123

19.1 Young criminals - tto123

Young criminals

Introduction

The subject of this 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. Write these words in your notebook.

  • Unlawfully and deliberately killing someone.
  • Taking somebody and demanding money or giving 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

Activity

Aim

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 'crime'.

10

Step 6

Writing
Dealing with graffiti

You can write about the problem of graffiti.

20

Step 7

Evaluation

Reflect on what you have learnt.

5

Step 8

Extra
In the Middle of the Night

 

 

 

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.

Vocabularylist Young criminals

 

Tip!
There are many ways to work on your vocabulary in Wozzol.
You can say or copy the words out loud.
Click in Wozzol on the red arrow for the different options.
The most important thing is that you don't do this for too long, because then you don't learn anything anymore.
In two 10-minute sessions you learn more than in half an hour.

Irregular Verbs

Check out the knowledge base below and study the following irregular verbs:

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

Irregular verbs

Step 4 - Grammar

The passive voice

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

Passive voice

Step 5 - Speaking

Crime discussion

Pair work and class work

  • Form pairs.
  • 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.
  • Briefly report your conversations to the class.

Student A

Student B

1

Have you ever been a victim of crime?

1

Have you ever committed a petty crime?

2

Are you afraid of becoming a victim of crime?

2

Have you ever witnessed a serious crime?

3

Is crime a problem where you live?

3

How can governments reduce crime?

4

Does your government talk a lot about combatting crime?

4

Is violent crime a big problem in your country?

5

Do you worry about Internet crime?

5

Do you think crime pays?

6

Is anyone capable of turning to crime?

6

Is juvenile crime increasing in your country?

7

Who are the world’s biggest war criminals?

7

Is organized crime a big problem in your country?

8

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

8

What is hate crime?

9

Do you think the punishment always fits the crime?

9

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

10

Do you have any crime prevention tips?

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 grafitti

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 the worksheet in google docs: Dealing with graffiti.
Make a copy of the worksheet in your own account (File - Make a copy ...) or download the worksheet (File - Download as).

Step 7 - Evaluation

Fill in the schedule and answer the questions below.

Activity Fun Boring Easy Hard I already know this New
Listening            
Reading            
Vocabulary            
Grammar            
Speaking            
Writing            

 

What have you learnt in this 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?

Step 8 - Extra

In the Middle of the Night

  • Have you got time left?
    Watch this!

  • Het arrangement 19.1 Young criminals - tto123 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    VO-content
    Laatst gewijzigd
    2022-09-27 16:26:03
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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 Stercollectie voor Engels voor tweetalig onderwijs, leerjaar 1, 2 en 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
    VWO 2; HAVO 1; VWO 1; HAVO 3; VWO 3; HAVO 2;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    1 uur en 40 minuten
    Trefwoorden
    (woning)inbraak, arrangeerbaar, criminaliteit, engels, graffiti, jeugdcriminaliteit, passive voice, stercollectie, tto123, young criminals

    Gebruikte Wikiwijs Arrangementen

    VO-content Engels. (2019).

    Young criminals - hv3

    https://maken.wikiwijs.nl/151239/Young_criminals___hv3

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