his unit examines crime and punishment. In Chapter 7, you will hear interviews with parents who are concerned about crime, and with two crime victims. You will also hear a lecture on types of crime and methods of solving crime. In Chapter 8, you will hear two perspectives on how society should try to keep crime rates low, including ways to prevent crime and punish criminals. The lecture is on one of the most controversial topics in the United States today – the death penalty.

1 Look at the following map. It is a map for all of Part One of the lecture. Notice that you already know some of the missing information because you listened to excerpts from Part One in the note-taking Lask on page 92. Copy your answers from that task on to the appropriate lines in this map.

Pedra Snoirh:. Panfry of the Mass Media Pt 1: Issues of dolenee, } and

– Sutwa^ booth:

2 I Now listen to Part One of the lecture and complete the map.

3

Compare your map with a parLner.

LECTURE, PART TWO: Issues of Advertising and Invasion of Privacy

GUESSING VOCABULARY FROM CONTEXT

1 The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and vour knowledge of related words, take turns trying to guess the meanings of the words in bold.

1 The content is just an excuse, or a kind of wrapping, for the advertising.

2 There is an essential marketing relationship between the media, the advertiser, and the user.

3 Even print media has a high percentage of ads.

4 We are used to being bombarded by endless commercials.

5 Many of us use our remote controls to zap out the advertising with the mute button.

6 The media is invading our privacy.

7 Advertisers gather statistical data about people like you – potential consumers.

8 Information about you can be compiled and sold to other companies.

____ 9 you can be tracked if you make a few’ v isits to any Web site.

Work with your partner. Match the vocabulary terms w’ith their definitions by writing the letter of each definition below in the blank next to the sentence containing the correct term in step 1. Check your answers in a dictionary’ if necessary’.

a cover b get rid of c gathered d attacked, bothered e newspapers and magazines f followed

g getting into our private lives h buying and selling і people who might buy something

1 Look at the following notes from Part Two of the lecture. The note taker has just written down the words that he or she heard, without taking the time to organize them clearly. Think about the best way to organize this information in a map.

T

Now listen to the lecture and take notes on your own paper.

Use your notes to help you make a complete map of the lecture. You can either copy the map of Part 1 on page 93 on your own paper and add to it, or make another map in your own style.

4 Compare your map with a partner.

In this section you will hear and Lake notes on a two-part lecture given by Dedra Smith, a media expert who conducts workshops about media and society. The title of the lecture is Dangers of the Mass Media. Ms. Smith will describe what she believes are some harmful effects of the media today.

BEFORE THE LECTURE

PERSONALIZING THE TOPIC

1 Read the following information from the New York Times 2002 Almanac.

A great majority of American households have two or more televisions. According to the A. C. Nielsen Company, which monitors television viewership, at least one of these televisions was on in each household for 7 hours and 37 minutes per day during the 1998-99 television season. That’s 1 hour and 18 minutes more than in 1971, when the average was just over 6 hours and 19 minutes, but 3 minutes less than in 1997-98.

Average daily viewing per person is still much higher than the 1970s levels, but down slightly from the year before. Women over the age of 18 watched longest: they averaged 4 hours and 51 minutes per day, while men over 18 watched for 4 hours and 16 minutes. Children aged 12-17 watched an average of 2 hours and 54 minutes.

For each of the forms of media in the following chart, write how many hours you spend using it per day and per week. Then compare vour chart with a partner.

Discuss the following questions with your partner.

1 For what purposes do you use each of the forms of media in the chart?

2 Do you think you spend too much time using any of these forms of media? Why or why not?

One way of taking notes is called mapping. In this method, you write the main idea on your paper and draw lines out to related points. As you take notes, you can show connections between different parts of the lecture by adding lines.

Look at the following map of excerpts from Part One of Ms. Smith’s lecture.

LECTURE, PART ONE: Issues of Violence, Passivity, and Addiction

GUESSING VOCABULARY FROM CONTEXT

1 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 These new advances bring us dangers that we should be aware of.

2 Many people are afraid that children and adolescents are especially susceptible to this violence.

3 Kids set a subway booth on fire.

4 Tragically, the man working at the booth died.

5 TV can make us passive.

6 Using the media can become very addictive.

7 Most of us wander through cyberspace. . . wasting a lot of time.

Work with your partner. Match the vocabulary terms with their definitions by writing the letter of each definition below in the blank next to the sentence containing the correct term in step 1. Check your answers in a dictionary if necessary.

a hard to stop or give up b office that sells metro cards or tokens c informed about d likely to be affected by e sadly

f move with no clear direction or purpose g not wanting to do anything; inactive

In this section you will conduct an experiment about television that was designed by the sociologist Bernard McGrane of Chapman University. It is called "The Un-TV Experiment.”

CONDUCTING AND PRESENTING YOUR OWN RESEARCH

1 Read about how to conduct "The Un-TV Experiment.”

The Un-TV’ Experiment

You are going to watch TV for three ten-minute periods. In each of these periods, you will watch a different TV program and do a different task. You will take notes about the tasks. You should sit very quietly and concentrate completely on what you are doing so that you do not make a mistake as you record your data. Make sure that you have everything you need: a comfortable place to sit and write, a pencil or pen, and enough paper.

The Tasks

1 Watch any TV program for ten minutes. Count how many times you see a technical manipulation (that is, a change) on the screen, including:

• a cut (the picture changes to another picture, like a slide show)

• a fade-in or fade-out (one picture slowly changes into another picture)

• a zoom (the camera moves from a wide view to a close-up view, or from a close-up view to a wide view)

• a voice-over (a voice explains or comments on what you are watching)

• another technical change (describe it)

2 Watch a news program for ten minutes.

• Count the number of positive images that you see.

• Count the number of negative images that you see.

Make notes about any images that you particularly remember.

3 Watch any TV program for ten minutes. Do not turn on the sound. As you watch, make notes about these two questions:

• How interesting is the program?

• How easy is it to distinguish between the program itself and the commercials?

Now conduct the experiment yourself. A good way to record your results is to use a chart. Your chart should be similar to the one at the top of page 90.

Work with a partner. Read the descriptions of the people who were interviewed in the left column. Then listen to parts of their interviews. Write the form of media thev are discussing in the rigliL column.

Person Type of media

Vanessa is 44 years old. She is a musician.

Felix is 65 years old. Now retired, he is building a house in Florida.

Richard is 75. He lives in a large city and loves to travel.

Now listen to the entire Interview with these three people. As you listen, take notes in the chart below on the positive and negative effects of the form(s) of media each person is discussing. Sometimes more than one form of media is discussed.

3 Compare your notes with your partner.

AFTER THE INTERVIEWS

DRAWING INFERENCES

Remember that when you listen, you should try to be aware of what people communicate indirectly, or infer, when they speak.

1 Decide whether you ihink the following statements correctly reflect what the people who were interviewed inferred. Write T (true) or F (false) next to each statement.

1 Eddie believes that video games can be entertaining.

_ 2 Eddie doesn’t like to waste time.

_____ 3 Leslie would not buy something because it was trendy.

__ 4 Leslie thinks that there are no good reasons to have cell phones.

___ 5 Ralph thinks that children should not watch TV.

6 Ralph thinks that parents should monitor all their childrens activities.

7 Vanessa gets all her news by watching TV.

___ 8 Vanessa thinks that it’s a good idea to make the news entertaining.

9 Felix believes that girls should be encouraged to participate in sports.

_ 10 Felix thinks that children should only watch educational programs.

11 Richard enjoys writing letters.

12 Richard has a fax machine.

Work with a partner. Check to see if you drew the same inferences. Explain why you thought each statement was either true or false. You may disagree about your answers.

THINKING CRITICALLY ABOUT THE TOPIC

Work in a small group. Choose three of the following statements to discuss. Explain why you agree or disagree with each statement. Give examples to support your opinions.

1 The violence in video games has a very bad effect on teenagers.

2 Cell phones are essential items for today’s world.

3 Young children cannot understand the difference between imaginary things and real things.

4 TV news is a good way to stay well informed.

5 Parents should closely monitor their children’s TV viewing habits.

6 Modem machines and technology destroy a lot of the beauty in life.