- •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. Master the pronunciation of the words below. Learn and translate them.
Beijing, pirated, contraband, illicit, bizarre, parlor, congregate, cybercafé, counterfeit, entrepreneurship, booth, granite.
II. Explain what is meant by the following words and word combinations. Recall the situations in which they were used.
To ply, to itch for sth, to exhibit wares, motley, scot-free, to crack down on truants, spot raids, black market, to churn out, mainland, to abate, to score a fix.
III. Scan the article for the English equivalents of:
ухоженный; закрывать глаза на что-л.; желание, жажда чего-л.; видео салоны; интернет-кафе; устроить налет; подогревать повальное увлечение; пытаться решить какую-л. проблему; по некоторым подсчетам; огромный спрос; финансируемый правительством; «подсесть» на что-л., стать зависимым; торговать вразнос; задерживать, арестовывать уличных продавцов; студенты с рюкзаками.
IV. State the difference between the words given. Provide examples to illustrate their usage.
Illegal – illicit;
store – shop;
to shut – to shut down.
V. State the idea behind the following lines.
After years of turning the blind eye to the burgeoning illicit trade in pirated videogames, Beijing is suddenly talking tough.
The games are “like opium.”
Judging from the dozens of stores in the Jiaodaokou section of the city that appear to be doing a healthy business, the policy hasn’t been very effective.
You like to drive a car? Try Ridge Racer. “Star Wars” buff? Go for Gradius.
One outfit occupies a 9-meter-by-9-meter room in a granite-and-glass skyscraper in a new technology sector near Beijing University.
It remains to be whether China decides to get serious about putting a stop to piracy.
Many of the biggest pirate-disc factories may be run by children of top party officials.
VI. Sum up the key points of the article.
VII. Points for discussion.
What does the journalist have in mind when he uses the word combinations “the Forbidden City” and “the nerve center of China’s Communist Party” at the beginning of the article?
Is CD piracy widespread only in China?
Is CD piracy a grave offence? What is appropriate penalty for it?
The gentleman thief
A remarkable crime spree comes to an end. Or does it?
In the end, the “gentleman thief” broke down like a boy. Stéphane Breitwieser, 33, who carried out some of the brashest art thefts the world has ever seen, sat sobbing in a French courtroom earlier this month. The scene would seem to be the closing chapter in the bizarre tale of a narcissistic loner driven to theft by an obsessive passion for art – and of a mother who destroyed much of the treasure, worth $30 million to $40 million, according to the London-based Art Loss Register. Breitwieser was convicted Jan. 7 of stealing more than 200 works of art from museums around Europe; his mother was convicted of receiving them. Their disappearance, declared the French indictment, is a “colossal loss to the heritage of humanity.” But questions are now being raised about just how much of Breitwieser’s haul is really gone for good.
The young Frenchman’s phenomenal stealing spree spanned seven years and seven countries. He pilfered from small, underfunded and understaffed museums from France to Austria and Denmark. His eclectic take included paintings, vases, sculptures and musical instruments, although he was mostly drawn to old masters, particularly the Dutch. Among the valuable works never recovered was a 17th-century painting called “Cheating Benefits Its Master” by Flemish master Pieter Bruegel. French critic Vincent Noce goes so far as to call the crimes “the biggest pillage of art since the Nazis,” though obviously not on the same industrial scale. But according to French and Swiss courts, Breitwieser never sold a single one of the 239 works. Instead, he supposedly hoarded them in his bedroom in his mother’s house on the edge of the village in Alsace.
Breitwieser’s exploits stunned the European art world. But it was his mother who made the cognoscenti cringe. In the three weeks between her son’s arrest in Switzerland in 2001 and the search of her home by French authorities, Mireille Stengel, now 53, hacked to pieces what she could of her son’s collection and threw the detritus into the Rhine-Rhone Canal. Sixty works could not be dredged out of the water by police and are thought to be lost.
How did Breitwieser get away with it for so long? “His modus operandi was very simple: he goes in, he takes, he leaves,” says Noce, who investigated the case for three years and will publish a book about it in March. Breitwieser operated during museum visiting hours. He normally tucked smaller pieces under his coat or into a knapsack, but sometimes his esthetic cravings got the best of him. At the Swiss Château de Gruyères, a tapestry too big to hide caught his eye. So he carefully pulled it from the wall and threw it out a window, retrieving it later from a ditch below. Breitwieser finally painted himself into a corner, as it were, in Lucerne. His bravado had drawn him back to a museum he’d pilfered from only two days earlier. This time he was recognized and arrested.
His Swiss interrogator, an officer named Alexander von der Muhll, was an art lover, too. “It was the first time that Breitwieser could talk to someone about his collection,” says Jean-Christophe Sauterelle, spokesman for the Swiss cantonal police of Vaud. “It was a relief for him.” Day after day, Breitwieser confessed in minute detail to his 239 thefts, remembering every date, location and piece. Charmed by the sheer weirdness of the story, the press dubbed Breitwieser the “gentleman thief,” but the reality was darker. Breitwieser’s lawyer, Thierry Moser, remembers thinking, “This boy is psychologically disturbed,” tormented by an obsessive relationship with his divorced mother and possibly believing he deserved the pieces more than museums or the public did.
But did Breitwieser really hang on to them all? At the time of his arrest, he had €30,000 in his bank account, a sizable sum for a garcon de café. Suspiciously, the list of those that vanished includes many of the most precious. Claiming all of them wound up at the bottom of the canal so that they won’t be looked for anymore, Noce notes that Mireille Stengel was an educated woman, the head nurse at a nearby hospital, and no philistine. She would have known the value of the works she claims to have destroyed. “The French investigation was botched,” says Noce. Both Breitwieser and his mother were given relatively lenient three-year sentences. But with this case closed, key questions about their crimes remain as murky as the Rhine-Rhone Canal.
Tracy McNicoll and Christopher Dickey
/from Newsweek, Dec. 26, 2006/