Crime v456

Crime v456

Crime

Intro

Crime
In this theme you will focus on crime.

What are you going to do?
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.
And finally, we couldn’t do the topic of crime without looking at the fascinating area of forensic science.

How about you?
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!

So put your detective head on, and let’s start!
Have fun!

Need to know

What do you need to know?
At the end of this theme, you should be able to talk about Crime with ease.
But you don't have to be able to do all this perfectly right away! If you take the following lessons you'll find out what you need to know!

Give it a try!
Read the questions.

  • Form groups of three or four.
  • In your group, select as many questions as there are members of your group.
  • Discuss these questions.
  • Select one question you all think is interesting.
  • Present, as a group, the results of your discussion to your classmates.
  • Answer, as good as you can, questions of your classmates.
    Reply not only with a yes or a no, but also provide an explanation (why you do or do not agree).

When listening to other presentations, listen carefully and think of questions or things you did not understand.

     Choose from the following questions:
  • Should police in your country be stricter or less strict?
  • Have you ever thought of fighting crime by becoming a police officer?
  • Have you ever seen a crime being committed? What did you see?
  • Is crime a serious problem where you live? What kinds of crimes happen often?
  • What kind of people shoplift and what kinds of things do they steal?
  • Do you think graffiti is vandalism or art?
  • Do you worry about Internet crime?
  • Do you enjoy television shows about crime and the police? Which ones are good?
​​

Can do

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

Listening (B1-B2)

  • I can follow clearly articulated speech directed at me in a conversation about cybercrime. Sometimes I have to ask for repetition of words or phrases.

  • I can understand a text of a song and fill in the gaps in the song text.

  • I can catch the main points in a video of a short TV crime show.

Reading (B2)

  • I can read and understand an article in which the writers express points of view about crime and punishment.

  • I can read and understand an article in which the author's mail point is using TV drama is good for your brains and can summarize the main points of the content.

  • I can understand in detail texts about cybercrime (sometimes if I can check with a dictionary).

Speaking (B1-B2)

  • I can take an active part in a or discussion about cybercrime accounting for and sustaining my views.

  • I can give or seek personal views and opinions in a discussion with classmates about forensic evidence.


Writing (B1-B2)

  • I can write simple connected texts about my experiences with cybercrime.

  • I can write a formal letter to a bus company, passing on information about my lost phone.

  • I can write a short blurb for my new murder mystery TV series.

  • I can describe and write a crime scene report.

  • I can make notes while somebody is talking about a famous crime or criminal.

To do

The theme Crime contains an introduction, four lessons and a finishing touch.

In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.

Lesson

Title

Activities

Time (hours)*

Introduction

Introduction

Need to know

Can do

To do

 

0,5 hour

Lesson 1

Cybercrime

Read about social media and crime. Speak and write about cybercrime and hacking.
Grammar: past continuous vs past simple.

3-4 hours

Lesson 2

Young Offenders

Read a text about crime and punishment.
Write a formal letter about your stolen phone.
Grammar: past perfect tense.

3-4 hours

Lesson 3

Who dunnit

Read in a text why watching crime dramas on TV is good for your brains.
Write a short blurb for murder mystery TV series.
Grammar: modal verbs

2-3 hours

Lesson 4

Forensic science

Read, speak and watch a video about types of forensic evidence.
Write a crime scene report.

2-3 hours

Finishing touch

Projects

 

 

Oefenprogramma

 

Evaluation

You are going present an infographic about crime.
You are going to listen to a conversation about crime.

You are going to practise with the 'Oefenprogramma Engels'

You answer evaluation questions, what did you learn?

3 hours

 

 

Total

18 hours


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

Lessons

Cybercrime

Cybercrime

Introduction

The subject of this lesson is '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 your passwords. Think about the passwords you have for various sites. Answer the questions. Count how often you answer with 'yes'.

  1. Do you have the same password for several sites?
  2. Is your password something personal, like your birthday or the name of a pet?
  3. Is your password a common word e.g. hello?
  4. Is your password one of the following:123456, password, qwerty, abc123, admin, letmein, trustno1?
  5. Does your password include only letters (no numbers, symbols)?
  6. Is your password less than 6 characters?
  7. Do you have the same password for ages (never change your password)?

Mostly yes
(more than 5)

Oh dear! You have a very weak password. It’s very easy to hack your account. Go and change your password now!
Check here to check if your password is safe: https://password.kaspersky.com/

yes and no
(3-5)

So you’re probably OK and your account is probably secure. But it might be a good idea to change your password.

Mostly no
(less than 3)

Great! You have a really secure password and you take cyber safety seriously! Well done!

 

This lesson contains 5 steps and an evaluation.
Work them through step by step.

Step

Activity

 

 

Introduction

Find out what you already know.

Step 1

Speaking

Give answer to questions and statements about cybercrime.

Step 2

Reading

Read an article about social media, rich people and crime. Answer questions. Complete sentences.

Step 3

Grammar

Past continuous vs Past simple. Fill in exercise, tick statements, read Grammar Desks.

Step 4

Reading

Read a text about a password from school, fill in words in the text.

Step 5

Task

Write a story about crime, answer questions.
  Evaluation  

 

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.

  1. 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.
  2. 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 ...
  1. 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?
  • What do you know about hacking? Are you worried someone could hack into your computer?

 

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?
He has just robbed a bank? He was playing a game of monopoly? Or the man has filed for bankruptcy?

Now read the text.

Instagram snaps       

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: www.theguardian.com By David Batty

 

Do the exercises.

Step 3 - Grammar

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

Remember:

  • The past simple is used for completed actions in the past.
  • The past continuous is used for a continuous action in the past.
  • The past continuous is used to set the scene in a story.


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

Past continuous

Simple past

 

Step 4 - Reading

Reading

Do the exercise.

Step 5 - Task

Task: Writing

Cybercrime causes huge problems for society - personally, financially, and even in matters of national security. In this assignment you are going to write about your 'Facebook hack'. 

There are several ways hackers use a breached Facebook account. Automatic logins through Facebook allow hackers access to many different site accounts once they've taken over your Facebook account. Spammers hack Facebook accounts to gain access to your following. Your account also gives a hacker a lot of personal information about you that can be used to steal your identity.

Situation:

 

'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 about this situation, explaining how someone could do that.
In your story mention the answers to the following questions and express your feelings about the fact your Facebook account was 'hacked'. 

  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? 
    'Why would a hacker want to break into my Facebook account when there is nothing of any real value there?’ you may think.
  5. Which personal information on Facebook as available for the 'hacker'? What information did you put on socials? What are you worrying about, what do you think he/she will do with this information? 

Write about 250 words.

 

Evaluation

Fill in this schedule and answer the questions below.
(Copy to Word or write down in your notebook)

Activity

 

Needs
Improvement

Satisfactory,
good

Excellent

 

Step 1 - Speaking

I can have a dicussion with a classmate
about cybercrime.

 

 

 

Step 2 - Reading

I understand the reading.

 

 

 

Step 3 - Grammar

I understand the grammar.

 

 

 

 

I can use the grammar.

 

 

 

Step 4 - Reading

I can understand the sentences
and fill in the correct past form.

 

 

 

Step 5 - Task

I can do the writing task.

      

 

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

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

Young offenders

Young Offenders

Introduction

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 lesson contains 4 steps and an evaluation. Work them through step by step.

Step Activity  
  Introduction

Find out what you already know.

Step 1

Reading

Read a text about Crime and Punishment. Do the exercise.

Step 2

Words

Match words with their definition.
Complete sentences with verbs in the correct form.

Step 3

Grammar

Exercises and theory of Past perfect tense.

Step 4

Task

Write a formal letter to the bus company.

 

Evaluation

Reflecting on what you have learned.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Reading

Reading
Read the text about crime and punishment.

Crime And Punishment: Toughening The Young Offenders Act

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.

Step 2 - Words

Words
Do the exercises.

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.

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

Past perfect

 

Do the exercises.

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 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.
  • Ask the bus company to check with lost property to see if someone has handed in the phone.
  • Ask the bus company to check the security camera footage. 
  • Try to include some past perfect tenses.


Suggested answer: Formal letter to bus company

Evaluation

Fill in this schedule and answer the questions below.
(Copy to Word or write down in your notebook)

Activity

 

Needs
Improvement

Satisfactory,
good

Excellent

 

Step 1 - Reading       

I can read and understand the text about crime and punishment.

 

 

 

Step 2 - Words

I understand and can use the words.

 

 

 

Step 3 - Grammar

I understand the grammar.

 

 

 

 

I can use the grammar.

 

 

 

Step 4 - Task

I can write a formal letter.

 

 

  

 

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

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

Who dunnit

Who dunnit

Introduction

The subject of this lesson is 'Thrillers'.

  • Form groups of three or four pupils.

Discuss the following questions in your group:

  • 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 lesson contains 5 steps and an evaluation. Work them through step by step.

Step Activity  

 

Introduction

Find out what you already know.

Step 1

Words

Translate and classify genres as mystery. Think of examples.

Step 2

Reading

Read text about TV dramas good for your brains.
Complete sentences. Write summary.

Step 3

Grammar

About modals, theory and exercise (rewrite sentences).

Step 4

Song

Listen to the song and answer the questions.

Step 5

Task

Read tips, complete table with your ideas to write short blurb.

 

Evaluation

Reflecting on what you have learned.

 

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.

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 text is entitled: Why watching TV drama is good for your brains.
The author’s main point is: Using your brain while you watch TV is a good thing.

Read the whole text.

Why watching TV drama is good for your brains​
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. 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

 

Do you know the following words?
No? Search them on Cambridge Dictionaries


Look at the schedule.
Look up the meaning of the words you don't know and write them down in your notebook.


irresistible
lounging
neuroscientific
gritty
noir
fortitude
telly
affirms
herrings
deprive
reacts
artificial
sensory
hallucinating
undertake
cortex
occipital
lobe

temporal
parietal
spatial
fusiform
loosely
limbic
hippocampus
serotonin
dopamine
depleted
smug
rated
flow
blinks
divert
deployed
decode
conveyed

interplay
loosely
limbic
ditching
recall
serotonin
dopamine
depleted
improve
relate
frontal
signalled
rated
suspenseful
generated
coordinated
divert

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Do the exercise.

Summary

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

Answer

Step 3 - Grammar

Grammar
Let's look at... modals.
Examples of modal verbs are:

  • should have
  • might have
  • must have
  • could have

Study the Grammar Desk.

Modal verbs

 

Do the exercises.

Step 4 - Song

Song: Cardigan Weather
Listen to the song.

Do the exercises.

 

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 blurb.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.  


With your partner, decide which information you will include.

  • Write your blurb in between 200–250 words.

Evaluation

Fill in this schedule and answer the questions below.
(Copy to Word or write down in your notebook)

Activity

 

Needs
Improvement

Satisfactory,
good

Excellent

 

Step 1 -Words

I can give the right translation of the words

 

 

 

Step 2 - Reading

I understand the reading about TV crime drama.

 

 

 

Step 3 - Grammar

I understand the grammar.

 

 

 

 

I can use the grammar.

 

 

 

Step 4 - Song

I can understand the song
and fill in the gaps in the song text.

 

 

 

Step 5 - Task

I can do the writing task.

      

 

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

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

Forensic science

Forensic science

Introduction

The subject of this lesson is 'Facts and figures'.

iscuss with a classmate the following questions:

  • What do you know about forensic science?
  • Do you know how long people have been using fingerprint 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 lesson contains 3 steps and an evaluation.
Work them through step by step.

Step Activity  

 

Introduction

Find out what you already know.

Step 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.

Step 2

Reading (and watching)

Read the text. Do the exercise. Watch a video and answer questions: true or false. Complete the transcript.

Step 3

Grammar

Reported speech

Step 4

Task

Follow instructions and write your own crime report.

 

Evaluation

Reflecting on what you have learned.

 

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?


Do the exercise.

Read about trace evidence and hair.

Teaching Tip: Find out about Forensics

Almost every scientific field could be involved in forensics in some way. Here are just a few of the professionals who might work on a case: chemists, psychologists, pathologists (disease), botanists (plants), odontologists (teeth), entomologists (insects), and anthropologists (humans). So if you study forensics, you might use physics for comparing densities and investigating bullet impact; chemistry for identifying unknown substances, such as white powder that could be a drug; biology for identifying blood and DNA; and earth science for soil evidence.

The foundational principle of forensics is that a person always brings something to the crime scene and always leaves something. Often this is in the form of trace evidence: hair, fibre from clothing, chips of paint or glass, residue, and other "traces" of who was there. Hair evidence is examined in a lab under a compound microscope. Experts look at the colour and shape of hair, but they also find out what stage of growth the hair was at in order to determine how it was left behind. At the last stage, it might have been shed naturally. But if the hair was at an early stage, it might have been torn out by hard physical contact.

In cases of violent or suspicious deaths, a medical examiner looks at the victim. The examiner uses body temperature, the presence of bacteria, how digested the victim's food is, and other means to find out when the person died. He also looks for wounds or marks that suggest a struggle, and does an autopsy to examine the inside of the body as well. In cases where a death might be murder made to look like suicide, an investigator uses signs in the victim's body. In a drowning death, are there diatoms (microscopic water creatures) inside the body, from swallowing water? If so, do they match the diatoms found in the water where the body was? In the case of a burning, is there carbon monoxide, from smoke inhalation, in the bloodstream? If there is not, this would suggest that the person was already dead before the fire.

Identification is essential for getting the right suspect, but each victim has to be identified, too. In both cases, fingerprints, birthmarks, scars, tattoos, bones, and teeth can be used. Although fingerprinting is often useful for nailing down a suspect, not everyone has had his or her fingerprints recorded, and the police might not have access to someone's prints. One method that is more useful than fingerprinting is dental imprints. Teeth marks made by a criminal or teeth from a dead body can be used for accurate identification, even if only partial evidence is left. The teeth or bite marks are compared to dental records, especially X-rays. After the 1995 Oklahoma City bombing, dentists were able to identify about 25% of the victims based on teeth recovered from the site.

Prints All Over the Place
Collecting fingerprints is not that hard to do at home. Some fingerprints are visible - you can see marks left on a surface by dirty or oily fingers. Dusting is usually used for this type. Other prints are latent - you can't see them, but there are marks left by sweat and other organic residue from fingers. Fuming is often used for these.

If you have a magnifying glass, inspect your fingers. The unique patterns on your fingertips are caused by ridges in the dermis, the bottom layer of your skin. These patterns are fully developed in human beings just seven months after conception, while the fetus is still in the womb. The three typical patterns are loops, whorls, and arches. (Look at examples of different fingerprint patterns.) Your fingerprints are different than anyone else's, but did you know that fingerprint patterns tend to run in the family? If your fingerprints are a whorled pattern, one of your parents probably has a whorled pattern, too. It's just not exactly like yours!

To dust for fingerprints, sprinkle talcum powder or cornstarch on dark surfaces and cocoa powder on light surfaces (like the outside of a drinking glass) where there are visible prints. You can use a small paint or makeup brush with very soft bristles to gently swipe off the excess powder and leave the print. Use clear tape, sticky side down, to lift the print and then stick it to an opposite-coloured paper. What kinds of patterns do you see?

Who wrote it?
Chromatography is used to identify different inks. Say someone committed a crime by changing the dollar amount on a check. Using chromatography, an investigator could tell whether more than one ink pen was used to write on the check and whether the suspect's ink pen could have been used. How does it work? Well, ink is not really made up of one colour: there are actually different pigments making up one ink. In chromatography, the ink is soaked in a solution so that the different pigments will "bleed" apart and the true colours be revealed. (As you might guess, there is a drawback: the evidence is destroyed in the process.)

You can see how chromatography works by doing this experiment. Fill a tall glass halfway with water. Cut 3-4 strips of filter paper or of a heavy paper towel and attach the ends to a stiff piece of wire or a stick that can rest over the top of the glass. Next, make a large dot of ink about 1/2 an inch from the bottom of the strips, using a different brand of black marker, felt-tip pen, or ink pen for each strip. Set the strips in the glass so that the ends touch the water but the ink dots are above the water level. As the water soaks up into the paper, the ink will begin to separate into different colours. Note that some inks are not water-soluble; if the ink does not bleed, try using either nail polish remover or rubbing alcohol (stronger solvents that can dissolve the bonds in the ink) instead of water.

You can also look at "suspect" paper itself - are there watermarks or imprints from writing on top? Professionals also study handwriting and can analyse a sample of disguised writing to see if it has characteristics that match a suspect's normal writing.

Source: http://www.hometrainingtools.com/a/about-forensic-science-explorations-newsletter

 

Answer the questions.

  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 here more about fingerprints: Fingerprint Analysis
  5. Take your own fingerprints. What type have you got?
  6. Read about chromatography. How reliable do you think it is? What are the disadvantages?

Discuss the answers with a classmate.

Step 2 - Reading and watching

Reading
Watch this video.

Do the exercise.

Read the text.

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

 

Do the exercises.

Watch and listen to the video again and complete the transcript in exercise 'transcript video' below.

Step 3 - Grammar

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”.

Toets

Start

Step 4 - 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.

 

Evaluation

Fill in this schedule and answer the questions below.

(Copy to Word or write down in your notebook)

Activity

 

Needs
Improvement

Satisfactory,
good

Excellent

 

Step 1 - Speaking

I can have a dicussion with a classmate
about cybercrime.

 

 

 

Step 2 - Reading

I understand the reading.

 

 

 

Step 3 - Grammar

I understand and can use the grammar 'reported speech'.

      

Step 4 - Task

I can do the writing task.

 

 

  

 

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

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

Finishing touch

Project A: 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.
 

Make notes while a classmate is giving his or her presentation. 

 

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.

Project B: Listening

Now you’re going to listen to a teen podcast. The teens are talking about general online safety.  

Listen and answer the questions.

  1. What does Phoebe say about the time you spend on the computer?
  2. What does she say about online image?
  3. What should you remember when posting a comment on social media?
  4. To what extent is she optimistic about the future?
  5. What is her final piece of advice?

Oefenprogramma Engels

Teenage hackers and Sorry speeders

If your school participates in VO-content, you can practice with the English practice program 'Oefenprogramma Engels'.

Here you find a part of this program.
This section fits in well with this theme.
Sign in with your 'School Entree account'!

Teenage hackers

 

Sorry speeders

 


On www.oefenprogrammaengels.nl you can of course also practice with other reading, listening or viewing assignments!

Examentraining

On this page you will find Examenkracht exam questions of previous years.
The questions will correspond as much as possible to the exercise you have just finished.

While answering, use as much of what you have learned earlier. If you cannot answer the question right now, try again later. When you have answered a question, you can check and indicate the score yourself.

If you want your results to be saved, you will have to log in on ExamenKracht.

VWO 2021-TV2

VWO 2021-TV2 Vragen 38 en 39

VWO 2018-TV2

VWO 2018-TV2 Vraag 2

VWO 2016-TV2

VWO 2016-TV2 Vragen 35-38

 

More practice?
Go to Examenkracht where you will find the newest exams.

What did you learn?

Can do statements

Take a look at the Can do statements in the introduction - 'Can do'.
Are you able to do what you have to do?
Did you understand and meet the learning goals (can do statements)?

Finishing touch project

  • Did you do both projects? How did it go?
  • Was the 'rubric' at the end helpful for you? Could you indicate yourself?
  • What do you think of working in a group?
  • Did every group member do the same amount of work?

Analyse your mistakes

What did you learn of the mistakes you made in this theme?
You can learn a lot of your mistakes!

Do you recognize one or a few of the mistakes in this schedule?
Copy the schedule in Word.
Fill in other mistakes you made in the free bottom rows.
Fill in the missing tips in the second column. Of course, you can add your own tips for the other mistakes.

Kind of mistake

Tips

I did not learn enough.

You have to plan your learning activities better.
Don't leave it until the last minute. Set up a timetable.

I did not understand.
I did learn the Grammar theory but did not know how to use it.

 

I made sloppy mistakes.
I know how to do it, but I do it incorrectly because I lose concentration.

 

I have to check the Vocabulary.
I use the wrong words or I did not recognize the words.

You can study the Vocabulary of themes of the 'Stercollecties' in www.studiowozzol.nl.

Here you can practise words in a context.
This will help you to memorize words.
You also can create your own task in Studiowozzol.
.....  
.....  

  • Het arrangement Crime v456 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    VO-content
    Laatst gewijzigd
    2025-11-28 12:01:19
    Licentie

    Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding-GelijkDelen 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding en publicatie onder dezelfde licentie vrij bent om:

    • het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
    • het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
    • voor alle doeleinden, inclusief commerciële doeleinden.

    Meer informatie over de CC Naamsvermelding-GelijkDelen 4.0 Internationale licentie.

    Het thema 'Crime' is ontwikkeld door auteurs en medewerkers van StudioVO.

    Fair Use
    In de Stercollecties van StudioVO wordt gebruik gemaakt van beeld- en filmmateriaal dat beschikbaar is op internet. Bij het gebruik zijn we uitgegaan van fair use.
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    Aanvullende informatie over dit lesmateriaal

    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    Dit thema valt onder de arrangeerbare leerlijn van de Stercollectie voor Engels voor vwo, leerjaar 4, 5 en 6. Dit is thema: 'Crime'. Dit thema omvat de volgende volgende onderwerpen: - Cybercrime - Young Offenders - Who dunnit - Forensic science In de grammaticaopdrachten worden past continuous vs past simple, past perfect tense en modal verbs behandeld.
    Leerniveau
    VWO 6; VWO 4; VWO 5;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    18 uur 0 minuten
    Trefwoorden
    arrangeerbaar, crime, cybercrime, engels, forensic science, stercollectie, v456, who dunnit, young offenders

    Gebruikte Wikiwijs Arrangementen

    VO-content Engels. (2021).

    Crime h45

    https://maken.wikiwijs.nl/98840/Crime_h45

    VO-content Engels. (2021).

    Cybercrime v456

    https://maken.wikiwijs.nl/172771/Cybercrime_v456

    VO-content Engels. (2021).

    Forensic science v456

    https://maken.wikiwijs.nl/172770/Forensic_science_v456

    VO-content Engels. (2021).

    Who dunnit v456

    https://maken.wikiwijs.nl/172768/Who_dunnit_v456

    VO-content Engels. (2021).

    Young Offenders v456

    https://maken.wikiwijs.nl/172769/Young_Offenders_v456

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    Arrangement

    Oefeningen en toetsen

    Online safety

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