- •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
I. Render the below article into English.
II. Say whether you share the author’s thesis. How it all starts inside your brain
Science: New research on how cocaine, heroin, alcohol and amphetamines target neuronal circuits is revealing the biological basis of addiction, tolerance, withdrawal and relapse.
One by one, each crack addict took his turn in the fMRI tube, its magnets pounding away with a throbbing bass. A mirror inside was angled just so, allowing the addict to see a screen just outside the tube. Then the 10-minute video rolled. For two minutes, images of monarch butterflies fitted by; the fMRI, which detects active regions in the brain, saw nothing untoward. Then the scene shifted: Men ritualistically cooked crack… an addict handed cash to a publisher… users smoked. It was as if a neurological switch had been thrown: seeing the drug scenes not only unleashed in the addicts a surge of craving for crack, but also triggered visible changes in their brains as their anterior cingulate and part of the prefrontal cortex – regions involved in mood and learning – lit up like Times Square. Nonaddicts show no such response. The fMRI had pinpointed physical changes in the brain that apparently underlie cue-induced craving, showing why walking past a bar, passing a corner crack house or even partying with the people you used to shoot up with can send a recovering addict racing for a hit. “The brain regions that became active are where memories are stored,” says Dr. Scott Lukas of McLean Hospital in Massachusetts, who led the 1998 study. “These cues turn on crack-related memories, and addicts respond like Pavlov’s dogs.”
“This is your brain on drugs”: it’s not just an advertising line. Through fMRI as well as PET scans, neuroscientists are pinpointing what happens in the brain during highs and lows, why withdrawal can be unbearable and – in one of the most sobering findings – how changes caused by addictive drugs persist long after you stop using. “Imaging and other techniques are driving home what we learned from decades of animal experiments,” says Dr. Alan Leshner, director of the National Institute on Drug Abuse. “Drugs of abuse change the brain, hijack its motivational systems and even change how its genes function.”
An addicted brain is different – physically different, chemically different – from a normal brain. A cascade of neurobiological changes accompanies the transition from voluntary to compulsive drug use, but one of the most important is this: cocaine, heroin, nicotine, amphetamines and other addictive drugs alter the brain’s pleasure circuits. Activating this circuit, also called the reward circuit, produces a feel-good sensation. Eating cheesecake or tacos or any other food you love activates it. So does sex, winning a competition, acting a test, receiving praise and other pleasurable experiences. The pleasure circuit communicates in the chemical language of dopamine: this neurotransmitter zips from neuron to neuron in the circuit like a molecular happy face, affecting the firing of other neurons and producing feelings from mild happiness to euphoria.
What happens to the circuit if you inject, inhale or swallow an addictive drug? To find out, Dr. Hans Breiter of Massachusetts General Hospital and colleagues recruited cocaine addicts who had been using for an average of seven to eight years and had used on 16 on the past 30 days. After making sure none had a heart problem or any other condition that would put them at risk, Breiter and colleagues gave each a “party” dose of cocaine, up to about 40 milligrams for a 150-pound man. An fMRI took snapshots of their brains every eight seconds for 18 minutes. At first, during the “rush” phase, the addicts described feeling “out of control,” as if they were “in a dragster” or “being dangled 10 feet off the ground by a giant hand.” They also felt a high, a surge of energy and euphoria. The fMRI showed why: cocaine made a beeline for the pleasure circuit, turning on brain areas called the sublenticular extended amygdala and nucleus accumbens and keeping them on.
How? “Drugs of abuse increase the concentration of dopamine in the brain’s reward circuits,” says Nora Volkow of Brookhaven National Lab. The drugs do that more intensely than any mere behavior, be it eating a four-star meal or winning the lottery. But each drug turns up this feel-good neurochemical in a different way:
Cocaine blocks the molecule that ordinarily mops up dopamine sloshing around neurons. When all the seats on this so-called transporter molecule are occupied by cocaine, there is no room for dopamine, which therefore hangs around and keeps the pleasure circuit firing. The intensity of a cocaine high, Volkow found in 1997, is directly related to how much cocaine ties up the seats on the transporter bus.
Amphetamines block the transporter, too. They also push dopamine out of the little sacs, called vesicles, where neurons store it. More dopamine means more firing of neurons in the pleasure circuit.
Heroin stimulates dopamine-containing neurons to fire, releasing the neurochemical into the nucleus accumbens, a key region in the pleasure circuit. Nicotine does the same. Heroin also excites the same neurons that our brain’s natural opioids do, but much more powerfully.
Alcohol opens the neurotransmitter floodgates. It releases dopamine, serotonin (which governs our sense of well-being) and the brain’s own opioids. It also disturbs levels of glutamate, which incites neurons to fire and helps account for the initial alcoholic high, as well as GABA, which dampens neuronal firing and eventually makes (most) drinkers sleepy.
After igniting these acute effects, an addictive drug isn’t nearly through with the brain. Chronic use produces enduring changes. The most important: it reduces the number of dopamine receptors. Receptor are simply little molecular baseball gloves that sit on neurons, grab passing neurotransmitters like fly balls and reel them in. Animal evidence suggests that the more you take an addictive drug, the more dopamine receptors you wipe out, as the brain attempts to quiet down an overly noisy pleasure circuit. Having fewer dopamine receptors means fewer of those passing dopamines get caught, and the pleasure circuit calms down. But now the law of unintended consequences kicks in. With fewer dopamine receptors, a hit that used to produce pleasure doesn’t. This is the molecular basis for tolerance. Drugs don’t have the effect they originally did. To get the original high, the addict has to up his dose.
But there’s worse. The dearth of dopamine receptors means that experiences that used to bring pleasure become impotent. A good meal, a good chat, a good massage – none ignite that frisson of happiness they once did. The only escape from chronic dysphoria, irritability, anxiety and even depression, the user believes, is to take more drug. Initial use, in other words, may be about feeling good. But addiction is about avoiding abject, unremitting distress and despair.
The agony of withdrawal is also a direct result of drugs’ resetting the brain’s dopamine system. Withdrawal and abstinence deprive the brain of the only source of dopamine that produces any sense of joy. Without it, life seems not worth living. When a junkie stops supplying his brain with heroin, for instance, he becomes hypersensitive to pain, chronically nauseated and subject to uncontrollable tremors. “This is why the addiction is a brain disease,” says NIDA’s Leshner. “”It may start with the voluntary act of taking drugs, but once you’ve got it, you can’t just tell the addict ‘Stop,’ any more than you can tell the smoker ‘Don’t have emphysema.’ Starting may be volitional. Stopping isn’t.”
Although the biological basis of tolerance, addiction and withdrawal is yielding some of its secrets, relapse is harder to explain. Why does an addict who has abstained for weeks, months or longer suddenly reach for the needle or the bottle? According to lab-animal studies, abstinence allows dopamine receptors to eventually return to normal, so after some period of withdrawal agony the brain should stop craving the drug. Yet addiction is practically the dictionary definition of a relapsing disease. One clue might lie in Scott Lukas’s fMRI findings about cue-induced craving. The memories of drug abuse are so enduring and so powerful that even seeing a bare arm beneath a rolled-up sleeve reawakens them. And just as Pavlov’s dog learned to salivate when he heard a bell that meant “chow time,” so an addict begins to crave his drug when he sees, hears or smells a reminder of past use. Relapse might also reflect enduring genetic changes. Drugs can act as DNA switches, turning genes on or off. In lab animals, for instance, binging on cocaine turns down the activity of a gene that makes a dopamine receptor, finds Dr. Mary Jeanne Kreek of Rockefeller University. If that gene remains chronically inactive, it could lay the basis for relapse as an addict tries to compensate for a crippled pleasure circuit.
Genes may also explain, at least in part, why some people are at greater risk of drug addiction than others. It turns out that the same dopamine system that drugs activate can also be turned on by novel experiences, finds Dr. Michael Bardo of the University of Kentucky. That suggests that people driven to experience the Next New Thing may be trying to appease the same primal pleasure system as drug abusers – and that if they don’t do it by, say, bungee jumping, they may try to do so with drugs. In fact, people who compulsively seek novelty also tend to abuse drugs more than people who are content with the same-old same-old. And novelty-seeking seems to have a genetic basis. That suggests that “there is a heritable component to addiction,” says Kreek. But genes can also reduce the risk of addiction. Many Asians carry variants of genes that control the metabolism of alcohol. As a result, they suffer intense reactions – flushing, nausea, palpitations – from liquor. That could serve as a built-in defense against alcoholism, since people tend to avoid things that make them throw up. If only avoiding addiction were as easy for everyone else.
Sharon Begley
/Newsweek, Feb. 12, 2001/