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Файл:IS A CRIME CRACKDOWN.doc
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- •«Липецкий государственный педагогический университет» л.М. Кузнецова, ж.Л. Ширяева
- •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
- •VII. Speak on the issue touched upon in the article.
- •VIII. Give a 12-sentence summary of the article. Английские любители «клубнички» в париках
- •Set Work
- •I. Render the above article into English and comment on its headline.
- •II. Think of the best English variants of:
- •III. State the difference between:
- •IV. What types of courts are mentioned in the article? Say what you know about them.
- •V. Points for discussion.
- •Justice?
- •Set Work
- •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
- •I. Practise the pronunciation of the words below. Translate and learn them.
- •II. Explain what is meant by the following word combinations.
- •III. Find in the article the English for:
- •VIII. What do you make of the headline of the article?
- •IX. Points for discussion.
- •Тебя посадят – а ты не воруй
- •Women behind bars
- •Set Work
- •I. Define the words and word combinations below. Say how they were used in the article.
- •II. Scan the article for the following English equivalents of:
- •III. Say what you know about:
- •IV. Explain what is meant by:
- •V. Give words for the following definitions:
- •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
- •Murder on their minds
- •Set Work
- •VI. Give the gist of the article.
- •VII. Points for discussion.
- •Век бы свободы не видать!
- •Set Work
- •A little too much reality
- •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
- •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
- •The hangman’s rope
- •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
- •Capital punishment
- •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
- •I. Give the English for the following vocabulary units:
- •II. Practice the pronunciation of the names of the countries mentioned in the article.
- •III. Do you share the idea that “technique of death penalty depends on national mentality”? Back up you opinion. The history of capital punishment
- •Set Work
- •Казнить нельзя помиловать
- •Set Work
- •The clang of the gate
- •Set Work
- •«Человека от тюрьмы защищать надо»
- •Set Work
- •Think of the best English equivalents of:
- •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
- •От шварца – негру
- •Set Work
- •I. Think of the best English equivalents of:
- •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:
- •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:
- •VIII. Interpret the lines below.
- •IX. Points for discussion.
- •Mobile phone crime blitz launched
- •Set Work
- •V. Points for discussion.
- •Talking tough on piracy
- •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
- •Problem addictions
- •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
- •I. Give the best English equivalents of:
- •II. Render the above article into English.
- •IV. How can we make young people aware of the seriousness of the problem in question? judge proposes drug court to sober up abusers
- •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
- •I. Give the English for:
- •II. Render the above article into English and say if drug legalization has more pros or cons.
- •III. Points for discussion.
- •The hell of addiction
- •Set Work
- •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
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain the meaning of the following words. Say how they were used in the article.
- •III. Find in the article the English equivalents of:
- •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
- •В россии 2 000 000 наркоманов
- •A worry for ravers
- •Set Work
- •Clubbers at risk in craze for new diy drugs
- •Set Work
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the words and word combinations below. Reproduce the situations in which they were used.
- •III. Find in the article the English for:
- •Наркомафия впрыскивает в науку «бабки»
- •A dose of discord
- •Set Work
- •I. Explain what is meant by the following words and word combinations. Give their Russian equivalents. Reproduce the situations in which they were used.
- •II. Points for discussion.
- •III. Speak on different stands of proponents and opponents of the above mentioned initiatives.
- •IV. Say who you side with.
- •V. Comment on the headline of the article.
- •Are criminals made or born?
- •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
- •I. Think of the best English equivalents of:
- •II. Scan the article for the Russian equivalents of:
- •III. Specify the difference between:
- •IV. Say what you know about:
- •V. Agree or disagree with the following statements.
- •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
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the words and word combinations below. Say ho they were used in the article.
- •III. Explain what the following abbreviations mean.
- •IV. Scan the article for the English equivalents of:
- •V. Interpret the lines below.
- •Set Work
- •V. Explain what is meant by the following sentences.
- •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
- •I. Give the English for:
- •II. Render the story into English and share your impressions about it.
- •III. Think of the most suitable title.
- •Убийца сдалась полиции... Через 23 года
- •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. What would you have done?
If
|
I
|
‘d had hadn’t had not
|
done that
been there |
I
|
‘d would wouldn’t would not |
‘ve
have |
done this.
been there. |
II. Look at these statements. What do you think about them?
An eye for an eye. A tooth for a tooth.
Judge not – lest you be judged.
Certain criminals – sex murderers, terrorists and so on, deserve to die.
Justice is nothing, unless it is tempered with mercy.
Everyone deserves a second chance.
If the state kills someone, then it admits there are circumstances where killing is justified. Having admitted that, it is then in no position to condemn murder.
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.
driving in excess of the speed limit
common assault (e.g. a fight in a discotheque)
drinking and driving
malicious wounding (e.g. stabbing someone in a fight)
murdering a policeman during a robbery
murdering a child
causing death by dangerous driving
smoking marijuana
selling drugs (such as heroin)
stealing £1,000 from a bank, by fraud
stealing £1,000 worth of goods from someone’s home
rape
grievous bodily harm (almost killing someone)
shoplifting
stealing £1,000 from a bank, by threatening someone with a gun
possession of a gun without a licence.
IV. Compare your list with another student’s. Which of you would be the harsher judge? Which would be the kinder?
V. Penalties – England. In England there are no minimum sentences, except for murder, which carries a penalty of life imprisonment. There are maximum sentences for other crimes. Crimes are first heard by a magistrate who can either pass sentence, or refer the crime to a Crown Court with a judge and jury. Here are maximum sentences for some crimes:
Crime |
Magistrates Court |
Crown court |
||
Burglary Grievous bodily harm Possession of firearm Possession of cannabis Common assault ‘Going equipped for stealing’ Murder |
Fine |
Prison |
Fine |
Prison |
£1000 £1000 £1000 £500 £200 £1000
|
6 months 6 months 6 months 3 months 2 months 6 months |
unlimited unlimited unlimited unlimited
unlimited |
14 years 5 years 5 years 5 years
3 years |
|
life imprisonment |
||||
How do you think these compare with sentences in our country? Remember they are maximum, not average!
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