Unit 4 Law and order
1st period Welcome to the Unit
Teaching aims:
(1). Students are expected to fully participate in a discussion about why people break the law and discuss their opinions about young people who become hackers.
(2) Encourage students to think of ways to make the society safer.
(3).By talking about the pictures and discussing, students’ spoken English can be practised.
Important points & difficult points:
(1).Students are expected to express their own opinions by talking about why people break the law, discuss their opinions about young people who become hackers
(2). Students are encouraged to speak freely.
Teaching Procedures:
Step 1: Lead-in
(1) Show students some pictures with peaceful scenes.
(2). Ask them: Seeing these pictures, do you like to live in a peaceful world. Why?
(Possible answers: Yes, we do. Because we can study, live, play and work without any worries. …)
(3)Tell them: But there’re always things against people’s wishes. Some people are always committing crimes. Why do you think people commit crimes? (possible answers: expressing hatred; in the hope of getting more money; lacking sense of law ……)
(4) Ask: What kind of crimes do you know?
(possible answers: terrorism; kidnapping; murder; violence; theft; burglary)
Step 2. Discussion:
Get the students to discuss: a) What is your opinion about people committing cybercrime?
b) What can we do to make our society safer?
Step 3. Story-making: Get the students to make up a story about each picture at page 49. Take the first one as an example: A man was sleeping with his bag of money lying beside him. Unfortunately, his was found rich, and a thief was trying to get the money. He was stealing the bag using a hook. He might be successful this time, but I think he will definitely be caught one day.
Step 4. Extensive reading:
Get the students to read the passage at page 126 and allow them time to answer the questions below the article.
Step 5. Homework:
(1). Finish the passage at P. 127
(2). Preview Reading.
2nd period Reading
Teaching aims:
(1) Encourage the Ss to gain some knowledge about the problem of cybercrime, understand the importance of fighting against it and learn about the necessity of international cooperation.
(2) Get the students to practise and reinforce their reading comprehension as well as
improve their overall ability by participating in the activities.
(2) Students are expected to put into practice the skill of understanding the definitions
of important vocabulary.
Important points & difficult points:
(1). Train their skill of understanding the definitions of important vocabulary.
(2). Understanding the importance of fighting against it and learn about the necessity of international cooperation.
Teaching Procedures:
Step 1 Revision
1. Get some students to answer the questions on P 127.
Step 2 Lead-in
1. Warming up:
Tell the students something about the Internet: The Internet has given people
many new opportunities to find information. However, at the same time, it has caused a number of problems, and cybercrime is one of the most serious. Internet-related crime (also referred to as cyber-crime, e-crime and hi-tech crime) is a term used to describe a range of different crime types that are committed or facilitated online, including hacking, viruses, copyright piracy, trade secret theft, trademark counterfeit, currency counterfeit, Internet fraud, junk email or spam, Internet harassment, and much more.
2. General questions:
(1). According to the Council of Europe, how many types of cybercrime are there?
There are four types of cybercrime.
(2). How many companies and government departments were surveyed by the Computer Security Institute?
503 were surveyed.
(3). What is the solution to cybercrime?
The only solution is international cooperation.
Step 3 Reading comprehension
1. Get the students to read the passage carefully, trying to find the answers to the following questions.
(1). What is the definition of cybercrime?
(It is a relatively new term that refers to any computer-related criminal offence.)
(2). Can you name two examples of cybercrime
(Hacking, spreading computer viruses, fraud, websites with offensive content or websites that encourage hatred and violence, and breaking intellectual property and copyright laws.)
(3). What is fraud?
(Fraud is a crime where money is stolen by cheating others.)
(4). According to the Council of Europe, who is affected by cybercrime?
(All Internet users are affected by cybercrime either directly or indirectly.)
(5). Why is most cybercrime against companies not reported?
(Because most companies want to avoid the loss of customers, who may think that the company cannot protect their money.)
(6). Why are cybercriminals almost impossible to catch?
(Laws against cybercrime have not been passed in many countries, and there are many holes in their legal systems. Most countries don’t have arrangements for dealing with citizens of other countries who commit cybercrimes. Also, these criminals can be anywhere and can move quickly, so it is often almost impossible to catch them.)
(7). What do governments need to do to fight criminals with computer skills?
(Governments need to combine their technological resources to keep up with the criminals who have the best technical skills. It is also important to upgrade laws and create international standards for these laws. This will allow states to follow criminals across borders.)
2. Further comprehension: Choose the best answer.
(1). Which of the following is right?
A. Cybercriminals are more interested in getting money from large companies.
B. Fraud against individuals is more serious.
C. Receiving e-mails promising money or cheques shows that you’re lucky.
D. With international cooperation, we can avoid any loss.
(2). Which one of the measures will NOT be taken to prevent online crimes?
A. Educating people who use computers.
B. Seeking international cooperation.
C. Passing laws.
D. Preventing people from using the Internet.
(Keys: A, D)
Step 4. Further reading
1. Students read the passage again and give the general idea of each part:
Part I(1-2): The definition and different types of cybercrime
Part II(3-5): The extent of the problem
Part III(6): The legal situation regarding cybercrime
Part IV(7-8): The solution to the problem
2. Get the students to fill in the blanks with proper words:
Part I: The Internet has expanded lately, ___ ____ the opportunities for crimes. Committing ______ is realized online with little _____ of being ______. To fight this, we need to work together. The Council of Europe has ______ online crimes into four categories. (Keys: so have; crime; risk; caught; classified)
Part II: Cybercrime has become _______ today, and all Internet users are ________ by it. Large companies are ____ targets for cybercriminals, who are often IT ______. A survey ________ in 2002 showed that almost all companies had their security system ______ into. Hundreds of billions of dollars has been lost to cybercriminals _______. (keys: severe; affected; ripe; experts; educated; broken; anuually)
Part III: Cybercrime is so new that some governments have no laws against it, and many holes ______ in their ______ system. Most countries have no __________ for dealing with _______ of other countries who commit cybercrime, and they are difficult to be ______. (keys: exist; legal; arrangements; citizens; caught)
Part IV: Only by international cooperation can we s______ this problem. These criminals p______ the best technical skills in the world, m_______ that governments must combine their technological r_________ to keep up. The UN is also required to form a special a_____ to act as an international r_____ or steward. (keys: solve; possess; meaning; resources; agency; referee)
Step 5 Developing reading ability through usage
1. E(p5) Complete the passage.
1. cybercrime 2. tight 3. computer 4. security
5. viruses 6. hacked 7. content 8. violence
9. offence 10. private
Step 6 Consolidations and Expansion
F(p5) Discuss the questions:
1. Do you think Internet shopping and banking could encourage cybercrime? If so, in what way?
2. What do you think is more important, the convenience of using the Internet to buy things or financial safety? Why?
3. How would you suggest we solve the problem of cybercrime?.
Step 7 Homework
1. Write a composition about cybercrime: how it come into being; why there is cybercrime; how to solve the problem.
3rd period Reading
Teaching aims:
(1) Encourage the Ss to raise reading ability by focusing on language points.
(2) Get the Ss to grasp the new language usage in the text by learning them.
Important points & difficult points:
Language usage: expand; term; offence;
Teaching Procedures:
Step 1 Revision
Retell the article.
Step 2 Language points (Learn and use)
1. …as the Internet has expanded in recent years, (p.50 line 1)
expand----to become larger in size, number, or amount, or to make something become larger.
20世紀60年代,這個鎮子的人口迅速增加.
The population of the town expanded rapidly in the 1960.
水結冰時會膨脹
Water expands as it freezes.
extend 延伸,伸展 extent 程度
2. Cybercrime is a relatively new term that refers to any computer-related criminal offence. (p.50 line7)
term ①看待某事的一種方式②字詞/語言③時段④條件/協議⑤關系⑥其他含義
從藝術角度來看,這部電影值得一看.
In artistic terms, the film is worth seeing.
in terms of 在…方面; 根據…來解釋
in sb’s terms 在某人看來; 根據某人的觀點
in the long / short / medium term 就長期/短期/中期而言
be on good / bad terms 關系好/不好
我們與所有鄰居關系都好.
We’re on good terms with all our neighbours.
come to terms with sth 與…妥協 ;接受
be thinking / talking in terms of 正考慮做….; 正打算做…..
3. offence--- an illegal action or a crime; behavior which offends someone.
醉酒駕車屬嚴重違例.
Driving while drunk is a serious offence.
問題是怎樣擺脫她而又不得罪她.
The problem was how to get rid of her without causing offence.
Step3. Homework
1. Read through the magazine article.
2. Preview word powder.
4th period Word power
Teaching aims:
(1). Learn and master different expressions related to the law.
(2). Enlarge the knowledge about expressions of the law.
Important points & difficult points:
(1). Talk about crime to learn new words.
(2). Remember the new expressions of the law.
Procedure:
Step 1 Revision:
Get the students to retell the passage in Reading.
Step 2 Words used in the law:
Give the students some explanations and get them to give proper words.
1. a dishonest, violent, or immoral action that can be punished by law
Last night a woman was murdered, and the ______ was committed by a male.
(crime)
2. someone who has been attacked, robbed, or murdered
In most sexual offences the attacker is known to the ________. (victim)
3. an official organization whose job is to make sure that people obey the law, to catch criminals, and to protect people and property.
Someone was heard fighting in the restaurant and I dialed 110; several ________________ arrived 5 minutes later. (police officers)
4. a police officer whose job is to discover information that will result in criminals being caught.
She hired a ________ to find out where her husband was going after work. (detective)
5. an official attempt to find out the reasons for something such as a crime, accident, or scientific problem.
The government is to launch a full-scale __________ into the crash which claimed over 150 lives. (investigation)
6.facts, objects, or signs that make you believe that something exists or is true.
The _______ was enough to prove him to be guilty. (evidence)
7. an illegal action or a crime
Driving while drunk is a serious __________. (offence)
8. to ask someone questions to find out something
The police ________ some local people and find some evidence. (interview)
9. thinking that someone might be guilty of doing something wrong or dishonest, without being sure.
His behavior that day made the police _________. (suspicious)
10. someone who sees a crime or an accident and can describe what happened
Police have appealed for _______ to come forward and help them find the murderer. (witnesses)
11. if the police arrest you, they take you away because they think you have done something illegal.
The man was _______ for breaking the law. (arrested)
12. someone who is involved in illegal activities or has been proved guilty of a crime
The man giving a lecture at the hall was a _______, who was being purchased by the police. (criminal)
13. someone who is thought to be guilty of a crime.
Two _______ were arrested today in connection with the robbery. (suspect)
14. to do something wrong or illegal
Women ______ fewer crimes than men. (commit)
15. having done something that is a crime
He was found _______ of murder in the court. (guilty)
16. to state officially that someone is guilty of a crime
The man they arrested last night has been _______ with murder. (charged)
17. a building or room where all the information concerning a crime is given so that it can be judged.
The witness was required to appear in _____. (court)
18. a legal process in which a court of law examines a case to decide whether someone is guilty of a crime.
Brady was on _______ for robbing an old man of his money. (trial)
Step 3 Read and understand
Ask the students to read the flow chart about the stages of the legal process in Part B. Discuss it among themselves.
Step 4 Further study
1. Complete the exercise of Part C.
(1) police station (2) crime (3) trials (4) arrested (5) charged (6) investigation (7) lawyers (8) witnesses (9) guilty (10) sentences (11) prison (12) victims
2. Ask students to do Part D in pairs. Encourage them to consult dictionaries when meeting an unknown word.
Homework
1. Keep in mind all the useful expressions related to the law.
2. Preview grammar and usage
5th period Grammar and Usage
Language Styles
Ability goals
Enable the students to learn to use proper language styles in proper situations.
Learning ability goals
Help the students to learn how to use proper language styles in proper situations.
Teaching important points
Teach differences between spoken and written English; differences between formal and informal styles.
Teaching difficult points
Help students learn how to choose proper languages styles according to the situations.
Teaching methods
Question-and-answer activity and practice
Teaching aids
A computer and a blackboard
Teaching procedure
I. Greetings and Revision
1．Talk about the types of cybercrime.
2．How to fight against cybercrime.
II. Language Styles
1．The most important difference in the English language style is between spoken and written forms of English. Within spoken and written forms of English, there are also differences between formal and informal styles.
2．Read the texts and decide which is formal and which is informal
TEXT 1 Informal
A. Hi Mike. It’s Alice’s birthday tomorrow. Shall we buy her a present?
B. Yes, of course, what about some flowers?
A. Flowers are lovely. But I’d prefer to get her a CD. You know she loves music.
B. Good idea.
Summary
It uses simple sentence structures, the active voice, less formal language and contractions.
TEXT 2 Formal
A. Good morning, Mr. Smith. The report is finished. Shall I present it to you?
B. Please give it to me in an hour. I have a meeting with some customers about our new product.
A. I am sorry to interrupt you. Please inform me when you are finished and have time to look at the report.
B. Yes, I will.
Summary
It uses the passive voice and is obviously a formal setting between two professionals.
General Guide
Formal Informal
Written text essays
reports
letters of application letters to friends or family
e-mails
text messages
Spoken language
formal speeches
Addressing strangers Talking to people we know well (family members and friends)
Formal Style
Features
1)We often find complex sentence structures, including the passive voice and subordinate clauses.
Subordinate clause
Ordinary citizens are aware of the frequent computer-related crimes that happen since many computer users are affected by computer viruses.
Passive voice
2)We also find more abstract nouns.
There has been an increase in the incidence of crime.
Informal Style
Features
1)We often use simple sentence structures.
People are worried about computer viruses.
2)We often use active voice.
You should go to the university and talk to the detective in charge of campus police about the theft.
3)We also find a lot of colloquial language, and there are contractions.
We’ve heard lots of reports of financial fraud
III. Practice
1. Which text is formal and which is informal
Text 1
Good morning, viewers, and welcome to ‘Sunday topics’. Many crimes that take place in our city are caused by a lack of money. My guest, Dr. Johnson, believes so. We will be covering this and many other topics, as well as talking to you, the public, about your thoughts on the issues of today. I hope that you are going to stay with us for the next forty minutes.
Text 2
Hi, everyone, and glad to see you again in ‘Sunday Topics’. Dr. Johnson is my guest, and he says that many crimes that take place in our city are caused by a lack of money. We’ll look at this and other interesting topics as well as chatting to you about today’s issues. I think you’ll like it, so stay with us.
Analysis
Text 1 : Formal Style
It features sentences with passive voice, subordinate clauses and abstract nouns.
Text 2 : Informal Style
It uses colloquial language and contractions, as well as simple sentences and the active.
2. Part A P.57
Formal Informal
Spoken b d e a j
Written f h c I g
3. Part B P. 57
A)
Hey, you------ shut the door!
Would you be so kind as to shut the door, please?
Visitors are requested to shut the door quietly when leaving the building.
By order of the headmaster, these doors must be kept shut at all times.
Please shut the door.
Would you mind shutting the door?
6 3 1 2 5 4
B)
Be quiet.
Could I trouble you to turn the volume on the radio down a little, please?
Visitors are politely requested to keep their voices down at all times.
Shut up!
Silence is requested in this area while the examinations are being given.
Please stop talking!
5 3 1 6 2 4
C)
Work in pairs and make a dialogue in a informal or formal style.
IV. Homework
Revise the grammatical points
Do part C1 and C2 on page 124.
Preview the task
6th period and 7th period Task
Investigating and reporting facts
I. Ability goals
1. Enable students to listen for emotions expressed by tones.
2. Enable the students to ask and answer questions politely and write a report on an investigation.
II. Learning ability goals
1. Help the students learn how to listen for emotions expressed by tones.
2. Help the students practice how to ask and answer questions in a polite way and how to organize information properly for a report.
III. Teaching important and difficult points
1. Listening for the speakers’ feelings and taking notes.
2. Improve students’ speaking skills and make the students master the writing skills on writing a report.
IV. Teaching methods
1. Listening and speaking
2. Discussion and task-based activities.
V. Teaching aids
A recorder；A computer and a projector
Teaching Procedure
I. Revision
1. Make a dialogue in a formal or informal language style.
2. Check the homework assigned last period.
II. Skills Building 1
1. Lead-in
1) Recognize some emotions
2) Listening for emotions expressed by tones
When people are speaking, they are not only expressing facts and ideas, but also revealing something about how they feel. As we know, the tone of voice is the most obvious way. Many different emotions can be expressed through different tones.
Role-play
Dialogue 1 Excitement
A: Hello, Jane. How was your day at the theme park?
B: It was great. We went on all the rides. The best one was the roller coaster. It stats really slowly. Then when you get to the lightest point, it suddenly drops really quickly. Everyone screamed and waved their hands in the air.
Dialogue 2 fear
A: Oh, no! Help, somebody, help!
B: What’s wrong?
A: In the bath, there’s a big spider. It’s huge!
B: Don’t worry. It can’t hurt you. I’ll put it outside.
Dialogue 3 shame
A: Did you have a good time at your friend’s birthday party?
B: I did, until it came to the birthday cake. I’m afraid I was very greedy and ran towards the cake. I tripped, and fell into the cake. It was so embarrassing.
A: The important thing is you’re not hurt.
Dialogue 4 anger
A: What’s wrong? Your face is like thunder.
B: I was on the bus home, and I think someone stole some money out of my pocket. It wasn’t much, but it made me so mad.
A: Oh, no! At least the thief didn’t get very much money though.
Dialogue 5 happiness
A: Congratulations on your exam results. You must be so pleased.
B: I am. I worked really hard studying, and it all paid off.
A: Let’s go out to dinner to celebrate.
Summary
With anger or annoyance, a person’s tone of voice will be louder and stronger than normal.
If someone is afraid, his or her tone of voice will probably be soft and shaky.
A person who is ashamed will be likely to speak very quietly and hesitantly in a flat tone of voice.
2. Finding out about a boy’s feelings
Part A Listen to the investigation and take notes for your report to the headmaster.
Part B Listen to the investigation again and decide whether he is angry, afraid or ashamed.
1. How does he know it was me? It could have been anyone.
2. I’m sorry, Mr Li. I didn’t mean
that. Really, I was going to
return the money later.
3. I... do my ... homework.
Part C A Letter of apology
Read the letter on page 59 and answer the questions
1.Who did he go to the Internet café with?
2.When did he go?
3.Where did his parents think he was doing while he was at the Internet café?
4. Why did he not ask for money from his parents?
5. Will he pay back the money?
III. Skills building 2 asking and answering questions politely
1. Lead in
Read the two dialogues and judge which one is more polite.
Dialogue 1
A: Are you coming with me to the concert tonight?
B: No. I’ve got my hands full with this report.
Dialogue 2
A: Excuse me, I would like to invite you to the concert.
Could you please spare me some time tonight?
B: I am terribly sorry. I am busy with this report and do not have any time to spare.
The first one is more informal using colloquial language while the second one is formal using very polite language.
Summary
In many situations, it is not very polite to be too direct or blunt in the way you ask or answer a question. It is usually more polite to use the expressions like:
Could you please tell me...?
Could you explain...?
Would you mind telling me...?
I wonder what you think about...?
Have you thought about...?
Well, you see....
Let me explain...
It’s like this....
I’m afraid I don’t know....
2. Interviewing a parent
Organize the students into groups of and discuss the ways to solve the problem of the boy stealing the money.
Discuss the situation with the boy’s parent.
Role-play the dialogue.
IV. Skills building 3 Writing a report
A report will include all or some of the following points, in the order shown:
1.Statement of the present situation
2.Background to the situation---- what happened before
3.Cause of/ reasons for the situation
4.Details of the situation
5.Likely results of the situation----what may happen in the future
6.Recommendations for the action to be taken
7.Reasons for the recommendations
Step 3 Writing a teacher’s report
1.Statement of the present situation
2.Background to the
3.Reasons for the situation
4.Details of the situation (Xu Jin’s reactions)
5.Likely results of the situation
6.Recommendations for action to be taken
7.Reasons for the recommendations
Example
Report on Xu Jin stealing money from school
Statement of the situation Xu Jin stole some money from his classmates yesterday
Background to the situation He got involved with some friends playing computer games in an Internet café.
Reasons for the situation He was addicted to computer games and needed more money because of this.
Details of the situation (Xu Jin’s reactions) He told the truth and wrote a letter of apology.
Likely results of the situation We should give him a second chance.
Recommendations for actions to be taken –reasons for the recommendation Give his parents some suggestions: Ask them to talk to Xu Jin more often and get to know his friends.
Encourage Xu Jin to concentrate on study and stop him from going to the Internet cafes. His bad habits caused him to steal, and he needs to stop.
V. Homework
Preview the article on page 127
Finish Part A and part B on page 128
Finish part A and part B on page 129
8th period Module 10 Unit 4 Project
Making a proposal about protecting intellectual property
You and intellectual property
Ability goals
1. Enable the students to make a proposal about protecting intellectual property.
2. Help the students use what they have learnt to finish a proposal about protecting intellectual property.
Teaching important points
Talk about intellectual property. Learn how to make a proposal about protecting intellectual property.
Teaching methods
1. Skimming and scanning
2. Ask-answer activity
3. Group work
Teaching aids
A recorder, a projector and some slides
Teaching procedure
I. Greetings and revision
Have you finished your writing assigned last period? Let’s have a check together. Who would like to read your passage out?
II. New lessons
1. Lead in
1) Have you ever download a song or a film from the Internet?
2) Do you pay for the song or the film?
3) Do you think it legal to download the song and the film from the Internet without permission? Why?
4) Do you learn about the intellectual property?
2. Reading
1) Read the passage quickly and then tell me the general idea of each part.
Part 1 the definition of intellectual property
Part 2 the reasons for protecting intellectual property
Part 3 The current problem of piracy that we are facing
Part 4 the possible solutions to the problem
2) Read the passage again and try to answer the following questions.
(1) What does intellectual property refer to?
(2) How many kinds of intellectual property are there?
(3) Why is it considered necessary to protect intellectual property rights?
(4) If a company spends a lot of money on research and development of new products, but their new products are copied, what will happen to the company?
(5) What are the common ways in which people affect intellectual property rights?
(6) Who are the people most likely to be breaking intellectual property laws?
3. Finish the exercises Parts B1 and B2 on page 123, Workbook
1) Part B1
1.abroad 2. raw 3. draft 4. straits 5. sucked
6. underwear 7. apology 8. technological
2) Part B2
1.further 2. was faced with 3. certificate 4. apology
5. have posed 6. signature 7. motor 8. deserve
4. Activity I Making a proposal
Divide the students into groups of six, and each group is going to research the proposals on how to protect intellectual property. Each group will then write a short article. The following questions may help you to write your proposal.
1) What kind of advice will you write in your proposal?
2) How will you organize your proposal-in paragraphs or in bullet points?
5. Activity 2 Producing
1) Work in groups of six to prepare your proposal
2) Present the sample articles
III. Summary and homework
1. Continue to finish your proposal about intellectual property.
2. Summarize what we have learnt in this unit.
3. Finish Exercises D1 and D2 on page 125, Workbook.