By Danny Duncan,2014-03-25 01:38
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    Unit 4 Law and order

    st1 period Welcome to the Unit

    Teaching aims:

    (1). Students are expected to fully participate in a discussion about why people break

    the law and discuss their opinions about young people who become hackers.

    (2) Encourage students to think of ways to make the society safer.

    (3).By talking about the pictures and discussing, students’ spoken English can be


    Important points & difficult points:

    (1).Students are expected to express their own opinions by talking about why people

    break the law, discuss their opinions about young people who become hackers

    (2). Students are encouraged to speak freely.

    Teaching Procedures:

    Step 1: Lead-in

    (1) Show students some pictures with peaceful scenes.

    (2). Ask them: Seeing these pictures, do you like to live in a peaceful world. Why?

    (Possible answers: Yes, we do. Because we can study, live, play and work without any

    worries. …)

    (3)Tell them: But there’re always things against people’s wishes. Some people are

    always committing crimes. Why do you think people commit crimes? (possible

    answers: expressing hatred; in the hope of getting more money; lacking sense of

    law ……)

    (4) Ask: What kind of crimes do you know?

    (possible answers: terrorism; kidnapping; murder; violence; theft; burglary)

    Step 2. Discussion:

    Get the students to discuss: a) What is your opinion about people committing


    b) What can we do to make our society safer?

    Step 3. Story-making: Get the students to make up a story about each picture at


    page 49. Take the first one as an example: A man was sleeping with his bag of money lying beside him. Unfortunately, his was found rich, and a thief was trying to get the money. He was stealing the bag using a hook. He might be successful this time, but I think he will definitely be caught one day.

    Step 4. Extensive reading:

    Get the students to read the passage at page 126 and allow them time to answer the questions below the article.

    Step 5. Homework:

    (1). Finish the passage at P. 127

    (2). Preview Reading.

nd2 period Reading

    Teaching aims:

    (1) Encourage the Ss to gain some knowledge about the problem of cybercrime, understand the importance of fighting against it and learn about the necessity of international cooperation.

    (2) Get the students to practise and reinforce their reading comprehension as well as improve their overall ability by participating in the activities.

    (2) Students are expected to put into practice the skill of understanding the definitions

    of important vocabulary.

    Important points & difficult points:

    (1). Train their skill of understanding the definitions of important vocabulary. (2). Understanding the importance of fighting against it and learn about the necessity of international cooperation.

    Teaching Procedures:

    Step 1 Revision

    1. Get some students to answer the questions on P 127.

    Step 2 Lead-in

    1. Warming up:


    Tell the students something about the Internet: The Internet has given people

    many new opportunities to find information. However, at the same time, it has caused a number of problems, and cybercrime is one of the most serious.Internet-related

    crime (also referred to as cyber-crime, e-crime and hi-tech crime) is a term used to describe a range of different crime types that are committed or facilitated online, including hacking, viruses, copyright piracy, trade secret theft, trademark counterfeit, currency counterfeit, Internet fraud, junk email or spam, Internet harassment, and much more.

    2. General questions:

    (1). According to the Council of Europe, how many types of cybercrime are there?

    There are four types of cybercrime. (2). How many companies and government departments were surveyed by the Computer Security Institute?

    503 were surveyed.

    (3). What is the solution to cybercrime?

    The only solution is international cooperation. Step 3 Reading comprehension

    1. Get the students to read the passage carefully, trying to find the answers to the following questions.

    (1). What is the definition of cybercrime?

    (It is a relatively new term that refers to any computer-related criminal offence.) (2). Can you name two examples of cybercrime

    (Hacking, spreading computer viruses, fraud, websites with offensive content or websites that encourage hatred and violence, and breaking intellectual property and copyright laws.)

    (3). What is fraud?

    (Fraud is a crime where money is stolen by cheating others.)

    (4). According to the Council of Europe, who is affected by cybercrime? (All Internet users are affected by cybercrime either directly or indirectly.) (5). Why is most cybercrime against companies not reported?


(Because most companies want to avoid the loss of customers, who may think that the

    company cannot protect their money.)

    (6). Why are cybercriminals almost impossible to catch?

    (Laws against cybercrime have not been passed in many countries, and there are many

    holes in their legal systems. Most countries don’t have arrangements for dealing with

    citizens of other countries who commit cybercrimes. Also, these criminals can be

    anywhere and can move quickly, so it is often almost impossible to catch them.)

    (7). What do governments need to do to fight criminals with computer skills?

    (Governments need to combine their technological resources to keep up with the

    criminals who have the best technical skills. It is also important to upgrade laws and

    create international standards for these laws. This will allow states to follow criminals across borders.)

    2. Further comprehension: Choose the best answer.

    (1). Which of the following is right?

     A. Cybercriminals are more interested in getting money from large companies.

     B. Fraud against individuals is more serious.

     C. Receiving e-mails promising money or cheques shows that you’re lucky.

     D. With international cooperation, we can avoid any loss.

    (2). Which one of the measures will NOT be taken to prevent online crimes?

     A. Educating people who use computers.

     B. Seeking international cooperation.

     C. Passing laws.

     D. Preventing people from using the Internet.

    (Keys: A, D)

    Step 4. Further reading

    1. Students read the passage again and give the general idea of each part:

    Part I(1-2): The definition and different types of cybercrime

    Part II(3-5): The extent of the problem

    Part III(6): The legal situation regarding cybercrime Part IV(7-8): The solution to the problem


2. Get the students to fill in the blanks with proper words:

    Part I: The Internet has expanded lately, ___ ____ the opportunities for crimes. Committing ______ is realized online with little _____ of being ______. To fight this, we need to work together. The Council of Europe has ______ online crimes into four categories. (Keys: so have; crime; risk; caught; classified)

    Part II: Cybercrime has become _______ today, and all Internet users are ________ by it. Large companies are ____ targets for cybercriminals, who are often IT ______. A survey ________ in 2002 showed that almost all companies had their security system ______ into. Hundreds of billions of dollars has been lost to cybercriminals _______. (keys: severe; affected; ripe; experts; educated; broken; anuually) Part III: Cybercrime is so new that some governments have no laws against it, and many holes ______ in their ______ system. Most countries have no __________ for dealing with _______ of other countries who commit cybercrime, and they are difficult to be ______. (keys: exist; legal; arrangements; citizens; caught) Part IV: Only by international cooperation can we s______ this problem. These criminals p______ the best technical skills in the world, m_______ that governments must combine their technological r_________ to keep up. The UN is also required to form a special a_____ to act as an international r_____ or steward. (keys: solve; possess; meaning; resources; agency; referee)

    Step 5 Developing reading ability through usage

    1. E(p5) Complete the passage.

    1. cybercrime 2. tight 3. computer 4. security

    5. viruses 6. hacked 7. content 8. violence

    9. offence 10. private

    Step 6 Consolidations and Expansion

    F(p5) Discuss the questions:

    1. Do you think Internet shopping and banking could encourage cybercrime? If so, in what way?

    2. What do you think is more important, the convenience of using the Internet to buy things or financial safety? Why?


3. How would you suggest we solve the problem of cybercrime?.

    Step 7 Homework

    1. Write a composition about cybercrime: how it come into being; why there is

    cybercrime; how to solve the problem.

rd3 period Reading

    Teaching aims:

    (1) Encourage the Ss to raise reading ability by focusing on language points.

    (2) Get the Ss to grasp the new language usage in the text by learning them.

    Important points & difficult points:

    Language usage: expand; term; offence;

    Teaching Procedures:

    Step 1 Revision

    Retell the article.

    Step 2 Language points (Learn and use)

    1. …as the Internet has expanded in recent years, (p.50 line 1) expand----to become larger in size, number, or amount, or to make something become



    The population of the town expanded rapidly in the 1960.


    Water expands as it freezes.

    extend 延伸,伸展 extent 程度 2. Cybercrime is a relatively new term that refers to any computer-related criminal

    offence. (p.50 line7)


term ?看待某事的一种方式?字词/语言?时段?条件/协议?关系?其他含义

    从艺术角度来看,这部电影值得一看. In artistic terms, the film is worth seeing.

    in terms of 方面; 根据来解释 in sb’s terms 在某人看来; 根据某人的观点 in the long / short / medium term 就长期/短期/中期而言

    be on good / bad terms 关系好/不好 我们与所有邻居关系都好.

    We’re on good terms with all our neighbours.

    come to terms with sth 妥协 ;接受 be thinking / talking in terms of 正考虑做….; 正打算做…..

    3. offence--- an illegal action or a crime; behavior which offends someone.


    Driving while drunk is a serious offence.


    The problem was how to get rid of her without causing offence.

    Step3. Homework

    1. Read through the magazine article.

    2. Preview word powder.

th4 period Word power

    Teaching aims:

    (1). Learn and master different expressions related to the law.

    (2). Enlarge the knowledge about expressions of the law.

    Important points & difficult points:

    (1). Talk about crime to learn new words.

    (2). Remember the new expressions of the law.



Step 1 Revision:

    Get the students to retell the passage in Reading.

    Step 2 Words used in the law:

    Give the students some explanations and get them to give proper words. 1. a dishonest, violent, or immoral action that can be punished by law Last night a woman was murdered, and the ______ was committed by a male. (crime)

    2. someone who has been attacked, robbed, or murdered

    In most sexual offences the attacker is known to the ________. (victim) 3. an official organization whose job is to make sure that people obey the law, to catch criminals, and to protect people and property.

    Someone was heard fighting in the restaurant and I dialed 110; several ________________ arrived 5 minutes later. (police officers)

    4. a police officer whose job is to discover information that will result in criminals being caught.

    She hired a ________ to find out where her husband was going after work. (detective) 5. an official attempt to find out the reasons for something such as a crime, accident, or scientific problem.

    The government is to launch a full-scale __________ into the crash which claimed over 150 lives. (investigation)

    6.facts, objects, or signs that make you believe that something exists or is true. The _______ was enough to prove him to be guilty. (evidence)

    7. an illegal action or a crime

    Driving while drunk is a serious __________. (offence)

    8. to ask someone questions to find out something

    The police ________ some local people and find some evidence. (interview) 9. thinking that someone might be guilty of doing something wrong or dishonest, without being sure.

    His behavior that day made the police _________. (suspicious)

    10. someone who sees a crime or an accident and can describe what happened


    Police have appealed for _______ to come forward and help them find the murderer. (witnesses)

    11. if the police arrest you, they take you away because they think you have done something illegal.

    The man was _______ for breaking the law. (arrested)

    12. someone who is involved in illegal activities or has been proved guilty of a crime The man giving a lecture at the hall was a _______, who was being purchased by the police. (criminal)

    13. someone who is thought to be guilty of a crime.

    Two _______ were arrested today in connection with the robbery. (suspect) 14. to do something wrong or illegal

    Women ______ fewer crimes than men. (commit)

    15. having done something that is a crime

    He was found _______ of murder in the court. (guilty)

    16. to state officially that someone is guilty of a crime

    The man they arrested last night has been _______ with murder. (charged) 17. a building or room where all the information concerning a crime is given so that it can be judged.

    The witness was required to appear in _____. (court)

    18. a legal process in which a court of law examines a case to decide whether someone is guilty of a crime.

    Brady was on _______ for robbing an old man of his money. (trial)

    Step 3 Read and understand

    Ask the students to read the flow chart about the stages of the legal process in Part B. Discuss it among themselves.

    Step 4 Further study

    1. Complete the exercise of Part C.

    (1) police station (2) crime (3) trials (4) arrested (5) charged (6) investigation (7) lawyers (8) witnesses (9) guilty (10) sentences (11) prison (12) victims


    2. Ask students to do Part D in pairs. Encourage them to consult dictionaries when meeting an unknown word.


    1. Keep in mind all the useful expressions related to the law.

    2. Preview grammar and usage

th5 period Grammar and Usage

    Language Styles

     Ability goals

    Enable the students to learn to use proper language styles in proper situations. Learning ability goals

    Help the students to learn how to use proper language styles in proper situations. Teaching important points

    Teach differences between spoken and written English; differences between formal

    and informal styles.

    Teaching difficult points

    Help students learn how to choose proper languages styles according to the situations.

    Teaching methods

    Question-and-answer activity and practice

    Teaching aids

    A computer and a blackboard

    Teaching procedure

    I. Greetings and Revision

    1Talk about the types of cybercrime.

    2How to fight against cybercrime.

    II. Language Styles

    1The most important difference in the English language style is between spoken and written forms of English. Within spoken and written forms of English, there are also

    differences between formal and informal styles.


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