In 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
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pickpocketing

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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.

Imagine that you are in situations similar to those of the people who were interviewed. What would you do? Circle the letters of all the answers that apply. Compare your responses with a partner.

You are alone in a city and it is late. You need to get home.

Would you. . .

a take the bus or train, even if you have to wait a long time? b walk home quickly but

without being very concerned? c decide not to go home, but to stay with some friends nearby?

If a stranger approached you, would you. . . a act calmly and talk to the stranger? b run away as fast as you could? c ignore the person and keep on walking?

3 If someone told you to hand over your money, would you. . . a agree to give the person your money?

b say nothing and pretend not to hear? c refuse to give them the money?

4 If a person stole a small amount of money from you, would you. . . b be very hurt and afraid?

c feel sorry for the criminal? d feel angry about what happened?

5 If your apartment were broken into, would you. . . a expect the police to help?

b expect the police to do nothing? c feel very’ violated?

One way to be sure that you have understood what you have heard is to be able to retell the information to someone else from memory. You do not need to use the same words that the speaker used.

1 Read the following questions before you listen to the interview with Gail and Tom.

1 What happened to Gail? Where was she? What was stolen?

2 What was stolen from Tom? Where and how?

3 How did they feel about being victims of crime?

4 Did they report the incidents?

Now, listen to the interview and take notes.

Work with a partner. Take turns retelling what Gail and Tom said. Be sure to include answers to all the questions in step 1. (You can review your notes first, but don’t look at them while you are speaking.)

AFTER THE INTERVIEWS

EXAMINING GRAPHIC MATERIAL

1

Look at the graph below. It shows the percentage of selected crimes reported to the police.

Discuss the following questions with a partner. Base your answers on the graph in step 1 and your own ideas.

1 Which crimes get reported most frequently?

2 Which crimes are reported least frequently?

3 How do you explain the fact that people report some crimes less than others?

4 According to official statistics, it is estimated that less than half of all crimes are reported to the police. Why do you think this is true?

1 Read the following statements before you listen to the interview with Arpad and Evelina.

_ 1 Evelina is concerned about the crime news that she sees on TV.

2 Arpad is not bothered by loud groups of teenagers on the street.

3 Evelina is not worried about the availability of guns.

4 Arpad says that someone was recently shot in a local restaurant.

_ _ 5 Evelina says that parents need to have more contact with their children.

6 Aipad blames the high levels of crime on the availability of guns.

7 Arpad thinks that teachers have the main responsibility for teaching values to children.

8

Aipad supports gun control by the government.

3 Compare your answers with a partner.

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INTERVIEW WITH GAIL AND TOM: Being the victim of a crime

Gail often works late at night. Once she was robbed by some young men, and she explains what happened. Tom talks about being the victim of burglars and pickpockets.

Here are some words and phrases from the interview with Gail and Tom printed in bold and given in the context in which you will hear them. They are followed by definitions.

Once I was mugged by some young kids: attacked and robbed You’re mining your lives: destroying

Kids like that don’t need prosecuting: being charged with a crime and taken to court

Kids are so vulnerable: easily influenced

It’s almost a macho type of thing: strong and manly

The apartment was ransacked: broken into, searched, and left in a messy condition I lost irreplaceable personal items: something you can never get again It’s like a feeling of violation: invasion

I called the police so that I could have a record of what was stolen for tax purposes: in order to be able to deduct the amount of the stolen property from your taxes

I’ve had things taken by pickpockets: thieves who steal things out of pockets or bags, especially in crowds

It had symbolic value: emotional, sentimental,

In this section you will hear four people share their opinions about crime. First, you will hear Evelina and Arpad, the parents of a young boy, discuss their fears about crime in society. Then Gail, a professional dancer, and Tom, a graduate student, will talk about being crime victims.

BEFORE THE INTERVIEWS

EXAMINING GRAPHIC MATERIAL

1
Look at the two pie charts below that classify arrests in the United Slates today. The chart on the left classifies arrests by age group. The chart on the right classifies arrests by gender. Work with a partner. Fill in the chart legends with your guesses about the age and gender of people arrested.

Check your responses using the answer key at the bottom of page 102. Were your guesses correct? Does any of the information surprise you?

INTERVIEW WITH EVELINA AND ARPAD: Crime in society today

Here aie some words and phrases from the interview with Evelina and Arpad printed in bold and given in the context in which you will hear them. They are followed by definitions.

I’ve never actually been struck by crime: personally affected

I see big groups of kids roaming the streets: walking around with no clear purpose if it’s a rowdy teenage group: noisy, wild Guns might not be visible: able to be seen

I’ve never seen anyone with a gun and much less seen a shooting: even less, certainly haven’t

It’s very random: that’s what worries me: without any definite pattern A bullet struck him in the leg: small metal object fired from a gun

Kids who gel into gangs don’t have that much contact with other people: groups of young people who are involved in antisocial or illegal activities

It’s a recipe for disaster: situation that will lead to serious trouble

The government has such a slack attitude toward guns: lazy, not interested