- •«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. Give the English for:
а) нелегальный оборот наркотиков; «травка»; гашиш; марихуана; забитый «косяк»; легкие/сильные наркотики; героин; криминальная активность, связанная с наркотиками; уголовная ответственность, заниматься распространением наркотиков, изготавливать наркотики подпольно, подделка экстази.
b) стойка бара, гульден, лицензия, общий вес, слухи, попасть в больницу в тяжелом состоянии, реанимация.
II. Render the above article into English and say if drug legalization has more pros or cons.
III. Points for discussion.
Should light drugs be legalized in Russia?
Do you agree that light drugs such as marijuana, for example, do as much harm as smoking, therefore, there shouldn’t be any concern in this respect?
The hell of addiction
Treatment: Beating an addiction is tough, but scientists are creating an arsenal of weapons, from pills and vaccines to innovative counseling.
When Colin Martinez turned 43 a couple of years ago he was living under a bridge in Denver. By his count, he had devoted 31 years to getting wasted. “I smoked crack of freebased for 16 years,” he says. “I injected heroin, injected cocaine, snorted cocaine and heroin, popped pills, smoked opium, smoked pot and hashish. I took anything – a lot of it on the same day.” He worked off and on after quitting high school in the ’70s. He also married and had several kids. But addiction crowded everything else out of his life. He stole from employers to keep himself in drugs. He skipped out on his family for weeks a time. And despite countless trips through detox, he never really got clean. “If they were hassling me about cocaine,” he says, “I’d do something else instead.” When he awoke one morning to find his buddy’s cold corpse beside him, he knew he was approaching the same end.
Things couldn’t be more different today. In a last-ditch rescue effort, Martinez’s father sent him to the Caribbean island of St. Kitts two years ago to take part in an experimental-treatment program. This time, Martinez didn’t return to his old haunts as soon as his urine was clean. He moved to Florida to join a community of other recovering addicts. And that support in place he has managed, for the first time since the age of 12, to stay free of drugs. Instead of peddling stolen car keys, he now works as a staff assistant at the University of Miami. “I have friends and a job, and I like who I am,” he says. “I never thought I’d even be able to flip hamburgers again, but I’m doing purchasing and handling accounts.” He is also communicating with his children. “My life has been a mess, “ he allows, “but today it’s pretty cool.”
Overcoming addiction is never simple. The risk of relapse is so high – roughly half of all patients fall off the wagon within a year of detoxification – that many health-care professionals consider treatment a waste of time. When researchers at California’s Kaiser Permanente health plan surveyed doctors and nurses a few years ago, most viewed medical intervention as “ineffective” and “inappropriate.” The truth is not so grim. Addiction may never be as treatable as strep. But with medication and intensive, long-term support, even the most inveterate abuser can succeed.
Drug dependency is less a failure of will than a miscarriage of brain chemistry. Substances like cocaine and heroin don’t simply feel good; they reconfigure the reward system that makes things feel good. By releasing the chemical messenger dopamine at critical moments, our neurons reward survival-enhancing activities, such as eating and lovemaking, and give us strong incentives to repeat them. Addictive substances artificially boost dopamine’s effects. And as we adapt to their pleasures, the quieter state that once felt normal begins to feel like blight. The recovering addict’s challenge is to live with that sensation.
For people hooked on heroin and other opiates, medication can make getting clean a lot easier. Morphine and its cousins, including heroin, all work by docking with a cell receptor called mu. By stimulating this receptor, they slow the transmission of pain signals within the brain, while increasing the release of dopamine. Methadone, the most widely used medication for heroin addiction, works by a similar mechanism. But because it is taken up more slowly, it produces a much milder sensation. Unlike heroin, methadone can be taken orally, and its effects last 24 hours instead of four. By downing a cup of powdered solution, each morning, an addict can ward off withdrawal without having to shoot up, deal with pushers or walk around looking drugged. The regimen substitutes one form of dependence for another, but addicts in methadone programs are more likely to have jobs, less likely to commit crimes and less prone to HIV infection.
Unfortunately, most of the people who could benefit from methadone don’t receive it. To guard against abuse and overdose, the federal government restricts the drug to specially licensed clinics that please no one. Few recovering addicts are comfortable parading in and out of these clinics, and no neighborhood wants to house one. Eight states have no methadone clinics at all. The only alternative medication is naltrexone (Revia), which is available by prescription but even less popular among addicts. Naltrexone works like a chastity belt, sealing off the mu receptor to make it inaccessible to heroin. The drug will send an untreated addict directly into withdrawal (not a good idea), but it can help a clean addict stay that way. It’s used mainly by “lawyers, physicians and business executives,” says Columbia University psychiatrist Herbert Kleber – “people who have good jobs and risk losing them if they relapse.”
In the near future, heroin addicts may have a third alternative. The new drug – buprenorphine – acts like extra-mild methadone at low doses, tickling the mu receptor to create a barely perceptible buzz. But unlike methadone, it’s neither intoxicating nor dangerous at high doses. If a user takes more than the prescribed amount, it jams the receptor, diminishing the high instead of exaggerating it. Reckitt Benckiser Pharmaceuticals of Richmond, Va., has applied to market buprenorphine as an under-the-tongue lozenge called Suboxone, and federal approval is expected soon. Because doctors will prescribe it directly, experts say it may double the number of heroin addicts receiving treatment.
Cocaine and methamphetamine pose a knottier problem. They, too, hijack the body’s reward system, making sobriety feel like purgatory – and there is not yet a pill to ease that trauma. Counseling, therapy and training may not ease the pain as readily as medication, but these interventions can be powerful. “Addiction affects every aspect of individual’s interaction with the world,” says Dr. Alan Leshner, director of the National Institute on Drug Abuse (NIDA). “People in recovery need to know how to control their behavior, how to function in their families, how to go back to work.”
Many clinics employ variations of the traditional 12-step program, which centers on admitting one’s powerlessness and seeking divine guidance. But most also take concrete steps to change people’s responses to their environments. One approach, known as contingency management, uses rewards to keep recovering addicts on track. At Johns Hopkins University, for example, researchers have created a “therapeutic workplace” where participants earn vouchers for rent and food by working as data-entry operators. Their wages rise as their skills increase, but they lose earnings if they fail a urine test or behave unprofessionally. Without the monetary incentive, says Dr. Frank Vocci of NIDA, “they would ask themselves, ‘Why not?’” he says. “Now they have an answer.”
Will cocaine users ever have their version of methadone, naltrexone or buprenorphine? Researchers have tried for years to create a cocaine blocker, but with little success. Unlike the opiates, which directly stimulate a receptor, cocaine works by blocking the receptor that neurons use to reabsorb dopamine after they release it. As Dr. Donald Landry of Columbia University observes, it’s hard to make a drug that blocks a blocker. If you seal off its target, you’ve simply reinvented the drug. But researches are now pursuing a new approach. Instead of blocking cocaine’s target, they’re exploring ways to neutralize the cocaine molecule itself, whenever it enters the bloodstream. At Yale, for example, researchers have started tests on a vaccine that may block the drug’s effects for six months at a time. With luck, it could reach the market by 2004.
One way or another, the arsenal against addiction is sure to expand. Leshner, of NIDA, estimates that 60 drugs are now under study as treatments for cocaine addiction. One of the most controversial, a botanical called ibogaine, may help alleviate a broad range of dependencies. This natural hallucinogen is illegal in the United States, but University of Miami neuropharmacologist Deborah Mash, has spent five years studying it at Healing Visions Institute for Addiction Recovery in St. Kitts. Patients take it just once, and many say it not only masks withdrawal symptoms but gives them new perspective on their lives. “It doesn’t work for everyone,” Mash says, “but for detox from opiates it’s a slam dunk.” According to Mash, cocaine users benefit, too, though less dramatically. So do alcoholics. Critics say the evidence is only anecdotal, but ibogaine is the treatment that started Colin Martinez on his current two-year rally.
Even when it works, medication is only one step towards recovery. Beating addiction requires every tool on the table – medication, counseling, social support, family support – and keeping up the fight when you’re losing. As Martinez has learned, treatment isn’t a war but a long, slow siege.
Geoffrey Cowley,
/Newsweek, Feb. 12, 2001/