- •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
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.
The argument: key words
Criminals should carry cards: Fragile: Handle With Care.
We mustn’t refer to them as thugs, but as ‘social misfits’.
Killer who murders old lady for savings needs ‘hospital treatment’.
‘Society is to blame’ argument – why aren’t we all criminals?
We have done away with absurdly harsh laws: that’s enough.
Suspension of capital punishment: senseless.
Violent criminal: a hero figure.
Glorified on screen and by press.
Great demand for crime stories.
Train robbers: a glorious resistance movement?
Cuddled by sociologists, adored by masses, the criminal is a privileged person.
He expects and receives VIP treatment.
Capital punishment was once a major deterrent: the robber, the poisoner.
It protected unarmed policemen, young children.
Now the criminal can get away with murder.
‘Life sentence’: ten years ‘good conduct’ and then freedom to live on the proceeds of crime.
People hold liberal views at the expense of others.
Were victims consulted before suspension of capital punishment? No: they were dead.
Counter-argument: key words
We shouldn’t be blinded by emotional arguments: glorification of criminal on screen, etc., irrelevant.
What are the facts? E.g. in Britain capital crime has not increased since suspension of capital punishment.
This has been proved many times in the past: relaxation of harsh laws has never led to increase in crime.
Therefore the ‘deterrent’ argument is absurd: capital punishment never protected anyone.
Those in favour of capital punishment are motivated only by desire for revenge and retaliation.
There has been a marked trend in society towards the humane treatment of less fortunate members.
E.g. compare the treatment of the insane in the past with today.
This same attitude characterises our approach to crime.
Hanging, electric chairs, garroting, etc., are barbaric practices, unworthy of human beings.
Suspension of capital punishment is enlightened and civilised.
Capital punishment creates, it does not solve problems.
Solution lies elsewhere: society is to blame.
Overcrowding, slums, poverty, broken homes: these are the factors that lead to crime.
Crime can only be drastically reduced by the elimination of social injustices – not by creating so-called ‘deterrents’ when the real problems remain unsolved.
«Палач является в застенок со всеми инструментами» так добивались правды
Первое упоминание о пытках на Руси содержится в Судебнике Ивана III (конец XV века).
205 лет назад Александр I издал указ об уничтожении Тайной канцелярии – российской политической полиции. Поскольку основным методом дознания в этой организации были пытки, вскоре пришлось запретить и их. Это был не первый, но самый радикальный шаг в сторону гуманизации отечественного судопроизводства.
Казнь простая и…
Дело в том, что пытали на Руси всегда. Причем происходило это не по патологической прихоти отдельных садистов, а на государственном уровне. Так, по Уложению царя Алексея Михайловича 1649 года смертная казнь могла быть простой – повешение, обезглавливание, а могла быть и «квалифицированной» – сожжение, четвертование, колесование, посажение на кол, закапывание заживо в землю…
Закапыванием в землю казнили за мужеубийство. Этот вид казни в XVIIIвеке почти не применялся, в отличие от четвертования, колесования, посажения на кол. Известно, что некоторые участники восстания Пугачева были четвертованы. Им поочередно отсекали руки и ноги, а в последнюю очередь – голову. На колу умер майор Глебов, когда стал любовником заточенной в монастырь бывшей жены ПетраIЕвдокии Лопухиной. Петр приказал посадить его на кол, где тот мучился 18 часов, а чтобы Глебов не замерз раньше времени на морозе, император «заботливо» набросил ему на плечи полушубок.
В первой половине XVIIIвека пытки и казни были поставлены на «конвейер». Своеобразным следственным учреждением, принимавшим доносы и проводившим расследования, стал Преображенский приказ, который с 1698 года занимался делами стрельцов. Через двадцать лет возникло новое учреждение политического сыска – Тайная канцелярия. ПетрIсоздал ее для ведения следствия по делу собственного сына – царевича Алексея. Методы работы этой организации («кнутом без пряника») царю-реформатору пришлись по душе, и Тайная канцелярия надолго вписалась в российскую систему судопроизводства.
Учебник палача
ВXVIIIвеке признание под пыткой считалось высшим и бесспорным доказательством вины. К каким способам прибегали в Тайной канцелярии, чтобы получить показания, видно из официального документа – «Обряд како обвиненный пытается», который был составлен между 1735 и 1754 гг.
«Для пытки обвиняемых в преступлениях отводится особое место, называемое застенком, – повествовало это наставление по пыточному делу. – … В застенке для пытки устроена дыба (или виска), состоящая из трех столбов, из которых два врыты в землю, а третий положен наверху поперек.
По приходе в застенок судей на кратком совещании устанавливается, о чем нужно спрашивать обвиняемого, которого конвой передает палачу. Палач перекидывает длинную веревку через поперечный столб дыбы, потом закручивает пытаемому руки за спину, заправляет их в хомут и вместе со своими помощниками тянет веревку до тех пор, пока человек не повиснет в воздухе. После этого палач связывает ноги пытаемого ремнем, а другой конец последнего прикручивается к столбу, врытому в землю перед дыбой. Растянув таким образом человека, палач бьет его кнутом, а секретарь подробно записывает каждое слово, сказанное под пыткой.
Пытать по закону положено 3 раза, через 10 или более дней, чтобы злодей оправился, но если он на пытках будет говорить по-разному, то его следует пытать до тех пор, пока на трех пытках подряд не покажет одно и то же, слово в слово».
Пытка разрешалась гражданским процессуальным правом на протяжении всего «просвещенного» XVIIIвека, хотя нравы несколько смягчились. Елизавета Петровна, к примеру, приостановила исполнение смертных приговоров, а при Екатерине от пыток были освобождены дворяне, служащие высших рангов, священники, люди старше 70 лет, подростки и беременные женщины. Впрочем, в политических делах эти правила не соблюдались, так что в Тайной канцелярии пытали всех без разбору. В 1738 году «допрашивали с пристрастием» 13-летнюю чревовещательницу Ирину Иванову. Ее поднимали на дыбу и секли розгами.
Олег Герчиков
/АиФ, №16, 2006/