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Police emergency

Police emergency Contents Police emergency: teacher’s notes Police emergency: transcripts Police emergency: answers Police emergency: flashcards Police emergency: classroom materials

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Police emergency: teachers’ notes

Introduction This resource has been produced in two different formats:

• This teachers’ pack, including teachers’ notes, classroom materials, PowerPoint presentation and audio files to download.

• Self-access resources for learners with online activities. These are available at: http://esol.britishcouncil.org/uk-life/be-safe-uk

Overview This resource Police emergency is taken from the Emergency services series of resources which aims to give learners the confidence needed to be able to call for help in the event of an emergency. There are five units in this series Unit 1: Call 999 aims to give beginner learners the skills to call the emergency services and give vital basic information in case of an emergency. Unit 2: Is it an emergency? This unit aims to give learners an overview of each service and what they do. It also teaches learners when they should call 999 and when they should seek alternative help for less urgent incidents. Unit 3: Police emergency aims to help learners to be able to describe criminal activity and dangerous situations and to seek help from the police. Unit 4: Fire emergency helps learners describe the nature and location of dangerous fires and also to understand instructions on staying safe when they are waiting for the fire engine to arrive. Unit 5: Ambulance emergency teaches learners how to give information when calling for an ambulance. It enables learners to give information about their location and any injuries suffered. It also teaches them to be able to follow first aid instructions given by the call-handler while they are waiting for the ambulance. Level (Unit 1): This unit has been designed for beginner learners.

Level (Units 2-5): Entry 2/Access 3 in Scotland / CEF A2. The materials are designed to be flexible in terms of differentiation and are accessible to stronger E1 learners.


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Structure, learning hours and delivery context Police emergency provides a minimum of 4 hours of learning in a classroom context. It is made up of five topics. Police emergency

• Topic 1: introduction • Topic 2: police emergency vocabulary • Topic 3: describing an incident • Topic 4: listening • Topic 5: hit and run • Topic 6: stating location • Topic 7: role plays • Topic 8: witness statements

The resource is suitable for whole class use in a number of settings, including voluntary and community ESOL classes. Timings are flexible since teachers can adapt the resource to suit their learners and build in revision as required. The resource consists of the following components: In this document:

• Teachers’ notes, transcripts and answers • Flashcards • Classroom resources (worksheets and cut-up activities)

Available on the ESOL Nexus website:

• Accompanying PowerPoint file – Police Emergency.ppt (includes links to video files) • Flashcards • Audio files • Interactive self-access resources


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Police Emergency Time: Approximately 4 hours over a number of sessions.

Aims • To enable learners to be able to report a police emergency quickly and accurately. • To enable learners to be able to respond to questions from a police call-handler.

Objectives All learners will be able to:

• give basic details of their location • give a short description of an emergency.

Some learners will be able to:

• answer call-handler’s questions promptly and accurately • give a detailed description of an emergency • write a short text giving details of an incident.


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Preparation You will need:

• An interactive whiteboard or data projector to show the accompanying PowerPoint file, videos and interactive activities (see note below). If this is not available, flashcards can be used for most activities.

• to download a copy of the PowerPoint file Police emergency.ppt. This file includes links to video resources from YouTube, ’

• to print a copy of the flashcards to use in class

• to print copies of the worksheets for learners to use in class

• to copy and cut up resources for activity 3a

• to provide learners with glue or blue tack.

• to download the audio files.

Audio files These can be downloaded from http://esol.britishcouncil.org/teaching-uk-life/be-safe-uk/police-emergency

• Dialogue 3a.mp3 • Dialogue 3b.mp3 • Dialogue 4.mp3 • Dialogue 5.mp3 • Dialogue 8.mp3

A note about interactive whiteboards (IWBs): Interactive activities are available to support this resource. We have provided links to each individual activity (these activities are also available to learners as self-access items). On some interactive whiteboards (not all), the activities will be fully functional (i.e. you will be able to touch the screen to drag and drop, and so on). Links for interactive whiteboards appear in boxes throughout the resource. As part of your preparation before the session you may wish to bookmark the activities you plan to use.


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Background notes for the teacher: police call-handler procedures Call-handlers aim to obtain four pieces of information as quickly as possible:

• the nature of the incident in just a few words, for example, ‘there are two men fighting in the street’, ‘there's been an accident’

• the name of caller, mainly to establish a rapport

• the number the caller is calling from, to ensure continued communication in the event of being cut off

• the location: ( the street, junction or post code); this is vital, so that a police car can be dispatched immediately.

Call-handlers will then try to get more details, such as a description of any offender(s), a description of a missing person, details of a weapon used, the car registration, etc. Many callers have poor English. If the caller’s language skills are at a low level, they can access an interpreter for a three-way call. However, there may be callers who know a little English, but have difficulty understanding and being understood. These callers may believe their English to be proficient enough and refuse an interpreter and this can lead to frustration. Some may panic and talk too fast to be clearly understood. The activities in this teachers’ pack address this situation with activities to familiarise learners with vocabulary and protocol. The main focus for learners in this unit is 999 calls, and learners should understand that if they are in any doubt as to the severity of the situation they should always call 999. Calling 101 for non-emergency calls is covered in the unit, ‘Is it an emergency?’ Many calls are not 999 calls and if this is the case call-handlers will advise callers to call 101 in the future. Learners may well need to assimilate the idea of calling 101 as having two numbers is rare in other countries. If there is any doubt as to whether the call is an emergency or not, then callers should always call 999.

999 101

• Damage to property (e.g. breaking windows) as it is happening

• Reporting damage to property that has happened with no further risk

• Aggressive dog off the lead and posing a possible threat

• A dog barking on a lead with the owner clearly training it for fighting

• Any threat or presence of violence • Drug dealing

• A burglary taking place • Discovering a burglary has taken place but the offender is no longer there


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Topic 1: introduction a) What is happening? Tell learners they are going to watch a video of a police emergency call and then answer some questions. The link to the video is: http://youtu.be/mQzJURnCMMI. There is also a clickable link to the video in the included PowerPoint presentation. Note to teacher: The video is about domestic abuse. A neighbour hears a woman and a man shouting at each other. The neighbour thinks it is serious enough to call 999 for the police. The police arrive, bang on the door of the man and woman’s house and the situation is stopped. This is quite a powerful video and might not be appropriate. Therefore it is imperative that the teacher watches this video beforehand to judge whether it is appropriate for their particular learners. If you do feel that this video would be too distressing for your learners, there is an alternative video and activity suggested below. Give out Worksheet 1. Ask learners to watch the video and then answer the questions on the worksheet. Learners should complete the worksheet individually at first; tell them that they will be able to discuss the video after this. Monitor and assist learners where appropriate. b) Discussion Elicit answers to the questions on Worksheet 1 and discuss as a class. You could ask the following questions:

• What could happen if the neighbour didn’t call the police?

• Why would the neighbour not call the police?

• Could the neighbour go to the house of the man and woman and ask them to stop shouting?

• What information would the police ask the neighbour on the phone?


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c) What do you know about the police in the UK? Write on board: ‘What else do the police do?’ Put learners into small groups and ask them to discuss the question and list their answers. Monitor and assist groups. Show the first Activity 1c slide from the PowerPoint presentation. Compare learners’ ideas with those on the presentation and discuss any areas learners did not list in their discussion group. Display the next slide with the following three questions and ask learners to discuss ideas within their groups:

• Are the British police different to the police in your country? What are the differences?

• Do you watch British police dramas on TV? Which ones?

• Have you contacted the British police in the past? Who did you speak to?

After the discussion, elicit learners’ suggestions and write them up on the board. If some learners do not understand a situation or any of the vocabulary, elicit explanations or if necessary, give an explanation yourself. Extension activity: Pick some of the topics that come up in this discussion and ask learners to find out more outside the classroom and report back in the next lesson.

Alternative Activity 1:

What’s happening? The link to the video for this exercise is: http://youtu.be/ICa5nwza2Ps. There is also a clickable link to the video in the included PowerPoint presentation. • Ask learners to watch the video and then answer the questions on the worksheet

Alternative Worksheet 1. Highlight that this is a CCTV recording of a real incident. Elicit the meaning of CCTV and ask if learners know where it can be found.

• If you have an IWB, you could replace the worksheets with the activity at: http://gamedata.bcdev.org.uk/p/MTU2MTI= . Display the activity and ask a volunteer from the class to choose the correct answer. Elicit suggestions from the whole class.

• Play the video a second time and assist learners with their worksheets.

• Go through answers together as a class encouraging peer correction.

• Ask learners to discuss what they would do if they saw this happen.


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Topic 2: police emergency vocabulary a) What is in the picture? Tell learners they are going to describe some pictures of police emergencies. Put learners into small groups and give them one or two Activity 2 - Police vocabulary flashcards to describe (there are nine flashcards in all). Ask learners to tell their group what they can see and what is happening. Monitor learners’ vocabulary knowledge and assist as needed. Tell groups that they are going to feedback their picture descriptions to the class. Show the Activity 2a PowerPoint slides and ask each group to describe their picture, for example: ‘There are two men – they are hitting each other’. Elicit other words from the class and write them on the board. Drill new words to practise pronunciation. Continue until all pictures/slides have been discussed.

b) Police vocabulary

Give out Worksheet 2b and ask learners to look at picture ‘A’ and the words below. Ask them if they can see any of the words in picture ‘A’, for example, ‘arrest’, ‘theft/robbery’. Tell learners to write the words next to the picture on the worksheet. The PowerPoint allows you to feedback on this activity by revealing words underneath the images one-by-one. If you have an IWB in the classroom there is an interactive vocabulary activity which could be used as an alternative way of presenting the vocabulary (using the ‘learn’ section), or as a learning check at the end of the lesson (using the ‘remember’ section). Encourage the whole class to support the individual learners answering the questions on the IWB.

IWB link: http://gamedata.bcdev.org.uk/p/MTU2MTM= After this, tell learners to work in pairs or small groups to complete part 2 of the worksheet. Encourage learners to use their dictionaries. Remind learners that if they do not know the vocabulary, they can look at the definitions on the worksheet, think of a word that could describe this in their own language and look that up to see if it is the same as the English word. Monitor and assist groups. Whole class feedback: using the flashcards, go through each picture eliciting answers. Ask concept-check questions, such as ‘Is picture ‘A’ vandalism? Why/Why not?’ / ‘Is picture ‘C’ a crime? Why/Why not?’. The Activity 2b PowerPoint slides can also be used to display the correct answers. Drill all words for pronunciation. Ensure all learners have the correct words/definitions on their worksheets.


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c) Match the definition to the word Give out Worksheet 2c, folded at the fold lines. Tell learners that they have 10 seconds to read Text 1 to find out what the story is about. Remind them not to read every word. The story can also be displayed using the PowerPoint presentation. If reading for gist is new to the class, help them to understand the concept of what ‘mainly about’ means by asking them to think of a headline for this ‘story’ in a newspaper. Elicit answers from several learners and write up on the board. Check for any problem words and encourage peer explanations. Now ask learners to unfold their worksheets and look at the possible answers. Compare with ideas on the board, discuss and agree on correct answers. Ask learners to look at the definitions at the bottom of the page and to find words from the text that fit these definitions. Learners could work in pairs to complete this exercise. Remind learners to use their dictionaries if necessary. For differentiation, learners can unfold the bottom of their worksheets where the words in the text are identified. They could then match them to the definitions. Monitor and assist pairs helping with any problem words (e.g. ‘attempted’). When learners finish, they should compare their answers with other pairs. Elicit answers and write them up on the board. Check that all learners have written the words down correctly. Ask learners to work individually on questions 3 and 4. Monitor and assist learners. When learners have finished, feedback as a class and ensure that all learners have the correct answers. To assess understanding ask questions such as ‘Who does something bad, the victim or the offender?’, 'If I throw a stone at a man, do I injure him or damage him?’ If you have an IWB in the classroom, there are two interactive activities either or both of which could be used to consolidate knowledge of this vocabulary. Display the first activity and then ask learners to match the definitions to the target vocabulary. Encourage the whole class to support the individual learners answering the questions on the IWB. Check answers with the whole group before clicking on ‘check answers’. In the second activity, learners have to fill a gapped version of the text with the target vocabulary.

IWB links: http://gamedata.bcdev.org.uk/p/MTU4MDA= http://gamedata.bcdev.org.uk/p/MTU2MTQ=


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Topic 3: describing an incident a) Role play emergency 1 Put learners into pairs or small groups and give them the cut-up Activity 3a call-handler’s questions and the Activity 3a caller’s responses. Ask learners to look at the caller’s answers and use them to help put the call-handler’s questions in order. Monitor and assist learners. Play Dialogue 3a.mp3 for learners to check their answers. The PowerPoint presentation can be used to allow learners to confirm their answers. When all answers are checked and correct give out glue and ask learners to stick the call-handler’s questions onto the caller’s answers worksheet in the appropriate place. There are two interactive activities which give further practice with emergency calls. The first activity gives further practice identifying correct responses to call-handler’s questions. Encourage the whole class to support the individual learners answering the questions on the IWB. Check answers with the whole group before clicking on ‘check answers’. The second IWB activity focuses on the callers’ answers. Display the activity and ask learners to suggest answers to each question. Use the recordings to help drill the responses.

IWB links: http://gamedata.bcdev.org.uk/p/MTU2MTU= http://gamedata.bcdev.org.uk/p/MTU4MDE=

Finally, tell learners to work in pairs, taking turns to role play the call-handler and caller. b) Role play emergency 2 Give out Worksheet 3b which has only the call-handler’s questions. Elicit what is missing from this script, i.e. the caller’s responses. Show the picture prompts from the PowerPoint presentation and go through the first slide as a class. The first slide shows a woman on a double-decker bus. Tell learners that they are the woman on the double-decker bus. They are the witness and they are going to report what they are seeing to the police. Display the following prompt slides, eliciting what is happening from the class. Give out Activity 3b picture summary. Tell learners to use the picture summary to help them discuss what the caller would say. A scribe within the group could make notes. Monitor and assist groups. Discuss the crime and the caller’s responses to the call-handler. Tell learners you are going to play a recording of a caller reporting this crime to a call-handler. Ask learners to compare their answers to those on the recording and play Dialogue 3b.mp3. Discuss similarities and differences between learners’ answers and those in the recording. The transcript can be used for further consolidation or as an aid to differentiation.


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Topic 4: listening a) Listening for gist Play Dialogue 4.mp3 a few times, each time eliciting what the call is about from the class, encouraging peer correction. Do not confirm any corrections.

b) Reordering a caller’s responses to questions Give learners Worksheet 4b. The worksheet is a script with call-handler’s questions only. Ask learners to work in pairs or small groups to put the caller’s responses in the correct order (list of caller responses at the bottom of the worksheet). Monitor and assist groups. Play Dialogue 4.mp3 again so that learners can check their answers using Worksheet 4b. Play the dialogue as many times as necessary for learners to correct all of their answers. Go through answers as a class, eliciting suggestions from learners before revealing the answers on the PowerPoint slides. c) Listening for detail Give out Worksheet 4c. Learners are going to listen to Dialogue 4.mp3 again and decide which statements are ‘true’ or ‘false’. Check that learners understand the statements by asking questions, for example:

• What’s a witness?

• What’s a pub?

• Why does Ali tell the police about the pub?

• What’s a victim?

• What does holding your head mean? Can you show me? When learners have finished listening and choosing their answers, ask them to compare and discuss with others in pairs or groups. Monitor discussions to get an idea of how many were correct. Elicit the correct answers and confirm them using the PowerPoint presentation.


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Topic 5: hit and run a) Speaking on the telephone The PowerPoint presentation contains image prompts which simulate an emergency situation of a ‘hit and run’ accident. Display the image prompts from the PowerPoint presentation and elicit suggestions about the incident from learners. Give out Activity 5a picture summary. Ask learners to work in pairs and use the picture summary to practise telling each other what has happened. Monitor and assist pairs. Give out the call-handler's script, Activity 5a Dialogue 5 worksheet. This has the call-handler's part with blank spaces for the caller's part. The caller will work without a script. Show the presentation again, feeding back to the class about any problems you encountered when assisting the pairs. Encourage peer feedback and correction. Ask learners to sit in pairs with their backs to each other to simulate speaking on the telephone. This way there will be no visual clues regarding turn taking. Now tell learners to start their role play. Remember, only the call-handler has a script. Monitor and assist. Learners swap roles. Feedback and ask how learners felt. Did they feel stressed? Remind them again, that this is normal and that call-handlers are used to this.

b) Pronunciation and intonation Give out Dialogue 5 script and ask learners to read their script whilst listening to the dialogue. Tell them they are listening for pronunciation. They should underline any words they think are difficult to say. Play Dialogue 5.mp3. Elicit, model and drill the pronunciation of any problem words identified by learners. Play Dialogue 5.mp3 again and ask learners to listen for stressed words. Explain that stress is used on the important words within a sentence, for example ‘I just saw an accident’. The stressed words being, ‘just’ and ‘accident’ or ‘What’s your name?’, the stress being on ‘name’. Ask learners to work in pairs and highlight the stressed and important words within the sentence on the transcript. Next, tell learners they are going to hear the Dialogue 5.mp3 a further time. This time they will be listening for intonation in the caller’s questions. Tell learners to listen for any differences in the intonation of some of the questions. Elicit any difference in the tone. For example, some questions have rising intonation whilst others have falling intonation. Elicit/teach, Yes/No questions usually having rising intonation while wh-type questions usually having rising-falling intonations. Play some Wh-type questions, for example ‘What’s your name?’, ‘Where are you calling from?’ to demonstrate. Follow this by playing some Yes/No questions, for example ‘Are you with her now?’, ‘Is there anybody else there?’


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Ask learners to think of some Yes/No questions to practise asking with rising intonation. Do the same with Wh-type questions with rising-falling intonation. Ask learners to practise in pairs. Elicit feedback from learners, focussing on the answering of the questions. Did listening to the intonation in the questions help learners to answer? Ask learners to listen to how Katarzyna gives her name. Does the intonation go up or down? What does this mean? Elicit how Katarzyna spells out her name to the call-handler. Why do they think the last letter of Katarzyna’s name being spelt out goes down. Elicit or teach that this is a signal that Katarzyna has finished. Now tell learners they are going to listen to the whole dialogue, marking their texts as they go. They can mark upwards intonations with an upward arrow and use a downwards arrow for falling intonation. Play the recording again. Discuss learners’ findings as a class. Explain that intonation is important in English. If a learner does not hear what someone is saying to them, they can use intonation as a signal that the person wants more information. This can then allow them to say that they don’t understand and ask for clarification. For further practice learners could highlight individual words of two syllables, underlining the stressed part of the word. c) Practising the dialogue Ask learners to work in pairs, taking turns to be the call-handler/caller. Monitor pronunciation and assist pairs as needed. Drill the pronunciation of any problem words. Now ask learners to read the script again but this time to try and speak more quickly. Monitor and assist.


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Topic 6: stating location

Tell the class that they need to be able to say where they live and where they are in relation to the scene of an incident. Tell them that the most important thing is that they can give a street name or postcode. Tell the class that you want them to write down their address so that you can check them. Reassure learners that you will not ask them to say their addresses out loud in front of the class. Check around the class that all learners know their addresses and postcodes.

To practise stating location, display and give out copies of a map of the local area and choose a random street to use as an example. Ask learners to identify places near the random street on the map. They can then practise using the random street, for example:

‘I live on the corner of the High Street and Madely Road; I'm on Manchester Square, near the station. My postcode is __________ (learners could use the class venue postcode to protect privacy).’

Make sure learners understand that their address is probably the most important piece of information that the police call-handler needs.

Note to teacher: Some learners may not want to divulge their addresses to the whole class for various reasons. Taking this into account, this activity has been designed so that learners do not have to say their addresses out loud.


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Topic 7: role plays a) Role plays and dialogue creation In this activity there are two types of role play stimulus: the first provides learners with the call-handler's questions while leaving the caller's responses blank. The second provides learners with summaries of the scenario; learners are required to supply the language themselves. This can be used with stronger learners as a follow up or alternative activity, with learners effectively creating their own dialogues. If using the first type of stimulus, divide the class into two. Ask learners in each half of the class to work in pairs. Give out Activity 7: gapped script 1 to each pair within the first half of the class. Give out Activity 7: gapped script 2 to the other pairs within the second half of the class. Ask learners to think about what they are going to say in the caller's part. Let them discuss likely responses and write them into the role play. If using the second type of stimulus, give out Activity 7: summary 1 and Activity 7: summary 2. These are summaries of incidents with accompanying picture prompts. Ask learners to discuss in pairs and create the call-handler’s and caller’s parts. When learners are ready, let them practise the role play in pairs. Monitor their work and feed back where necessary. Ask them to reverse roles. Finish by asking a pair of confident learners from each half of the class to demonstrate their dialogues. b) Role play improvisation If there is time and if the class are strong enough, create new role plays using the language practised in the earlier activities. Try to get learners to practise from memory if possible, rather than reading from a script and ask them to substitute different details. Monitor their exchanges, noting down any mistakes and issues that you want to review in the feedback and intervening if there are any problems. If you have confident learners you could ask them to perform in front of the class without scripts or prompts.


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Topic 8: witness statements a) Writing a statement This paired dictation will give learners the opportunity to practise their reading, writing, speaking and listening skills. Tell learners, that if they witness a crime, the police may ask them to write down what they saw. This is called a witness statement. Give out one of each Activity 8a incident form ‘A’ and Activity 8 Incident Form ‘B’ per pair. For this activity a new scenario is used. One text is split between the two learners. Learner ‘A’ dictates the text on his/her form to Learner ‘B’. Learner ‘B’ has to write the text in the gaps on his/her form. Learner ‘A’ should monitor Learner ‘B’ during this process, spelling out any difficult words. The process is then reversed for Learner ‘B’ who then dictates his or her text to Learner ‘A’. It is important that both learners do not let each other see their respective forms. If paired dictation is new to learners, use any of the dialogues to construct an example statement for learners to model their writing. The teacher and a confident learner could be used to demonstrate to the class. This activity can be extended by using any of the dialogues in this pack to construct statements. b) Past simple verbs Give out Worksheet 8b which shows Ali’s written statement from dialogue 4. Ask learners to read it and write in the verbs correctly. If you have an IWB in the classroom, there is an interactive version of this activity where learners are required to type the correct past simple verbs into a gapped text. As this requires typing, you could either use the on screen keyboard built into most IWB software, or ask learners to come to the keyboard. Encourage the whole class to support the individual learners answering the questions. IWB link: http://gamedata.bcdev.org.uk/p/MTU2MTc= c) Listening comprehension

Give out Worksheet 8c. This has Katarzyna’s and Maria’s statements based on dialogues 5 and 8, but with some missing information. Play the recordings again and ask learners to complete the statement with the correct details. Play the recording several times to allow learners to check their answers.


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Follow-up activities As mentioned above, learners can do some research in their local area about what the police do. There is also a wealth of information on what constitutes a crime, different types of crime and what to do in a situation on www.police.uk and on regional police websites. Learners might want to visit their local site and find out more, especially as part of project work. Teachers could approach their local police station to invite an officer to give them a talk, go to an open day or event.


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Police emergency: transcripts

Listening transcripts Dialogue 3a Call-handler: Police emergency, go ahead, caller.

Caller: I can see a woman in the corner shop. She is pointing something at the shop

assistant. I can’t see it. It’s in her pocket. I think it’s a gun or something.

Call-handler: What’s your name?

Caller: Sara

Call-handler: What number are you calling from?

Caller: 07789 59873

Call-handler: What’s your address?

Caller: 21 High Road

Call-handler: OK. Thank you, Sara. Can you tell me what’s happening now?

Caller: The woman with the weapon looks like she’s shouting at the shop assistant.

The shop assistant looks scared.

Call-handler: Is the shop near your house?

Caller: Yes, it’s opposite my house.

Call-handler: Is the offender still there?

Caller: Yes, the shop assistant is putting some money in a bag and giving it to the

offender. The offender is leaving the shop now with the bag. She is running

up the street now.

Call-handler: Did you see the offender clearly?

Caller: No, she was wearing a scarf to cover her face.

Call-handler: OK. Is the shop assistant injured?

Caller: No, just shocked I think.

Call-handler: OK the police are on their way. They might want to ask you some questions

later. Is that OK?

Caller: Yes

Call-handler: Thank you. Good bye.

Caller: Good bye.


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Dialogue 3b Call-handler: Police emergency, go ahead, caller.

Caller: A man tried to take another man’s wallet!

Call-handler: What number are you calling from?

Caller: 07789 59873

Call-handler: What’s your address? Are you calling from home?

Caller: No. I’m on a bus!

Call-handler: OK. What’s your name?

Caller: Fatima

Call-handler: OK, Fatima, where is this happening?

Caller: Outside the Post Office in the High Street.

Call-handler: OK. What’s happening?

Caller: The man saw the other man take his wallet! Now they are fighting!

Call-handler: Can you see them clearly?

Caller: Not very, but the victim is Asian, I think. The offender is white.

Call-handler: OK, Caller. A police car is on it’s way. Please stay on the line until the police

get there.

Caller: OK


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Dialogue 4 Call-handler: Police emergency; go ahead, caller.

Caller: I can see two men beating another man across the street from my house.

Call-handler: What's your name?

Caller: My name's Ali.

Call-handler: What's your address and your number?

Caller: 21 Station Road. I'm calling from 07789 59873.

Call-handler: OK. Thank you Ali. Can you tell me what's happening?

Caller: Well, there's a pub at the end of the road. I heard some shouting outside the

pub, and then this man came running. There were two other men behind him.

He fell in the street and the two men started beating him.

Call-handler: Are the offenders still there?

Caller: Yes, they are. But they're going now. They're running away.

Call-handler: Did you see them clearly?

Caller: No, not clearly. I think they were both white.

Call-handler: About how old were they?

Caller: One was maybe in his thirties and the other maybe a bit older.

Call-handler: How is the victim? Did you go to his assistance?

Caller: No. I'm too scared, but now I can see him. He's conscious, but he looks hurt.

He's holding his stomach.

Call-handler: Did the offenders have a weapon?

Caller: I don't know. I didn't see one.

Call-handler: OK. We'll get somebody out there.


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Dialogue 5 Call-handler: You're through to the police. How can I help? Caller: I just saw an accident. Call-handler: What's your name? Caller: My name's Katarzyna. Call-handler: How do you spell that? Caller: K-A-T-A-R-Z-Y-N-A. Call-handler: Where are you calling from? Caller: I'm calling from Greenhill Road. Call-handler: Can you tell me what happened? Caller: The girl started crossing the road, and this car came very quickly and hit her. It didn't stop. Call-handler: Can you tell me about the victim? Caller: She's about fifteen. She looks badly hurt, but she's breathing. Call-handler: Are you with her now? Caller: Yes, I am Call-handler: Is there anybody else there? Caller: No. I'm alone. Call-handler: Whereabouts are you in the street? Caller: I'm about halfway down, near the entrance to the park. Call-handler: Did you get the car registration number? Caller: I think the first part is NL15. I don't remember the rest. Call-handler: And the make, model and colour? Caller: It's blue. I think it's a VW, but I don't know the model. Call-handler: OK. We'll get somebody out there.


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Dialogue 8 Call-handler: You're through to the police. How can I help?

Caller: I'm in West Hill Park. There's a big dog in the park and it's barking at my

children.

Call-handler: What's your name and number?

Caller: My name's Maria and my number's 07804 50986.

Call-handler: Can you tell me what's happening?

Caller: I'm in the park. There's a large dog off the lead barking at my children. I think

it might injure them. The owner isn't doing anything.

Call-handler: Whereabouts in the park are you?

Caller: I'm in the children's playground.

Call-handler: Is that the one near the entrance on Oxford Road?

Caller: Yes, that's right.

Call-handler: OK. So, what happened first?

Caller: Well, the children were playing and then this man came with the dog. It's

quite big. He let it off the lead and it started barking at the children.

Call-handler: What did you do

Caller: I shut the gate to the playground to stop him. The owner just stood and

watched.

Call-handler: Can you describe him?

Caller: He's in his twenties. He's got short, fair hair. He's wearing jeans and a white

T-shirt.

Call-handler: What's he doing now?

Caller: He's taking the dog now and going towards the Oxford Road entrance. The

children are still crying. They're very upset.

Call-handler: OK. Our car's almost there. Please stay on the line till they find the offender.

Caller: OK.


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Police emergency: answers

Answers Worksheet 1 1. no correct answers 2. no correct answers except, ‘the police must get here quickly’ 3. The police bang on the man and woman’s door / the man stops shouting 4. They will break down the door if they have to 5. Domestic abuse 6. Yes Alternative Worksheet 1

1. b 2. a 3. a 4. b 5. c 6. c

Worksheet 2a: What can you see in the pictures? 1. Possible answers. As this activity is open to interpretation, the answers below are

suggested answers. H emergency C, D accident A, B, E, I crime/offence B, C, F danger/risk E vandalism D injury B, G weapon F violence A theft/robbery d) Match the definitions to the words:

emergency a time when you need help quickly accident something bad which happens crime/offence something wrong which breaks the law danger/risk a situation when you are not safe vandalism breaking things like windows and cars injury when you are hurt, like a cut or broken leg weapon something which can hurt you, like a gun or a knife violence fighting and hitting people theft/robbery taking something which is not yours


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Worksheet 2b: Reading for gist and more vocabulary 1. Reading for gist – Text 1 = b) robbery 2. Match words to definitions

male 1 offender 2 witness 3 victim 4 female 5

3. Reading for gist – Text 2 = a) attempted robbery 4. Match words to definition

damage 6 registration 7 threaten 8 report 9 rob 10 vehicle or car 11


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Activity 3a Call-handler questions and caller’s answers See dialogue 3a Activity 3b See dialogue 3b for a possible answer Worksheet 4b See dialogue 4 Worksheet 4c - Dialogue 1 T/F questions Some people are fighting in the street. T The witness's name is Ahmed. F He lives at 31 Station Road. F There's a pub near his house. T Three men ran after another man. F The witness can see the offenders. T The offenders are white. T The offenders are teenagers. F The witness is with the victim. F The victim is holding his head. T Activity 5a and 5b See dialogue 5


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Activity 8b: Ali's written statement from dialogue 4

I was in my house at 21 Station Road yesterday evening. I heard shouting in the street outside the pub at the corner of the road and I saw one man running. Two men ran after him. He fell down and they started beating him. After about a minute, the offenders ran away. One looked in his thirties and the other one looked a little older. I don't think they had a weapon. The victim was on the ground holding his stomach. I went to help him. He wasn't badly injured, but the police and an ambulance came and he went to hospital. Activity 8c: Katarzyna's written statement from dialogue 5

I was walking yesterday afternoon in Greenhill Road near the park. I saw a girl start crossing the road. A car came very quickly and hit her, but it didn't stop. The girl was about 15. She was badly hurt. The car was a blue VW and the first part of the registration was NL15, but I didn't get the rest.

Maria's written statement from dialogue 8

I was in West Hill Park yesterday morning with my children in the playground. A man came with a big dog on a lead and he let it off. It started barking at my children. The man didn't do anything. I shut the gate and then he took the dog and went. He was in his twenties, with short, fair hair, jeans and a white T-shirt. The children were very upset.


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Police emergency: flashcards

Activity 2a – Police vocabulary flashcard 1


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Police emergency: activity 1 classroom materials

Worksheet 1 – What’s happening? Please tick (□!) all the answers you think are true 1. What’s happening? a) A man and a woman are shouting at each other. b) The man is angry. c) It is a normal argument between a husband and wife. d) The woman is scared. 2. Why does the neighbour call 999 for the police? a) It is too noisy and he wants to read his book. b) He is afraid for the woman. c) He thinks the man is violent. d) He thinks the woman is in danger. e) The police can make it stop. f) The police must get here quickly. 3. What happens when the police arrive? a) The police bang on the man and woman’s door. b) The man continues to shout at the woman. c) The man stops shouting at the woman. 4. What if the man doesn’t open the door? What will the police do? a) The police will go away. b) They will break down the door if they have to. 5. What is this type of crime? a) Burglary b) Domestic abuse c) Car theft 6. Is Domestic Abuse against the law in the UK?

a) Yes b) No


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Police emergency: activity 1 classroom materials

Alternative Worksheet 1 Please tick (!) the correct answer

1. A man enters the shop. What is he wearing? a) He is wearing a suit. b) He is wearing dark clothes and a jacket with a hood. c) He is wearing light-coloured clothes and a jacket with a hood.

2. Does the man close the shop door behind him?

a) Yes. b) No. c) Someone else closes the door.

3. What type of weapon does the man have?

a) He has a knife. b) He has a gun. c) He has an axe.

4. Who is the offender?

b) The shop assistant. c) The man wearing the hood. d) There isn’t an offender.

5. Who opens the till?

b) The offender opens the till. c) The till isn’t opened. d) The shop assistant opens the till.

6. Who runs out of the shop?

a) The shop assistant. b) A customer. c) The man wearing the hood.


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Police emergency: activity 2a classroom materials

Worksheet 2a: 1. What can you see in these pictures? Can you see any of the words below? Write the words by the pictures.

weapon arrest theft/robbery

injury accident danger/risk

vandalism emergency violence


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a) Match the words to the definitions below

a time when you need help quickly

something bad which happens

something wrong which breaks the law

a situation when you are not safe

breaking things like windows and cars

when you are hurt, like a cut or broken leg

something which can hurt you, like a gun or a knife

fighting and hitting people

taking something which is not yours

weapon crime/offence theft/robbery

injury accident danger/risk

vandalism emergency violence


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Police emergency: activity 2b classroom materials

Worksheet 2b: reading for gist and more vocabulary 1 Reading for gist – Text 1 Police are looking for two people who attacked an old lady outside her house in West Street

and took about £100 from her. A witness who saw the attack told police that one offender

was male and the other was female. They ran off when he shouted at them to stop. Police

say the victim is in hospital for checks, but she is not injured.

……………………………………………..fold…………………………………………………………

What is this mainly about?

a) A police search for two offenders b) A robbery c) An elderly lady in hospital

2. Now read the text again and find a word that matches the definition. Then write the

word next to the definition.

……………………………………………………..fold…………………………………………………

witness female offender male victim

3.

Someone who sees a crime happen

2.

Someone who commits a crime

1.

A boy or man

5.

A girl or woman.

4.

A person that has been harmed, injured or killed


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Worksheet 2b continued 3. Reading for Gist – Text 2 Three men tried to rob a security van outside Southland Bank and steal £100,000 this

morning. They had guns and threatened to shoot the driver, but he was not hurt. They broke

the van window and damaged the van badly, but they didn't get the money and escaped in a

car. Police found the vehicle a mile away. The make is a VW, the model is a Golf GTi and the

registration is HG11 XRS. Police would like anyone with information to report it to them.

………………………………………………….fold……………………………………….……………

What is this mainly about?

a) An attempted robbery b) Damage to a van c) A violent attack

4. Now read the text again and find a word that matches the definition. Then write the

word next to the definition. ………………………………………………………..fold………………………………………………………...

vehicle/car report damage rob registration threaten

10.

Take something from someone by force

6.

Do physical harm to something

8.

Tell someone you are going to do them harm

11.

Something to transport people or things in

7.

Letters and numbers on the front and back of a car

9.

Tell someone about something you have seen, heard or done


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Activity 3a call-handler questions

What number are you calling from?

OK. Thank you, Sara. Can you tell me what’s happening now?

Did you see the offender clearly?

OK the police are on their way. They might want to ask you some questions later. Is that OK?

Is the offender still there?

Police emergency, go ahead, caller.

What’s your address?

What’s your name?

Is the shop near your house?

OK. Is the shop assistant injured?

Thank you. Good bye.


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Activity 3a caller’s responses

I can see a woman in the corner shop. She is pointing something at the shop assistant. I can’t see it. It’s in her pocket. I think it’s a gun or something.

Sara

07789 59873

21 High Road

The woman with the weapon looks like she’s shouting at the shop assistant. The shop assistant looks scared.

Yes, it’s opposite my house.

Yes, the shop assistant is putting some money in a bag and giving it to the offender. The offender is leaving the shop now with the bag. She is running up the street now.

No, she was wearing a scarf to cover her face.

No, just shocked I think.

Yes


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Worksheet 3b worksheet: role play script 2

Police emergency, go ahead, caller.

What number are you calling from?

What’s your address? Are you calling from home?

OK. What’s your name?

OK, (caller’s name), where is this happening?

What’s happening now?

Can you see the offenders clearly?

OK, Caller. A police car is on its way. Please stay on the line until the police get there.


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Activity 3b picture summary


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Worksheet 4b Put the caller (C) sentences into the correct order. The first one has been done for you.

Call handler: Police emergency; go ahead, caller. (a) 9

Call handler: What's your name? (b)

Call handler: What's your address and your number? (c)

Call handler: OK. Thank you Ali. Can you tell me what's happening? (d)

Call handler: Are the offenders still there? (e)

Call handler: Did you see them clearly? (f)

Call handler: About how old were they? (g)

Call handler: How is the victim? Did you go to his assistance? (h)

Call handler: Did the offenders have a weapon? (i)

Call handler: OK. We'll get somebody out there.

(1) One was maybe in his thirties and the other maybe a bit older

(2) No, not clearly. I think they were both white.

(3) I don’t know. I didn’t see one.

(4) 21 Station Road. I’m calling from 07789 59873

(5) No. I’m too scared, but now I can see him. He’s conscious, but he looks hurt. He’s holding his stomach.

(6) Yes, they are. But they’re going now. They’re running away.

(7) My name’s Ali.

(8) Well, there’s a pub at the end of the road. I heard some shouting outside the pub, and then this man came running. There were two other men behind him. He fell in the street and the two men started beating him.

(9) I can see two men beating another man across the street from my house.


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Police emergency: activity 4c classroom materials

Worksheet 4c: listening comprehension Say which of these are true or false.

STATEMENT T/F

Some people are fighting in the street.

The witness's name is Ahmed.

He lives at 31 Station Road.

There's a pub near his house.

Three men ran after another man.

The witness can see the offenders.

The offenders are white.

The offenders are teenagers.

The witness is with the victim.

The victim is holding his head.


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Activity 5a picture summary

Greenhill Road

• You are with the victim

• The victim is unconscious

• The victim is breathing


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Activity 5a dialogue 5: call-handler's part What do you think the caller says? Discuss it with your partner and then listen and try to find out what she says.

Call-handler: You're through to the police. How can I help?

Caller:


Caller:

Call-handler: How do you spell that?

Caller:

Call-handler: Where are you calling from?

Caller:

Call-handler: Can you tell me what happened?

Caller:


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Activity 5a dialogue 5: call-handler's part (Continued)

Call-handler: Can you tell me about the victim?

Caller:

Call-handler: Are you with her now?

Caller:

Call-handler: Is there anybody else there?

Caller:

Call-handler: Whereabouts are you in the street?

Caller:

Call-handler: Did you get the car registration number?

Caller:

Call-handler: And the make, model and colour?

Caller:



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Activity 5b complete dialogue

Call-handler: You're through to the police. How can I help?

Caller: I just saw an accident.


Caller: My name's Katarzyna.

Call-handler: How do you spell that?

Caller: K-A-T-A-R-Z-Y-N-A.

Call-handler: Where are you calling from?

Caller: I'm calling from Greenhill Road.

Call-handler: Can you tell me what happened?

Caller: The girl started crossing the road, and this car came very quickly and hit her. It didn't stop.


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Call-handler: Can you tell me about the victim?

Caller: She's about fifteen. She looks badly hurt, but she's breathing.

Call-handler: Are you with her now?

Caller: Yes, I am

Call-handler: Is there anybody else there?

Caller: No. I'm alone.

Call-handler: Whereabouts are you in the street?

Caller: I'm about halfway down, near the entrance to the park.

Call-handler: Did you get the car registration number?

Caller: I think the first part is NL15. I don't remember the rest.

Call-handler: And the make, model and colour?

Caller: It's blue. I think it's a VW, but I don't know the model.



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Activity 7a: gapped script 1 This role play gives you only the call-handler's part. Work with your partner and create the caller's part. Then practise with your partner.

You're through to the police. How can I help?

I just saw two men shouting in the street. I think one of them has a knife and says he will kill the other one.

OK. Where are you calling from?

OK. Thanks. What's your name and your phone number?

OK, Franco. Can you tell me exactly what's happening?

Does the other man have a weapon as well?

Is there anybody else there?

What do the men look like?

OK. A car is on its way. Please don't try to do anything. Just stay on the line.


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Activity 7a: gapped script 2 This role play gives you only the call-handler's part. Work with your partner and create the caller's part. Then practise with your partner

Police operator, how can I help?

I just saw a woman walking along the road. She went round the corner and then I heard her screaming.

OK. Where are you calling from?

OK. Thanks. Can you tell me your name and your phone number?

OK, Abdi. What did you see?

What did you do?

Are you still there now?

Did you see anybody else in the area?

Can you see anything on the ground?

OK. Stay there, but don't touch the shoe, and be careful. The car will be there in a minute.


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Activity 7: summary 1

You are out shopping one day and you see two men shouting in the street.

One of them has a knife and threatens to kill the other one.

People are watching but doing nothing.

Activity 7: summary 2

You are going to the shop and you pass a woman on the way.

You forgot your money so you turn round to go home.

You see her turn a corner and hear her screaming.

You run to help but she’s not there.


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Activity 8a incident form ‘A’

Incident Report Form

Family Name: ………………………………… First Name: ………………………………….

Address: ……………………………………………… ……………………………………………… …………. Post Code: …………………….

Telephone Number: ………………………………….

Date: ………………………………………………

Learner A: I was in my daughter’s bedroom reading her a story. It was about 7pm. I heard a

noise. I thought it was coming from our back garden. I looked out of the window

but couldn’t see anything. I turned off my daughter’s bedroom light and kissed

her good night. I went downstairs to the kitchen. The kitchen is also at the back

of the house. I didn’t turn on the kitchen light because I heard another noise. I

thought someone was in our garden. I looked out of the kitchen window and saw

something move.

There was a _____ hiding behind a _____ in my neighbour’s garden. He

________ see me. The ______ ______ ____ _____ neighbour’s back door.

My neighbours _______ ___ holiday. He __________ around. He was

____________ _________ ____________ ______ ___ ____________

______ a hood. I ____________ see his face. He tried to open _____

________. Then he _________ to the window. I couldn’t see him. I then

_________ ____ _______ of glass breaking. He tried to _________ ____

______ couldn’t.


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Activity 8a incident form ‘B’

Incident Report Form

Family Name: ……………………………….. First Name: …………………………………

Address: ……………………………………………… ……………………………………………… ………… Post Code: ……………………..

Telephone Number: …………………………………

Date: ………………………………………………

Learner B: There was a man hiding behind a tree in my neighbour’s garden. He didn’t

see me. The man ran to my neighbour’s back door. My neighbours were on

holiday. He looked around. He was wearing dark clothes and a jacket with

a hood. I couldn’t see his face. He tried to open the door. Then he moved

to the window. I couldn’t see him. I then heard the sound of glass

breaking. He tried to open it but couldn’t.

I _____ in my daughter’s bedroom reading her a story. It was ________

7pm. I _______ ___ _______ . I thought it was _________ ______

_____ back garden. I _________ _____ of the window but couldn’t see

anything. I turned off my daughter’s bedroom light ______ kissed ____

good night. I _________ __________ to the kitchen. The kitchen is also

___ _____ ______ ___ ____ _______ . I didn’t turn on the kitchen

light __________ __ _______ ________ noise. I thought someone

was in our garden. I ________ ____ ___ ____ kitchen window ____

____ something move.


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Worksheet 8b Writing statements based on the dialogues. If you witness a crime, the police may ask you to write down what you saw. This is called a witness statement. Here Ali's written statement from dialogue 4. Read it and write in the verbs correctly and in the correct tense. be, be, be, come, fall, go, go, have, hear, look, look, run, run, see, start I _____________ in my house at 21 Station Road yesterday evening. I _____________

shouting in the street outside the pub at the corner of the road and I _____________ one

man running. Two men _____________ after him. He _____________ down and they

_____________ beating him. After about a minute, the offenders _____________ away.

One _____________ in his thirties and the other one _____________ a little older. I don't

think they _____________ a weapon. The victim _____________ on the ground holding his

stomach. I _____________ to help him. He _____________n't badly injured, but the police

and an ambulance _____________ and he _____________ to hospital.


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Police emergency: activity 8c classroom materials

Worksheet 8c Here's Katarzyna's statement based on dialogue 5, but it has some information missing. Listen to the dialogue again and complete the statement.

I was _____________ yesterday afternoon in ______________ ___________ near the

___________. I __________ a ___________ start crossing the ___________. A

_____________ came very _____________ and hit her, but it didn't ____________. The girl

was about 15. She was ___________ ____________. The car was a ________ VW and the

first part of the _______________ was NL15, but I didn't get the rest.

Here's Maria's statement based on dialogue 8, but it has some information missing. Look at the dialogue again and complete the statement.

I was in ____________ ____________ Park yesterday morning with my ____________ in

the playground. A man ____________ with a big ____________ on a lead and he

____________ it off. It ____________ barking at my children. The ____________ didn't do

anything. I ____________ the ____________ and then he ____________ the dog and

____________. He was in his ____________, with ____________, fair hair, ____________

and a white ____________. The children were very ____________.

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