Новосибирский юридический институт (филиал)

Российской Федерации

Новосибирский юридический институт (филиал)

Национального исследовательского

Томского государственного университета

 

Учебно-методический комплекс

дисциплины (модуля)

«ИНОСТРАННЫЙ ЯЗЫК В СФЕРЕ ЮРИСПРУДЕНЦИИ»

 

 

Новосибирск

2011

Учебно-методический комплекс подготовлен преподавателями И. М. Берестовой и Ю. А. Купченко

 

 

Утвержден на заседании кафедры общественных наук НЮИ (ф) ТГУ

Протокол № 2 от 27 октября 2011 г.

 

Заведующий кафедрой общественных наук

кандидат философских наук, доцент                                           И. В. Печурин

 

Рекомендован к опубликованию методической комиссией НЮИ (ф) ТГУ

Протокол № 7 от 22 декабря 2011 г.

 

Председатель методической комиссии

кандидат исторических наук, доцент                                 В. В. Белковец

 

 

Настоящий учебно-методический комплекс разработан на основе федерального государственного образовательного стандарта ВПО по направлению «Юриспруденция», квалификация (степень) «бакалавр», и предназначен для студентов НЮИ (ф) ТГУ всех форм обучения.

 

 

© Новосибирский юридический институт (филиал) ТГУ, текст, 2011

I. ОРГАНИЗАЦИОННО-МЕТОДИЧЕСКИЙ РАЗДЕЛ

 

Цель курса

 

Основной целью курса является повышение исходного уровня владения иностранным языком, достигнутого на предыдущей ступени образования, и овладение студентами необходимым и достаточным уровнем иноязычной коммуникативной компетенции для решения коммуникативных задач в профессиональной, научно-исследовательской, культурной и бытовой сферах деятельности.

Успешное освоение данной дисциплины способствует продуктивному изучению других дисциплин – как общеобразовательных, так и профессиональных – за счет развития навыков работы с информацией на иностранном языке.

 

 

Задачи учебного курса

 

В ходе изучения предмета решаются следующие задачи:

1) приобретение языковых (лексических, грамматических) знаний и коммуникативных навыков для использования английского языка в учебной и профессиональной деятельности;

2) формирование умений выстраивать и выражать свое мнение в устной и письменной форме на иностранном языке в рамках предложенных тем;

3) развитие умений работать с научной и справочной литературой на иностранном языке;

4) овладение разными техниками чтения аутентичных текстов на английском языке общекультурной и профессиональной направленности;

5) развитие когнитивных и исследовательских умений с использованием ресурсов на иностранном языке;

6) расширение кругозора и повышение общей гуманитарной культуры студентов.

В результате изучения дисциплины студент должен овладеть:

1) лексическим минимумом в объеме 4000 учебных лексических единиц общего и терминологического характера;

2)  грамматическими навыками, обеспечивающими коммуникацию общего характера без искажения смысла при письменном и устном общении; а также основными грамматическими явлениями, характерными для профессиональной речи;

3) диалогической и монологической речью на иностранном языке в рамках изучаемых тем;

4) навыками изучающего, просмотрового чтения текстов на иностранном языке;

5) основными навыками письма для реферирования, аннотирования и перевода литературы по специальности;

6) навыками работы с отраслевыми словарями;

7) знаниями о дифференциации лексики по сферам применения (бытовая, терминологическая, общенаучная, официальная и другая);

8) знаниями о свободных и устойчивых словосочетаниях и фразеологических единицах;

9) знаниями об обиходно-литературном, официально-деловом и научном стилях речи.

 

3. Перечень компетенции, формируемых при изучении дисциплины

 

Выпускник должен обладать следующими общекультурными компетенциями (ОК):

- быть способным логически верно, аргументировано и ясно строить устную и письменную речь (ОК 4);

- владеть необходимыми навыками профессионального общения на иност-ранном языке (ОК-13).

Основная задача курса состоит в последовательном овладении студентом совокупностью компетенций, основными из которых являются:

- иноязычная коммуникативная компетенция в совокупности таких составляющих, как:

- речевая компетенция – формирование и развитие коммуникативных умений в четырех основных видах речевой деятельности (чтении, говорении, письме, аудировании);

- языковая компетенция – овладение новыми языковыми единицами в соответствии с отобранными темами и сферами общения; развитие навыков оперирования этими единицами в коммуникативных целях;

- социокультурная компетенция – получение знаний о социокультурной специфике страны / стран изучаемого языка;

- учебно-познавательная компетенция – развитие общеучебных и специальных учебных умений, позволяющих совершенствовать учебную деятельность по овладению иностранным языком, а также удовлетворять с его помощью познавательные интересы в других областях знаний;

- межкультурная компетенция – способность достичь взаимопонимания в межкультурных контактах;

- прагматическая компетенция – владение лингвистическими знаниями и навыки их использования.

 

 

II. РАБОЧАЯ ПРОГРАММА УЧЕБНОЙ ДИСЦИПЛИНЫ (МОДУЛЯ)

Темы и их краткое содержание

Тема 2. I am a Student

1. Чтение и перевод текста «I am a Student»; составление монологического высказывания на английском языке по теме «I Study at Law Institute».

2. Чтение и перевод текста «Tomsk State University».

3. Лексический минимум по теме: university, institute, faculty, higher education, to enter, to pass exams, to fail exams (an exam), first-year student/ freshman, applicant, to be good at a subject (subjects), to work hard at smth, to hand in a paper, to attend classes, to miss classes, to do well in subjects, to lag behind the group, to catch up with the group; b) full-time student, part-time student, extra-mural student, fellow-students; c) to run a company, to go into business, to be in the diplomatic service, to work in the field of, hard-working, intelligent, smart, honest, to be cut out for smth.

4. Структура простого и сложного предложений в английском языке. Типы вопросов.

 

Тема 3. What is Law?

 

1. Лексический минимум: criminal law, civil law, traditions, customs, to make laws, law enforcement, to enforse, prescriptive, descriptive laws, prescriptive laws, society, to regulate relations, to be regulated by law, to deal with, to break the law/ rules, code of behaviour.

2. Чтение и перевод текста «What is Law?».

3. Выполнение лексико-грамматических упражнений.

 

Тема 4. My Future Profession.
Professional Titles In England and in the USA

 

1. Лексический минимум по теме: lawyer, judge, notary, investigator, detective, police officer, public prosecutor, barrister, solicitor, Q.C., attorney, in-house lawyer, court, courtroom, give legal advice, prepare documents, have the right of audience, case, hear cases, civil case, criminal case, hearing, disputes over property, client, to consult clients.

2. Чтение и перевод текстов «Legal Profession In England, in the USA, in the Russian Federation».

3. Название юридических профессий на английском языке; видеолекция по теме «Юридическая профессия в Англии. Этапы обучения». Изучающее чтение текста «Judges in England». Монологическое высказывание по теме «Legal Profession in England, the USA and Russia»

4. Таблица видовременных групп английского глагола, страдательный залог. Времена группы «Simple».

5. Практика письменной речи. Правила составления резюме на английском языке («Writing a CV»).

6. Ролевая игра по теме «The Talk of Two Judges» (barrister-solicitor; barrister-attorney; barrister-in-house lawyer).

 

Тема 5. Legal Vocabulary

1. Понятия «термин», «словарная статья»; знакомство с основными типами юридических словарей английского языка. Анализ состава словарной статьи. Изучение терминологического минимума по теме «Crime and Punishment».

2. Понятия «устойчивые словосочетания» и «фразеологические единицы»; изучение английских фразеологических единиц, содержащих юридические термины.

3. Чтение текстов «Law and Order», «Types of Law».

4. Изучающее чтение отрывка из художественного текста (The Chamber by John Grisham).

 

 

Тема 10. Kinds of Cases

1. Лексический минимум по теме: case, civil/criminal case, to sue, a suit, complain, counterclaim, plaintiff, defendant, burden of proof, reach a verdict, unanimous verdict, information, preponderance of evidence, litigation.

2. Чтение и перевод текста «Kinds of Cases».

3. Составление монологического высказывания по теме.

 

 

Тема 11. Steps of a Trial

1. Лексический минимум по теме: presentation of evidence, testimony of witness, physical exhibits, opening statement, instructions, law, objection, valid/invalid, sustain/overrule the objection, an argument, to argue a case, retire to the jury room, foreman, clerk of the court, court reporte, side of defence / prosecution, jury box, witness stand, gavel, coat of arms.

2. Чтение и перевод текста «Steps of a Trial».

3. Составление монологического высказывания по теме.

4. Практика письменной речи: Описание зала судебного заседания на английском языке.

5. Предлоги места: in front of, above, under, near, next to, opposite.

6. Грамматическая конструкция: There is/There are.

7. Ролевая игра / Кейс-стади (Case-Study) по фрагменту из фильма «To Kill a Mockingbird».

8. Грамматика. Страдательный залог.

 

 

Тема 12. Jury Service

1. Лексический минимум по теме: jury panel, jury pool, jury, a juror(s), to be eligible, potential juror, challenging a juror, challenge for cause, perimtory challenge, to excuse, to decide by ordeals, to reveal a wrongdoer, perjury.

2. Чтение и перевод текста «Jury Service».

3. Чтение и перевод текста «The Origin of Jury» (учебное пособие «Just English», стр. 175). Составление конспекта текста.

4. Составление монологического высказывания по теме.

5. Выполнение лексико-грамматического теста по теме.

 

 

III. МЕТОДИЧЕСКОЕ ОБЕСПЕЧЕНИЕ УЧЕБНОЙ ДИСЦИПЛИНЫ (МОДУЛЯ)

Планы практических занятий

 

Занятия 1, 2, 3

Topic: My Future Profession

 

Text 1. Прочитайте и переведите текст:

 

From: Lucy

To: [email protected]

Subject: Dear Mary

Date: 11.09.09

 

Dear Mary,

This is my first e-mail message to you from Novosibirsk. I’ve got great news to tell you!!! This summer I took entrance exams to Moscow Law Institute. There were a lot of applicants and the exams were rather difficult but I worked hard and passed them well enough to become a first-year student.

The Institute has a long history and a high status. The teaching staff consists of highly qualified professionals who are known all over the city. Classes begin at 9 o’clock in the morning and last till two or four in the afternoon. All subjects are very interesting. We have seminars and lectures in English, Philosophy, History, Theory of State and Law, Latin and so on. Later we are going to study law: constitutional law, civil law, criminal law, land law, family law. I’ll try to do well in all subjects and attend all classes in order to pass exams successfully.

After graduation from this Institute I would like to become a lawyer. I think that it is a noble profession, because you work with people and try to help them. To become a good lawyer you should work hard and have certain traits of character. You should be clever, helpful, open-minded and sociable. I feel that I’m just cut out to be a lawyer.

 

Truly yours,

Lucy.

 

 

Ex. 1. Найдите русские эквиваленты данным словам и выражениям:

a) Higher education, to enter, to pass exams, to fail exams (an exam), first-year student/ freshman, applicant, to be good at a subject (subjects), to work hard at smth, to hand in a paper, to attend classes, to miss classes, to do well in subjects, to lag behind the group, to catch up with the group;

b) Full-time student, part-time student, extra-mural student, fellow-students;

c) to run a company, to go into business, to be in the diplomatic service, to work in the field of, hard-working, intelligent, smart, honest, to be cut out for smth.

Ex. 2. Дополните предложения словами и выражениями из упражнения 1:

1. ____________ is becoming more and more popular in this country. 2. All the first-year students must ___________ their project papers by the end of November. 3. During the academic year all students have to ____________ so as not ________ the group. 4. They must ________________ because if they _______ ______ they will have ________ in order not to fail the exams. 5. Most of my friends _______ at college and hope to become good specialists. 6. As a rule, the students who ________, help their fellow-students who have some problems with the subject.

 

Ex. 3. Переведите предложения на русский язык:

1. Jack presented his graduation paper so well that he got his degree with Honors.

2. The university graduated 850 students last year. 3. Julie, you swim so well!!! You must have taken lessons from a dolphin. 4. The subject matter of my report is the economic development of England in the 15^th century. 5. The teacher lectured the boys for being lazy. 6. All my fellow-students took winter exams but not all of them passed the exams. 7. Professor Warren will give a lecture on the history of diplomacy next week.8. This book does not fully cover the subject. 9. Magda is very sociable and has a wide circle of acquaintances. 10. The University’s history goes back to 1944 when it was founded as the first institute to train personnel for the diplomatic service.

Text: The Interview

Прочитайте диалог по ролям.

Give a summary of the text.

2. Answer the questions:

a) When was the Law Faculty formed?

b) When did the Law Faculty get the status of the institute?

c)  What chairs are there in the Law Faculty?

d)  What people work in the staff of the Law Faculty?

e)  Where can graduates practice?

3. Work with a partner and discuss following questions:

a) What are the requirements for those who want to enter the Law Institute?

b) Is it prestigious to study at the Law Institute?

c) How do qualified lawyers find their job?

d) Do most law students become lawyers? What legal activities do they carry out?

Topic: What is Law?

 

Приведите однокоренные русские эквиваленты:

limit, form, phenomenon, incident, detail, gravity, economics, religion, compensation, concentration, corruption, instruction, natural, social, civil, general, criticize, legal.

 

Text: What is Law?

 

The English word “law” refers to limits upon various forms of behavior. Some laws are descriptive – they simply describe how people usually behave. An example is the law of gravity; another is the laws of economics. Other laws are prescriptive – they prescribe, for example, how fast we should drive.

So, law is the whole set of rules that are supported by the power of government and that control the behaviour of members of any society. The law itself provides the basic structure within which commerce and industry operate. It safeguards the rights of individuals, regulates their dealings with others and enforces the duties of government.

In all societies, relations between people are regulated by prescriptive laws. Some of them are customs – that is informal rules of social and moral behaviour. Customs need not to be made by governments, and they need not to be written down. We learn how to behave in society through the instructions of family and teachers, the advice of friends, etc. Sometimes, we can break these rules without any penalty. But if we continually break the rules, other members of society may criticize us. The ways in which people talk, eat and drink, work and relax together are usually guided by many such informal rules.

 

Vocabulary to the text:

custom

to make laws

to enforce law

descriptive law

prescriptive law

 

Ex.1. Найдите неправильное утверждение:

1. In all societies relations between people are regulated by customs and traditions.

2. The speed limits imposed on a driver is an example of a prescriptive law.

3. Both customs and rules are enforced by governments.

 

Ex.2. Давайте ответим на вопросы:

1. What is a descriptive/prescriptive law? Can you give your own examples?

2. What is the difference between a custom and a law?

3. In what way is the law system described in the text similar to that of your country.

 

Text: Types of Law

 

Civil and Public law: one important distinction is between private or civil law and public law. Civil law concerns disputes among citizens within a country, and public law concerns disputes between citizens and the state, or between one state and another.

Constitutional law: According to one very wide definition, constitutional law is that part of the law which relates to the system of government of the country. But it is more useful to define constitutional law as a set of laws which regulate the structure of the principal organs of government and their relationship to each other and to the citizen and determine their main functions.

Intellectual property laws reward the creators of original works by preventing others from copying, performing or distributing those works without permission.

International law constitutes that body of rules* which governs the relationships between sovereign states.

 

* body of rules – свод правил.

Complete the extract below from a law textbook by using the verbs in the box [1].

are tried is brought is committed is committed is fined is punished is put is resolved was caused

A crime is a wrong which 1).........................................................against society. The wrongdoer 2)...............................................: he or she 3).................................................... in prison or 4)..................................................... a sum of money. A tort, on the other hand, is a wrong which 5)............................................... against an individual. The injured party can sue the wrongdoer and receive damages from the court. Criminal sanctions exist to make society safer and to keep people from committing certain acts. Tort remedies exist to make the injured party whole again for the harm which 6).........................................................by the wrongdoer.

A key difference between the two is that a crime requires a criminal intent (mens rea), whereas a tort can result without intent to cause harm on the wrongdoer's part. Crimes 7).........................................................in the criminal courts. An action 8).........................................................by a governmental body against the wrongdoer. A tort, conversely, 9).........................................................in the civil courts; the injured party brings an action against the wrongdoer.

 

Text: Professional Titles

 

The legal profession in England is divided into two main groups: barristers and solicitors. Barristers do the court work and solicitors do the office work. Barristers specialize in arguing cases in front of a judge and have the right to be heard, the right of audience, even in the highest courts. They are not paid directly by clients, but they are employed by solicitors. Judges are usually chosen from the most senior barristers.

Solicitors do much of the preparation for cases which they then give to barristers.

Solicitors also have a right of audience in lower courts.

In general, barristers spend most of their time either in a courtroom or preparing his arguments for the court and solicitors spend most of their time in an office giving advice to clients, making investigations and preparing documents.

In the United States there is no division of the profession and a lawyer frequently does both office work and courtroom work. The attorneys are lawyers who represent clients in court. They are trained at law schools and are licensed to practice only in a certain state.

In Russia lawyers work mostly in colleges of advocates – self-managed cooperative-type organizations. Colleges of advocates are formed in accordance with territorial subdivisions – in the cities, regions, republics. In it’s territory any college is represented by law firms or legal aid offices, which render all legal assistance to citizens: advocates counsel people, draft legal documents, represent plaintiffs or defendants in civil litigation and defend people in criminal proceedings.

Notes

legal profession – юридическая профессия;

barrister – адвокат, выступающий в суде;

solicitor – поверенный;

do the court work – выполнять работу в суде;

do the office work – выполнять работу в конторе;

represent a client at a full hearing – представлять клиента на полном слушании;

acquiring a knowledge of the theory and practice – приобретение знаний по теории и практике;

onerous – обременительный;

officer of the court – судебный исполнитель;

have duties to the court – иметь обязательства перед судом;

override – превышать;

witness box – место для дачи свидетельских показаний;

confess a guilt – признать вину;

offence – правонарушение;

give evidence – давать свидетельские показания;

innocent – невиновный;

draft – составлять проект;

pleadings – состязательные бумаги, которыми обмениваются стороны на предварительной стадии судебного процесса;

court proceedings – рассмотрение дела в суде;

trust deed – акт учреждения доверительной собственности;

legal documents – юридические документы;

litigation – судебная тяжба;

qualify as a solicitor – получить квалификацию поверенного;

trainee – практикант;

legal education – юридическое образование;

legal practice – юридическая практика.

 

 

Topic: Human Rights [3]

 

The concept of human rights has existed under several names in Euro­pean thought for many centuries, at least since the time of King John of England. After the king violated a number of ancient laws and customs by which England had been governed, his subjects forced him to sign the Magna Carta, which enumerated a number of what later came to be thought of as human rights. Among them were the right of the church to be free from governmental interference, the rights of all free citizens to own and inherit property and be free from excessive taxes. Magna Carta established princi­ples of due process and equality before the law and it also contained provi­sions forbidding bribery and official misconduct. The political and religious traditions in other parts of the world also proclaimed what have come to be called human rights, calling on rulers to rule justly and compassionately, and delineating limits on their power over the lives, property, and activities of their citizens. In the United States, a bloody war over slavery came close to destroying a country founded only eighty years earlier on the premise that, "all men are created equal."

The women's rights movement succeeded in gaining for many women the right to vote. National liberation movements in many countries suc­ceeded in driving out colonial powers. The modern human rights movement didn't invent any new principles. It was different from what preceded it pri­marily in its explicit rejection of political ideology and partisanship, and its demand that governments everywhere, regardless of ideology, adhere to certain basic principles of human rights in their treatment of their citizens. This appealed to a large group of people, many of whom were politically inactive, not interested in joining a political movement, not ideologically motivated. They were simply outraged that any government dared abuse, imprison, torture, and often kill human beings whose only crime was in be­lieving differently from their government and saying so in public. They took to writing letters to governments and publicising the plights of these people in hopes of persuading or embarrassing abusive governments into better be­haviour.

 

Notes

provide – обусловливать;

elect – выбирать;

majority of the votes – большинство голосов;

the Council of Europe – Европейский совет;

high judicial office – высокая судебная инстанция;

chamber – палата;

Ex. officio – по должности;

extend to – распространяться на;

compulsory – обязательный.

 

Занятия 14, 15, 16

Topic: Legal Vocabulary

Text: Law and Order [4]

 

The Police

When someone commits a crime (= breaks the law and does something illegal/against the law/wrong), the police do a number of things.

They investigate the crime (= try to find out what happened and who is responsible).

If they catch (= find) the person they believe is responsible for the crime, they will arrest her/him (= take her/him to the police station because they think the person has committed the crime).

At the police station, they question them. (= ask them questions)

If they are sure that the person committed the crime, the person is charged with the crime (= the police make an official statement that they believe the person committed the crime).

For a serious crime (e.g. murder), the person must then go to court for trial.

 

In Court

In court, the defendant must try to prove (= provide facts to show something is true) that they did not commit the crime. In other words, they must try to prove that they are innocent (opp. guilty). Twelve members of the public (called the jury) listen to the evidence (= information about the crime, for and against) and then make their decision. People who see a crime are witnesses, and they usually give evidence at a trial.

Punishment (= what a person must suffer if they do something wrong)

If someone is guilty of a crime, the judge will give the sentence (= the punishment). If a person is guilty of murder, the sentence may be 10-20 years in prison. The person then becomes a prisoner.

For crimes that are not serious (called minor offences, e.g. illegal parking), the punishment is usually a fine. (= money you have to pay)

Exercises

Answer the questions:

a) Who investigate(s) crimes?

b) Who sentence(s) people?

c) Who live(s) in prison?

d) Who decide(s) if someone is innocent or guilty?

e) Who defend(s) people and present(s) evidence?

f) Who commit(s) crimes?

Topic: Juvenile Delinquency

Topical Vocabulary

armed-robbery, bullying, correctional institution, custody, drug-addict, dysfunctional family, innocent, to mug/mugging, murder, misuse, offence, to steal, punishment, victim.

 

2. Improve your writing (вставьте пропущенные буквы):

 1. p_n_s_m_nt

 2. s_ _a_

 3. ar_ _d r_b_ _ry

 4. bu_ lyi_g

 5. in_o_e_t

 6. m_g_i_g

 

3. Прочитайте текст и подберите подходящий заголовок:

a) victims of bullying

b) youngsters

c) juvenile delinquency

d) correctional institution

e) suicide terrorists

 

Crime is getting younger all over the world. One hears about drug-addicts who have barely reached school age; there are street gangs which include young children, usually with an adult leader. Teenagers today commit all the serious crimes like armed-robbery with violence, murder, sexual offences. The reasons are usually neglect in the family or a dysfunctional family, history of violent behaviour among the relatives, drug and alcohol misuse, bad neighborhoods and peer pressure. Bullying at school and in the street is quite common, and it is hard to take measures against it unless the victim appeals to responsible adults like parents and teachers for help. Very often, when a group of youngsters is caught after a mugging, it becomes clear that ignorance is another reason for crimes: children do not know that they are liable for prosecution even if they are underage. Teens may steal a car, joyride in it and abandon it later, and claim that they did it “just for fun”. They are surprised when they learn that their parents have to pay for the damage done, or that they have to work a set number of days for the community as punishment.

Sometimes one such occasion is enough to teach a child not to become an offender. However, when a youngster is caught after committing the same or a different offence again and again, stricter measures are taken. Young people may even be sent to a correctional institution, and then go to prison when they become of age. Today, we hear about suicide terrorists who are very young, and who become “live bombs”, killing themselves and a lot of innocent strangers for religious causes. It is clear that they are not the masterminds of such crimes, and it is the adult terrorists sending them to senseless death who have to be stopped.

The most recent law in the UK states that a young criminal over the age of 18 may be tried by the court of law. A juvenile delinquent is a child or a young person under the age of 18 who shows no concern for other people or behaves in a criminal way. Young people who misbehave seriously or are criminals are not put into prison but may be sent to a special school to be educated or trained, to try to prevent them from committing a crime again. If it is a first offence and no great harm was done, the court decides who gets custody of a child and what measures should be taken to help them.

 

 

4. Find 8 reasons why teenagers commit crimes:

1_____________________ 5_______________________

2_____________________ 6_______________________

3_____________________ 7_______________________

4_____________________ 8_______________________

Topic: Kinds of cases

Just English. Английский для юристов: Учебное пособие / под ред. Т. Н. Шишкиной. – М.: Гуманитарное знание, ТЕИС, 1997. – с. 107–109.

Занятия 30, 31, 32

 

Topic: Steps of a trial

Just English. Английский для юристов: Учебное пособие / под ред. Т. Н. Шишкиной. – М.: Гуманитарное знание, ТЕИС, 1997. – с. 107–109.

Занятия 33, 34, 35

 

Topic: Jury service

Just English. Английский для юристов: Учебное пособие / под ред. Т. Н. Шишкиной. – М.: Гуманитарное знание, ТЕИС, 1997. – с. 107–109.

Занятие 36

 

The Perfect Crime

Alice Jackson's husband, Henry, was a man of habit. So it was that at exactly six o'clock in the evening she was in the kitchen getting a beer for him out of the fridge and watching him walk up the path.

She was smiling. Today the routine was going to be different. It was their tenth wedding anniversary, and some friends were coming round for drinks at 8.00. There was a big ice statue of a couple kissing in the middle of the table in the living room, with twenty glasses waiting for the guests. Alice was looking forward to the evening.

She was very happy. She had a beautiful baby sleeping upstairs, a lovely home, and a husband who she adored.

Henry opened the door and came into the kitchen. She turned round to kiss him and give him his beer.

''Sit down, Henry said. 'I've got something to say.''

Alice had no idea that in the next two minutes her whole life was going to change.

'I'm sorry,' he said. 'And it's our anniversary, as well. But it's just that Kathy and I are in love. Bobby won't miss me, he's too young.'

She didn't believe her cars. She was in a dream,

'I'll get ready for the party,' she said. She walked into the living room. When she returned, Henry was standing with his back to her, drinking his beer. She was carrying something heavy. He turned. 'What on earth...?' These were Henry Jackson's last words. His wife hit him over the head.

At first he didn't move, and then he fell to the floor.

Suddenly Alice began to think very clearly. She took the ice statue back to the living room, and phoned the police.

Then she turned up the central heating, and went upstairs to put on some make-up.

The police came quickly.

'Is he all right?' she asked.

'He's dad.'

Alice screamed. 'No, no, not Henry! My Henry! Oh Henry!' Through her tears she told how she put the baby to bed, and came downstairs to find Henry on the kitchen floor.

'Burglars,' said Detective Parry.

They took her into the living room.

'Sit down, Mrs. Jackson. Sergeant Taylor, get Mrs. Jackson a drink. A brandy with some ice. Phew! It's hot in this room. I hope you understand, Mrs. Jackson, that we have to search the house immediately. We must find the murder weapon.'

The room was getting hotter. Suddenly an arm fell off the ice statue onto the table. It was melting. Sergeant Taylor went to the statue and picked up the melting arm. He broke it into bits and put some into Alice's brandy.

'Phew! Can I have a glass of water, Mrs. Jackson? It's so hot in here.'

think we all need one,' said the detective. “And, with ice”. They were all very hot and thirsty.

Alice's friends arrived. 'Poor, Alice! Poor, Henry!' They cried, and they tried to comfort her.

'Oh, thank you, thank you,' sobbed Alice. 'Please... stay and have a drink. Help yourselves,'

They all had drinks – gin and tonic, whisky – and they all had ice. The statue was now nearly a pool of water on the floor.

"1 wonder what the burglar hit him with,' said one guest.

'Who knows?' said another, taking a sip of her drink. Alice heard this conversation, and smiled into her brandy.

 

Дайте ответы на следующие вопросы:

1. What is the text about?

2.  Why is it called «the Perfect crime»?

3. What is the main idea of the text?

 

After her Husband’s Death

 

Catherine now ran the inn, and the work there helped her to cope with her husband’s death. Yet, in the nine months since the bridge tragedy, she still believed that someday the door would open and Ed would cheerfully call, «Where are my girls?" Sometimes she found herself listening for the sound of her husband’s voice.

Now, in addition to all the shock and grief, her finances had become an urgent problem. Two years earlier, Catherine had closed the inn for six months, mortgaged it and completed a massive renovation and redecoration project.

One Friday afternoon Catherine was in the house, getting ready to go to the inn dinner hour. The insurance people were expected soon. But, when the two gloomy looking executives arrived, it was not to begin the process of payment. «Mrs. Collins", the older of the two said, “I hope you will understand our position. We sympathize with you and understand the situation you are in. The problem is that we cannot authorize payment on your husband’s policies without a death certificate and that is not going to be issued".

Catherine stared at him. "You mean it’s not going to be issued until they have absolute proof of his death?" But suppose his body was carried down the river clear into the Atlantic?"

Both men looked uneasy. "All the other bodies have been recovered. There isn’t too much as wheel or engine part of a Cadillac in the riverbed below the accident site".

"Тhen you’re saying..." Catherine was finding it hard to form words.

"We are saying that the executive report on the accident categorically states that Edwin Collins could not have perished in the bridge tragedy that night. The experts fell that even though he may have been in the vicinity of the bridge, no one believes Edwin Collins was a victim. We believe he was in none of the cars involved in the accident and took advantage of that favorable happening to make the disappearance he was planning. We think he reasoned he could take care of you and your daughter through the insurance and go on to whatever life he had already planned to begin in South America or somewhere else."

 

Complete the sentences:

1. Catherine was so much depressed after her husband’s death that she:

1. couldn’t work

2. started hearing Ed`s voice

3. believed he would return

4. talked to Ed through the door

 

2. Catherine needed money because she:

1 had to run the inn

2 wanted to renovate the inn

3 wanted to forget her grief

4 had wasted her money

 

3. The insurance people came to see Catherine to tell her that:

1. the company couldn’t pay the money without a document

2. the insurance company refused to issue a death certificate

3. Edwin Collin’s body had been found in the Atlantic

4. Edwin Collin’s car had been found in the river

 

4. The executive report stated that Edwin:

1. was caught in one of the cars

2. was seen in the vicinity of the bridge

3. could have died in the accident

4. could not have been a victim

 

5. The insurance people thought that Edwin Collins:

1. lived in South America

2. had organized his disappearance

3. did not care for his wife

4. had planned to return home.

 

 

Causes of Crime

1. Match the following headings with the section of the text below:

1. Psychological and psychiatrist theories

2. Biological theories

3. Multiple causation theory

4. Social environment theories

5. Theological and ethical theories

6. Climatic theory

 

(1) No one knows why crime occurs. The oldest theory, based on theology and ethics, is that criminals are perverse persons who deliberately commit crimes or who do so at the instigation of the devil or other evil spirits. Although this idea has been discarded by modern criminologists, it persists among uniformed people and provides the rationale for the harsh punishments still meted out to criminals in many parts of the world.

(2) Since the 18^th century, various scientific theories have been advanced to explain crime. One of the first efforts to explain crime on scientific, rather than theological, grounds was made at the end of the 18^th century by the German physician and anatomist Franz Joseph Gall, who tried to establish the relationships between skull structure and criminal proclivities. This theory, popular during the 19^th century, is now discredited and has been abandoned. A more sophisticated theory – a biological one – was developed late in the 19^th century by the Italian criminologist Cesare Lombroso, who asserted that crimes were committed by persons who are born with certain recognizable hereditary physical traits. Lombroso’s theory was disproved early in the 20^th century by the British criminologist Charles Goring. Goring’s comparative study of jailed criminals and law-abiding persons established that so-called criminal types, with innate dispositions to crime, do not exist. Recent scientific studies have tended to confirm Goring’s findings. Some investigators still hold, however, that specific abnormalities of the brain and of the endocrine system contribute to a person’s inclination toward criminal activity.

(3) Another approach to an explanation of crime was initiated by the French political philosopher Montesquieu, who attempted to relate criminal behavior to natural or physical environment. His successors have gathered evidence tending to show that crimes against the person, such as homicide, are relatively more numerous in warm climates, whereas crimes against property, such as theft, are more frequent in colder regions. Other studies seem to indicate that the incidence of crime declines in direct ratio to drops in barometric pressure, to increased humidity, and to higher temperature.

(4) Many modern criminologists of the 19^th century, particularly those associated with the social movement, attributed crime mainly to the influence of poverty. They pointed out that persons who unable to provide adequately for themselves and their families through normal legal channels are frequently driven to theft, burglary, prostitution, and other offences. The incidence of crime especially tends to rise in times of widespread unemployment. Present-day criminologists take a broader and deeper view; they place the blame for most crime on the whole range of environmental conditions associated with poverty. The living conditions of the poor, particularly of those in slums, are characterized by overcrowding, lack of privacy, inadequate play space and recreation facilities, and poor sanitation. Such conditions engender feelings of deprivation and hopelessness and are conducive to crimes as means of escape. The feeling is encouraged by the example set of those who have escaped to what appears to be better way of life made possible by crime.

Some theorists relate the incidence of crime to the general state of a culture, especially the impact of economic crises, wars, and revolutions and the general state of insecurity and uprootedness to which these forces give rise. As a society becomes more unsettled and its people more restless and fearful of the future, the crime rates tend to rise. This is particularly true of juvenile crime, as the experience of the United States since World War II has made evident.

(5) The final major group of theories are psychological and psychiatric. Studies by such 20^th century investigators as the American criminologist Bernard Glueck and the British psychiatrist William Healy have indicated that about one-fourth of a typical convict population is psychotic, neurotic, or emotionally unstable and another one forth is mentally deficient. These emotional and mental conditions do not automatically make people criminals, but do, it is believed, make them more prone to criminality. Recent studies of criminals have thrown further light on the kinds of emotional disturbances that may lead to criminal behaviour.

(6) Since the mid-20^th century, the notion that crime can be explained by any single theory has fallen into disfavour among investigators. Instead, experts incline to so-called multiple factor, or multiple causation theories. They reason that crime springs from a multiplicity of confliction and converging influences – biological, psychological, cultural, economic and political. The multiple causation explanations seem more credible than the earlier, simpler theories. An understanding of the causes of crime is still elusive, however, because the interrelationship of causes is difficult to determine.

 

2. Write down Russian equivalents for the words and expressions in bold type, given in the text above.

3. Find in the text the English equivalents for the following words and expressions and reproduce the context in which they were used:

1. мошенничество;

2. кража;

3. убийство;

4. кража со взломом;

5. сравнительный анализ преступников и законопослушных граждан;

6. соотнести преступное поведение с факторами окружающей среды;

7. преступления против человека;

8. преступления против собственности;

9. совершать преступления умышленно;

10. некоторые узнаваемые наследуемые черты;

11. выдающиеся ученые-криминологи;

12. ряд условий;

13. уровень преступности;

14. быть склонным к преступной деятельности;

15. пролить свет на проблему;

16. теория многообразия факторов;

17. достоверная теория.

 

Образцы письменных заданий

 

The detective “Alibi” Game

The police believe that a certain man took part in a robbery in London last weekend. He tells them that he was not in London at the weekend. His alibi is that he was in Scotland.

Fill the missing words. Use the following verbs: travel, see, hire, return, cost, buy, fly, stay, have, catch, arrive, pay, drive, go.

On Friday I ______ by tube to Heathrow Airport. I _______ some magazines at the airport. I then _______ to Edinburgh on a British Airways flight. I ________ dinner at the Taj Mahal restaurant in Edinburgh. After dinner I _________ a film at the Odeon Cinema. My ticket _________ 5. 79.

Then I _________ at the Cumberland Hotel in Room 546. On Sunday morning I _________ a car and __________ to St. Andrews. I _________ a deposit of 20.00. In the afternoon I _______ fishing. In the evening I _______ to Edinburgh. On Sunday morning I ________ the 11.40 train to London. I _______ back in London at 17. 57.

Grammar

Vocabulary

Тема: About Myself

Useful Words and Phrases:

– My name is...

– My surname is...

– I am Russian. I live in...

– I am 17(seventeen) years old/ 20 (twenty years old)/ 23 (twenty three years old)...

– I am a student at Novosibirsk State Institute branch of Tomsk State University.

– I am single/ married.

– My family is large/small. I have got...

– I combine work with study

 

Text 1: Meet Phil Knight

Phil Knight is the founder and CEO of Nike, a famous sports and fitness company. He is from Oregon, USA. He is 65 and is a very rich man. He is married, and his wife’s name is Penny. They have two sons and one daughter: Knight lovessport, including tennis, running and golf. He also likes fast cars. He says, “I love the fact that Nike is about sports”. He has a tattoo of the Nike logo on his left leg.

Knight’s ad agency is “Wieden and Kennedy”. At his first meeting with Wieden, Knight said, “Hi, I’m Phil Knight. And I hate advertising”. But they are still partners after 21 years. At meetings with Wieden, Knight is relaxed and tells jokes. He wears blue jeans, a T-shirt and suit jacket, and a pair of Nike shoes.

Knight is interested in Asia, especially Japan. His office is full of objects from Asia. It’s in Nike’s World Headquarters in Beaverton, Oregon.

Task 2 Fill in the Table

Phil Knight
Age
Nationality
Family
Job
Type of company
Interests

Read and translate the text

 

From: Lucy Kovrova

To: [email protected]

Subject: Dear Mary

Date: 11.09.06

 

Dear Mary,

This is my first e-mail message to you from Novosibirsk. I've got great news to tell you!!! This summer I took entrance exams to Moscow Law Institute. There were a lot of applicants and the exams were rather difficult but I worked hard and passed them well enough to become a first-year student.

The Institute has a long history and a high status. The teaching staff consists of highly qualified professionals who are known all over the city. Classes begin at 9 o'clock in the morning and last till two or four in the afternoon. All subjects are very interesting. We have seminars and lectures in English, Philosophy, History, Theory of State and Law, Latin and so on. Later we are going to study law: constitutional law, civil law, criminal law, land law, family law. I'll try to do well in all subjects and attend all classes in order to pass exams successfully.

After graduation from this Institute I would like to become a lawyer. I think that it is a noble profession, because you work with people and try to help them. To become a good lawyer you should work hard and have certain traits of character. You should be clever, helpful, open-minded and sociable. I feel that I'm just cut out to be a lawyer.

Truly yours, Lucy

 

Translate into Russian

a) Higher education, to enter, to pass exams, to fail exams (an exam), first-year student/ freshman, applicant, to be good at a subject (subjects), to work hard at smth, to hand in a paper, to attend classes, to miss classes, to do well in subjects, to lag behind the group, to catch up with the group;

b) full-time student, part-time student, extra-mural student, fellow-students;

c) to run a company, to go into business, to be in the diplomatic service, to work in the field of, hard­working, intelligent, smart, honest, to be cut out for smth.

 

 

Text 1: Professional Titles

 

The legal profession in England is divided into two main groups: barristers and solicitors. Barristers do the court work and solicitors do the office work. Barristers specialize in arguing cases in front of a judge and have the right to be heard, the right of audience, even in the highest courts. They are not paid directly by clients, but they are employed by solicitors. Judges are usually chosen from the most senior barristers. Solicitors do much of the preparation for cases which they then give to barristers. Solicitors also have a right of audience in lower courts. In general, barristers spend most of their time either in a courtroom or preparing his arguments for the court and solicitors spend most of their time in an office giving advice to clients, making investigations and preparing documents. In the United States there is no division of the profession and a lawyer frequently does both office work and courtroom work. The attorneys are lawyers who represent clients in court. They are trained at law schools and are licensed to practice only in a certain state. In Russia lawyers work mostly in colleges of advocates - self-managed cooperative-type organizations. Colleges of advocates are formed in accordance with territorial subdivisions - in the cities, regions, republics. In it's territory any college is represented by law firms or legal aid offices, which render all legal assistance to citizens: advocates counsel people, draft legal documents, represent plaintiffs or defendants in civil litigation and defense people in criminal proceedings.

 

Grammar

Vocabulary

Reading

Форма итогового контроля

 

Первый семестр – зачет. Второй семестр – экзамен.