- •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
III. Translate into English:
1. В случае со сфабрикованными судебными делами установить правосудие очень сложно. 2. Какую уголовную ответственность несут шантажисты? 3. Во время судебного процесса истец упал в обморок. 4. Чтобы успешно оспорить поданное на вас заявление в суд, необходима помощь компетентного адвоката. 5. Что происходит после того, как человек, которого вызывают в суд по повестке, не является в указанный день и час? 6. Вождение машины в нетрезвом состоянии – серьезное правонарушение. 7. Все больше и больше людей подвергаются нападениям на улице из-за сотовых телефонов. 8. Главный свидетель настаивал, что подсудимый невиновен. 9. Люди, отбывающие наказание в тюрьме, могут быть освобождены досрочно за хорошее поведение. 10. Расхититель казенных денег был приговорен к 7 годам лишения свободы. 11. Присяжные выносят вердикт, а судья – приговор. 12. Лжесвидетельство преследуется по закону. 13. Расследование ведет опытный инспектор. 14. Косвенное обвинение, предъявленное Джексону, не было доказано на суде. 15. Лучше спасти виновного, чем приговорить осужденного, не так ли? 16. Прежде чем дать показания в суде, свидетель принимает присягу. 17. Суду были предоставлены неопровержимые улики. 18. У судов общих обжалований очень много работы. 19. Иск гражданки Ивановой не был удовлетворен. 20. Наказание за мелкое правонарушение, как правило, – штраф определенного размера. 21. Тяжкое уголовное преступление является серьезным правонарушением. 22. Любой ли преступник может быть освобожден под залог? 23. Он получил пожизненное заключение за похищение детей. 24. Фальшивомонетчик был пойман с поличным и задержан. 25. Судебный исполнитель заявил, что адвокат со стороны обвинения выказал неуважение к суду.
Crime and punishment
Britain needs fewer prisons, not more
Britain locks up more of its people than any other country in Western Europe: 145 out of every 100,000 compared with France’s 88 (though a fraction of America’s 738). Sentences have got tougher, with longer stints in prison for pettier offences. Crime is, broadly, falling. Yet the British have less confidence in their government’s ability to crack down on violence and crime than the French, Germans, Italians, Spanish or Americans, an Ipsos-MORI poll revealed last week.
For that, thank a run of bad news which has Britons reeling from headline to headline. If one were to believe the tabloids, paedophiles are rampaging through the schools and undeported foreign felons through the countryside. A string of crimes by convicts on early release culminated in a particularly sad and nasty sexual assault on a three-year-old girl, which came before the courts this month.
Carefully stoked by the press, popular passions are running high against everyone involved with the administration of justice. One home secretary (the minister in charge of prisons, the police and immigration) got the boot in May. His successor, John Reid, is busily putting the boot into everyone else, lambasting judges for being soft on crime and scaring the daylights out of his department. The Tories are demanding more prisons. Meanwhile, Tony Blair was due on June 23rd to urge a new balance between the rights of offenders and those of victims in favour of the latter.
Right question, wrong answer
Mr. Blair is right to ask whether society’s interests are best served by the status quo. The criminal justice system requires a degree of public trust that at the moment is lacking. This is a chance not for lock-‘em-up posturing, but for a dispassionate look at how to make the administration of justice more effective. Start with one simple fact behind most of the headlines: Britain’s prisons are bursting at the seams.
At current rates of sentencing, the inspector of prisons warns, jails will be full by September. This matters: the shunting of prisoners from pillar to post by harried staff is undermining efforts to return offenders to society in a state fit to stay there. They lose touch with their families; they leave courses and drug-detox programmes; wardens they knew lose track on them. Two out of three re-offend within two years of release. If politicians and judges, egged on by the press, insist on locking people up for longer, it will get worse.
How to fix things? Building more prisons is the obvious answer. Labour has already added thousands of new places, and both main parties talk of adding more. But Britain’s jails always fill up, no matter how many there are. And new cells cost about £100,000 ($184,000) apiece. A better answer than banging more people up inside is to strengthen facilities to deal with them outside.
What prisons are for
Jailing offenders is supposed to do four things. It satisfies society’s legitimate desire to smite evildoers (though advocates of restorative justice may favour community work or fines). It deters potential offenders (though many crimes are committed on impulse, or when drunk or drugged). It protects the public by taking dangerous offenders out of circulation. And it provides an opportunity to change the way offenders will think and act on their release.
These last two – incarceration and rehabilitation – are often cast as competitors in the tussle for scarce resources. In fact they should be seen as complementary. Society is protected in the short run when offenders are locked up, and in the long run when they are reformed. Violent and dangerous criminals belong behind bars. But many others end up in prison for want of anywhere else to go. What about them?
Many mentally ill criminals would be more easily reclaimed in facilities other than catch-all prisons, though prison drug programmes are in fact quite successful. So would many women prisoners, who tend to show violence only to themselves and elsewhere thrive in smaller detention centres close to home. Halfway houses are a plausible place for non-violent offenders of both sexes on short sentences or nearing the end of their time. Those in touch with their families are less likely to re-offend, and so are those who have jobs to go to when they leave. Non-custodial community sentences have yet to prove their worth; the rate of recidivism seems disappointingly close to that of people who serve prison terms. But those figures may change as the approach becomes more common and new cohorts of offenders affect the statistics.
These suggestions are not new. The Home Office itself has espoused many of them, only to drag feet in their implementation or be swamped by sheer numbers. Of course there are risks in diverting offenders to less secure facilities; some will run off and make headlines. But the risk of keeping increasing numbers under lock and key, to emerge later skilled only in tougher sorts of crime, is greater. It was a Tory home secretary who said, a decade and a half ago, that “prison is an expensive way to make bad people worse.” Not much has changed.
Patrick Richmond
/The Economist, June 24th, 2006/