- •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. Learn the pronunciation of the words below. Translate them into Russian.
Psychopath, manslaughter, grandiosity, empathy, psychiatric, narcissist, charismatic, courteousness, visionary, abrasiveness, segue, awry, archetype.
II. Define the words and word combinations below. Say ho they were used in the article.
A cosseted child, sb’s jet-set lifestyle, to max out sb’s credit card, to be convicted of manslaughter on grounds of diminished responsibility, far-reaching changes, hard-charging, to keep a low profile and a modest lifestyle, high achievers, self-aware, a hot-button issue, to fester, the brunt of sth, to solicit advice, self-promotion, to face up to sth, to go awry, idea-driven approach, chieftain.
III. Explain what the following abbreviations mean.
CEOs, NPD, GE.
IV. Scan the article for the English equivalents of:
основать попечительский фонд; выписать чек на какую-л. сумму; молоток для вытаскивания гвоздей; представлять собой тяжелый случай какого-л. заболевания; студент-отличник; стать отличным менеджером; воодушевлять, заражать энергией; разительно отличаться от кого-л.; приземленный, ограниченный; находить достойное применение чьим-л. умениям; человек-мозг; быть благодатной почвой для чего-л.; помещение офиса, конторы; стремиться к богатству и карьере; возглавлять группу психологов; незаметно; проявлять радушие по отношению к кому-л.; разглядеть симптомы чего-л.
V. Interpret the lines below.
The $90,000 check bounced.
“A narcissist, who breaks new ground, can be the optimal, innovative business personality.”
Managers like Southwest Airlines cofounder Herb Kelleher “smash the old economic rules and create an entirely new game with their own rules.”
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.
The line between visionary leader and loose cannon can be thin indeed.
…and these unassimilated feelings get projected onto employees.
Bullying and other self-centered behavior can leave legions of employees “battered and bruised,” says Board.
But the shadow of Brian Blackwell – or Enron, where narcissism was institutionalized – is a reminder that sometimes more sober heads need to prevail.
The queen of home entertaining ran afoul of the law.
VI. Say what you know about:
Bill Gates, Oprah Winfrey, Steve Jobs, Bernie Ebbers, Dennis Kozlowski.
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.
What is the main difference between creative visionaries and deluded psychopaths?
What do you think of Blackwell’s case?
What does the author believe make an exceptional manager? Does his behavior have anything to do with that of a criminal?
How can one deal with narcissistic CEOs? Should their aggressiveness and selfishness be condoned for the sake of their business skills?
What’s the ultimate goal of the Peoplewise organization? Should there be more organizations of the kind?
THE BIONIC MAN
A British researcher envisions a world in which language is dead and police respond to the mere thought of crime
To get an idea of the lengths Kevin Warwick will go to satisfy his scientific curiosity, check out the purple two-inch scar on his left wrist. Last March surgeons hammered a tiny silicon chip studded with 100 electrodes directly into one of his arm’s main nerves. The two-hour operation had never been tried before, and it might have left his hand paralyzed. When surgeons hit the nerve, it felt like a lightning strike. “It was exhilarating,” says Warwick, a British cybernetics professor. “I wouldn’t have missed it for the earth.” The pain quickly passed and for the first time, Warwick says, the nervous system of a human being could trade messages with a computer. Man and machine had merged.
Warwick's four-month spell as a protocyborg might be a first step toward augmenting the human mind with machine intelligence. The chip, which linked to a computer, was removed in June after he'd conducted a range of experiments. This is the first step, he believes, to augmenting the human mind with machine intelligence. In important ways, he says, the brain trails far behind the computer. The brain has a woefully limited memory, it doesn’t operate efficiently in a network and it’s slow to download data. “From my research with robots, I can see their intelligence,” says Warwick. “Why not look at this technology to explore the possibility of upgrading people?” In time, he says, an implant or an injection might deliver a simple microdevice that turns the average Joe into an imposing cyborg, with superhuman powers.
For the moment, Warwick’s efforts have gone toward proving that implant technology can create a new form of mind-machine communication. Since the human nervous system uses electrochemical signals to carry messages, there’s no reason it can’t be made compatible with the electronic signals of a computer. In his latest groundbreaking experiments (detailed in his autobiography, “I, Cyborg,” recently published in the United Kingdom), Warwick has already tested the concept. He’s linked himself to computers via both wires and radio transmitters and passed signals back and forth between his nervous system and electromechanical devices. The electrode in his arm picked up neural signals and sent them on to a computer, which converted them into instructions for a three-fingered robot hand elsewhere in his lab. When Warwick clenched his hand, so did the robot. Similarly, Warwick used the chip to control a small robot on wheels. He’s even rigged up a computer-mediated mind meld of sorts. He fitted himself and his wife, Irena, with matching chips, each linked to a computer. When Irena clenched her hand, Warwick’s left index finger got a shot of current—a “beautiful, sweet, deliciously sexy charge,” he says. The first cyborg foreplay?
In his native Britain, Warwick, 48, is something of a cyber bad boy. Some of his colleagues dismiss his work as a pointless sideshow and deride his forecasts of a cyborg future. He's got a knack for attention-grabbing. British Airways once refused a seat for his robotic cat. He's done research purportedly showing that a bacon sandwich for breakfast boosts a child’s IQ and he recently offered to plant a microchip into an 11-year-old girl so her worried parents could track her movements. There's even a Web site that pokes fun at his frequent media appearances. He admits to a thirst for the kind of publicity that helps scare up funding from corporate backers. “If you are doing something that interests people, then the media are going to get interested,” says Warwick. “This is all completely scientific and has important medical aspects.”
Antics aside, his background and credentials are impressive. Academically, he was a late starter. He left school at 16 and worked as a telephone engineer, but after studying on his own he qualified for Aston University and graduated with first-class honors in electrical and electronic engineering. He taught at Oxford and, at age 32, was named a professor at Reading University.
Warwick’s work could have some practical applications. Amputees might someday use brain signals to operate prosthetic limbs. Computers might send electronic messages to areas of the nervous system afflicted by, say, Parkinson's disease or epilepsy. Some day the handicapped might open doors just by thinking about it. But Warwick doesn't stop there. Down the road, he says, brain implants may allow human minds to commune with each other directly – without need for "the silly noises of speech." The patterns of neural signals associated with sexual pleasure or a drug high could be stored on computer and downloaded on command.
His ideas get weirder. In the wildly speculative final chapter of his book, Warwick looks forward to the day when implants might allow the body’s functions like heart rate, blood pressure and temperature to be monitored in real time, helping to push up average life expectancy by 30 years. With apparent relish, he delivers his most bizarre vision: the world of 2050 dominated by a master race of cyborgs, their brains all linked to a global network, sharing access to a common superintelligence. Policing would be straightforward. The network would be aware of even the thought of crime crossing another cyborg’s mind.
Few share such fantasies, but that doesn't bother Warwick. He’s convinced that humankind has a lot to gain by a closer association with machines. “When we compare ourselves with technology, the way humans currently communicate is so poor as to be embarrassing. Human speech is an incredibly slow way of communicating.” Why remain a dolt when there’s a chance to improve? “If you could have a five-second operation that would increase your memory capability tenfold, would you accept it? A lot of people would.” Just hold the mind control, please.
William Underhill
/Newsweek, October 7, 2002/