Unit 2 Law and Order

2.2 Join the police

Objectives:
• identify the purpose,
audience and
structural features of
a text
• explore the views of
others on a complex
topic
• use colons and semi-
colons for effect
 Authority and authority figure

authority – the authority figure – a

power or right to person with authority
give orders, make over others and who can
decisions, and inspire or demand
enforce obedience obedience, e.g. parents,
teachers and police
officers
Getting • In pairs, discuss occasions
Started when authority figures have
helped and guided you. They
might be teachers, police
officers and other adults. What
do you think are the
challenges and rewards of
being an authority figure?
 Language Support: Colons and
Semi-colons
Semi-colons connect two statements that are closely linked.
Consider these two sentences:

Ruby does well in Science. Praveen is better at Maths. They could

be joined using a comma and a conjunction:
• Ruby does well in Science, but Praveen is better at Maths.
• Although Ruby does well in Science, Praveen is better at Maths.

Alternatively, they can be joined using a semi-colon:

Ruby does well in Science; Praveen is better

at Maths.
 Language Support: Colons and
Semi-colons
Semi-colons should be used to separate longer items in a list,
for clarity:
e.g. My top five films are: Avengers Endgame; The Fault in Our Stars;
X-Men Apocalypse; The Maze Runner; and Spider-Man:
Homecoming.
e.g. The conference featured a variety of speakers: Dr. Jane Smith, a
leading expert in climate science; Mr. John Doe, a successful
entrepreneur; and Ms. Emily Chen, a renowned author.
e.g. The art exhibit showcased works from different cultures:
traditional Japanese paintings from the Edo period; contemporary
African sculptures; and ancient Greek pottery.
e.g. The recipe requires several ingredients: two cups of flour, sifted;
one cup of sugar, granulated; and half a cup of unsalted butter,
softened.
Language Support: Colons and
Semi-colons
Colons can introduce a list or be used
before details or explanations:
• The days of the week are: Monday, Tuesday,
Wednesday, Thursday, and Friday.
• He was really late: he came running in,
breathing hard and saying sorry over and over
again.
• He was really late: his car would not start and
then the bus was very behind schedule.
Language Colons are mainly used to help organize
Focus: information in sentences. However, these
punctuation marks can also be used for deliberate
Colons and effect. For example, consider the difference
between these two sentences:
Semi-colons
Police officers are very aware of one key
thing about applying the law and that is
fairness.

Police officers are very aware of one key

thing about applying the law: fairness.
Both sentences are correctly punctuated, but the
colon in the second sentence strongly emphasizes
the word ‘fairness’ by making the reader pause
before saying it.
 Semi-colons can also suggest a relationship
Language between ideas and give different shades of
meaning. For example:
Focus:
• Police officers are there to serve their
Colons and community. Looking after people is the key
Semi-colons part of their job.

•Police officers are there to serve their

community; looking after people is the key
The full stop in thepart
middle
of theirofjob.
the first example gives the
statement a factual tone. It invites the reader to stop, creating a
‘distance’ between the two ideas. In the second example, the
semi-colon functions like the word ‘because’. It brings the ideas
closer together and emphasizes the link between service,
community and caring for others.
 Language worksheet 2.1
1. Read these examples, then add a semi-colon in the appropriate place.

a. Ruby was late for gym practice again today her mother was kept behind
at work and so couldn’t give her a lift.
b. I am doing my homework as soon as I get in from school from now on I
will then be able to play video games for the rest of the evening.
c. I spend a lot of time outdoors when it is warm there’s so much you can
do in the sunshine.
d. Athletics is the sport I am best at I won first place in the 100 metres at
Regional Championships last year.
e. There was a huge hole ahead of us I could see smoke drifting up from
the bottom.
f. The first train takes an hour and leaves at 10 a.m. the second takes 90
minutes and
leaves at noon.
g. I did a survey of countries with long names and these are the top five:
the United
h. Kingdom of Great Britain and Northern Ireland Independent and
Sovereign Republic of
i. Kiribati Democratic Republic of Sao Tome and Principe the Former
Yugoslav Republic
j. of Macedonia the Democratic People’s Republic of Korea.
k. Ruby is the world’s best maker of marshmallow hot chocolate Praveen is
the world’s worst at resisting the temptation to run away when it’s time
 Language worksheet 2.1
2. Read these examples, then place a colon in an appropriate place to
show a list, details or where an explanation follows. For lists, you will also
need to add commas.

a. My brother is always on time for everything he always sets his alarm and
constantly checks the time on his phone.
b. My favourite thing is cinema and I love any type of film action science
fiction comedies.
c. Extremely committed and hard-working very many parents are like this.
d. Formula One motor racing football and tennis these are my favourite
sports to watch on TV.
e. Ruby helps around the house a lot she tidies her room helps with cooking
and washing up and sweeps outside the front door.
f. To fight climate change we will need to consider many aspects of life
transport energy use how we heat or cool our home and food production.
g. I couldn’t find my textbook this morning it was buried under loads of
papers on my desk.
h. Praveen found a key in the playground it had a butterfly keyring
attached to it.
i. The train was late again the engineering works on the tracks from the
weekend were still going on.
j. I stopped researching that project I wasn’t interested enough in it.
 Answers: Language worksheet 2.1
1. Read these examples, then add a semi-colon in the appropriate place.

a. Ruby was late for gym practice again today; her mother was kept behind at
work and so couldn’t give her a lift.
b. I am doing my homework as soon as I get in from school from now on; I will
then be able to play video games for the rest of the evening.
c. I spend a lot of time outdoors when it is warm; there’s so much you can do
in the sunshine.
d. Athletics is the sport I am best at; I won first place in the 100 metres at
Regional Championships last year.
e. There was a huge hole ahead of us; I could see smoke drifting up from the
bottom.
f. The first train takes an hour and leaves at 10 a.m.; the second takes 90
minutes and
leaves at noon.
g. I did a survey of countries with long names and these are the top five: the
United
Kingdom of Great Britain and Northern Ireland; Independent and Sovereign
Republic of
Kiribati; Democratic Republic of Sao Tome and Principe; the Former Yugoslav
Republic
of Macedonia; the Democratic People’s Republic of Korea.
h. Ruby is the world’s best maker of marshmallow hot chocolate; Praveen is
the world’s worst at resisting the temptation to run away when it’s time to
 Answers:
2. Read Language
these examples, then worksheet
place a colon2.1
in an appropriate place to
show a list, details or where an explanation follows. For lists, you will
also need to add commas.
a. My brother is always on time for everything: he always sets his
alarm and constantly checks the time on his phone.
b.My favourite thing is cinema and I love any type of film: action
science fiction comedies.
c. Extremely committed and hard-working: very many parents are like
this.
d.Formula One motor racing football and tennis: these are my
favourite sports to watch on TV.
e. Ruby helps around the house a lot: she tidies her room helps with
cooking and washing up and sweeps outside the front door.
f. To fight climate change we will need to consider many aspects of
life: transport energy use how we heat or cool our home and food
production.
g.I couldn’t find my textbook this morning: it was buried under loads
of papers on my desk.
h.Praveen found a key in the playground: it had a butterfly keyring
attached to it.
i. The train was late again: the engineering works on the tracks from
the weekend were still going on.
j. I stopped researching that project: I wasn’t interested enough in it.
A Rewarding Career (learner’s book
pg.38)
• Read the following informative text, which comes from a
UK police website.
 1. In pairs, discuss:
Unit 2.2, • what purpose (or purposes) of the
Activity text might be
• who the intended audience is
1(learner’ • why the audience might choose to
s book pg. read the text
40) • the structure of the text – how it is
organized and linked
Unit 2.2, Activity 1(learner’s book pg. 40)

• what purpose (or purposes) of the text might be

Unit 2.2, Activity 1(learner’s book pg. 40)
Students’ answers may include the following:

• what purpose (or purposes) of the text might be

- The purpose is to inform the reader about being a police

officer and persuade them to apply for the role.
Unit 2.2, Activity 1(learner’s book
pg. 40)

• who the intended audience is

Unit 2.2, Activity 1(learner’s book
pg. 40)
Students’ answers may include the following:

• who the intended audience is

The intended audience is people interested in joining the

police force, or those looking for a job.
Unit 2.2, Activity 1(learner’s book
pg. 40)

• why the audience might choose to read the text

Unit 2.2, Activity 1(learner’s book
pg. 40)
Students’ answers may include the following:

• why the audience might choose to read the text

The reader may choose this text if they are looking for a
career and think the police force could be suitable for
them, but they require further information about what
the job entails.
Unit 2.2, Activity 1(learner’s book
pg. 40)

the structure of the text – how it is organized and

linked
Unit 2.2, Activity 1(learner’s book
pg. 40)
Students’ answers may include the following:

the structure of the text – how it is organized and linked

• The text is highly structured, using bullet points to clearly separate the
material logically. It also begins with a question heading: Why should
you become a police officer?
• The structure would appeal to readers as it makes the information clear
and easy to learn/ remember. The questions used as subheadings
means that the reader can skip to the sections which are more relevant
to them. The sections are linked logically so that if you didn’t think the
job was right for you, you could stop reading before it gets too specific.
 2. Use an appropriate reading
strategy to find examples in the
text that present being a police
officer as a highly positive choice
Unit 2.2, of career.
Activity 2
(learner’s
book pg. Reading tip
When scanning(searching for key
40) information), use the headings and
subheadings of a text to break your
scanning into manageable search
areas.
 Sample answer:
2. Use an appropriate reading strategy to find
examples in the text that present being a
police officer as a highly positive choice of
Unit 2.2, career.

Activity 2 • Scan the text using the subheadings and

(learner’s looking for key phrases. Your notes may

include the following:

book pg. 40) 1.it will change your life

2.it will help the community you serve
3.you have the power to help and protect
people through solving crime
4.you will learn new skills for life such as
problem solving
5.no two days are the same
6.you will receive a competitive salary and
7.private healthcare
8.you will receive excellent training.
 Unit 2.2, Activity 3 (learner’s book
pg. 40)
3. Use your A.The text is very persuasive and offers highly
notes from
Activities 1
convincing reasons to join the police. It is perfectly
and 2 to structured to appeal to its intended readers.
discuss the
implications
of what you B. Like many adverts, the text misses out any
have read in negative points about becoming a police officer –
pairs. Base it is not fully accurate description of the job, so it
your is therefore a bit misleading.
discussion on
whether or
not you C. Most people reading this will be attracted by
agree with the idea of serving the comminuty – any personal
the three benefits are secondary.
views below.
Give reasons
 Discussion points:
• View A: The persuasive nature of
the text and how this is supported
by the structure.
Unit 2.2,
• The convincing nature of the text
Activity 3 – what would appeal to them?
(learner’s book • Does this view consider the
pg. 40) intended reader and the purpose
of the text.
 Discussion points:
• View B:What information does
the text miss out?
Unit 2.2, • Why might this information be
Activity 3 unsuitable for the text’s
(learner’s book purpose?
pg. 40) • Does this view consider the
intended reader and purpose?
 Discussion points:
• View C: Does this view generalise?
How?
Unit 2.2,
• Does the sense of serving a
Activity 3 community dominate the text?
(learner’s book • What other attractions are outlined
pg. 40) and how do they compare?
• Does this view consider the
intended reader and purpose?
 4. Choose one of the three views
from Activity 3 and write a
Unit 2.2, paragraph summarizing your
Activity 4 thoughts about it.
(learner’s (100-120 words)
book pg.
41) Use colons and semi-colons for
organization and effect. Use
standard English to make your
points in a formal, logical way.
 Example answer on View B:
I do not agree that the article is misleading.
I agree that it highlights the more positive
Unit 2.2, aspects of being a police officer, but this is
entirely appropriate for an article trying to
Activity 4 attract applicants for the role. The text does
(learner’s mention that training is offered for handling
book pg. dangerous events and solving crimes, so it does
41) make it clear that the role does have some less
pleasant aspects, however it also stresses the
job satisfaction too. It also says it is a physical,
mental and emotional challenge so it does warn
people that it won’t always be easy. Therefore I
disagree with this view and would argue that
the balance in the article is appropriate.
End of Unit 2.2