Minority Report
A Lesson Package for the ESL
Classroom
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Minority Report Sample Lesson Plan
Note: The following is only an example. Instructors should feel free to add or remove
activities as needed. This movie is quite long and activities could easily last an additional
two days.
Day One
1. Tell the class they are going to be watching a movie. Introduce the
characters and explain the slang expressions for Part One.
2. Assign the Part One Mix-and-Match vocabulary exercise (page 8) for
homework. If you wish, you can ask students to write ten sentences
using ten different words from the list of new vocabulary.
Day Two (0:00 – 29:44)
3. Mark the Mix-and-Match homework in class. If you assigned the
students sentences for homework, collect their sentences to mark later.
4. Have students complete the vocabulary Self-Test for Part One. (page
6)
5. Discuss the Characters and Slang Expressions with the students.
Then split the students into two’s or three’s and have them discuss the
Conversation Questions for Part One. (page 7)
6. Watch Part 1 of the movie. As the students watch, complete Who
Said It. (page 8-9)
7. If you wish to do the Extra Activity: Listening Close, pause the movie
at the correct time (22:08 – 23:09) and prepare students for the activity.
(page 10)
8. Complete the Comprehension Questions when students have
finished watching this section of the movie. (page 12)
9. Assign the Mix-and-Match exercise (Pt. 2) for homework. (page 14) If
you wish, you can ask them to write ten sentences using ten different
words from the new vocabulary list.
Day Three (29:45 – 1:05:10)
10. If you assigned vocabulary sentences to the students, collect them or
have students work in pairs to mark their homework.
11. Mark the Mix-and-Match vocabulary homework in class. If you
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assigned the Comprehension Questions for homework, you will need
to mark these as well.
12. Have the students complete the Memory Match activity to reinforce
vocabulary covered in part 1 of the movie. (pages 31-32)
13. Have the students complete the vocabulary Self-Test for Part Two.
(page 13)
14. Discuss the Slang Expressions and then begin Part 2 of the movie.
Have students complete the Who Said It? activity as they watch.
(page 15)
15. If there is time, pause at the appropriate time in the film to have
students complete the Extra Activity: Back Talk. (page 17)
16. If there is time, have students complete the Extra Activity: Listening
Close for Part 2 (page 19-21). Pause the film at the appropriate time.
17. After the movie, have students complete the Comprehension
Questions in pairs or assign the questions for homework. (page 18)
18. If there is time, you may want to choose one of the supplementary
activities (Hot Seat, Typhoon, Murder, etc.) to reinforce the vocabulary
you have covered. (pages 48-51)
19. Assign the Mix-and-Match vocabulary exercise (Pt. 3) for homework.
(page 23)
Day Four (1:05:11 – 1:37:40)
20. Mark the Mix-and-Match homework. If you assigned Comprehension
Questions for homework, mark those in class as well.
21. Complete Conversation Starters to reinforce vocabulary from parts 2
& 3 of the movie. (pages 33-34)
22. Have the students complete the Self-Test for Part Three. (page 22)
23. Discuss the Slang Expressions (page 23) and have students
complete Who Said It? for Part 3 (page 24)
24. Pause to complete the Listening Close Activity at the appropriate
time. (page 25)
25. Complete the Comprehension Questions, or assign them for
homework. (page 25)
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26. Assign the Mix-and-Match vocabulary exercise (Pt. 4) for homework.
(page 26)
Day Five (1:37:41 – end)
27. Mark the Mix-and-Match homework. If you assigned Comprehension
Questions for homework, mark those in class as well.
28. Complete Smack! to reinforce the vocabulary and give students
speaking practice. (pages 38-39)
29. Discuss the Slang Expressions (page 27) and have students
complete Who Said It? for Part 3 (page 27-28)
30. Pause the film in the final minutes to complete the Listening Close
Activity. (page 29)
31. Complete What Would You Do? (page 29) and Short Story vs Movie
Extra if there is time. (page 30)
32. Complete the Comprehension Questions, or assign them for
homework. (page 29)
33. Assign the two Crossword Puzzles for homework. (page 35-36)
Day Six
34. Complete Forbidden (pages 43-47) to reinforce vocabulary for the
entire film.
35. Complete the Story Scramble in class if you did not use it yesterday.
(pages 40-41)
36. Mark the Crossword Puzzles in class and any other homework you
may have assigned.
37. If there is time, choose a supplementary activity (Hot Seat, Typhoon,
Murder, etc.) to reinforce the vocabulary you have covered. (pages 4851)
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Who Is It?
Instructions: Write the name of each character under his or her picture. You should be
able to do this after watching Part One of the movie.
Agatha
Lara
John Anderton
Danny Witwer
Iris Hineman
Lamar Burgess
_______
_______
_______
_______
_______
_______
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Self-Test – Vocabulary Preview - Part One
Are you ready to watch the movie? Complete the quiz to see if you
will understand the vocabulary in Part One of the film.
1. “’Wardens are present. Are you ready to validate?’”
a. authenticate, confirm, support
b. disagree with, argue
c. watch, observe, judge
2. “It seems like you were left out of the loop on this one.”
a. not asked to give advice
b. not included in the conversation
c. not tied into the story
3. “’The red ones are a crime of passion. There’s rarely any premeditation anymore.’”
a. sometimes; planning
b. not very often; planning
c. not very often; praying
4. ‘”If there’s a flaw in the system, I’m going to find it.’”
a. interruption
b. problem
c. tear
5. “He’s scrubbing the image. Trying to find any details to give us a location.”
a. cleaning up, wiping down, clarifying
b. washing
c. coloring
6. “That’s just an echo – a little Pre-Cog déjà vu if you will.”
a. a reversal that’s part of a complicated Olympic dive
b. a repetition caused by sound bouncing off a surface
c. the French word for “hiccup”
7. The police are trying to capture the thief.
a. to see
b. to hug
c. to catch
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Minority Report – Part One
(0:00 – 29:44)
Characters John Anderton
Lamar Burgess
Agatha
Lara
Dr. Iris Hineman
Danny Witwer
Gordon Fletcher
Knott
Gideon
Police Chief of Pre-Crime Department
Director of Washington, D.C. Pre-Crime Program
Female “pre-cog”
John’s ex-wife
Inventor of the “Pre-Cogs”
Agent from the U.S. Department of Justice
Pre-Crime officer who works with Anderton
Pre-Crime officer who works the computers
Officer in charge of keeping the halo-ed prisoners
Conversation Questions 1. Imagine you’re considering murdering someone but haven’t committed the crime
yet. Do you think you should be held responsible? Why? What if you’ve already
bought a gun to commit murder but haven’t used it yet? Should you be held
responsible then? Why or why not?
2. In general, do you think there is less crime now than when your parents were your
age? Why is this? In the next twenty to fifty years, do you think there will be more
crime or less? Is the world becoming safer? Explain your answer.
3. Do you think there will be automated cars that won’t require drivers in the future?
Will this be good or bad? Why? What is your opinion of “smart” advertising
software that sells you products based on what you’ve purchased before? Do you
want companies to know your purchase habits? Why or why not?
Slang Expressions Your teacher will explain what these expressions mean: “You’ve been left out of the loop.”
“They’re a little fuzzy on that.”
“play hookey”
“Bingo!”
“don’t bust my balls”
“open house”
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Mix-and-Match Match the following words to their definitions. 1. blind (n)__
2. strict (adj)__
3. homicide (n)__
4. remote (adj)__
5. validate (v)__
6. capture (v)__
7. time horizon (n)__
8. scrub (v)__
9. pronounced (v)__
10. rarely (adv)__
11. premeditation (n)__
12. merry-go-round (n)__
13. a mandate (n)__
14. a halo (n)__
15. fractured (v)__
16. an echo (n)__
17. to be epidemic (adj)__
18. a flaw (n)__
19. warrant (n) __
20. clarity (n)__
21. bloodshed (n) __
22. perimeter (n) __
23. cop (n) __
24. tamper (v) __
25. temple (n) __
a. not often, very infrequently
b. very far away, usually nothing around
c. widespread, wide-ranging
d. cleaning, wiping, clarifying
e. a circular shape on/above the head
f. carousel, a spinning carnival ride
g. cannot see, has no vision in eyes
h. catch, to have ahold of
i. window of time before the clock runs out
j. ability to see things clearly
k. murder, killing another person
l. order, command, instruction
m. said, announced, articulated
n. a document that allows police to do something
related to the administration of justice
o. error, fault, or defect
p. cracked, broken, split
q. forceful and strong with the rules
r. a repeat of sound
s. planning, laid out thought ahead
t. to confirm, support, or authenticate
u. killing or wounding of people
v. a place of worship
w. a defended boundary protecting a space
x. another word for “police officer”
y. to interfere with
Who Said It? Write the name of the character beside his or her quote:
“Red ball. Double homicide. One male. One female. Killer’s white, mid-forties.”
“The twins are a little fuzzy on that so we’ll need confirmation.”
“You know how blind I am without them.”
“Set up a perimeter and tell them we’re en route.”
“You know I was thinking maybe I’d play hookey, stay home today.”
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“I would love to. I have an open house … at the Ressler place.”
“What he’s doing now we call scrubbing the image. Looking for clues as to where the
murder is going to happen.”
“Victims are pronounced here. Killers here.”
“Show a cop on horseback.”
“They call it a red ball. With crimes of passion there’s no premeditation so they show up
late.”
“Merry-go-round. It’s a park!”
“Mr. Marks. By mandate of the District of Colombia Pre-Crime Division I’m placing you
under arrest for the future murder of Sarah Marks and Donald Dubin ...”
“That’s just an echo, pre-cog deja vu if you will. The really bad ones, the pre-cogs see
them over and over again.”
“Just six years ago the homicide rate in this country had reached epidemic proportions. It
seemed that only a miracle could stop the bloodshed.
“Just need a little clarity.”
“C’mon, c’mon, don’t bust my balls.”
“Cops aren’t allowed inside the temple.”
“We keep strict separation so that no one can be accused of tampering.”
“I have a warrant in my pocket that says different.”
“I’m here as his representative, which means you’re now operating under my supervision.
Seems you’ve been left out of the loop John.”
“If there’s a flaw, it’s human. It always is.”
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Listening Close 22:08 – 23:09 Listen to the dialogue and fill in the blanks:
Gordon Fletcher: When the Pre-Cogs declare a ______________ and a killer, their
name is embedded in the grain of wood. And since each
piece is unique, the shape and grain is unique, the
______________ and grain is impossible to forge.
Danny Witwer: I’m sure you all ______________ the legalistic drawback to PreCrime methodology.
Officer: Here we go again!
Danny Witwer: Look, I’m not with the ACLU on this, Jeff. But let’s not kid
ourselves – we are arresting individuals who have
______________ no law.
Knott: But they will!
Gordon Fletcher: The commission of the ______________ itself is absolute
metaphysics. The Pre-Cogs see the future and they’re never
wrong.
Danny Witwer: But it’s not the ______________ if you stop it. Isn’t that a
fundamental paradox?
John Anderton: Yes it is. We talk about predetermination which happens all
the time. (rolls ball) Why’d you ______________ that?
Danny Witwer: Because it was going to ______________.
John Anderton: You’re certain?
Danny Witwer: Yeah.
John Anderton: But it didn’t fall. You caught it. The fact that you
______________ it from happening doesn’t change the fact
that it was going to happen.
Danny Witwer: Do you ever get any false/positives? Someone who intends
to kill his ______________ or his wife, but they never go through
with it? How do the Pre-Cogs tell the difference?
John Anderton: The Pre-Cogs don’t see what you ______________ to do. Only
what you will do.
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Answer Key (22:08 – 23:09)
Listening Close
Gordon Fletcher: When the Pre-Cogs declare a victim and a killer, their name is
embedded in the grain of wood. And since each piece is
unique, the shape and grain is unique, the shape and grain is
impossible to forge.
Danny Witwer: I’m sure you all understand the legalistic drawback to PreCrime methodology.
Officer: Here we go again!
Danny Witwer: Look, I’m not with the ACLU on this, Jeff. But let’s not kid
ourselves – we are arresting individuals who have broken no
law.
Knott: But they will!
Gordon Fletcher: The commission of the crime itself is absolute metaphysics.
The Pre-Cogs see the future and they’re never wrong.
Danny Witwer: But it’s not the future if you stop it. Isn’t that a fundamental
paradox?
John Anderton: Yes it is. We talk about predetermination which happens all
the time. (rolls ball) Why’d you catch that?
Danny Witwer: Because it was going to fall.
John Anderton: You’re certain?
Danny Witwer: Yeah.
John Anderton: But it didn’t fall. You caught it. The fact that you prevented it
from happening doesn’t change the fact that it was going to
happen.
Danny Witwer: Do you ever get any false/positives? Someone who intends
to kill his boss or his wife, but they never go through with it?
How do the Pre-Cogs tell the difference?
John Anderton: The Pre-Cogs don’t see what you intend to do. Only what
you will do.
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Comprehension Questions 1. What does the Pre-Crime unit do?
2. What does it mean if a ball is red?
3. Why is John an ideal person to work in Pre-Crime? What bad thing happened to him that
made him especially eager to prevent criminal acts?
4. Who sent Danny Witwer to check on the Pre-Crime unit? What is he looking for?
5. Why does John run in dark alleys at night? What problem does he have?
6. Are the police officers in Pre-Crime allowed into the ‘temple” where the pre-cogs float?
What is the explanation that John gives to Danny Witworth?
7. Name three things that will be different in the future, according to the movie.
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Self-Test – Vocabulary Preview - Part Two
Are you ready to watch the movie? Complete the quiz to see if you
will understand the vocabulary in Part Two of the film.
1. You are so smart. I predict that’ll you’ll be president one day.
a. to look at the sky and guess it will rain
b. to tell someone’s fortune
c. to make an educated guess about the future
2. “That’s way out of our jurisdiction.”
a. area of coverage or authority
b. state
c. a jury of people
3. She was an alcoholic until she cleaned up and took control of her life.
a. won the lottery, got a better job
b. took a bath, combed her hair
c. stopped drinking, rehabilitated herself
4. “’You are trespassing on private property.”
a. buying without first checking
b. looking at without permission
c. going, entering without permission
5. insignificant:
a not important, small, minute
b not real, fake
c not on a sign
6. “If the unintended consequences of a series of genetic mistakes and science gone haywire
can be called invention, yes. Then I invented Pre-Crime.”
a. that didn’t work out, non-functioning
b. like farming
c. full of wires, strings, and electric bulbs
7. “’What about all the innocent people I put away?”
a. criminal
b. not guilty
c. unhappy
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Minority Report – Part Two
(29:45 – 1:05:10)
Slang Expressions Your teacher will explain what these expressions mean: “clean up” (drugs)
“to go haywire”
“totally buggered”
“golden oldie”
a “cosmic joke”
it’s his “show to run”
“John Doe”
“to set someone up”
“Bingo”
Mix-and-Match Match the following words to their definitions. 1. innocent (adj) __
2. to forge (v) __
3. sentry (n) __
4. a composite (n) __
5. clergy (n) __
6. scratch (v) __
7. glitch (n) __
8. victim (n) __
9. to be intended (adj) __
10. drown (v) __
11. fractured (adj) __
12. grip (n) __
13. doping (v) __
14. a conspiracy (n) __
15. jurisdiction (n) __
16. premeditated (adj) __
17. possession (n) __
18. swallow (v) __
19. to be insignificant (adj) __
20. collapse (v) __
21. fake (v) __
22. predict (v) __
23. trespass (v) __
24. subordinate (n) __
25. pipe (n) __
26. addict (n) __
a.
b.
c.
d.
e.
f.
g.
h.
i.
to die in the water
person who guards something, who stands watch
not guilty, done nothing wrong
something you own
a plan, plot or scheme – usually negative
not important, small, minor
a mistake, usually a small one
taking illegal drugs
moving something from your mouth to your
stomach using the muscles in your throat
j.
what you do to a bug bite or something itchy
k. to sign someone else’s name as yours
l.
the thing or person you are aiming for
m. all things put together into one
n. area of responsibility, power, or authority
o. broken into small pieces
p. someone who is hurt
q. to fall down quickly
r. planned in advance
s. men of the church, holy men
t. a tight hold with your hand
u. to make something not true, true – pretend
v. someone physically/mentally dependent on drugs
w. to enter someone’s property without permission
x. to say what will happen in the future
y. someone under another’s authority in a company
z. a tube with a bowl on one end that holds tobacco
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Who Said It? Write the name of the character beside his quote:
“She’s a golden oldie. One of our first. Probably before your time.”
“He drowned a woman named Anne Lively out at Roland Lake. The killer’s a John Doe.
Never identified.”
“On account as those are not his eyes. He had them swapped out to fool the scans. You
can get it done on the street for a few thousand bucks these days.”
“We got what Art saw, we got was Dash saw, but Agatha’s isn’t here. Probably just a
glitch.”
“The minute Pre-Crime goes national they’re going to take it away from me.”
“Had Pre-Crime been in place just 6 months earlier, the loss you and Lara suffered
would’ve been prevented.”
“No, brown ball. This one’s premeditated.”
“Female. Senior. She’s smoking a pipe.”
“You set me up.”
“Seems I found a flaw. What are you going to do? Possession alone will cost you six
months. Not to mention your badge. I guess we won’t be working together after all. Now
put the gun down, John. I don’t hear a red ball.”
“Who’s the victim?”
“Why are you protecting him? You knew he was doping yet you did nothing about it.”
“Investigation of a supervising officer for a capital crime falls under federal jurisdiction so as
to rule out any possibility of conspiracy.”
“He’s my subordinate.”
*** Pause here for Back Talk activity ***
“You’re trespassing. I don’t have visitors.”
“Oh, I’m afraid that would be from the Doll’s Eye. The vine, the bayneberry, that scratched
you during your illegal climb over my wall.”
“You’d better drink this. Soon you won’t be able to swallow and then you’ll be totally
buggered.”
“You can tell me how someone can fake a prevision.”
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“If the unintended consequences of a series of genetic mistakes and science gone
haywire can be called invention.”
“I was doing genetic research at the Woodhaven Clinic treating children of drug addicts.”
Are you saying I’ve haloed innocent people?
“Insignificant to you, maybe, but what about those people that I put away with alternate
futures?”
“Because he thinks he’s innocent.”
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Extra Activity for Part Two
Back Talk
[46:53-­‐55:18] With an even-numbered class, assign each student to either group A or group B. Have
Group A face the screen first, and Group B sit with their back to it. Each student should sit
back-to-back with a partner in the opposite group.
Prepare the students by telling them what led up to the scene. Before showing the scene,
turn off the sound. When you play the film (silently), Group A should describe the scene to
their partner in Group B. Stop the film clip halfway through and have the students switch:
Group A now faces away from the screen, while Group B views the clip. See Summary
below to help cue up the scene.
Watch the film: 46:53-­‐55:18. When the scene is over, tell each pair of students to write down what happened in
chronological order. When they are done, you can have the pairs compare results with
other students in small group format. You might ask them to guess what the characters are
talking about.
After students have read their descriptions aloud, play the clip again, this time with
sound, so that the students can match their answers to the actual scene in the film.
Summary of “Back Talk” Scene for Teachers:
The scene begins with John hiding on the metro.. [Turn off the sound.]
The eye scanner reads John. The newspaper a man is reading flashes John’s picture as
being wanted by the police. John and Fletcher make eye contact and Fletch’s team starts
their back packs. The team circles John. Their sticks are in their hands. One of them
holds up a halo. A dog jumps at the window and John runs. John grabs the turbo pack of
another officer and hangs on. They shoot in the window of a family’s apartment and a
woman starts screaming. They punch through the ceiling of a family eating dinner. A boy
is interrupted playing his saxophone when they crash in through the window.
[Students Switch.]
John runs into Danny’s car and Danny begins to chase him. John hides in a factory and
they begin to exchange stun-gun fire. John picks up an officer’s gun and stuns a few
officers. John and Danny grab an overhead lift and begin to fistfight. Danny sees the
mechanical arms coming closer. John is stamped and bolted into a car by the machine.
Danny and the officers come to the end of the assembly line to get John’s body. John pops
his head up in the window and drives the car away.
[End]
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Comprehension Questions 1. What is Gideon’s job? Why does John go to find him?
2. What does John learn about Anne Lively when he visits Gideon?
3. Gideon called Anne Lively’s murderer a “John Doe” because he doesn’t know the
man’s real name. Why were the police not able to identify the murderer? What did
the killer do to hide his identity?
4. What vision do the Pre-Cogs have that makes John run? What do they see him
doing?
5. Why does John go to see Iris Hineman? What is a “Minority Report” and what
happens to it after it is made? Where is the original version of a Minority Report kept?
6. Danny Witwer asks Lamar why he protected John even though he knew John was a
drug user. What does Lamar say?
7. Where do the Pre-Cogs come from? Who are their parents?
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Extra Activity for Part Two
Listening Close Instructions:
Prepare the students by dividing them into pairs. Tell them that they must not share the
information on their sheet with their partner. Then hand out the worksheets with each pair
receiving a worksheet for student “A” and “B”.
You can then prepare the students for the listening close by setting the context. Describe
briefly what is happening in the scene you will be showing them. You might opt to show it
to them twice, or three times, or whatever you think they can tolerate. If this is your
intention, then you might have them just listen the first time around and not fill in any of
their blanks. The second time they can fill in blanks. The third time, they can double-check
answers or fill in any blanks that they missed.
After completing the Listening Close, you can have the students sit with their partner and
each of them read their character’s part (the part they were filling in blanks for) aloud to the
other. During this dialogue, they shouldn’t show each other their sheets, but their partner
can verbally correct them if she thinks an answer is wrong. This will give students practice
with listening, reading, pronunciation, and spelling. (If you are pressed for time, you may
dispense with this part of the exercise and just hand out the answer key right away.)
Once the students have read their dialogue to each other, the pairs can either check their
answers by comparing their sheets or by referring to an answer key that you provide.
Instead of the above, if you’d prefer, you can skip showing the scene and have students
read the dialogue to each other in pairs. If you opt to complete the partnered listening
close this way, make sure students don’t cheat by giving each other the answers. (They’ll
often be tempted to spell the target words for their partners.) You can then show the scene
and have them check their answers with what the characters actually say on screen.
Finally, you can hand out answer keys or read the answers to the class yourself.
Follow Up Exercise Have each pair of students make a sentence using a vocabulary word
or expression. They can then write them on the blackboard / wipeboard and have the rest
of the class check them for accuracy. Or, have student pairs make their own short dialogue
using 2-3 words/expressions and then get them to read them aloud to the class.
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Extra Activity for Part Two – Listening Close (31:28 – 33:55)
Student A
John Anderton: My God. I’d ______________ there were so many!
Gideon: And to think – they’d all be out there killing people if it wasn’t
for you. Look at ‘em. Look at how peaceful they all seem. But
on the inside busy, busy, busy. Okey pokey. Now that is one
bad man. He drowned a woman named Anne Lively out at
Roland Lake. The killer’s a John Doe. Never identified.
John Anderton : Why is he still a _________ ___________? Why wasn’t he ever
ID’ed from the eye ______________?
Gideon: On account that those are not his eyes. He had them
swapped out to fool the scanners. You can get it done on the
street for a few thousand bucks these days. OK, so you want
just the female prevision.
John Anderton : That’s right.
Gideon: Huh. We don’t seem to have her data.
John Anderton : Try ______________.
Gideon: This is odd. See. We have the two previsions. We got what Art
saw, we got what Dash saw, but Agatha’s isn’t here. Probably
just a glitch.
John Anderton : Tell me about the intended _____________, this Anne Lively.
Gideon: Looks like she’s a neuroin addict like our John Doe here, but I
show an address history that includes the Beaton Clinic.
John Anderton : So she _________ _________. So where is she now?
Gideon: I guess glitches come in twos. You finally crawl your way out of
one hole just to fall into another. No, uh, can’t let you take
that out of here, Chief. It’s against the rules.
John Anderton: Anything else going on in here that’s ______________ the
___________?
Gideon: Careful, Chief. You dig up the past, all you get is dirty.
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Extra Activity for Part Two – Listening Close (31:28 – 33:55)
Student B
John Anderton: My God. I’d forgotten there were so many!
Gideon: And to think – they’d all be out there ______________
people if it wasn’t for you. Look at ‘em. Look at how
peaceful they all seem. But on the inside busy, busy,
busy. Okey pokey. Now that is one bad man. He
______________ a woman named Anne Lively out at
Rolan Lake. The killer’s a ___________ __________. Never
identified.
John Anderton: Why is he still a John Doe? Why wasn’t he ever ID’ed
from the eye scan?
Gideon : On account that those are not his eyes. He had them
swapped out to fool the ______________. You can get it
done on the street for a few thousand ______________
these days. OK, so you want just the female prevision
John Anderton: That’s right.
Gideon : Huh. We don’t seem to have her data.
John Anderton: Try again.
Gideon : This is odd. See. We have the two previsions. We got
what Art saw, we got what Dash saw, but Agatha’s isn’t
here. Probably just a ______________.
John Anderton: Tell me about the intended victim, this Anne Lively.
Gideon : Looks like she’s a neuroin addict like our _________
_________ here, but I show an ______________ history that
includes the Beaton Clinic.
John Anderton: So she cleaned up. So where is she now?
Gideon : I guess glitches come in twos. You finally crawl your way
out of one hole just to ______________ into another. No,
uh, can’t let you take that out of here, Chief. It’s
_____________ the ______________.
John Anderton: Anything else going on in here that’s against the rules?
Gideon: Careful, Chief. You dig up the past, all you get is _______.
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