- •Государственное образовательное учреждение
- •Courts and trials (topical vocabulary)
- •Set Work
- •I. Study the above given lexical units.
- •II. Give words for the following definitions.
- •III. Translate into English:
- •Crime and punishment
- •Set Work
- •Set Work
- •Set Work
- •I. What would you have done?
- •II. Look at these statements. What do you think about them?
- •III. Look at this list of ‘crimes’. Try and rate each crime on a scale from 1-10. (1 is a minor misdemeanor, 10 is a very serious crime.) They are in no order.
- •IV. Compare your list with another student’s. Which of you would be the harsher judge? Which would be the kinder?
- •Thief challenges dose of shame as punishment
- •Set Work
- •Women behind bars
- •Set Work
- •VI. State the idea behind the lines below and enlarge on it.
- •VII. Sum up the key points of the article.
- •VIII. Points for discussion.
- •Justice in los angeles
- •Set Work
- •V. Points for discussion.
- •VI. Sum up the article and single out its main points. Черное плюс белое равняется красному?
- •Set Work
- •I. Think of the best English equivalents of:
- •II. Say what you know about:
- •III. Points for discussion.
- •IV. Comment on the choice of the headline.
- •Set Work
- •VIII. Enlarge on the idea.
- •IX. Points for discussion.
- •X. Role play.
- •Set Work
- •Set Work
- •VI. Give the gist of the article.
- •VII. Points for discussion.
- •Век бы свободы не видать!
- •Set Work
- •Set Work
- •I. Say what is meant by the following words and word combinations. Reproduce the situations in which they were used.
- •II. Find in the article the English for:
- •III. Interpret the lines below.
- •IV. Comment on the author’s choice of the headline and formulate the key idea running through the article.
- •V. Points for discussion.
- •How british burglars pick their victims
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain what is meant by:
- •III. Look through the article for the following English equivalents of:
- •IV. State the difference between the words below. Give examples to illustrate their usage.
- •V. Translate the following sentences.
- •VI. Pete (the burglar described in the article) says he is ten stone. How many kilos is it? How many stones do you weigh?
- •VII. Interpret the idea expressed in the lines below.
- •VIII. Points for discussion.
- •A life inside
- •I. Define the following words and word combinations. Reproduce the situations in which they occur.
- •II. Scan the article for the English equivalents of:
- •III. State the difference between the words below. Give examples to illustrate their usage.
- •IV. Explain what is meant by:
- •V. Say whether you agree or disagree with the lines below.
- •Set Work
- •I. Explain the meaning of the words below. Say how they were used in the article.
- •II. Give the English equivalents of the following word combinations:
- •III. Comment on the statements below.
- •IV. Translate the following sentences.
- •V. Points for discussion.
- •VI. Speak about your stand on capital punishment as “the only way to deter criminals”. To back up either of your viewpoints use the key statements.
- •«Палач является в застенок со всеми инструментами» так добивались правды
- •Set Work
- •III. Practise the pronunciation of the words below:
- •IV. Explain what is meant by:
- •V. State the difference between the following words, give examples to illustrate their usage.
- •VI. What other arguments for and against capital punishment can you add to the list?
- •40 Тезисов в осуждение убийцы
- •Set Work
- •Set Work
- •I. Choose the correct meaning according to the passage.
- •II. Give the Russian equivalents of the following vocabulary units:
- •III. Say if the problem of capital punishment has always been vital. Back up your opinion. Как, где и за что казнят
- •Set Work
- •Set Work
- •Set Work
- •Set Work
- •Set Work
- •II. Find in the article the Russian for:
- •III. Say if you share the idea expressed in the sentences below:
- •IV. Explain the difference between:
- •V. Points for discussion.
- •VI. Render the article into English, trying to use as many words under study as you can.
- •VII. Comment on the headline and formulate the author’s message.
- •Inside the new alcatraz
- •Set Work
- •IX. Points for discussion.
- •X. Comment on the headline.
- •XI. Describe a prison for hard-core criminals, as you see it. Смертникам жизнь хуже расстрела
- •Set Work
- •Set Work
- •I. Think of the best English equivalents of:
- •II. Say what you know about:
- •State power and crime
- •Set Work
- •I. Say what is meant by the words and word combinations below:
- •II. Find in the article the English for:
- •III. Say how you understand the lines below and enlarge on the idea.
- •IV. Is it possible to oppose the demoralization of the very fundaments of the life of the nation? What is the general path of the sanitation of public life and the state itself?
- •V. Sum up the main points of the article. Какие законы нам не указ Почему россияне не верят в законы
- •Set Work
- •I. Think of the best English equivalents of:
- •II. What’s the English for?
- •The holocaust in the dock
- •Set Work
- •VII. Give the gist of the article.
- •VIII. Describe the Swiss-Nazi case and formulate the author’s vision of the problem.
- •IX. How is the Swiss-Nazi case likely to end? What’s the rub? Will justice be done at long last? the making of a suicide bomber
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain the meaning of the words below. Say how they were used in the article.
- •III. Look through the article for the English equivalents of:
- •IV. Say what you know about:
- •V. Write out expressions with the word “suicide” and explain what they mean.
- •VI. Say whether you agree or disagree with the following statements and enlarge on them.
- •VII. Points for discussion.
- •VIII. Do a library research on some terrorist organisation and make a short report in class. Terrorist infiltrations
- •Set Work
- •VI. Comment on the author’s choice of the headline and formulate the message.
- •VII. Points for discussion.
- •VIII. Say if you’ve read any of the books mentioned in the article. Do such kinds of books appeal to you? hacking for dollars
- •Set Work
- •I. Learn and practise the pronunciation of the words below. Translate them into Russian.
- •II. Define the computer-related word combinations used in the article. Reproduce the context in which they were used.
- •III. Find in the article the English for:
- •IV. Say what is meant by the words and word combinations below. How were they used in the article?
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Clarify the idea behind the following lines.
- •VII. Outline the main points of the article and dwell upon each of them.
- •VIII. Points for discussion.
- •IX. Make up a dialogue between two cybercops. Use the words from the article.
- •Set Work
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the words and word combinations below. Say how they were used in the article.
- •III. Scan the article for the English equivalents of:
- •IV. Look through the article for the word combinations with the word “online.” Write them out and explain what they mean.
- •V. Explain what is meant by:
- •VI. Fill in the correct preposition. Check against the text.
- •VII. Say how you understand the following lines.
- •VIII. Points for discussion.
- •Internet как инструмент совершения киберпреступлений
- •Set Work
- •I. Render the above given article into English.
- •II. Points for discussion.
- •Spyware hits business
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain what is meant by:
- •III. Look through the article for the English equivalents of:
- •IV. What do the following abbreviations stand for:
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Add some more words to the given string.
- •VII. Fill in the correct prepositions. Check against the text.
- •VIII. Interpret the lines below.
- •IX. Points for discussion.
- •Mobile phone crime blitz launched
- •Set Work
- •Set Work
- •VI. Sum up the key points of the article.
- •VII. Points for discussion.
- •The gentleman thief
- •Set Work
- •Drugs and crime
- •Set Work
- •I. Transcribe and learn the following words:
- •II. Find out and say what is meant by:
- •III. Say what you know about the units of weight mentioned in the article. In what connections were they used?
- •IV. Reveal the difference between:
- •V. Say how you understand:
- •VI. Learn the pronunciation of the following deadly drugs.
- •VII. Give English equivalents for:
- •VIII. Answer the following questions.
- •IX. Translate the following sentences into English.
- •Наркотикам – бой…и герл
- •Set Work
- •Set Work
- •I. Define the words and word combinations below. Reproduce situations in which they occur in the article.
- •II. Look through the article for the following English equivalents:
- •III. Specify the meaning of the prefix over-. Write out the examples with this prefix from the article and explain their meaning. Think of some other examples and dwell upon them.
- •IV. Say how you understand the given lines.
- •V. Points for discussion.
- •Тяга к наркотикам ничуть не ослабла
- •Set Work
- •Set Work
- •I. Say what is meant by the following vocabulary units and in what connection they are used in the article.
- •Вам марихуаны? пожалуйста!
- •Set Work
- •Set Work
- •V. What addictive substances are mentioned in the article? In what ways are they consumed by addicts?
- •VI. Explain how you understand the following phrases:
- •VII. State the difference between the words below. Give examples to illustrate their usage.
- •VIII. Interpret the idea expressed in the given lines.
- •IX. Give the gist of the article and formulate its key idea.
- •X. Comment on the headline.
- •XI. Points for discussion.
- •A shot of sanity
- •Set Work
- •VIII. Give the gist of the article and say what you think of the idea put forward by the author.
- •IX. Points for discussion.
- •Cocaine cartel smashed
- •Set Work
- •I. Think of the best English variant to say:
- •Set Work
- •Set Work
- •I. Supply the English equivalents for the following words and word combinations:
- •Set Work
- •Set Work
- •I. What answers to the above questions does the article offer?
- •II. Scan the article for the English equivalents of the Russian words below and learn them.
- •III. Explain what is meant by:
- •IV. Make up a dialogue (based on the words from task II) between two criminologists.
- •V. Points for discussion.
- •I. Render the below article into English.
- •II. Say whether you share the author’s thesis. How it all starts inside your brain
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Define the following words and word combinations below. Reproduce the situations in which they occur.
- •III. Scan the article for the English equivalents of:
- •IV. Explain what the following abbreviations stand for.
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Explain how you understand:
- •VII. Say what you know about:
- •VIII. Find in the article the evidence to support the following statements.
- •IX. Points for discussion.
- •Агрессивное поведение запрограммировано еще при рождении преступник разрушает сам себя
- •Set Work
- •VI. Sum up the main points of the article and say if you share the journalist’s stand.
- •VII. Points for discussion.
- •1. Is society or are people to blame for different misdemeanors and felonies? 2. How can people be made less aggressive? of criminals and ceos
- •Set Work
- •V. Interpret the lines below.
- •VI. Say what you know about:
- •VII. Sum up the key points of the article and formulate the author’s thesis.
- •VIII. Comment on the choice of the headline.
- •IX. Points for discussion.
- •Set Work
- •VI. Do you agree that:
- •VII. Sum up the key points of the article.
- •VIII. Points for discussion.
- •Death penalty
- •Убийство должно караться смертью!
- •Cops and robbers (and drug pushers and murderers…)
- •I. Read the following article to find out:
- •Computer hacking – high-tech crime
- •II. Find words or phrases in the text which mean the same as:
- •III. Now complete these statements by choosing the answer which you think fits best.
- •Vocabulary Tests
- •I. Crime. Put each of the following words and phrases into its correct place in the passage below.
- •II. Law breakers. Give the name of the defined law breaker.
- •III. Law breakers. Match the criminal with the definition.
- •IV. Law breakers. Choose the right answer.
- •V. Law breakers. Choose the correct answer.
- •VI. Law breakers. By moving vertically or horizontally (forwards or backwards) find twelve kinds of criminal.
- •VII. Police. Choose the right answer.
- •VIII. Trial. If you commit a crime you may be:
- •IX. Trial. Choose the right answer.
- •X. Trial. Choose the right answer.
- •XI. Punishment. Match each punishment with its description.
- •XII. Punishment. Choose the right answer.
- •XIII. Punishment. Put each of the following words and phrases into its correct place in the passage below.
- •Trial by Jury
- •XIV. Crime and punishment. Choose the right answer.
- •XV. Crime and punishment. Choose the word or phrase that best keeps the meaning of the original sentence if it is substituted for the capitalized word.
- •Vocabulary Test
- •Фантастический процесc
- •Set Work
- •Твое имя в грязи
- •Methods and measures
- •Третье место за воровство
- •Is a crime crackdown a challenge of the time?
- •Государственное образовательное учреждение высшего профессионального образования «Липецкий государственный педагогический университет»
- •398020 Г. Липецк, ул. Ленина, 42
Set Work
I. Define the words and word combinations below. Say how they were used in the article.
A killing/homicidal spree, to call off a plan, to write a graphic story, to scribble notes, prep, to write a paper on sth, to look for sth, to feel left out, rampage, to tally, to hang out with a girl, to set out, to come unglued.
II. Scan the article for the English equivalents of:
пренебрежительно относиться, унижать; дождаться мести; на некоторое мгновение; намекать; сдать домашнюю работу; ежедневник; газовый баллончик; предотвратить повторение трагедии; ужасно несчастливый; сплотить, объединить; жаловаться, сетовать; отдельная запись; увлечение, пылкая любовь.
III. Explain what the following abbreviations mean:
Colo., w/o, w.
IV. Say what you know about:
Charles Manson, Nazis.
V. Interpret the lines below:
“Everyone is always making fun of me <…> well I will get you all back.”
As Harris and Dylan Klebold hurtled toward that spring morning in 1999 when they would gun down 13 people <…> the two seemed to want someone to stop them.
Documents released last week by the Jefferson County sheriff’s office show that the boys repeatedly dropped hints at school about their murderous state of mind.
Harris scribbled notes about killing and jotted down his massacre to-do list.
My goal is, let’s put the truth on the table and stop other kids from dying.
Klebold seemed to be less interested in seeking revenge than in ending his own misery.
Klebold did talk a big game – “GAWWWD sooo many people need to die.”
But in one entry, Klebold showed a flicker of optimism.
Brian Rohrbough, whose son Dan died that day, blames the authorities, the school and the boy’s parents for ignoring what he calls “a mountain of red flags.”
VI. Give the gist of the article.
VII. Points for discussion.
1. Why do you think Harris and Klebold kept extensive diaries chronicling their murderous intent? 2. Are the described teenagers murderers or victims? Why did they go on a killing spree? 3. What sentence must be imposed on Harris and Klebold? 4. Is the described case an isolated example of youth violence? What’s wrong with modern kids? Why do many of them feel left out?
Век бы свободы не видать!
Открывшаяся вчера в Британии тюрьма для малолетних преступников стала поистине золотой клеткой.
Хотите, чтобы ваше чадо 12-14 лет от роду попало в эксклюзивный пансион, где к нему будут приставлены индивидуальные воспитатели, учителя, медсестры, няни, спортивные инструкторы и наставники по будущей профессии? Чтобы на содержание вашего милого отпрыска отпустили сумму, в 18 раз превышающую затраты на пребывание наследного английского принца в знаменитом частном колледже Итон? Если да – отправьте его в британскую тюрьму!
Первая в истории Британии тюрьма для особо опасных подростков-правонарушителей, о необходимости которой столько говорили еще предшествовавшие нынешнему правительству консерваторы, вчера открылась! Она стала первой в намеченной схеме пяти подростковых тюрем, которые призваны внести весомый вклад в борьбу со всевозрастающей на Альбионе детской преступностью. Рэтбойз (мальчишки-крысы), как прозывают в Англии дерзких малолеток, согласно здешнему законодательству, не могли попасть за решетку до исполнения им 15 лет, если только не попадались на «мокрых» делах. Однако так как тюрьма по ним явно плакала, а общество в целом ощутимо страдало, государственные мужи придумали хитрость: загнать «крысят» в клетку, но, чтобы никто не заподозрил британскую демократию в жестокости к деткам, - в клетку золотую! Тюрьму, открытую в Кукэм Вуде в графстве Кент, кокетливо обозвали «безопасным тренировочным центром». В этом райском местечке будут жить 40 «рэтбойз», которых будет воспитывать, согласно новой методике, не кнут, а пряник.
К чести британской педагогики надо, однако, заметить, что далеко не все встретили столь дивную экзотическую новацию бурными аплодисментами. Председатель Детского общества Йан Спаркс обозвал придумку сумасшествием, ибо, по его здравому мнению, тратить свыше 30 миллионов фунтов стерлингов (свыше 50 миллионов долларов) в год на содержание 200 (двухсот!) правонарушителей – именно и всего лишь столько их будет во всех пяти тюрьмах вместе взятых! – есть чистой воды безумие, поскольку на эти деньги можно было бы реализовать колоссальную общенациональную программу по предотвращению подростковых правонарушений. Тюрьма же подобного типа, по мысли другого специалиста, бывшего детектива Джона Льюиса, есть худшее из зол, ибо, являясь замечательным рассадником безделья и обмена опытом по части совершения преступлений, она обеспечит плавное перерастание «колледжа преступности» в университет того же самого профиля.
Однако в самом грандиозном шоке пребывает, начиная с нынешней пятницы, несчастный британский налогоплательщик. Осознание того, что содержание каждого «крысенка» в золотой клетке Мидвейского центра ему придется ежедневно платить 8,5 тысячи долларов, что составит почти 440 тысяч долларов подушных годовых, приводит его в тихий ужас. Для любопытного сравнения: содержание матерого убийцы в британской тюрьме особого режима обходится в 70,5 тысячи, агрессивного психопата в до зубов охраняемом госпитале – в 131 тысячу. И, наконец, содержание аристократического отпрыска в самом престижном учебном заведении Англии – в «жалкие» 24 тысячи…
Ольга Дмитриева
/«Комсомольская правда», 18 апр., 1998/
Какие «крысята» полезут в норку с золотыми решетками?
Всего лишь 2 последних диких случая подростковой преступности в Британии. Арестован 14-летний Тимоти Бойлз. Всего-навсего за свое хобби – скидывать с крыш высотных зданий кирпичи на головы прохожим. Полицией расследовано шесть инцидентов. В результате – трое тяжело раненных, включая полицейского констебля.
12-летний Тони Макунз очень любил пожарные машины. Пару раз он организовал «ложные вызовы», но это было неинтересно. Тогда Тони стал поджигать заброшенные дома и склады. А потом вдоволь любовался своими любимыми пожарниками. «Юный друг пожарных» сжег примерно на 3 миллиона фунтов.
Алексей Карцев
/«Комсомольская правда», 18 апр., 1998/