Unit 3 Crime watch
Unit overview
Unit key features Organizing suggestions
Passage 1
Stolen identity
Passage 2
By the numbers Both passages are written in
a lively journalistic style,
and are about threats posed
to ordinary people by
modern lifestyles and
information technology.
Passage 1 concentrates on
identity theft, and Passage 2
on the dangers involved in
the ever-increasing amounts
of data on people being
collected. Passage 1 is the more
straightforward of the two,
though the vocabulary may
slow Ss down. The style
and strategies of Passage 2
may cause initial
puzzlement. Ss may need an
opportunity to ask questions
and then reread before
successfully completing the
exercises.
Reading skills Reading for main
ideas
Expanding
vocabulary
Understanding how
a writer’s intention
affects style
Appreciating the
creation of tone
through the use of
repetition, parallel
structures and
negative/vague
vocabulary choices
Noting collocations Use Passage 1 to
establish the topic,
concentrating on
identity theft rather
than the film or
details of American
daily life.
Focus more on the
style of Passage 2
and the creation of a
sense of menace.
Ask Ss to chose
some new words
they like and
produce examples of
their use.
Speaking skills Exchanging views
Making predictions
Using modal verbs
Making suggestions Give advice on how
to treat the initial
questionnaire [truth,
view of what the
average person does,
or what ought to be
done]
Alert Ss to the need
to be ready to give
summaries of their
discussions.
After Ss understand
the tone of Passage
2, ask some to read aloud some of the
earlier paragraphs,
matching their voice
to the style.
Writing skills and tasks Guided writing:
expressing personal
opinions
Giving advice to
students about
digital information
Give guidance on
the use of
connectors for the
guided writing [see
below for details].
For the final stage of
the unit task, ask Ss
to choose group
leaders, designers
and proofreaders to
ensure a good final
product.
Cognitive skills Developing
sensitivity to style
and tone
Reasoning and
argument Encourage Ss to
refer to personal
experience and to
express their
opinions logically.
Ensure Ss give
reasons for their
views.
Reading across Cultures
US Supreme Court declares
file-sharing illegal Arguments for and
against the habit of
file-sharing/musical
piracy on the
Internet
As file-sharing is a
global issue which
should be familiar to
the Ss, treat the
passage primarily as
input for the writing
task.
Starting point
Teaching steps
T might want to give guidance on how to approach the questionnaire. It will be more
interesting if Ss answer what they would really do rather than state what they think is the
officially correct thing to do. If this is unlikely to work, they could be asked to predict what
they think most people would do.
Vocabulary support
Topics: copyright piracy, unauthorized copying, privacy, dis/honesty, personal morality
Phrases and sentence patterns: I think that would be unacceptable.
My conscience would not allow me to do that.
Would you really feel comfortable about ….?
Additional activity
Ss could be asked to put the least honest options in order of unacceptability (for example, from
7c to 1c).
T can suggest other acts and ask for views on their acceptability with reasons for the answers.
borrowing a friend’s phone without permission
keeping money found in the street
taking a bar of chocolate in a shop when no one is looking
not repaying a debt
writing in a library book
making false excuses for late work
Active reading (1)
Teaching steps
Ask Ss to look at the picture. Ask if anyone can identify the people or know about Catch Me If
You Can. Accept short answers or move on after telling the Ss they will find out when they
read the passage.
1 Work in pairs and discuss the questions
1 What proof do you have of your identity?
Various official documents, especially ones with photographs on them (identity cards,
passports, birth certificates and so on).
2 Why / When do you need to prove your identity?
For security, for example, when you enter buildings and airports; to prevent dishonest acts
such as when taking examinations or do banking things.
3 How much do you worry about someone stealing your identity?
Most of us are aware there is a risk but do not do anything very active about it.
4 Could you convince people you were someone else?
Ss must decide how good they are at acting and how cool their nerve is.
5 How easy is it to pretend to have a qualification you don’t have?
Many people and organizations are trusting, busy and lax so fake diplomas are often accepted.
2 Look at the title and the first sentence of the passage and answer the questions.
1 What sort of people did Frank Abagnale pretend to be?
He pretended to be professionals (pilot, doctor, lawyer).
2 Was Frank young or old when he pretended to be these people?
He was young (still in high school) when he did so.
3 What do you think happened to Frank?
As we know his story he was obviously found out and we might speculate that he was sent to
prison.
