UNIT 4SPEAKINGTalk about criminal justiceDiscuss social issuesDiscuss moral dilemmasArgue a court caseLISTENINGListen to people describesomeone they admireListen to a discussionabout witnessing a crimeUNITWatch a BBC comedy4READINGRead an article about amiscarriage of justiceRead an essay about guncontrolWRITINGWrite a problem-solutionessaySummarise a court caseBBC CONTENTVideo podcast: What legalor social issues concern you?DVD: BlackadderjusticeConvictionp44Social justicep47Do the right thingp50Blackadderp52
4.1 CONVICTIONGRAMMAR introductory itVOCABULARY crime collocationsI trained as a lawyer to free my brotherREADINGAs a Hollywood film of her shocking story is released, BettyAnne Waters tells us what she went through to free her brotherfrom prison.My brother Kenny and I were best friends growing up. AlthoughI was younger, he always looked up to me. When he was arrestedfor murdering his elderly neighbour, it was a total shock. He hadan alibi, so we thought he would be coming home. But, althoughthe evidence was fraudulent, he was given a life sentence. He wastwenty-nine.Shortly after his first appeal failed, Kenny tried to commit suicide.I was angry with him, but he said, ‘I can’t spend the rest of my lifein prison for something I didn’t do. I’m not going to make it.’ I neverdoubted his innocence. He didn’t start trouble and would never havekilled this woman. We had no more money for lawyers, so it wasthen he asked me to go to law school and become his attorney. I wasunemployed; I didn’t even have a college degree. But I promised himI’d make it happen as long as he promised to stay alive.Getting Kenny out of prison became my life. I enrolled at the localcommunity college, then went on to law school. I was married withtwo sons, but home life became very difficult and, when the kidswere four and six, my husband and I split up. It was hard, but I tookit one hurdle at a time.After Kenny had been in prison for sixteen years, I heard aboutthe Innocence Project, an organisation that works to free innocentpeople using DNA testing – something that wasn’t available whenhe was convicted. One piece of evidence at the trial was a bloodiedcurtain the perpetrator had wiped their hands on. But it was so longsince his trial, finding it wasn’t easy. By this point, I didn’t trustanyone. So, I asked other students from law school to tell the policethey were doing a project on the Waters case. Finally, a box withKenny’s name on it was found in one of the archives. My heart waspounding so hard as I opened it. As soon as I lifted the lid, I knewthe curtain was in there.Eighteen years after his conviction, Kenny was released. Iremember taking him by the hand and walking out of the courtroom.The sense of freedom was amazing.When I heard they were making a film of the story with HilarySwank playing me and Sam Rockwell as Kenny, I was so excited.Watching the film and talking about it with the team was like beingin therapy.This experience has done a lot for me. I have grown in confidenceand am proud to be involved with the Innocence Project. My brotherwas the eighty-third person to be released through DNA testing inthe USA. Now there have been 259. I feel lucky to be a part of that.1AWork in pairs. Look at the film poster and theheadline of the article. Use the phrases in the boxto predict what you think happens in the story.free innocent brothershocking storyelderly neighbourarrested for murderlife sentence had an alibi trained as a lawyerfraudulent evidence appeal courtroomB Read the article to check your ideas.2Work in pairs and answer the questions.1 Why did Betty believe that her brother would notbe charged with the murder?2 Did she ever believe that Kenny had committedthe crime?3 What prompted Betty to go to law school?4 What was the effect of her brother’s case on herpersonal life?5 What evidence did Betty use in order to proveher brother’s innocence?6 How did she obtain the evidence?3 Discuss. Would you do the same as Betty AnneWaters? Why/Why not?VOCABULARY crime collocations4 Make collocations by matching words in A withwords in B. Then complete sentences 1–8.Aunder brought (to) previousperfect protest fresh earlymakeBalibi convictions (an) appeal evidencerelease justice innocence arrest1 The prisoners continued to their .2 The police have found whichproves that Tilly was at the scene of the crime.3 A man is following the suspiciousdeath of his wife.4 Simon has obtained an fromprison.5 He had a and the police let himgo.6 The crime went unsolved and the perpetratorswere never to .7 My client is planning to an againsthis conviction.8 The defendant had no . page 151 VOCABULARYBANK44HOW TO talk about justiceSPEAKING5A1234Work in groups. Choose one of the topics below and discuss it.Why do you think the wrong people are sometimes sent to prison?Is prison an effective deterrent against crime? Why/Why not?Can the public do anything to help reduce crime? What cangovernments do to improve the situation?Why do young people turn to crime? What is the best way to stopthem? Who do you think should be responsible for this?B Summarise your ideas and report back to the class.
4.17Look at Exercises 6A and B again. Find examples of itused for the following purposes.Rules:Use it at the beginning of a sentence:a) to talk about the weather, a situation, dates, times,distances, etc.(it verb)It rains a lot in September.b) to express opinion or emotion.(it adjective/noun phrase)It’s extraordinary how often we have the same ideas.c) to talk about what you understand from the evidence.(it verb clause)It appears that someone broke into the office.d) to report what someone else thinks or says.(it be past participle clause)It has been reported that the police decided not to pursuethe case.Use it in the middle of a sentence:e) as a substitute object for transitive verbs, to beexpanded on later in the sentence.I’d appreciate it if you would help with our enquiries.f ) as part of a set phrase.I can’t help it.We made it! (succeeded) page 134 LANGUAGEBANKGRAMMAR introductory it6ALook at the text. What does it refer to?It was the best of times, it was the worst of times, it wasthe age of wisdom, it was the age of foolishness, it was theepoch of belief, it was the epoch of incredulity, it was theseason of Light, it was the season of Darkness, it was thespring of hope, it was the winter of despair (From A Tale of Two Cities by Charles Dickens)B Check what you know. Add it in the correct place(s) insentences 1–10.1 I could hardly believe when the policeman told me whathad happened.2 Has been reported that a number of people in the areawere affected.3 Is no use! I’ve looked everywhere for my wallet but Ican’t find anywhere.4 We would appreciate if you didn’t tell anyone about this.5 Is surprising how quickly I was able to master the skill.6 Is no wonder you couldn’t find your bag. You left in thecafé.7 A: How much further is? B: Is not far now.8 Is a pity that you won’t be able to make to the lunch.9 Was a warm day for the time of year.10 Appears that someone has made a mistake.PRACTICE8AComplete the sentences with the words in the box.difficultappears12345678help fault funny shameimportant wonderIt’s to believe he would have left all the money here.It’s no you were scared. That car nearly hit you.It’s not my we didn’t finish on time. We started late.I can’t it if I keep making mistakes. Nobody’s perfect.It’s that we clear up any misunderstandings.It was a that we didn’t see the beginning.It to have been a mistake.It’s how things always turn out OK in the end.B Complete the sentences to make them true for you.It’s no wonder that I think it’s important to I couldn’t believe it when It’s pointless C Work in pairs and take turns. Compare your sentencesand ask questions.A: I think it’s important to find time to keep in touch withfriends.B: Why do you think that?45
4.1VOCABULARY PLUS lexical chunks9AWork in groups. Think of words which oftencollocate with justice.a sense of justice, to demand justiceB Read sentences 1–6 and add any more phraseswith justice to your list.1 Families of the victims demanded that the killers befound and brought to justice as soon as possible.2 Mr Jobe is an experienced lawyer who specialises inthis particular area of criminal justice.3 It is imperative that young people on the streets whoare committing crimes should not be allowed toescape justice.4 It’s up to the courts to uphold justice – you can’t takethe law into your own hands.5 A surprising number of people came to himdemanding justice for how they had been treated.6 Gangs in the vicinity have been known to practise akind of rough justice on their members.C Why do you think the other phrases in sentences1–6 have been underlined?The film is based on the true story of MannyBalestrero, an honest, hardworking musician who isunjustly accused of armed robbery when he goesto an insurance firm to borrow some money, andemployees mistake him for the armed robber whohad robbed them the year before. In classic Hitchcockform, Balestrero vehemently protests his innocence, but unfortunately he acts guiltily, leading a host ofpolicemen and witnesses to identify him as the thief. The trial goes badly for Manny, but things are evenworse for his wife, Rose, who struggles to cope with the strain of his ordeal.D Which underlined phrases in Exercise 9B could bereplaced with the following?1 a sort of2 it’s the responsibility of3 try to implement the law yourself4 it is extremely important5 in the areaspeakout TIPA lexical chunk is a group of words commonly foundtogether. They include collocations, but while collocationstend to consist of content words only, lexical chunks aremore phrasal and may include grammatical words likeprepositions and articles, e.g. miscarriage of justice. Lexicalchunks may act as discourse markers or adverbials, e.g. atthat time, in her own way. Find a lexical chunk in Exercise 9Bwhich acts as a time adverbial.10A Work in pairs. Look at the film posters oppositeand read the synopses. What do the films have incommon? Which would you prefer to watch? Why?4.1 Listen to someone reading the firstsynopsis. Notice how they chunk the language,pausing between the chunks (marked ‘I’). When wespeak, we group words into meaningful chunks oflanguage.BC Mark possible chunks in the second synopsis.4.2 Listen to check. Listen again and shadowread the story.D46Dr Richard Kimble, a well-known Chicago surgeon,returns home one night to find that his wife hasbeen viciously murdered in their own home. Whenpolice find Kimble at the scene of the crime, he isarrested, and later charged and convicted of his wife’sbrutal murder. However, on the way to the prison, afailed escape attempt by other prisoners gives Kimblehis chance of freedom. While on the run from USMarshall Samuel Gerard, Kimble’s only hope ofproving his innocence and clearing his name is tofind out for himself who was responsible for his wife’sdeath, and to lead the team of detectives on his trail tothe real perpetrator.
4.2SOCIAL JUSTICEGRAMMAR the perfect aspectVOCABULARY social issuesLISTENING1HOW TO discuss social issuesAl GoreAnnie LennoxWork in pairs and discuss the questions.1 What do you know about the people in the photos?2 What do you know about their humanitarian work?2A4.3 Listen to three speakers talking aboutthe people in the photos. Make a note of anyinformation that is new to you. Tell your partner.B Listen again and answer the questions.1 According to the speaker, how did Annie Lennox’shumanitarian work start?2 What does the speaker particularly admire abouther?3 Why, according to the speaker, didn’t Al Gore getthat much attention earlier in his career?4 What did the speaker think after meeting him?5 What is the speaker’s personal connection withSting?6 What did Sting’s example inspire the speaker to do?StingGRAMMAR the perfect aspect3A Complete sentences 1–7 with the correct name:Annie Lennox, Sting or Al Gore.1 Since the 1990s, Annie Lennox has been workingas a human rights activist as well as a singer.2 ’s reputation as an activist appears tohave overshadowed his fame as a politician.3 Before becoming a global star in the 1980s,had been a teacher.4 ’s work has helped raise awarenessof the HIV epidemic in Africa.5 By 2026, ’s groundbreaking film willhave been helping to educate people about globalwarming for twenty years.6 For several years before beganworking to save the rainforest, some estimatessuggest that it had been declining at a rate of around20,000 square kilometres per year.7 It is estimated that, by 2020, ’s AnInconvenient Truth will have become a part of schoolcurricula in over thirty countries.B Which sentences above use the following tenses?4present perfect present perfect continuouspast perfectpast perfect continuousfuture perfectfuture perfect continuousperfect infinitive4 Read the description of perfect tenses. Look at the sentencesin Exercise 3A and answer the questions.We use perfect tenses to create a link between two times: to lookback from one moment in time to a time before that.1 Which three sentences link the past and the present? 1,2 Which two sentences link the past to a time before that?3 Which two sentences link a time in the future with a time beforethat?4 Which three sentences focus on the action’s duration? page 134 LANGUAGEBANK47
4.2PRACTICE5 Work in pairs. Decide if there is a difference inmeaning between the pairs of sentences. If so, what is thedifference?1 a) I’ve read that book.b) I’ve been reading that book.Sentence a) focuses on the completed action. The speakerfinished the book. Sentence b) focuses on the action ofreading, but the speaker has not finished the book.2 a) I hope to have finished my studies by the time I’mtwenty-five.b) I hope I will have finished my studies by the time I’mtwenty-five.3 a) How long have you lived in your current home?b) How long have you been living in your current home?4 a) Had you studied with Professor Robson before?b) Have you studied with Professor Robson before?5 a) I’ve painted the kitchen.b) I’ve been painting the kitchen.6AFind and correct the three mistakes in questions 1–5.1 What do you hope to will have achieved by the timeyou’re eighty?2 Had you studied English before you came here?3 By 2030, how long will you had been working?4 What TV series have you been watching regularly in thelast year or two?5 How long have you been knowing your best friend?4.4 Listen and check. Repeat the collocations slowlyand tap your fingers at the same time (use both hands).Now say the collocations at full speed.Bspeakout TIPThe more ways you interact with new words, the betteryou will learn them. Research suggests that we need touse, see or hear new words six times (minimum) beforewe ‘know’ them. Use different methods: write sentencesincluding the new word, teach the new word to someoneelse, pronounce the word many times and try to use theword in conversation. Which of these do you usually do? page 151 VOCABULARYBANKSPEAKING9AVOCABULARY social issuesWork in groups and discuss the questions.1 What are the three most important social issues in yourcountry and in the world at the moment? Think about theissues in Exercise 7A and add your own ideas.2 What is being done about them? Do you know of anyonewho is involved in tackling these issues?3 What are the best ways of fighting for social justice?7AB Work with other groups and compare your ideas.B Ask and answer the questions with a partner.Work in two groups. Group A: look at theexpressions in box A. Group B: look at the expressions inbox B. What do the expressions mean? Write an examplesentence for each.Ahuman rights child labour economic developmentintellectual property capital punishmentreligious freedomBenvironmental awarenesscivil liberties free tradegun controlillegal immigrationfreedom of speechB Work in pairs with a student from the othergroup. Explain the meaning of your expressionsusing your example sentences.C What other words/expressions do youknow connected with social issues? Thinkabout recent news stories.488A What rhythm do the expressions in Exercise 7A have?Match them with the patterns below.1 Oo Ooo civil liberties7 ooOo Ooo2 Oo O8 O oo3 OO9 oOooo oOo4 Oo o O10 Ooo Ooo5 oOo Oo11 Oooo oOoo6 oOo ooOo12 O Oo
4.2WRITING a problem-solution essay10AWhich items in the box would you expect tofind in a problem-solution essay?personal information reference to researchfacts and figures dialogueanecdotesa description of a problem a conclusionrhetorical questions a plan of actionB Read the model essay and answer thequestions.1 What issue does it deal with?2 What do you think of the writer’s idea?3 Which features in Exercise 10A does it contain? RZ PDQ\ SHRSOH DUH NLOOHG ZLWK JXQV HYHU\ \HDU" /HW¶V WDNH D URXQG QXPEHU RQH PLOOLRQ DQG ORRN DW WKH ILJXUHV IRU JXQVKRW GHDWKV ,Q -DSDQ SHRSOH SHU RQH PLOOLRQ LQKDELWDQWV DUH NLOOHG E\ JXQILUH LQ D \HDU ,Q 6RXWK .RUHD LW¶V LQ (QJODQG LW¶V LQ WKH 1HWKHUODQGV LW¶V LQ 6SDLQ LW¶V LQ .XZDLW LW¶V ,Q WKH 8QLWHG 6WDWHV LW¶V 7KDW¶V QRW D PLVSULQW 7KH ILJXUH LOOXVWUDWHV RQH RI WRGD\¶V PRVW LPSRUWDQW LVVXHV JXQ FRQWURO 2QH RI WKH FDXVHV RI WKLV ILJXUH LQ WKH 86 LV WKH FLWL]HQV¶ µULJKW WR EHDU DUPV¶ FDUU\ ZHDSRQV ZULWWHQ LQWR WKH 86 FRQVWLWXWLRQ 7KH FRXQWU\ KDV DQ H[WUHPHO\ YLROHQW SDVW DQG WKLV KDV UHVXOWHG LQ DQ LQJUDLQHG VHQVH RI WKH QHHG WR SURWHFW RQHVHOI DQG RQH¶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¶W EHHQ WULHG \HW LV µ,' WDJJLQJ¶ RQ JXQV (DFK JXQ ZRXOG EH UHJLVWHUHG WR RQH SHUVRQ¶V ILQJHUSULQW DQG RQO\ WKDW SHUVRQ ZRXOG EH DEOH WR ILUH WKH JXQ ,I VRPHRQH HOVH DWWHPSWHG WR ILUH LW WKH JXQ ZRXOGQ¶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ook at the expressions below for different parts of aproblem-solution essay. Tick the expressions used in themodel essay.Introducing the problem(This) illustrates one of today’s most important issues This represents a growing problem.Describing causes of the problemOne of the causes is This is largely due to Describing consequences of the problemThis has led to/resulted in/brought about One of the consequences of this is Suggesting solutionsOne possible solution There are a number of (other) options. These include ConcludingIn conclusion, To sum up, The purpose/aim of this essay was to LEARN TO use parallelism12ARead two examples of parallelism from the essay inExercise 10B. Find another example in paragraph 3.,Q 6RXWK .RUHD LW¶V LQ (QJODQG LW¶V LQ WKH 1HWKHUODQGV LW¶V «7KHVH LQFOXGH GHYHORSLQJ EHWWHU V\VWHPV IRU UHJLVWHULQJ JXQV DQG DPPXQLWLRQ LQVWLJDWLQJ EDFNJURXQG FKHFNV IRU SURVSHFWLYH JXQ
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Graeme falls in love with Barbara Allan. He is so lovesick that he is bound to his deathbed. When Barbara comes to visit her ailing lover, she reminds him that he slighted her in front of others at a local tavern. He dies, and then she feels guilty, so she asks her mother to prepare her deathbed for the following day. The message might be that one doesn’t need to take love for granted, or it .