Unit 2
Theme:
Crime and Accidents
Contents
Articles
Use articles (definite, indefinite) in context
Warm up—Discuss
the following questions with your classmates:
1. What
are typical crimes that are committed in your area?
2. How
do people protect themselves from these crimes?
3. Are
security guards effective at preventing crime? Why or why not?
Read the following news article about robots that can
prevent crime.
As you read, fill in the blanks with a, an, the or Ø for no
article. Make a guess.
ROBOT SECURITY COULD HELP CUT CRIME
By Elizabeth Lee, adapted for
VOA Learning English by Jonathan Evans
Shopping centers,
stadiumsand universities may soon
have 1) ____new tool to help fight 2)
____ crime. A California company called Knightscope says its robots can predict
and prevent crime. Knightscope says 3) ____ goal is to reduce crime by half in
areas the robots guard.
William Santana
Li is 4) ____ chief executive officer of Knightscope. He says these robot
security guards will change 5) ____ world.
"Our planet
has seven billion people on it. It's going to quickly get to nine billion
people. The law enforcement apparatus
and security apparatus that we have globally is just not going to scale."
Mr. Li says his
company's Autonomous Data Machines can become 6) _____ eyes and ears of law
enforcement.
"You want
it to be machines plus humans. Let the machines do 7) ______monotonous computational heavy and
sometimes dangerous work and let the humans do thestrategic decision-making work so it's always working in tandem."
The machines are
one and a half meters tall and weigh 136 kilograms. They do not carry8) _____
weapons but have day and night time video cameras able to turn 360 degrees. Mr.
Li says they can also sense 9) _____chemical and biological weapons.
Eugene Volokh is
10 )_____ law professor at the University of California. He says machines have
to be used in 11) _____ right way. He says some people may become concerned
about their privacy, especially in connection with 12) _____ video recordings.
Some people may worry that such recordings will appear on the Internet. Mr.
Volokh says it will be interesting to see how state laws deal with this kind of
surveillance video.
William Santana
Li says there is 13) ____ long waiting list for the robots in the U.S. At least
25 other countries are also interested in these robotic security guards.
Vocabulary
stadium - n. a very large usually roofless building that has a
large open area surrounded by many rows of seats and that is used for sports
events, concerts, etc.
apparatus - n. the organization or system used for
doing or operating something
scale - n. the size or level of something especially in
comparison to something else
monotonous – adj.boring or not interesting
strategic - adj. useful or important in achieving
a plan or strategy
in tandem - n. two people, groups or things
working or happening together or at the same time
surveillance - n. the act of carefully watching
someone or something especially in order to prevent or detect a crime
Compare your answers with a partner. If you have different
answers, discuss.
Exercise:
Your instructor will play the audio of this story. Listen and check your
answers based on what you hear.
Then,
check your answers on the next page.
Exercise: Look
at the news article again with the correct answers. For each blank, discuss why
a, an, the, or no article is there.
Discuss with a group first, then discuss with your
instructor.
Discuss with your classmates:
1. What
are the advantages of using robots as security? Use information from the
article and from your own ideas.
2. What
are the disadvantages of using robots as security? Use information from the
article and from your own ideas.
As you discuss, pay attention to how you use articles.
Exercise:
On a separate paper, write a short paragraph (4-6 sentences) to answer this
question:
Do you agree with using robots as security? Why or why not?
Create your own article exercise for a classmate. Leave at
least ten blanks in your paragraph where a, an, the or Øshould
go. Write the answers on the other side. Then, trade papers with a partner and
complete his/her exercise.
If you disagree with the answers, discuss.
Follow up:
If there are any answers that you cannot agree on, mention them to your
instructor and discuss as a class.
Exercise: Look at the photo below. Describe what you
see using articles correctly (a, an, the, Ø)
Speak with your partner or write. Be prepared to share your answers with the
instructor.
Example: The woman is standing behind a desk
in front of the robot.
Quantifiers for amounts and quantity
Identify, classify and use quantifiers with mass and count
nouns in context
Warm up:
Discuss the following with your classmates.
1. What
is smuggling?*
2. Is
smuggling a problem in Tanzania?
Which things are normally smuggled in Tanzania?
3. How
can we prevent the smuggling of ivory?
*Smuggling (n)to
move (someone or something) from one country into another illegally and
secretly
Read the following article and answer the questions that
follow.
AFP[http://www.theguardian.com/environment/2014/dec/23/elephant-ivory-smuggling-kingpin-arrested-in-tanzania]
23 December 2014
A suspected organised crime boss alleged to be a leading figure in the illegal ivory trade has been
arrested by Interpol agents in Tanzania, officials said on Tuesday.
The international police organisation last month put Kenyan
national Feisal Ali Mohammed on a list of nine most-wanted suspects linked to crimes against the environment.
“Feisal Ali Mohammed was arrested by Interpol officers in Dar es
Salaam. He was then booked in Musimbasi police station at 10:42pm last night,”
Kenya’s director of public prosecutions said in a statement.
It said he is facing charges in Kenya’s port city of Mombasa for
“dealing and possession of elephant tusks” weighing more than two tonnes and equivalent to at least 114 poached
elephants, which were found during a raid in June.
Two alleged accomplices,
Abdul Halim Sadiq and GhalibSadiq Kara, were arrested then, but Mohammed
managed to escape and has been on the
run since. According to an Interpol source, Mohammed was caught in “a
string operation” conducted in
conjunction with Tanzanian police.
He is the second of the nine alleged “environmental criminals”
listed by Interpol to have been arrested since the Interpol appeal last month.
Earlier this month, Zambian national Ben
Simasiku was arrested on charges of possessing ivory from Botswana.
In November, Interpol said the arrest of the suspects would
“contribute to the dismantlement of
transnational organised crime groups who have turned environmental exploitation into a professional
business with lucrative revenues.”
Ivory is sought out
for jewellery and decorative objects and much of it is smuggled to China, where
many increasingly wealthy shoppers are buying ivory trinkets as a sign of financial success.
A sharp rise in poaching in Kenya, which is home to an estimated 30,000 elephants and just over a
thousand rhinos, has sparked
warnings from conservation groups that the government is losing the fight
against the slaughter.
Vocabulary:
Alleged (adj)
accused of having done something wrong or illegal but not yet proven guilty
Interpol (n) an
international police organization that works with the police of different
countries to fight crime
Suspects (n)
people who are believed to be possibly guilty of committing a crime
equivalent to (adj.
phrase) having the same value, use, meaning, etc. as something else
accomplices (n) a
person who works with or helps someone who is doing something wrong or illegal
on the run (adj.
phrase) running away from someone in order to avoid being captured
in conjunction with (prepositional
phrase) in combination with or together with
dismantlement (n)
to destroy (something) in an orderly way : to gradually cause (something) to
come to an end
exploitation (n)
the use (of someone or something) in a way that helps you unfairly
lucrative (adj)
producing money or wealth, profitable
revenues (n)
money that is made by or paid to a business or an organization
sought out (adj.
phrase) something or someone which people search for and find
trinkets (n) a
piece of jewelry or an ornament that has little value
sparked (v) to
cause (something) to start or happen
slaughter (n) the
act of killing animals for their meat
(negative in this context)
Comprehension:
1. Why
was Feisal Ali Mohammed arrested?
2. What
does it mean to “turn environmental exploitation
into a professional business with lucrative
revenues?” Explain it in your own words.
3. Why
do other people, particularly in China, want ivory?
4. Find
these nouns in the article. Write the expression of quantity that you see
before it.
at least ________________________ poached elephants
è
Are elephants
countable or non-count?
He is the
_____________________________ the nine alleged “environmental criminals”
è
Are criminals count or non-count?
_______________________ of it is smuggled to China
è
Is ivory
countable or non-count?
__________________________ increasingly wealthy shoppers
è
Are shoppers
count or non-count?
just over ___________________________________ rhinos
è
Are rhinos count or non-count?
Exercise:In
the blanks below, circle the correct expression of quantity. Pay attention to
the noun.
1. (Many/Much)
countries around the world are meeting this week to discuss a one-time sale of
ivory. 2. (Some/ A little) countries
such as Tanzania and Zambia want to sell the stockpiles of ivory they have
built up over the past 3. (much/few)
decades. They have as 4. (many/much)
as 90,000 kilograms of elephant tusks. Neighbouring Kenya is against 5. (any/little) changes of the ban on
the ivory trade. It says such action could increase the illegal trade, which
would be a serious threat to elephant numbers. The Kenyan Wildlife Service's
Patrick Omandi said: “We totally believe that 6. (any/a great deal of) experiments to allow partial lifting of
(the) international ban in ivory trade stimulates elephant poaching.” A pair of
elephant tusks can sell for up to $2,000 in Kenya. That’s 7.(many/much) money for poor farmers. The temptation to poach has
increased in recent years because of 8.(few/little)
rain. 9.(Most/Much) crops have
failed and there is widespread hunger across much of the country. Another
reason poaching is increasing is because elephants are competing for 10.(too few/too little) land and food
with humans. Mr. Omandi said: "Human-elephant conflicts are growing, and
the view by the communities is that 11.(most/much)
elephants are pests."
Activity:
Who Can Say the Most?
In groups, look at the picture below. Set a timer. In one minute, student A says as much as
possible about the picture. Describe it using expressions of quantity. Example:
“There are many trees and a lake. The lake has only a little
water…”
Then student B says as much as possible, also in 1 minute. Student
C, the judge, decides who said the most.
Shift roles. Repeat
the activity with a different student as the judge.
Activity:
Research another environmental issue in Tanzania. Write a short paragraph (4-6
sentences) about it. Use at least five expressions of quantity.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Past Tenses
Identify and use past simple
Warm up: Look
at the following picture and the headline of the news story. What do you think
the news story will be about?
Read
the news story and answer the questions that follow.
Comprehension:
1.
What did the bandits steal?
2.
How many security guards were there?
3.
Why didn’t they stop the bandits?
4.
Did the police catch the bandits?
5.
Which verb tenses do you see in this article?
Compare your
answers with a partner. Then, discuss with your instructor.
Exercise: Underline all
of the verbs in the article that are in the past simple tense. Compare with a
partner. Be prepared to share your answers with your instructor.
|
Positive
|
Negative
|
Question
|
|
·
I waited.
·
You waited.
·
We waited.
·
They waited.
·
He waited.
·
She waited.
·
It waited.
|
·
I did not wait.
·
You did not wait.
·
We did not wait.
·
They did not wait.
·
He did not wait.
·
She did not wait.
·
It did not wait.
|
·
Did I wait?
·
Did you wait?
·
Did we wait?
·
Did they wait?
·
Did he wait?
·
Did she wait?
·
Did it wait?
|
Irregular Verbs (see the Irregular Verbs List in the
Introduction)
Many verbs, such as "have," take irregular forms in the
Simple Past. Notice that you only use the irregular verbs in statements. In
negative forms and questions, "did" indicates Simple Past. |
Positive
|
Negative
|
Question
|
|
·
I had.
·
You had.
·
We had.
·
They had.
·
He had.
·
She had.
·
It had.
|
·
I did not have.
·
You did not have.
·
We did not have.
·
They did not have.
·
He did not have.
·
She did not have.
·
It did not have.
|
·
Did I have?
·
Did you have?
·
Did we have?
·
Did they have?
·
Did he have?
·
Did she have?
·
Did it have?
|
To Be
Unlike other irregular verbs, there are two Simple Past forms:
"was" and "were." It also has different question forms and
negative forms. Always remember that you DO NOT use "did" with the
verb "be" in the Simple Past.|
Positive
|
Negative
|
Question
|
|
·
I was.
·
You were.
·
We were.
·
They were.
·
He was.
·
She was.
·
It was.
|
·
I was not.
·
You were not.
·
We were not.
·
They were not.
·
He was not.
·
She was not.
·
It was not.
|
·
Was I?
·
Were you?
·
Were we?
·
Were they?
·
Was he?
·
Was she?
·
Was it?
|
Important: “When” clauses happen first
When-clauses always happen first when both clauses are in
the Simple Past. The first two
examples below mean the same thing: first, I paid her one dollar, and then, she
answered my question. It is not important whether "when I paid her one
dollar" is at the beginning of the sentence or at the end of the sentence.
However, the third example has a different meaning. First, she answered my
question, and then I paid her one dollar.Example:
· When I paid her one dollar
(1st), she answered my question. (2nd) (same as below)
· She answered my question (2nd) when
I paid her one dollar (1st). (same as above)
· I paid her one dollar (2nd) when
she answered my question (1st). (different)
Exercise:
Exercise:
Fill in the blanks with the simple past from of the verb in parentheses. Be
careful with irregular verbs and negatives.
Witness 1: I (go) ___________________________ to campus on
Saturday, but I (see, not)____________ anything. I (sit) ___________________ in
the library from 9:00 to 12:00, and I (study) _______________ only. I (leave,
not) ___________________________the library.
Witness 2: I (be) _________________________ in the library
too. I (look) ____________________ out the window, and I (see)
______________________________ a man who (has) _____________________ a computer and a printer in his hands. Maybe
he is the one who (steal) ______________________ them.
Witness 3: I (play) _________________________ football on
campus on Saturday morning. You can ask my friends. We (see)
____________________ a man who was carrying some equipment, but we (think, not)
__________________________ it looked suspicious. We (think)
____________________ that it looked normal. We (find)
_____________________________ out about the crime later.
Activity:
DetectiveFind out who stole the equipment from the office. One of
your classmates is guilty. You must ask questions like a detective to figure
out who the criminal is.
1. Your
instructor will choose some suspects and talk to them separately.
2. Write
some questions for the suspects. Use simple past tense. Look at the questions
on the previous page for examples.
Write at least five questions.
3. If
you are a suspect, write the story that you will tell your classmates. Use
simple past tense. Look at the exercise on the previous page for examples.
Write at least five sentences.
4. The
suspects will stand in front of the class. The class will ask their questions.
The suspects will answer.
5. The
class will decide who is guilty and solve the crime.
Follow up:
Submit your written questions or sentences to your instructor.
Identify
and use past continuous
Warm up: Read
the following statement. If you agree, put a check next to that statement.
a. I
have a boyfriend or girlfriend.
b. I
do not have a boyfriend or girlfriend.
c. I
want to get married someday.
d. I
do not want to get married someday.
e. If
I am married, I will be faithful to my partner.
f.
If I am married, I will not be faithful to my
partner.
g. It
is always wrong to lie to your partner in a relationship.
h. It
is sometimes wrong to lie to your partner in a relationship.
i.
It is never wrong to lie to your partner in a
relationship.
j.
Many people lie to their partners in a
relationship.
Your instructor will read the following statements. If you agree,
raise your hand. If you do not agree, do not raise your hand.
As you listen, look around and notice the responses of your
classmates.
Then, based on the responses of your classmates, complete
the following statements with your group:
Example: The majority of us want to get married someday.
The majority of us
____________________________________________________________________
Many of us
_________________________________________________________________________
A few of us
_________________________________________________________________________
Almost none of us
___________________________________________________________________
Read the following stories of people who discovered that
their partners were lying to them.
Comprehension:
Answer the following questions. Underline the sentence in the text where
you find the answer.
1. What
did Paul’s girlfriend say when he heard children’s voices on the phone?
2. When
did Ali discover that his girlfriend was cheating?
3. What
did Marie’s husband always do because of his job?
PAST CONTINUOUS FORM (from http://www.englishpage.com/verbpage/pastcontinuousforms.html
|
Positive
|
Negative
|
Question
|
|
·
I was
singing.
·
You were
singing.
·
We were
singing.
·
They were
singing.
·
He was
singing.
·
She was
singing.
·
It was
singing.
|
·
I was
not singing.
·
You were
not singing.
·
We were
not singing.
·
They were
not singing.
·
He was
not singing.
·
She was
not singing.
·
It was
not singing.
|
·
Was I singing?
·
Were you singing?
·
Were we singing?
·
Were they singing?
·
Was he singing?
·
Was she singing?
·
Was it singing?
|
Exercise: Read
the stories again. Underline any verbs in past continuous that you see. Discuss with a partner why the past
continuous was used.
Exercise:
Put the given verb into past continuous. Pay attention to subject-verb
agreement with the ‘be’ verb.
(someone reacting to finding out that their partner is
cheating)
I can’t believe that you 1. (cheat)
_______________________________ this whole time! I thought that we 2. (have)
___________________________________ such a great time together, but you 3.
(think) ___________________________________ of someone else. My parents told me
that you were bad, and they were right. I 4. (imagine)
_________________________________________ that I could change you, but now, I
realize that I was wrong. We 5. (talk)
__________________________________________ about getting married, but that is
not going to happen now. 6. I (plan) ____________________________ to spend my
life with you, but there is no way that I can do that unless I trust you
completely. Well, good bye, and enjoy your life without me!
Activity:
Chain Stories - with irregular verbs in past simple and past continuous
1. Work
in a small group. Sit in a circle.
2. Look
at the irregular verbs list in the introduction. Choose one verb and write it
on a piece of paper.
3. Give
the paper to the person who is sitting to your right.
4. When
you receive your paper, look at the irregular verb list and find the past from
of that verb. Write it on the paper. If you do not know the meaning of the
verb, look up a definition or ask the instructor.
5. Your
group will tell a story together. Use one of the sentences below to start:
a.
One
day, Paul went to see his girlfriend, but she…
b.
Ali
was watching TV when suddenly…
c.
One
night, Marie was cooking while her husband…
d.
Pendo
loved her boyfriend very much, but…
e.
John
was planning to propose marriage to his girlfriend when suddenly…
6. Each
person will add one sentence to the story. Go around the circle. You
must use the verb on your paper, in simple past tense or past
continuous. The story can be serious or funny, but it should make sense.
Example: Starting sentence: Last weekend, I
went to Dar es Salaam.
Student 1: I saw an old man on the
bus.
Student 2: The old man was sleeping.
Student 3: Suddenly, he woke up and
started yelling at me.
7. After
the story is finished, try it again with a different starting sentence from the
list.
Follow up:
Write the best story from your group and submit it to your instructor. Your
instructor will ask you to read the story out loud in class.
Pronouns
Identify, classify and use pronouns in context (personal,
reflexive, relative)
Warm up:
Discuss these questions with your classmates.
1. The
title of this story is “An Intruder.” What is an intruder*? When someone intrudes, what does he/she do?
2. Has
someone ever intruded your home or
the home of someone you know? What happened?
3. What
are some reasons why an intruder enters
a house?
*Intruder: (n) a person who is not welcome or wanted in
a place; a person who enters a place illegally
The other children regarded him as
an intruder.
The police arrested the intruder.
Activity: Read the
story below. It is an excerpt from a story called “An Intruder” by Nadine
Gordimer. The story takes place in South Africa.
As you read, try to answer this question: Who is the intruder?
After
you read, answer the questions that follow. 
Reprinted from Marcus
S. and Berman D. 2014. A World of Fiction 2, 3rd ed. Pearson: New
York.
Comprehension:
1. What
did the intruder do?
2. Describe
the rooms of the apartment (kitchen, living room, bathroom)in your own words.
3. How
did the woman react? How did the man react?
4. Here
are three possibilities for who the intruder is:
a. A
ghost or evil spirit
b. An
ex-girlfriend of the man
c. A
crazy man from the street
Which do you think is most likely? Why? Do
you have a different idea?
Consider the following statements:
“An Intruder” is the story that we read.
No one knows who the intruder is.
The intruder is probably a personwho knows the man
and the woman.
If anyone has an idea about who committed this
crime, he or she should mention it.
What part of speech are the underlined words above?
Relative
Pronouns(from https://learnenglish.britishcouncil.org/en/english-grammar/pronouns/relative-pronouns)
|
Subject
|
Object
|
Possessive
|
|
who
|
who(m)
|
whose
|
|
which
|
which
|
whose
|
|
that
|
that
|
|
We use who and whom for people, and which for things.
Or we can use that for people or things.
We use relative pronouns:
• after a noun,
to make it clear which person or thing we are talking about:
the house that Jack
built
an eight-year-old boy who attempted to rob a sweet shop
an eight-year-old boy who attempted to rob a sweet shop
• to tell us more about
a person or thing (adjective clause)
My mother, who was
born overseas, has always been a great traveller.
We had fish and chips, which is my favourite meal.
We had fish and chips, which is my favourite meal.
But we do not use that as
a subject in this kind of relative clause.
We use whose as the possessive form
of who:
This is George, whose brother
went to school with me.
We sometimes use whom as the object of
a verb or preposition, but nowadays we normally use who:
This is George, whom/who you
met at our house last year.
This is George’s brother, with whom I went to school/ who I went to school with.
This is George’s brother, with whom I went to school/ who I went to school with.
When whom or which have
a preposition the preposition can come at the beginning of
the clause...
I had an uncle in Germany, from who[m] I
inherited a bit of money.
We bought a chainsaw, with which we cut up all the wood.
We bought a chainsaw, with which we cut up all the wood.
… or at the end of the
clause:
I had an uncle in Germany who[m] I
inherited a bit of money from.
We bought a chainsaw, which we cut all the wood up with.
We bought a chainsaw, which we cut all the wood up with.
We can use that at the beginning of
the clause:
I had an uncle in Germany that I
inherited a bit of money from.
We bought a chainsaw that we cut all the wood up with.
We bought a chainsaw that we cut all the wood up with.
Exercise:
Read the story again. Underline all of the pronouns you see.
Then, write them here in the correct column according to
their type.
|
Personal Pronouns
|
Reflexive Pronouns
|
Relative Pronouns
|
|
|
|
|
Exercise: Choose the correct pronoun in italics.
4. An
intruder is a person who/ whom is not welcome
or wanted in a place or a person that/
whomenters a place illegally.
5. In
this story, an intruder entered the home of a couple. The woman woke up in the
morning, and she/he
found that there was a mess in her/hers kitchen.
6. He/she
ran to the bedroom and woke up her/his husband.
7. She
told he/him to look
at the kitchen.
8. Them/ they saw that there were messes in
their/themselves kitchen,
living room, and bathroom.
9. All
of the messes were somehow strange. Things that/who were
unusual had been thrown around and arranged by someone.
10. They
did not know who/that the
intruder was.
11. Clearly,
it was someone that/which wanted to disturb them psychologically.
12. They
try to remind themselves/ ourselves what they did the night before and if they
had noticed anything who/that was
strange before they went to sleep.
Activity: Write
a dialogue between the man and his friend OR the woman and her friend. Imagine
that he/she is telling his/her friend about the strange thing that happened in
their home.
When you write, use and underline the following:
At least 2 personal pronouns
and
At least 2 reflexive
pronouns and
At least 2 relative pronouns
When you are finished, your instructor will ask you to
perform your dialogue in front of the class.
Perfect Aspect
Identify and use present perfect
Warm up:
You are going to read a short report about crime in Tanzania. Which statements
do you think are true?
a. There
is more crime in Tanzania now than there was in the mid-2000s.
b. More
than 50 percent of Tanzanians say that they fear crime in their homes.
c. Less
than 50 percent of Tanzanians who experience crimes report them to the police.
d. Women
are more likely to experience crime than men.
e. Many
Tanzanians are not aware of services that police can provide to them.
24th October 13
Fear of crime in
Tanzania higher than in SA-report
By Lydia Shekighenda of
The Guardian
In Tanzania, 40
percent of the people have experienced crime and face anxiety over possible crime followed by South Africa which recorded
38 percent, Cameroon 37 percent and Liberia 35 percent. According to the
research findings, when Tanzania is compared to 33 other African countries,
Tanzania’s performance in people’s safety is dismal.
In fact, crime in Tanzania has considerably increased in the country from the mid-2000s to date, and the number of Tanzanians whose homes have been broken into and those who have experienced physical attacks has grown considerably.
These are the findings of the fifth Afrobarometer survey which was released yesterday in Dar es Salaam by Research on Poverty Alleviation (REPOA) and was conducted between May and June of last year with 2400 adult Tanzanians participating.
Releasing the findings Senior Researcher at REPOA Dr. Abel Kinyondo said 43 percent of Tanzanians feared crime in homes while 37 percent feared crime in the neighborhood.
He said that the findings also showed that 44 percent of Tanzanians were physically attacked between 2011 and 2012. Also crime reporting in the country is very low with only 42 percent of people who were the victims of crime in 2011- 2012 reported the incidents to the police.
According to the findings, the frequently cited reasons for not reporting the crimes to the police include police stations being too far, police do not listen or care and corruption.
The researchers presenting the analysis noted that even though comparable to the general African average, Tanzania’s self reported crimes rate is considerably low in comparison to say Algeria and Mauritius where more than two thirds of all crime incidents were reported to police.
The findings also showed that women tend to be more fearful of crime compared to men even though the data reveals they are no more likely to fall victims of the two kinds of crime compared to men.
He said fear of crime in the country was low between 2003 and 2008 but it has surprisingly grown since then and recommended that much more education be disseminated on police services, increase police stations especially in rural areas and the need for police to keep ethics and codes.
“Fear of crime in homes has increased …it is important to look on the source of this situation and what should be done to fight the crime,” REPOA Executive Director Professor Samuel Wangwe said.
Senior Superintendent of Police Beatus Silla acknowledged that most people are not aware of the services provided by the force despite their efforts to run several campaigns including distribution of placards and brochures.
Silla said the Police force is moving from traditional to modern policing and it has embarked on major reforms to ensure that they serve the community well and it has dispatched 258 police inspectors to various areas on both the Mainland and in Zanzibar.
In fact, crime in Tanzania has considerably increased in the country from the mid-2000s to date, and the number of Tanzanians whose homes have been broken into and those who have experienced physical attacks has grown considerably.
These are the findings of the fifth Afrobarometer survey which was released yesterday in Dar es Salaam by Research on Poverty Alleviation (REPOA) and was conducted between May and June of last year with 2400 adult Tanzanians participating.
Releasing the findings Senior Researcher at REPOA Dr. Abel Kinyondo said 43 percent of Tanzanians feared crime in homes while 37 percent feared crime in the neighborhood.
He said that the findings also showed that 44 percent of Tanzanians were physically attacked between 2011 and 2012. Also crime reporting in the country is very low with only 42 percent of people who were the victims of crime in 2011- 2012 reported the incidents to the police.
According to the findings, the frequently cited reasons for not reporting the crimes to the police include police stations being too far, police do not listen or care and corruption.
The researchers presenting the analysis noted that even though comparable to the general African average, Tanzania’s self reported crimes rate is considerably low in comparison to say Algeria and Mauritius where more than two thirds of all crime incidents were reported to police.
The findings also showed that women tend to be more fearful of crime compared to men even though the data reveals they are no more likely to fall victims of the two kinds of crime compared to men.
He said fear of crime in the country was low between 2003 and 2008 but it has surprisingly grown since then and recommended that much more education be disseminated on police services, increase police stations especially in rural areas and the need for police to keep ethics and codes.
“Fear of crime in homes has increased …it is important to look on the source of this situation and what should be done to fight the crime,” REPOA Executive Director Professor Samuel Wangwe said.
Senior Superintendent of Police Beatus Silla acknowledged that most people are not aware of the services provided by the force despite their efforts to run several campaigns including distribution of placards and brochures.
Silla said the Police force is moving from traditional to modern policing and it has embarked on major reforms to ensure that they serve the community well and it has dispatched 258 police inspectors to various areas on both the Mainland and in Zanzibar.
Vocabulary
Anxiety(n)
fear or nervousness about what might happen
Dismal(adj)
very bad or poor
Considerably(adv) large in size,
amount, or quantity
Incident (n) an unexpected and
usually unpleasant thing that happens; a bad event
comparable to(adj phrase) used to
say that two or more things are very similar
disseminated(v) to cause
(something, such as information) to go to many people
acknowledged(v)to say that you
accept or do not deny the truth or existence of something
embarked on(v)to begin (something that will take a long time or
happen for a long time)
Comprehension:
1. After
you read, look at your answers to the warm-up questions. Correct any of your
answers that were wrong.
2. Study
this sentence from the article:He said that the findings also showed that 44 percent of
Tanzanians were physically attacked between 2011 and 2012.
à
WHEN did this happen?
3. Study
this sentence from the article: In fact, crime in Tanzania hasconsiderablyincreased in the country from the mid 2000s to
date.
à WHEN
did this happen? 
Present perfect is frequently used in academic writing to talk about events which:
-Happened at an unspecific
or general time in the past
Example:
In Tanzania, 40 percent of the people have experienced crime.
-Show change over
time or from the past until now(increase,
decrease, etc.)
Example: The number of Tanzanians
whose homes have been broken into and those who have experienced physical
attacks has grown considerably.
-Happened in the past but are important now or related to now
Example:
Scientists have found that the Earth revolves around the sun.
[has/have
+ past participle]
Examples:
· You have seen that movie many
times.
· Have you seen that movie many times?
· You have not seen that movie
many times.
Exercise:
Read the article again. Find and underline examples of the present
perfect.
For each example, discuss why present perfect is used.
→ Note: Sometimes, present perfect can be used for a
combination of reasons, not only one.
Exercise: Complete
the blanks in the executive summary of the report with the present perfect
from of the verb in parentheses. Refer to the irregular verbs list in the
introduction for past participles.
Executive summary
An Afrobarometer analysis released by REPOA reveals that
Tanzania’s performance in people safety 1.(decline)
_______________________________ in recent years. The proportion of Tanzanian
residents experiencing crime [theft in homes and physical attacks] and anxiety
about crime 2.(grow) ___________ recently. The present study shows gender
differences in anxiety levels but not in terms of who 3.(be)_______________________
a victim more frequently. However, Tanzanians’ enthusiasm to report crime
incidents and seek police assistance in case they fall victim to crime is low
in comparison to many other African countries. The police force 4. (start)
___________________________ to examine the reasons behind this, and they 5. (begin)
____________________________ to institute reforms.
Activity:
Look at the following graph based on information from the article.
Graph found
at http://www.repoa.or.tz/highlights/more/views_on_experience_and_fear_of_crimetanzania_and_africa
Write sentences about the graph using the present perfect
form of the verb given.
(Decrease↓) __________________________________________________________________________
(Increase↑) ___________________________________________________________________________
(Rise↑) ______________________________________________________________________________
(Fall↓) _______________________________________________________________________________
Activity:
Find a graph related to your academic discipline.Bring the graph to class.
Explain it to your classmates by using verbs in present perfect.
Activity: Crime
Files
In your group, write the history of a wanted criminal (a
person who has committed many crimes but hasn’t been caught by
the police yet.) Write at least five sentences for the file. Use present
perfect.
Examples: She has robbed 15 banks so far. She has
been seen in Dar Es Salaam and Zanzibar. She has escaped from prison
twice.
Be creative! Then, share your file with another group and
decide which criminal is more dangerous.
Activity:
Have You Ever… Oh really? When?
Play the board game on the next page. When you land on a
space, you must answer the question about if you have ever done that thing.
Example:
Question: Have you ever swum in a river?
Answer: Yes, I have swum in a river. (Use present perfect for an unspecific or general time in the past)
Question:Oh really? When?
Answer: I swam in a river last month when I visited my
father’s village. (Use simple past
for a specific time in the past)
è
If your answer is no, you can say, “No, I haven’t
ever swum in a river” and then the next person will continue the game.
As you play, listen to your groupmates. Write at least 10
sentences in present perfect about what they say.
Example: Pendo has swum in a river. She swam last
year.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
6. ______________________________________________________________________________
7. ______________________________________________________________________________
8. ______________________________________________________________________________
9. ______________________________________________________________________________
10. ______________________________________________________________________________
Identify and use past perfect
Warm-up:
Look again at the excerpt from “An Intruder.” What do you remember about the
story?
Put the following events from the story in the order that
they happened:
f.
The man and the woman look around their house
for an explanation.
g. The
man and the woman go to bed.
h. The
woman wakes up and sees the kitchen.
i.
The man and the woman go to a party at their
friend’s house.
j.
An intruder enters the house and destroys their
home.
k. The
man is woken up by his wife.
Write the correct order here. Then, compare with a partner.
1) 2) 3) 4) 5) 6)
Find the following sentences in the story and fill in the two
words in each blank:
(line 205) They __________
_____________ at Giovanni’s until the small hours, as usual, there _________
____________ some occasion for celebration.
(line 207) She drive home and they
____________ _____________ to bed and into a sleep like death.
(line 220) He lay fast asleep, as
she _______ _________________ as they both _____________ _____________ while
this – Thing- happened.
(line
269) To her, evil ____________ _____________ out of the walls, as the black
beetles did in the kitchen.
In other words, past perfect is “the past before the past.”
[had + past participle]
Examples:
· You had studied English before
you moved to New York.
· Had you studied English before you moved to New
York?
· You had not studied English
before you moved to New York.
Exercise: Put
verb in parentheses in the past perfect from in the sentence from the text. Then
answer the question below.
2. (line
213) … when she arrived in the kitchen, she stood there deeply puzzled as if
she (arrive) ________________________ somewhere in sleep and would wake in the
presence of familiar order in a moment.
3. (line
271) It was not until some days (pass) ______________________________ and she
(calm down) _________________________
-they found another flat – that the extraordinariness of the whole
business began to mean something to her.
4. (line 265) He wanted to phone for the police
but it did not seem to occur to her that there could be a rational explanation
for what (happen) _______________________...
5. (line
276) There was only one door to the flat, and she (lock) ______________________
it when they came home and put the key, as usual, on the bedside table.
Exercise:
Complete the sentences with a phrase using past perfect tense. Make a true
sentence about the story. Refer to the warm up exercise for ideas of events
from the story to write about
Example: Before the couple went to sleep, they ______had
gone to a party at a friend’s house.
a. After
the couple ______________________________________________________, an intruder
entered the home.
b. When
the woman arrived in the kitchen, she saw that someone ________________________
____________________________________________________________________________.
c. Before
the woman woke up the man, she ___________________________________________.
d. By
the time he woke up, she _____________________________________________________.
e. When
they entered the bathroom, they saw that the intruder
____________________________
_____________________________________________________________________________.
Share your sentences with a partner. Correct any mistakes
that you notice.
Activity:
Tell a story about a scary event in your life. It can be a story about a crime
that you heard about, an accident that you witnessed, or something else that
frightened you. Write the main events of the story in order here. Use simple
past tense for now.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
6. ______________________________________________________________________________
Now, write your story completely. Use past perfect at
least 5 times in your story.
Remember, past perfect talks about “the past before the
past.” Some words to use may be before, after, when, as soon as, and so on.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When you are finished, tell your story to a partner. Your
instructor will ask you to read it in front of the class.
Word order and Sentence Structure
Identify/create and use passive sentence structure in context
Warm up:
Discuss these questions with your classmates:
1. In
your area, what happens to people who are accused of a crime?
2. Does
witchcraft occur in your area?
3. If
someone is accused of witchcraft, should they be punished? Explain.
Read the following extracts from the novel When Rain
Clouds Gather by Bessie Head, who is from Botswana.
As you read, consider the following question: Is Mma-Baloi
guilty of a crime?
Reprinted from Webb,
B. and Grant, N. (2007) English in Use, Book 4. 2nd ed. Pearson
Longman.
Comprehension:
Choose the best answer to each of the following, or answer the question.
1. What
was the reason forMma-Baloi’s appearance in court?
a. The
villagers don’t like her.
b. The
police arrested her.
c. There
were some deaths in the village.
d. The
people attempted to tear her to pieces.
2. Chief
Sekoto was silent after the presentation of the evidence because
a. he
was wondering what to say next.
b. the
people in the courtroom kept chattering.
c. he
was amazed at the evil of Mma-Baloi.
d. he
was almost speechless because of the foolishness of the villagers.
3. Which
of the following is evidence against Mma-Baloi?
a. Mma-Baloi
lived a mysterious life apart from other people
b. Mma-Baloi
was insane
c. Chief
Sekoto had a death in his home
d. There
was no death certificate for the strange young woman
4. Do
you think Mma-Baloi is guilty of a crime? Why or why not?
5. Find
the following sentences in the story and fill in the two words in each
blank:
(line 5) A certain old woman of the village, named Mma-Baloi, ______ ___________ with allegedly practicing
witchcraft…
(line 14) Evidence _________
______________ to show that Mma-Baloi had always lived a secret and
mysterious life apart from other villagers.
(line 33) Noting this, Chief Sekoto’s kindly heart __________ _____________ with pity.
(line
51) ‘Even though I _________
_____________the mother of witches, I am no witch.’
Compare your answers with a partner.
Discuss:
Are the above sentences in active or passive voice? How do you know? What do
you remember about passive voice form the previous unit?
Exercise: For each example in the previous exercise, discuss
why the passive voice was used.
Exercise:
In the following speech by Mma-Baloi, underline examples of passive
voice. Then, compare with a partner.
‘Sir, I am no witch. Even though I
am called the mother of the witches, I am no witch. Long ago, I was taught by
people who live in the bush how to cure ailments with herbs, and that is my
business… About the deaths of the children of which I am accused, I know
nothing sir. About the young woman who died in my home last Saturday, I know am
also innocent. This young woman came to me on recommendation, being grievously
ill. We were discussing the ailment when she fell dead at my feet. Never has
such a thing occurred before, and this caused me to lose my head and run out of
the house.”
Exercise:
Practice reading Mma-Baloi’s speech. Read with emotion. Your instructor may ask
you to read it aloud in front of the class.
Exercise:
For the following examples from the story, determine the verb tense of
underlined passive verb. Use Chart 11-1 to help you.
(line 53): ‘Long ago, I was taught by people who live
in the bush how to cure ailments with herbs, and that is my business.”
Verb Tense: _____________________________________
(line 1) The case had been brought in from one of the
outlying villages, called Bodibeng…
Verb tense: _____________________________________
(line 57) ‘About the deaths of the children of which I am
accused, I know nothing, sir.”
Verb tense: ____________________________________
Exercise:
Look at “An Intruder” again. Find at least three examples of passive
voice. Write those sentences here:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
In each case that you found in “An Intruder,” why was
passive voice used?
Exercise:
Change the following sentences from active voice into passive voice. Pay attention
to verb tense and agreement in the “be” verb.
1. The
people accused Mma-Baloi of witchcraft.
________________________________________________________________________
2. A
mysterious force caused the sudden deaths of many children.
________________________________________________________________________
3. The
people had presented their evidence against Mma-Baloi.
________________________________________________________________________
4. The
chief questions Mma-Baloi’s guilt.
________________________________________________________________________
5. The
people are fetching the doctor at the hospital.
________________________________________________________________________
Activity: With your group, write a scene in which
someone is accused of a crime in your community. Decide what the crime is from
your own ideas: you can write about witchcraft, a murder, a theft, or any other
crime that occurs in your community. Include the following characters:
·
The accused person
·
The village chief or judge
·
1 or 2 witnesses who will present the evidence
When you write, use and underline
the following:
·
At least 5 passive verbs and
·
At least 3 different tenses for your
passive verbs
When you are finished, your instructor will ask you to
perform your scene in front of the class.
Identify, classify and use various connectors to create
simple, compound and complex sentences in context
Warm-up:
Re-read the previous extracts from When Rain Clouds Gather by Bessie
Head.
Discuss: What do you think will happen next? Why?
Read the rest of the story below.
Comprehension:
Answer the following questions. Discuss with your classmates.
1. What
evidence did the doctor give?How did the evidence affect the case?
2. Who
did the Chief punish, and what punishment did he give?
3. Do
you agree or disagree with his decision? Why?
4. Match
the following causes and effects from the story:
|
Cause
|
Effect
|
|
1. Children wear warm clothes.
|
a. Each village family had to pay one cow.
|
|
2. The Chief holds the villagers responsible.
|
b. Children do not get pneumonia and die.
|
|
3. The young woman died of an infection.
|
c. The young woman had surgery with unclean tools.
|
Write each cause and effect from above as one sentence:
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Connective
Words
For
Cause/Effect
|
|
Adverb Clause Words
followed by:
subordinate clause
(subject,
verb, maybe object)
|
Transitions
followed by:
new sentence
|
Conjunctions
followed by: independent clause
|
Prepositions
followed by: noun phrase
|
|
CAUSE & EFFECT
|
because so (that)
since
now that
|
therefore
consequently
as a result
|
so
|
because of
due to
as a result of
|
Adapted from Azar
Exercise: In
the following examples from the text, underline the connective word. In
each one, what type of clause or phrase follows the connective word?
a. The
young woman had died of a septic womb due tohaving
a procured an abortion with a hooked and unsterilized instrument.
b. ‘The
fault is all with you, and because of this,
I fine each household of Bodibeng one beast.’
c. ‘From
the money that arises out of the sale of these beasts, each household is to
purchase warm clothing for the children so thatthey may no longer die of pneumonia.’
Exercise:
Look at the three sentences you write on the previous page. Did you use any of
the connective words from the chart? Did you use them correctly? If not, fix
your sentences.
Exercise:Replace
the underlined word with another appropriate word from the chart. Then,
re-write the sentence. (There may be more than one correct answer)
1. Each
village family had to pay one cow because the chief held the people
responsible.
_____________________________________________________________________________________
2. The
chief held the people responsible. Therefore, each village family had to
pay one cow.
_____________________________________________________________________________________
3. Because
ofthe chief’s opinion that the people
were responsible*, each village family had to pay one cow.
_____________________________________________________________________________________
Exercise:
Rewrite the following sentence using the given word. Compare your answers with
a partner.
Because their children died, the villagers
suspected witchcraft.
1.
therefore
_________________________________________________________________________________
_
2.
so
__________________________________________________________________________________
3.
because of*
__________________________________________________________________________________
*Must create a noun
phrase - can be challenging!
Connective
Words
For
Contrast
|
|
Adverb Clause Words
followed by:
subordinate clause
(subject,
verb, maybe object)
|
Transitions
followed by:
new sentence
|
Conjunctions
followed by: independent clause
|
Prepositions
followed by: noun phrase
|
|
CONTRAST
|
even though while
although
though
|
however
nevertheless
nonetheless
|
but
yet
|
despite
in spite of
|
Exercise: Replace the underlined word with another
appropriate word from the chart. Then, re-write the sentence. (There may be
more than one correct answer)
1. Even
though the Chief gets medicine from the hospital, he also wants traditional
herbs from Mma-Baloi.
_____________________________________________________________________________________
2. The
Chief gets medicine from the hospital. However, he also wants
traditional herbs from Mma-Baloi.
_____________________________________________________________________________________
3. The
Chief gets medicine from the hospital, but he also wants traditional
herbs from Mma-Baloi.
_____________________________________________________________________________________
4. Despitethe fact that* the Chief gets medicine
from the hospital, he also wants traditional herbs from Mma-Baloi.
_____________________________________________________________________________________
Exercise:
Contrast:Rewrite the following sentence using the word.
Although the Chief
was angry at the villagers, he was kind to the old woman
4.
nonetheless
__________________________________________________________________________________
5.
yet
__________________________________________________________________________________
6.
in spite of*
__________________________________________________________________________________
*Must create a noun
phrase - can be challenging!
Exercise:
Combine the following sentences to make one sentence. Use an appropriate
connective word of cause/effect OR contrast. Then, compare with a partner.
There are many possible correct answers.
1. The
villagers thought Mme-Baloi killed the young woman. The young woman had a
previous infection that made her weak.
_____________________________________________________________________________________
2. The doctor said that the woman died of her
infection. The Chief saw that Mme-Baloi was innocent.
_____________________________________________________________________________________
3. The
villagers thought Mme-Baloi was a witch. The Chief knew that it was not true.
_____________________________________________________________________________________
4. Mme-Baloi
will live in the Chief’s house. She will have protection from the villagers.
_____________________________________________________________________________________
Activity:
Write a short paragraph (4-6 complete sentences) on one of the topics
below:
a. Why
do people believe in witchcraft? Do you think it is possibleto change their
minds?
b. What
are the differences between traditional courts and police? What are the
effects?
c. Why
are innocent people accused of crimes? How can we prevent that situation?
When you write, use and underline
the following:
·
At least 2 connective words of cause and
effect
·
At least 2 connective words of contract
When you are finished, trade paragraphs with a partner. Read
his/her paragraph. Check that the connective words have been used correctly.
Fix any mistakes that you see.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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