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PARAPHRASING WHAT YOU HAVE HEARD
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1 |
Following is a paraphrase of the interviews with David and Amy. Fill in the blanks using your own words. In some cases, you will need to write more than one word.
David says that the _ _______ and the__________________
exacerbate the problem of juvenile crime. He believes that kids are essentially
____________ . He thinks they need more _
____________________ systems and after-school activities. He also thinks
they need good role models. However, he believes that if someone does commit a crime, the punishment should be________________________________________ , but
Amy says that to deter people from committing crime, you have to talk
about social factors such as whether there are enough
for everyone and enough social support systems. But if convicted criminals are
sent to jail, we need programs to______________________ them, such as drug
treatment programs and _____________________ programs. Unfortunately,
many of the programs that she thinks are needed have been
Amy believes that one reason there are so many recidivists is because criminals have a bad experience in jail. When prisoners are released, Amy
thinks they need_________________________________________ to help
them go back into society.
2 Compare your answers with a partner. Remember that your answers will probably not be exactly the same.
1
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Incarceration rates per 100,000 population |
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600 500 400 300 200 100 0 |
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United South Czech England/ Germany Denmark Nether – Japan States Africa Republic Wales lands |
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Source: From p. 163, Michael Hughes, Carolyn J. Kroehler and James W. Vender Zanden, Sociology: The Core, 6e, © 2002. Reprinted with permission of The McGraw-Hill Companies. |
Look at the following bar graph. It shows the incarceration rate per 100,000 people in eight countries. Incarceration means being pul into prison.
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2 |
Discuss the following questions with a partner.
1 Which country had the most people in prison in 1985 (or 1989)? Which country had the least people in prison?
2 Which country’ had the most people in prison in 1995? Which country had the least people in prison?
3 What is your reaction to the information in the graph? Does any of the information surprise you? If so, why?
4 How do you think David and Amy would react to the information in th. e graph?
Read More1 What is your opinion about controlling crime? Write.4 (agree) or D (disagree) next to the following opinions.
1 Criminals should be punished. If people break the law, they deserv e to pay the price, no matter why they did it.
2 Having tough punishments can stop people from committing crimes. If we have severe punishments, people will think twice before they break the law.
___ 3 People need a second chance. If we try’ to reform criminals, by education,
psychological treatment, or other methods, we can turn them away from a life of crime.
___ 4 We need to provide a sense of security’ in society. Putting people who break
the law in prison is the only way to do that.
5 The most important thing we can do is try to prevent crime before it happens. Prevention is always better than punishment.
2 Share your answers in a small group. Then discuss as a class which opinions were the most controversial.
INTERVIEW WITH DAVID: Preventing juvenile crime
Here are some words and phrases from the interview with David printed in bold and given in the context in which you will hear them. They are followed by definitions.
I think the media exacerbates the problem: makes worse
We have thousands of security guards in the schools and metal detectors, too: machines that can detect guns, knives, and other weapons made of metal
And the kids get searched as they go into school: physically examined to see if they have weapons or illegal drugs
They are more likely to lash out and become violent: express anger Put them on a one-to-one basis and they’re usually very friendly: with one other person
The problem is that social support systems have really fallen apart: government and private organizations that give people help and encouragement / become worse due to lack of money
The funding for programs like these has been cut: money
But we also need harsher punishments: stronger, more serious Drug crimes carry a maximum sentence of twenty years or life imprisonment: punishment
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Read More
In this section you are going to discuss the problem of how to control crime. Then you will listen to people express opinions about various crimes, decide how certain of their opinions the people are, and discuss whether or not you agree with them. READING AND THINKING ABOUT THE TOPIC 1 Read the following passage. Violent crime has dropped in the United States in recent years, but the overall crime rate is still alarmingly high. Crime control is one of the most difficult and controversial subjects in sociology. People have very different beliefs about the best way to lower the crime rate. Many people believe that the best way to control crime is to stop it from happening in the first place. This might mean developing educational and social programs to discourage young people from becoming involved in criminal activity, or having more police officers on the streets. Other people think that the best way to control crime is to have tougher punishments. This might include haring stricter laws, more arrests, and longer prison terms. Answer the following questions according to the information in the passage. 1 What are two different approaches to controlling crime? 2 How could educational and social programs help lower the crime rate?
Read these questions and share your answers with a partner. 1 Which of the two different approaches to controlling crime do you think is more effective? Why? 2 Do you think your community has a high crime rate or a low crime rate? Explain. О LISTENING FOR OPINIONS When people are discussing ideas, particularly if they are complex or controversial, you often have to listen closely to understand their opinions. You can hear how strongly a person feels about a topic by listening to the speakers words and the degree of certainty with which the words are spoken. Look at the following examples: The speaker gives an opinion. / think. . . / believe. . . / feel that. . . In my opinion. . .
I really think. . . / really believe. . . / am convinced that. . . I am certain that. . . That’s an excellent idea! That’s terrible! That’s aw ful!
Mmm. . . well. . . let me see. . . Well. . . maybe. . . I don’t know. . . I guess. . . I’m not really sure, but. . . 1 Read the technical terms and definitions for various types of crime in the left column of the chart on page 115. Read the examples of each type of crime in the right column.
Compare your answers with a partner. Then tell your partner about any of the cases where you disagree with the people you heard. О AMERICAN VOICES: David and Amy In this section you will hear David, a young man who works with high school students before they go to college, talk about the importance of preventing juvenile crime. Then Amy will give a lawyers perspective on crime control. Read More1 The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. 1 A misdemeanor is broadly defined as. . . ___ 2 A felony carries a term of imprisonment. ___ 3 Some of the more serious felonies include robbery. . . 4 Another way in which people may classify crime is. . . 5 White-collar crime includes tax fraud. 6 White-collar crime also includes embezzlement. ___ 7 Corporate crime is committed by people of high social status. 8 Your credit will be ruined.
Work with your partner. Match the vocabulary terms with their definitions by writing the letter of each definition below in the blank nexL Lo the sentence containing the correct term in step 1. Check your answers in a dictionary if necessary. a financial reputation b stealing money from the place where you work c loosely, generally d cheating on your taxes e important position in society f time spent in prison (jail) g using force to steal h organize, categorize NOTE TAKING: CLARIFYING YOUR NOTES
Listen to Part One of the lecture and take notes on vour own paper. Use circles, question marks, or asterisks to signal any parts of the lecture that you do not understand. 2 I Write your questions in the margin. 3 ! Clarify your notes by finding the answers to your questions. 4 Compare your notes with a partner. GUESSING VOCABULARY FROM CONTEXT The following items contain important vocabulary from Part Two of the lecture. Work with a partner. Using the context and your knowledge of related words, choose the best synonym for the words in bold by circling the correct letters. Check your answers in a dictionary’ if necessary’. 1 As long as there has been crime, there have been ways to solve it. a find and catch the criminals b prevent and record crime c prosecute and punish crime 2 One of the oldest methods is interrogation, a interview b discussion c questioning 3 This system allows people to give information to the police anonymously, a in person b without giving their names c using the telephone 4 In some cases, law enforcement personnel have difficulty finding a criminal, a members of ihe public b witnesses c members of the police 5 Each persons fingerprint is unique, a individual b similar c recognizable 6 It was only in the late nineteenth century that fingerprints were first used to identify criminals. a find the motive of b establish the identity of c locale the position of 7 There were some cases where nannies were accused of abusing the children they were paid to take care of. a friends b relatives c babysitters 8 Each person, with the exception of identical siblings, has a unique DNA coding system. a brothers and sisters b relatives c twins One reason for taking notes is so that you can remember what you have heard well enough to answer questions on a test or quiz. Sometimes in college classes you are given the questions you will be asked before you hear a lecture. Thinking about these questions ahead of time will help you focus on the main ideas and important details as you listen to the lecture and take notes. 1 Read the following questions before you listen to the lecture. Make sure you understand what is being asked. 1 Professor Anglin talks about interrogation as an important part of solving crimes. What is interrogation and how is it helpful? 2 A “crime hotline” is a system that the police sometimes use to find criminals. It involves asking private citizens to give information to the police by making an anonymous phone call or logging onto a website anonymously. Who is likely to use this system, and why? 3 Using fingerprints is one of the oldest ways of identifying a criminal. Why are fingerprints one of the most useful tools in crime investigations? 4 Psychological profiling is a crime-solving technique practiced by criminal psychologists. What does psychological profiling involve? 5 Hidden cameras make it possible to record all activity in the area covered by the camera. What is controversial about this form of crime detection? 6 The analysis of DMA found at the scene of a crime is a new and effective technique for solving crimes. Is it always accurate?
Listen to the second part of the lecture and take notes on your own paper using an organizational format of your choice. Listen carefully for the answers to the questions above.
Clarify your notes if necessary. Then work with a partner and take turns giving oral answers to the questions in step 1. Do not look at your notes while you are speaking. Read MoreIn this section you will hear and take notes on a two-part lecture by Professor Michael Anglin, a lawyer who is interested in methods that are used to find criminals. The title of the lecture is Crime and Ways of Solving Crime. Professor Anglin will review categories and types of crime, and go on to discuss some methods of solving crime. BEFORE THE LECTURE BUILDING BACKGROUND KNOWLEDGE ON THE TOPIC: TECHNICAL TERMS One way to begin to become familiar with the technical vocabulary of a particular subject is to try organizing it into word groups. Surprisingly, you might find that you understand more than you think you do. Look at the word map for organizing different kinds of crime vocabulary. Then read the list of words below the word map. Work with a partner and write the words in the appropriate word groups on the map. Use a dictionary if necessary. You can also ask other classmates or your teacher for help. Categories of crime
blue-collar crime fare evasion judge pickpocketing SHAPE * MERGEFORMAT If you find that there are some parts of a lecture that you cannot understand because the lecturer is speaking quickly or the ideas and vocabulary are difficult, do not panic! Develop a system that you can use during a lecture for noting down ideas or words that you need to check. The fastest way is to use circles, question marks, or asterisks to mark problem items. You can use this method during the lecture itself. After the lecture, make notes of your questions in the margin. Your questions could involve minor items, such as spelling, or major items, such as comprehension of an idea or opinion. Take the Lime to clarify any information that you do not understand. Most lecturers will encourage you to ask questions. Otherwise, you can try to clarify’ anything that you do not understand by asking your classmates, looking in your textbook, or doing research in a library or online. 1
Look at the student’s notes below. They are notes on the beginning of Professor Anglins lecture. The circles, question marks, and asterisks indicate things that the student has not understood. Now look at the right side of the page and notice the questions about these things that the student has written.
Listen to an excerpt from the lecture and try’ to answer the student’s questions. З I Ask other classmates for clarification, if necessary. Read More |