- •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. Think of the best English equivalents of:
с точки зрения обывателя, зона, совершать злые поступки, расследовать убийства, правонарушение, выплескивать агрессивность, физиология, мошенничать, совершать гражданско-правовые/уголовные правонарушения, криминогенная обстановка, уголовники, подвергать кого-л. жестокому наказанию, банда, тюремное заключение, вживить под кожу микрочип, насильник, законопослушный, ограбить, безропотная жертва, уйти безнаказанным, отразить нападение.
II. Scan the article for the Russian equivalents of:
mentally deficient people, to be rooted in sth, a person’s creative streak, the major reason, gait, not to give a straw for sb’s opinion, to rebuff, to distress, predator, to overstep the limits of sth, a fit of anger/aggression, glands, to bottle up negative emotions, to monitor one’s behaviour, to corner sb, a surge of anger/crime, a gregarious instinct, to breed discontent, to direct one’s energy in a productive way, to come back to normal, to disable.
III. Specify the difference between:
to interfere in – to interfere with;
to rob – to steal.
IV. Say what you know about:
Miguel de Cervantes and his book “Don Quixote.”
V. Agree or disagree with the following statements.
The criminal always faces the music.
There are lots of aggressors among us.
An aggressive person can be easily pinpointed.
An aggressive person suffers from his own actions.
It’s impossible to resist aggression.
The criminal is sure to be cornered sooner or later.
There are criminals who always get off the hook.
Evil has a physical origin.
There is evil both inside and outside a person.
An incorrigible criminal will never change.
An assaulted person had better show no resistance.
Psychology can help to learn to monitor criminal behaviour.
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
The difference between bold, creative visionaries and deluded psychopaths is not as big as it used to be.
For a while, Brian Blackwell seemed to have it made. His girlfriend believed the cosseted only child from Liverpool was a professional tennis player, with a $125,000 Nike contract funding his jet-set lifestyle. He hired her as his private secretary and wrote her a check for $90,000. He bought her a $16,000 car, then purchased $22,500 worth of flights for them to New York, Miami, Barbados and San Francisco. When they returned, he spent the summer at her house. One day the police knocked on her door. Blackwell’s whole life, it turns out, was a lie. He had stolen $16,000 from a trust fund his parents had set up for his education and maxed out his father’s credit card. The $90,000 check bounced (he had sixteen cents in his account). The Nike contract never existed. And in June, Blackwell was sentenced to life in prison for killing his parents with a claw hammer and kitchen knife.
Psychiatrists from both defense and prosecution agreed that Blackwell posed a severe case of narcissistic personality disorder, or NPD, and he was convicted of manslaughter on grounds of diminished responsibility. Yet Blackwell, before spiraling into his delusional fantasies, was a straight-A student, well regarded by teachers and about to attend university to become, as his parents boasted, “not just a doctor – a surgeon.” In fact, while his case is extreme, researchers are finding that milder forms of NPD may afflict some of society’s most successful members. A recent study by Belinda Board and Katarina Fritzon of the University of Surrey in Britain found that successful business managers were as likely to show the traits associated with NPD – grandiosity, lack of empathy and exploitativeness – as samples of criminals and psychiatric patients. “A narcissist, who breaks new ground, can be the optimal, innovative business personality,” says Michael Maccoby, author of “The Productive Narcissist.”
Narcissists often make exceptional managers, galvanizing employees and making far-reaching changes. A narcissistic executive is the creative, superficially charming colleague who may be arrogant and manipulative but also charismatic and hard-charging, qualities that are increasingly valued in politics and business. They can be contrasted with obsessive managers, like Wal-Mart founder Sam Walton, who kept a low profile and a modest lifestyle, or Gillette’s Colman Mockler, known for his calmness, courteousness and down-to-earth manner. In a six-year study of high achievers working on special projects in 20 large firms, management experts Bill Fischer and Andy Boyton found that firms are often eager to hire such brilliant thinkers, but fail to put their skills to good use. In the best of cases, though, managers like Southwest Airlines cofounder Herb Kelleher “smash the old economic rules and create an entirely new game with their own rules,” says Maccoby. “They use their corporations as vehicles for their own vision.”
That kind of success has much to do with the talent such leaders are able to attract. Bill Gates, Oprah Winfrey and Steve Jobs are so charismatic and visionary that employees overlook he more difficult aspects of their narcissism; many of the best people are drawn to their firms to be part of something that is ambitious and meaningful. As Jack Welch wrote in his autobiography, he wanted to “change GE from one of the great companies to absolutely the greatest company in world business.” The most effective narcissistic CEOs are also self-aware enough to surround themselves with people whose complementary personalities act as a check on their own. (Kelleher, for instance, had Southwest president Collin Barrett, whose systematic attention to detail was the perfect foil for his idea-driven approach.)
The question of how to manage such super egos has recently become a hot-button issue in the boardroom. Narcissistic bosses may make bold leaders, but they can also let aggression and selfishness fester in the workplace, to the point where cruelty and deception are condoned. For each Bill Gates or Steve Jobs, there’s a Bernie Ebbers or a Dennis Kozlowski – and the line between visionary leader and loose cannon can be thin indeed. Many high achievers pursue wealth and status to compensate for a deeper sense of despair and worthlessness, and these unassimilated feelings get projected onto employees, who bear the brunt of a narcissistic manager’s abrasiveness, lack of empathy, even random acts of cruelty. “We certainly see some extreme characters, and by the time they’re referred here there is a problem,” Peoplewise, that advises businesses on organizational psychology. Many narcissistic managers don’t welcome criticism, and even soliciting advice or opinions can seem like a weakness. Bullying and other self-centered behavior can leave legions of employees “battered and bruised,” says Board.
As Blackwell’s case showed, a narcissist can segue into criminality almost imperceptibly, particularly in a culture that values self-promotion. Board recalls one manager at a big public company, Phil, who was referred to her after he had been discovered systematically lying about the profitability of his team. “Phil never believed he could be caught,” she says. “And the company couldn’t believe anything bad about him, until the evidence was overwhelming.” After five months of cognitive behavior therapy, Phil began to face up to what he had done, and learned ways of developing empathy with his colleagues.
As firms come to appreciate the creativity and vision of narcissistic managers, they’re learning more about how to spot signs that things are going awry. Narcissistic managers can transform a business. But the shadow of Brian Blackwell – or Enron, where narcissism was institutionalized – is a reminder that sometimes more sober heads need to prevail.
Tara Pepper
/Newsweek, Jan.14, 2005/