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Rights and wrongs 57
5A
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35
40
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50
55
70
6
Choose the correct answers.
1
The
mugger
/
shoplifter
looked around the store,
then quickly put the watch into her pocket.
2
A person who is charged with a crime is called
an
offender
/
a thief
.
3
The play area in the park has been destroyed by
vandals
/
muggers
.
4
Last night a
shoplifter
/
thief
broke into our house
and stole the TV.
5
The news headlines were all about the
theft
/
mugging
of a famous painting from an art gallery.
6
There was
an armed robbery
/
vandalism
at our
local supermarket last night. £10,000 was taken.
v
Noun prefixes: mis- and dis-
insight
7
Read the sentences, then match the prefixes mis-
and dis- to definitions a and b.
1
Joshua experienced hard times and misfortune in his
early life.
2
It’s a family where crime and dishonesty are OK.
a
the opposite of something, not
b
wrong or bad
8
Complete the text with the words in brackets and
mis- or dis-. Then check your answers in The choice.
The campaigner
19-year-old Alexander Rose had the
1
(fortune) to grow up on a
bad council estate. Whenever there was
2
(agreement) between people,
someone got hurt. School was impossible –
there was constant
3
(behaviour) in
the classroom and
4
(respect) for teachers. Kids that
turned up didn’t want to learn. Their lessons were on the street,
and they were lessons in
5
(honesty) and crime.
‘A lot of these kids suffered from
6
(treatment) at
home, so they didn’t care about other people,’ says Alex.
Alex tried to ignore the violence until he lost a 16-year-old
friend. His first reaction was
7
(belief) – how could
this happen to someone he knew? Then he decided to do
something about it. Alex designed the STOP logo, which
stands for Stop This Ongoing Problem. He printed the logo on
some T-shirts, then sold them to friends to get his message
onto the streets. ‘I’m just one person putting in ten per cent,’
says Alex. ‘If everyone put in ten per cent, that really would
bring about change.’
9
SPEAKING
Discuss the newspaper headlines. What
do you think are the causes and solutions?
‘A third of children believe that gangs and knives are a
threat to their safety’
‘Youngsters turning to gangs instead of parents’
‘Make school day longer to stop pupils joining gangs’
Vocabulary bank
Crime and punishment page 138
Vocabulary:
crime; noun prefixes:
mis-
,
dis-
; phrasal verbs with
to
and
with
; synonyms: the law
Grammar:
first and second conditionals; modals of obligation, prohibition and permission;
should
and
ought to
Speaking:
discussing teenage crime; solvingmoral
dilemmas; apologizing and accepting apologies
Writing:
a letter to a newspaper
Then, one day, something changed. ‘I was walking
home from school when a boy rode past on a bike,’
says Josh. ‘I didn’t recognize him, but he called
out my name and when I looked round, he pulled
out a gun.’ Joshua was the victim of a revenge
shooting.
4
. The boy on the bike was
from a rival gang, whose leader had been attacked
the day before. ‘My mum was devastated when
she found out,’ says Joshua. ‘She knew about my
misbehaviour at school, but she had no idea about
the gang. She just looked at me in disbelief, she
couldn’t stop crying.’
Three weeks in hospital gave Joshua time to reflect
on the choices he had made. He decided he wanted
a different life, he wanted to change.
5
.
Ben Magoro is a mentor* at a Youth Inclusion
Project, a programme which helps kids escape from
gang culture and get back into education. Ben, like
many mentors, was a gang member himself. He was
involved in car theft and he’d been sent to prison
for the offence. Ben understood ‘gang mentality’.
‘It is like a family,’ says Ben, ‘it’s a family where the
mistreatment of “outsiders” is OK, but show a gang
member disrespect and you’ll be seriously hurt. It’s
a family where crime and dishonesty are OK and
any disagreement is solved with a gun. It’s a family
that thinks committing crime is an acceptable way
to make a living, but belonging to that family is a
big mistake – all it does is destroy your life.’
The Youth Inclusion Project offered Joshua a
way out and gave him the courage to turn his life
around. Projects focus on teenagers’ interests,
such as music, sport or fashion. Mentors help them
to express themselves, reflect upon their past and
make better life choices. ‘In the gang my choice
was either die young or go to jail,’ says Joshua, ‘But
now I can choose to get an education, I can choose
a future … I can choose life.’
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65
* council estate = an area of houses built
and rented out to people by the local
government
* mentor = an experienced person in an
educational institution who trains and
advises new students