UNIT 5, Studia Filologia angielska, Gramatyka (Grammar)

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UNIT 5
A life of crime
Speaking
1)
Look at the pictures. They all show different aspects of crime and criminal behaviour. Discuss what
aspects of crime they show, and decide which you find most disturbing.
2)
Interview a partner using the questions below. Compare your experiences.
Have you or has someone you know ever …
1
been the victim of a crime?
2
reported a crime to the police?
4
been called to give evidence in a court of law?
5
been called to do jury service?
3)
Discuss the following questions.
1
What types of crime are most/least common in your country?
2
Are crime rates rising or falling in your country? Why do you think this is?
3
Why do you think people turn to crime?
4
Do you think that criminals are born or made?
Exam Focus
Paper 1, Part 3
In Paper 1, Part 3 you have to read a text from which some paragraphs have been removed, and
replace the missing paragraphs in the correct places. In order to do this, you need to be aware of the
way in which the ideas or events in the text are organized, as well as of words and expressions which
link one part of the text to another.
Here is a procedure to follow for this task.
•
Read through the gapped text quickly to get a general idea of its subject-matter and style. Do
not read the jumbled paragraphs at this stage.
•
Read through the text again carefully. When you get to a gap, look through the eight jumbled
paragraphs and make a note of any that seem possible. Don’t worry if you have several
possibilities at this stage. Remember to look both backwards and forwards.
•
Read through again and choose the best paragraph for each gap.
•
Check that you have not used the same paragraph in two different places.
•
Finally, read through to check that the text as a whole makes sense.
1)
You are going to read an extract from a novel. Seven paragraphs have been removed from the
extract. Choose from the paragraphs
A-H
the one which fits each gap. There is no extra paragraph
which you do not need to use.
I put on my costume – dark jeans, black T-shirt, a pair of Adidas trainers. From a drawer in my mother’s
dressing table I took a pair of thin black leather gloves. They were a tight fit and smelled faintly perfume. I had
the two canvas bags, one folded inside the other, along with a torch and some old newspapers.
1 ……………………………………
And when at last I did reach the window I’d targeted, I found that the stone still was much higher than it
appeared from the road. It was level with my heart, so I had to balance the canvas bag on it and hoist myself up
after, taking care not to knock the bag off. I found the latch, raised the sash, slid over, pulling the bag after me.
Suddenly I was inside.
2
……………………………………
3
witnessed a crime?
The house felt alive, not unwelcoming. After a few minutes or so my eyes got accustomed to the darkness. I
sensed the proportions of the room I was in. It seemed big, an open area, with width on either side of me and
dark patches, doorways I imagined, leading to other rooms beyond.
3 ……………………………………
Through an archway there was another room, disappearing around a corner. The torch created one half of a
dining table and the ribbed backs of two or three chairs. A floor lamp sprang up, with a tasseled shade. I turned
off the torch and waited again. Everything had a glow, as if the objects themselves were a source of light, not
just reflecting the little that came from outside through the opened curtains. There was no moon, I took down
the carriage clock, the ornaments, and wrapped them in sheets of newspaper so they wouldn’t break when I put
them in the bag. I hadn’t thought at all about what I was going to steal. A house such as this contained a near
infinity of objects. Which were valuable and which were not?
4 ……………………………………
I moved, making my feet quiet, stealing with an almost tender care, and went through a door into much thicker
darkness where I had to turn on the torch again. This was the hallway, high, with a wooden parquet floor and
wood panels all around. A wide staircase was on my left. I left behind the one bag I’d already filled and took
the stairs two at a time, swinging myself around on the banister at the landing. I was upstairs. A door was open
on the right. With the torch I went quickly in. This was a bedroom, the master bedroom, where Mr and Mrs
Robinson slept. There was a double bed with a plain walnut headboard. There was a tall chest of drawers and
dressing table above which a mirror bounced back light. Most of all there was a confusion of smells: of make-
up and perfume, of musty clothes, of sleep.
5 ……………………………………
Across the landing was a room like my own – a boy’s room. Clothes were heaped on a chair. Socks were
strewn on the floor, and the faces of the members of the Leeds United team of the 1970s looked down from the
wall.
6 ……………………………………
The next room was that of Denise herself and I thought I might like to stay there forever. The fragrances here
were lighter, more delicate. And the room seemed airier. A window was open a few inches at the bottom,
letting in a breeze and odours from the night. The bed was made. A teddy bear and hand-stitched cushions
were on one side of it, pushed up against a wall. There was a bookshelf with lots of the same books my sister
had –
Jane Eyre, Gone with the Wind.
There was another jewellery case and, on a table, a vase, made from
glass that was opaque and grainy when I touched it. I pressed my lips against Denise’s pillow.
7 ……………………………………
I had to be professional. I’d started off well enough downstairs but up here, in the bedrooms, I’d been thrown.
A
I turned on the torch. Its beam discovered a fireplace and a mantelpiece with a glinting carriage clock and
ornaments on top. A mirror flashed light back at me and as I moved the torch those objects vanished while new
ones came up out of the darkness. A little round table with dimpled edges. An armchair.
B
I turned into another room, also on the left. This one was neat and tidy, almost unlived in. The curtains were
open and I was careful about not letting the beam of the torch strike the darkened windowpanes. Here I am, I
thought. I’m a burglar, being a burglar.
C
The curtains were drawn, the carpet thick and soft – the whole impression was cosy, old fashioned, as of a nest
lived in by people much older than myself. I swept up the silver dressing table set. There was a case of jewels
on top of the chest of drawers with rings, earrings, chains and brooches all caught together, a knot of treasure.
That went straight into the bag.
D
I hadn’t counted on the flower beds – wide flower beds, thick with rose bushes. Lovely to sniff, not so easy to
wade among with the canvas bags held high above my head.
E
There was an impression of silence, of space, of a thick pressing darkness that – even though pierced by me a
moment before – was already settling back all around. Somewhere there was a thick of a clock, counting time
at a much slower beat than once a second, or so it seemed. I felt the empty house with my nerve ends: old stone
surrounding an atmosphere that asked, politely, that I disrupt it as little as possible, even if I was a thief.
F
I didn’t know how long I’d been in there. I’d lost all track of time. I had to fight against this feeling, the
wonderful strangeness of being in a place so familiar in some ways, so like home, yet so utterly strange, as if
I’d walked straight into a fairy-tale.
G
Moving through to the dining room it was the shiny silver things – candlesticks, a cigarette box, a fruit dish –
that caught my attention. I was a hero, stumbling on a dragon’s hoard. I was a trout, tempted by the hook.
H
There was a collection of tarnished Victorian pennies. He kept his in a saucer; at home mine were piled in a
tubular red container that had once held cough sweets for my grandfather.
2)
Read the completed text and underline the parts which helped you to replace the missing
paragraphs.
Which of the following strategies did you use?
• You looked for specific words, or synonyms, in the paragraphs next to one another.
• You made a visual image of the house and its rooms.
• You noticed details such as whether the torch was on or off.
• You thought about the main focus of the description of each room.
• Something else (what?)
3)
Discuss the following questions using evidence from the whole text.
• What is unusual about this burglary?
• What kind of person is the narrator?
• Why do you think he is breaking into the house?
4)
What may the consequences of this type of crime be for
• the victim?
• the thief?
• the community?
Language Focus: Grammar
Modals and related expressions (1)
1)
Read the following text, which is an extract from a website advising the public how to avoid
burglaries. What advice did Mr and Mrs Robinson
not
follow?
(See text on pages 68-69.)
Beat the burglar
Most burglaries are committed by opportunist thieves. In two out of ten burglaries
they don’t
(1)
even
have to use force
– they get in through an open door or window. Reduce the risk of burglary
happening to you by making sure you’ve taken these simple precautions.
•
Look at your home through the burglar’s eyes – are there places where they could break in
unseen?
•
Have you fitted strong locks on your doors and windows? Would thieves have to male a lot of
noise by breaking glass in order to get in?
•
Even small window such as skylights or bathroom fanlights need locks – a thief can get
through any gap larger than a human head.
•
Check for weak spots – a low or sagging fence, or a back gate with a weak lock.
•
Patio doors should have special locks fitted top and bottom unless they already have a multi-
locking system.
•
Buy a chain and fit it to your front door. When strangers ask if they can enter the house for
any reason, e.g. to read meters, always check their identify before you let them in.
Remember that consideration must be given to the safety of the house’s occupants as well as to
protecting the house from thieves. For example, in case of fire, bars mustn’t be fitted to upper floor
windows unless there is another way of escape.
2)
1 Underline and number eight phrases containing modal verbs and semi-modal verbs in the text
in Exercise 1. The first one has been done for you.
2
Now match each phrase to one of the following functions.
obligation
necessity
prohibition
lack of necessity (1)
opportunity/free choice
ability
3 Read the following sentences and match them to the phrases you have underlined in the text.
Decide whether the meaning is the same or different. The first one has been done for you.
1 Thieves are prohibited from using force.
Different: ‘don’t have to’ means ‘it’s not necessary’.
2
When strangers ask for you permission to enter the house, check their identity.
3
Remember that it is advisable to consider the safety of the occupants.
4
You are not obliged to fit bars to upper floor windows.
5
Are there places where they have the opportunity to break in unseen?
7
Would thieves need to make a lot of noise to get in?
8
A thief has the opportunity to get through any gap.
4 The text above refers to the present time. Look at the phrases you have underlined and,
wherever possible, change them so that they refer to the past. Which one cannot be changed to the
past? Why not?
3)
Find and correct the mistakes in the following sentences.
1
You needn’t to come with me if you don’t feel like it.
2
We needn’t have gone to work last Monday, so we went to the beach.
3
You mustn’t help me, but you can if you want to.
4
The child was struggling in the deep water but fortunately his mother could rescue him just in time.
5
You didn’t need to do that – I could manage on my own.
Grammar reference pp. 215-216
4)
Instead of using modal verbs, we can express obligation, advice, etc. in other ways. Read the
following example and match them to the functions in Exercise 2.2. Underline the phrases that helped
you. Try re-expressing them using an appropriate modal verb.
1
All students are required to attend the fire drill at 5.00 p.m.
2
I don’t recommend going on your own, especially at night.
4
She’s quite capable of managing on her own.
5
Students are not to use dictionaries in the exam.
advice
permission
6
Patio doors are able to have special locks fitted.
6
You hadn’t to give him that tip – the service was awful!
3
It’s entirely up to you whether you stay or go.
6
Please feel free to browse – you are under no obligation to buy.
7
You’d be better off getting a taxi – the buses are always full.
8
You’ve got to have a good head for heights to do that job.
9
Hadn’t you better go home? Your family will be looking for you.
10
I didn’t quite manage to finish the job on time.
5) Use of English:
Paper 3, Part 4
Complete the second sentence with three to eight words so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given.
1
You’d be better off doing what he suggests without arguing.
advice
I recommend ……………………………………… argument.
2
Was formal clothing actually necessary for all the guests?
wear
Did ……………………………………… formal clothing?
3
In that country there was no compulsory military service.
do
You ……………………………………… in that country.
4
She is not to play in any further matches this season.
banned
She ……………………………………… any further matches this season.
5
He’s already proved he can manage on his own.
capable
He’s already proved himself ……………………………………… help.
6
It’s not necessary for you to decide immediately.
up
You don’t ……………………………………… now.
7
I think exams should be voluntary for students.
have
I don’t think ……………………………………… exams.
8
He couldn’t have escaped from them if he hadn’t run so fast.
only
He ……………………………………… he ran so fast.
Use of English
Paper 3, Part 1
1)
Read the title, then the rest of the text quickly without filling in any of the gaps to get a general idea
of what it is about.
Rules, laws and norms
Any discussion of criminal behaviour requires understanding of the difference (0)
in
meaning between
rules,
laws
and
norms
. Rules (1) ………… be unwritten, or formal and written. The rules of dress or of how we eat
are unwritten guides. (2) ………… contrast, the rules of a factory, for example safety regulations, are usually
(3) ………… down and serve (4) ………… strict regulators of behaviour.
Laws are perhaps the (5) ………… example of written, formal rules and are decided upon by powerful and
influential groups in society. In order to ensure that everyone adheres (6) ………… the laws, there are specific
penalties, including fines or imprisonment, for those (7) ………… guilty of (8) ………… them. Unlike other
rules, (9) ………… as rules of dress or of grammar, laws can always be enforced by agencies (10) …………
the police and the courts.
A norm is a very much (11) ………… general term; it is an expected code of behaviour shared by (12)
………… of a social group. Norms can be thought of as unwritten rules, for (13) …………, that one should
respond appropriately to a ‘good morning’ greeting. They are part of the culture of a society and are (14)
………… on from one generation to the (15) ………… over time.
2)
Now fill in each gap, following the procedure recommended on page 45.
3)
Discuss.
Laws are not universal. They change over time, and from one place to another. Can you think of:
• a law that used to be enforced in your country, but which no longer exists?
• a law which is enforced, but which you think should not be?
• a law which does not exist, but which should exist?
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