- •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. Say what is meant by the following words and word combinations. Reproduce the situations in which they were used.
Court TV, to itch for sth, fluorescent lighting, voyeurism, to play fictionalized versions of criminals, to turn over, a matter of public record, crackhead, to make a case for sth, to appease.
II. Find in the article the English for:
записанные на видео признания осужденных, первая серия, леденящие душу рассказы, расчленить жертву, огромное отличие, переступить черту, жуткий, кого-то не волнует что-л., инвалидная коляска, тяжелое испытание, показанные в премьере, наносить кому-л. повторную душевную травму, изворотливый преступник, противостоять.
III. Interpret the lines below.
“Confessions” is the most disgusting, exploitative television show of the century.
They’re obviously itching for the negative publicity.
Television doesn’t get any creepier than “Confessions.”
The usually responsible folks at Court TV say their show is an educational drama.
The tree scenes in the debut episode feel like they’ve been lifted from “NYPD Blue.”
The confessions are presented without any social or legal context.
“I’m not sure it serves any purpose other than resensationalizing what was already a tough experience,” says Thad Hinnant.
What they are doing <…> and giving all of TV a black eye.
IV. Comment on the author’s choice of the headline and formulate the key idea running through the article.
V. Points for discussion.
What do you think of the described TV show? Is it educational?
Can any matter of public record be televised?
Is there any difference between watching fictionalized versions of crime and trials and seeing real criminals who tell their own crime stories on screen?
Should videotaped confessions of criminals be taken off the screen or should there be more of them on TV?
How do you find the Russian TV programme called: “The Federal Judge,” in which real cases are heard and real verdicts are passed.
Are they helpful? Is it a good idea to televise trials and court hearings?
How british burglars pick their victims
Robert Chesshyre spent two months investigating burglars and the detectives who try to outwit them.
Pete earns his living by breaking into other people’s homes. He rises early, dresses smartly – “jeans, loafers, shirt, good coat; everything ironed and clean” – and tucks surgical gloves (his antifingerprint protection), up his sleeves. Hi picks “nice” – by which he means moderately affluent – houses within five minutes of an underground or railway station in case he needs an emergency getaway. He targets houses screened from the street by a hedge or fence, and rings a bell. “If somebody comes, I’ve got a set of car keys in my hand. ‘Minicab? No? Oh, sorry, wrong house. Third time that’s happened this week.’”
Once he is certain no one’s at home, he goes down the side of the house vaulting gates. “Boof – over the top. I’m only ten stone and I’m fit. I’ve gone up plastic drainpipes and got through toilet windows this size.” He indicates a tiny square with his hands. He either forces or smashes a small window, leans in and breaks the main window locks. “They do feel solid, but you can snap ‘em.” His aim is to be in and out in three minutes. He double-locks the front door to forestall unwelcome interruption – “I’m on my toes now…running for the stairs…I’m doing like four steps at a time” – and identifies the master bedroom. “Your jewellery is either on your bedside chest, or in the top two drawers. Not there? Your wardrobe or the drawers in your bed – I’ve got it.” He leaps up and claps his hands, reliving the adrenaline rush. “I pull your pillow out…everything goes wrapped up in a pillowcase, then inside my jacket and, boof…I’m off. I don’t bother with the other rooms.” He leaves by the front door or through a neighbouring garden. If he’s spotted, he brazens it out. “I walk past ‘em – ‘All right, mate?’ I do six, seven, maybe ten burglaries in a day’s work.” (Pete uses the words “work” and “earning” without irony.) He steals only jewellery, netting thousands of pounds. But the money – spent on drugs, clubbing, clothes, his daughters – slips through his hands like wet soap.
We meet in a west London police station. Pete is, readers will be relieved to hear, out of circulation for the time being. “I reckon I’ll do five years before I hit the road again,” he says. Though he has never been caught on the job, he is a crack cocaine addict and can get careless. Drugs were found on him during a random stop-and-search; he was arrested and linked to a burglary by his finger-prints. He is awaiting trial and out of jail for the day to help detectives clear up other crimes. He hopes that by putting his hand up to everything he may get a drugs treatment order rather than prison. Pete claims that before a previous arrest – he was released just four months ago from a five-year sentence – he had carried out up to 4,000 burglaries over a four-year period.
Crime statistics are unreliable. However, in 1921 there were 103,000 recorded crimes in England and Wales; in 2002, 5.5 million. Whichever way you cut the figures, crime has gone through the roof. There are 73,000 people in prison – doubled in 30 years – and jails are about to burst. There are almost one million burglaries a year, meaning that you are far more likely to be burgled than assaulted. That may be why opinion polls show that burglary is the crime we fear most. Children lie in the dark imagining an intruder; nothing wakes adults faster than the creak of a floorboard or a muffled bang. And the impact of burglary is traumatic. Victims feel violated and unsafe. They lose irreplaceable objects – wedding rings, last gifts from parents – sold within hours, usually for peanuts. Burglary can hasten death in the elderly, destroy business and harm communities. A clothing shop in west London closed in June after four break-ins. After the first, the owner slept in the shop for several weeks, only to be burgled again as soon as he returned home. He lost £80,000 and is so disillusioned that he is emigrating.
Burglary is a very British crime, far more prevalent here than in continental Europe or the US. Scarcely more than one in ten is “solved” and the recovery of property is still rarer. In 2001, insurers paid out £568m on burglary claims. But many vulnerable victims are uninsured. They live cheek-by-jowl with offenders on estates that were built with no thought for security. The burglars themselves are usually recidivists who graduate through a series of lesser crimes to become “career” criminals. Eighty per cent are reconvicted within two years of release from prison. Police say it is extremely rare to arrest a burglar who is not a drug addict. Det Sgt Paul Clifford, head of the burglary squad at Walworth, south London, says, “Most commit crime from an early age – they are not scared of us, though we might inconvenience them.”
Burglars are notoriously conscience-free. They argue that most people are insured; that burglars don’t “hurt” anyone. While carrying out many hundreds of burglaries, it had never occurred to Pete that he was a bad person. Just before we met, he saw a television programme about crime and its effects that set him thinking. “Afterwards I was laid in my cell and I said to myself, ‘It is wrong. I do hurt people, maybe not physically, but mentally.’ I was in agony, really. I had a lot of things go wrong. When I got arrested, it seemed a relief. I was glad that it had come to an end.” He insists that, given a chance, he can earn an honest living on building sites. In the long hours of the prison nights, he imagines living with one of his baby-mums and trotting off to work like any boring civilian. If only.
Easy ways to protect your home
Lock up. One in five burglars gains access through unlocked doors or windows.
Fit two locks – including a five-lever mortice deadlock – to the front door. A burglar will test the door with his foot. If there’s any give, he’ll put his shoulder to it.
Install tall gates to protect side alleys. One third of burglaries are through back windows.
Install an alarm. It may seem that no one takes any notice of alarms, but one person will always hear them – the burglar himself. Virtually all intruders clear out the moment an alarm sounds.
Ensure that the house looks lived in while you are away. Cancel the milk and papers, ask a neighbour to draw the curtains at night and use timer switches on light and radios.
Keep garages and sheds locked (burglars steal tools to break into the house); also lock up ladders.
Install a chain and a spy-hole so that you can see who is at the door. Don’t let anyone in unless you are sure about them.
Robert Chesshyre
/English Learner’s Digest, №16, 2005/