Вариант 4

1. Составьте предложения, используя данные слова, и переведите их на русский язык. Начинайте предложения со слова, написанного с заглавной буквы.

1. in, always, A barrister, is, his, court, clients, allowed, represent, to.

2. himself, for, reason, defending, A defendant, his, gave.

3. were, All, the jury, of, the members, in, at, last, the, agreement, case, of, hearing, the.

4. can, a permit, A, apply, at, person, for, the age, 18, young, of.

5. agreed, The House, bill, on, month, Representatives, of, the, last.

2. Подчеркните глаголы “to be” и “to have”, определите их функцию и переведите предложения на русский язык.

1. His aim is to ground his complaint today.

2. He was claiming his money back because his partner had broken the contract.

3. Common Law has had a stronger influence in such countries as Spain.

4. In such a case the lawyer has to transfer one of his clients to another lawyer.

5. He had a claim for damages after the other party had broken the contract.

3. Поставьте глаголы, данные в скобках, в Present, Past или Future Simple активного залога и переведите предложения на русский язык.

1. Newspapers often (to publish) information on economic crimes.

2. The trial by jury (to become) compulsory in the 12-th century.

3. The plaintiff is a person who (to bring) an action in civil law.

4. Next week the President (to sign) a very important agreement.

5. The Supreme Court (to apply) the Constitution to decide cases involving the presidency and Congress.

4. Поставьте глаголы, данные в скобках, в Present, Past или Future Simple пассивного залога и переведите предложения на русский язык.

1. At times the jurors (to ask) to decide a series of specific factual issues.

2. At the last trial the jury (to require) to reach its decision with unanimity.

3. In future the offenders (to prevent) from committing further crime by short terms of imprisonment.

4. The primary function of any court system in any nation is so obvious that it rarely (to mention)

5. He wanted to claim his money back yesterday, but the hearing (to cancel).

5. Перепишите предложения, выбрав сказуемое в активном или пассивном залоге, и переведите их на русский язык.

1. The judge (helps / is helped) in deciding on the penalty by two Justices of the Peace.

2. Punishment by death (abolished / was abolished) for trial period of five years in 1965.

3. In a civil suit the solicitor (prepares / is prepared) the case for the courts.

4. The Family Division (deals / is dealt) with divorce and questions arising out of wills.

5. For judicial purposes the House of Lords (composes / is composed) only of the Lords of Appeal.

6. Прочитайте текст, переведите устно абзацы 5, 6, 7. Перепишите и письменно переведите абзацы 1, 2, 3, 4.

PROBLEMS OF JUVENILE DELINQUENCY.

WHAT CAUSES CRIME?

(1) What is crime caused by? When I started to investigate juvenile crime I started from the premise that most children are born thieves. The more I have discussed the problem with those involved: police, teachers, parents, social workers, children and many others — the more have I been satisfied that my premise is correct. But this wide contact has satisfied me about something else. Because they are born thieves, it does not mean that most children are born criminals. That is something they may become. They do so because of behavior and the attitudes of adults, often parents, and very frequently teachers. And that is the tragedy.

(2) We expect criminal parents to tend to bring up criminal children. But, conversely, we expect honest and law abiding parents to bring up honest and law abiding children. But do they? The appalling figures of juvenile delinquency are more than disturbing.

(3) Many parents have told me of their despair in finding that their children steal from mum's purse or handbag or the family moneybox, tell lies on being detected and then do the same again.

(4) Nevertheless, firm action in the home can ensure that this behavior is eradicated and what I regard as the natural propensity of the child to take what he or she wants need never become ingrained as de­liberate criminal behavior.

(5) At the annual conference of the National Association of School­masters and Union of Women Teachers at Harrogate last April, one speaker, Doncaster Headmaster John Atherfold said: ... «Girls are worse than boys. They are subject to little or no control from their parents and grow up in homes where assaults are the order of the day»

(6) But what about crime among pupils in school? The original intention of my survey was to deal with this problem in isolation — but I found such an approach to be impossible. «What goes on in schools is a reflection of what goes on in society», I was told by Mr. R.F. Glover, the Deputy Secretary of the Headmasters' Conference. Only a few months ago, speaking at a dinner of Scottish Association for the Study of Delinquency at Peebles, Sir David McNee, London's Commissioner of Police, declared that a lowering of moral standards, a decline in religious beliefs and a lack of parental and family influence were the main reasons for the increasing crime rate.

4. The result of my talks with children on juvenile crime in general is the following. There was an overwhelming criticism by the children of the lack of concern and discipline shown by their parents. A very large majority recognized the need for an effective punishment, called for the return of corporal punishment and asked for firmer discipline in schools. One other important point is that they asked for more, and in particular, less expensive, recreational facilities.

2. Ответьте письменно на вопросы к тексту.

1. What do many parents say about their children?

2. What were the main reasons for the increasing crime rate according to Sir David McNee?

3. Who called for the return of corporal punishment?