Английский язык в сфере юриспруденции (English for Law)

Citation preview

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ

ЮЖНО-УРАЛЬСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

Ш143.21 К642

И.В. Кондрашова

АНГЛИЙСКИЙ ЯЗЫК В СФЕРЕ ЮРИСПРУДЕНЦИИ (ENGLISH FOR LAW) Учебное пособие

Челябинск 2015

Министерство образования и науки Российской Федерации Южно-Уральский государственный университет Факультет подготовки сотрудников правоохранительных органов

Ш143.21 К642

И.В. Кондрашова

АНГЛИЙСКИЙ ЯЗЫК В СФЕРЕ ЮРИСПРУДЕНЦИИ (ENGLISH FOR LAW) Учебное пособие

Челябинск Издательский центр ЮУрГУ 2015

ББК Ш143.21-923:Х К642

Одобрено Советом факультета Подготовки сотрудников правоохранительных органов Рецензенты: С.В. Санникова, проректор по учебно-методической работе Южно-Уральского государственного института искусств им. П.И. Чайковского, заведующий кафедрой иностранных языков, кандидат педагогических наук, доцент; Ю.Э. Княжева, кандидат педагогических наук, доцент, директор частного образовательного учреждения «[биг бен] – центр изучения английского языка»

Кондрашова, И.В. К642 Английский язык в сфере юриспруденции (English for Law): учебное пособие / И.В. Кондрашова. – Челябинск: Издательский центр ЮУрГУ, 2015. – 59 с. Учебное пособие II курса нормативного срока обучения по направлению подготовки 40.03.01 «Юриспруденция» и специальности 40.05.02 «Правоохранительная деятельность». Цель пособия состоит в развитии иноязычной компетенции у студентовюристов в контексте будущей профессиональной деятельности. Данное учебное пособие служит развитию коммуникативной компетенции студентов в устной и письменной речи и может быть использовано как для аудиторной, так и для самостоятельной работы. ББК Ш143.21-923:Х © Издательский центр ЮУрГУ, 2015

Предисловие Учебное пособие предназначено для студентов юридического профиля и может быть использовано всеми, кто изучает английский язык как в рамках программы высшей школы, так и продолжает его изучение для дальнейшего использования в профессиональной деятельности. Основная цель пособия состоит в развитии иноязычной компетенции у студентов-юристов в контексте будущей профессиональной деятельности. Учебное пособие состоит из трех разделов, каждый из которых, в свою очередь, подразделяется на несколько тем. Каждый раздел включает аутентичные тексты, объединенные одной тематикой, систему заданий и упражнений к ним, построенных по принципу от простого к сложному и направленных на формирование умений понимать и изъясняться в пределах изученных тем. В учебное пособие включены аутентичные тексты, представляющие практический и познавательный интерес для тех, кто изучает проблемы юриспруденции и правоохранительную деятельность. Содержание разделов прямо связано с профессиональной деятельностью будущих юристов и сотрудников правоохранительных органов. Материалы разделов расширяют кругозор студентов, знакомят их с деятельностью правоохранительных органов англоязычных стран, ставят проблемы, которые им предстоит решать в своей профессиональной деятельности. Учебное пособие «Английский язык в сфере юриспруденции» (English for Law) рассчитано на работу под руководством преподавателя, который организует учебную деятельность в аудитории и выбирает задания для самостоятельной внеаудиторной работы с учетом уровня подготовленности студентов. В данном учебном пособии не ставится задача систематизации грамматического материала. Грамматические задания включаются по мере представленности тех или иных грамматических явлений в изучаемых материалах.

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Unit 1. Crime Lessons 1-2. Names of Crimes Task 1. Translate the following crimes. Which of these crimes do you think are: very serious, quite serious, not very serious? Robbery, burglary, murder, shoplifting, smuggling, arson, drug-trafficking, bribery, mugging, kidnapping, theft, pickpocketing, vandalism, terrorism, blackmail, fraud, forgery, hijacking, rape. Task 2. Match the headlines with the crimes.

Task 3. Listen to the dialogues. Which crimes are the people talking about? Choose the correct answers. 1. 2. 3. 4. 5.

a. burglary a. robbery a. drug dealing a. robbery a. joyriding

b. vandalism b. shoplifting b. theft b. shoplifting b. theft

Task 4. Listen to the news reports and match each person with the crime described, then write headlines for each news report. 4

1. 2. 3. 4. 5.

John Pierce Sally Smith Ann Daniels Tom Corman Jerry Parr

a. b. c. d. e.

fraud terrorism blackmail joyriding drug trafficking

Task 5. Read and say: What are the crimes? 1. He threatened to send the love letters to her husband unless she gave him 500 pounds. 2. The telephone box has been smashed, the young trees broken. 3. An old man has been attacked and robbed in a city street. He is recovering in hospital. 4. Department stores lose millions of pounds each year through goods being stolen off the shelves. 5. Thieves broke into the house while the family was away on holiday. 6. The young woman was sexually attacked as she walked across the dark park late at night. 7. He watched with satisfaction as the fire he lit burnt down the factory. “That’ll make them wish they’d never given me the sack.’ He thought. 8. It was a perfect copy. It was so good, in fact, that it could be even fool an expert. 9. The bank believed her to be trustworthy. They had no reason to suspect that she had transferred thousands of pounds to false accounts. 10.If you want to see your child again, put $50 000in an old suitcase and wait for further instructions. 11.George gave the man 50 pounds in return for a small packet of heroin. 12.It was a beautiful day. The sun was shining and people were sitting outside the café enjoying the sunshine. Then the bomb went off. 13.“If only I hadn’t brought these watches through customs,” she thought as she sat crying in the police station. Task 6. Read the definitions of criminal act and say the crime. 1. The crime of buying and selling drugs. 2. The crime of forcing someone to have sex when they are unwilling, using violence or threatening behavior. 3. Stealing money or things from people’s pockets or bags in public places. 4. The crime of taking control of an aircraft or other vehicle during a journey, especially using violence. 5. The crime of illegally entering a building and stealing things. 6. When you get money from people or force them to do something by threatening to tell a secret of theirs or to harm them. 7. (Threats of) violent actions for political purposes. 5

8. The crime of intentionally damaging property belonging to other people. 9. The crime of intentionally starting a fire in order to damage or destroy something, especially a building. 10. The crime of intentionally killing a person. 11. Money or a present that you give to someone so that they will do something for you, usually something dishonest. 12. The act of attacking someone and stealing their money. 13. Taking away a child or a person and keeping him/her by force (usually asking for money to be paid before he/she is released). 14. Taking things or people to or from a place secretly and often illegally. 15. The illegal act of taking goods from a shop without paying for them. 16. The crime of getting money by deceiving people. 17. The crime of making an illegal copy of a document, painting, etc. 18. (The act of) dishonestly taking something which belongs to someone else and keeping it. 19. Taking something away from another person by force. Task 7. Complete the table. Crime

WORD FAMILY: СRIME Person

robbery burglary murder shoplifting smuggling arson drug-trafficking bribery mugging kidnapping theft pickpocketing vandalism terrorism blackmail fraud forgery hijacking Task 8. Who commits these crimes? 1) … sets fire to buildings/forests on purpose. 6

Verb

2) … takes someone by force and doesn’t release them. 3) … gains money or financial benefits by a trick or by lying. 4) … breaks into a building in order to steal things. 5) … copies works of art/documents/signatures, etc. to deceive people. 6) … takes things into or out of a country illegally. 7) … intentionally kills another person. 8) … steals things from a shop while pretending to be a customer. 9) … steals money or property from a bank/shop, etc. using force or threats. 10) … illegally takes control of a plane or other vehicle using force. 11) … steals another person’s property. 12) … attacks someone violently in a street in order to steal money from them. Task 9. Read and translate the text. What is crime? Crimes are acts that are forbidden and punished by the law. Such acts may threaten the well-being of society, or injure any of its members. Crime is found in most societies and among all social groups within any society. People are most likely to commit a criminal act between the ages of 15 and 25. All societies have rules, or laws, about what is right and wrong. Laws are necessary in order for people to live and work together in peace and security. But the idea of what makes a crime is different in various parts of the world. Conceptions of crime vary so widely from culture to culture and change with time to such an extent that it may be difficult to name a specific act universally regarder as criminal. For example, in some countries in the Middle East a man may legally have several wives at the same time. In North America and Europe that would be a crime. Such acts as treason, murder, stealing, forgery and some others are called by the lawyers “bad in themselves”. These crimes have been punished throughout history because they have always been thought to be against the moral and ethical standards of society - that is, what society regards as good or bad. They are called “traditional” crimes. Other acts have been declared by law to be crimes – that is, acts that are bad because the law says they are. An example of such a crime is having a gun without licence. One of the best-known classifications of crimes comes from English common law. Crimes are classed according to their seriousness. Generally, murder, rape, arson are classified as very serious crimes and are called felonies. They are punishable by imprisonment, and sometimes by death. Traffic offences, disorderly conduct, and other minor offences are classed as misdemeanours. They may be punished by a fine or a short jail sentence. Task 10. Say whether the statements are true or false, correct the false ones. 1. Crime is found in most societies, but among a limited number of social groups. 7

2. The most likely age of criminals is over 25. 3. All societies have the same rules and the same laws about what is right and wrong. 4. The conceptions of crime vary in different countries of the world. 5. Some crimes have been punished throughout history because they have always been thought to be against the moral and ethical standards of society. 6. “Traditional” crimes are acts rthat are bad because the law says they are. Task 11. Read the crime idioms and match them with their definitions. 1. To do something by the book 2. To cook the books/accounts 3. To face the music 4. To do something under the table 5. To get away with murder 6. A partner in crime 7. To be behind bars 8. A cat burglar 9. To serve time 10. Crime doesn’t pay

a. A skilful thief who breaks into places without disturbing people or setting off alarms. b. To accept the consequences of doing something wrong. c. If you do something illegal, you will probably be caught and punished d. To be in prison. e. To keep inaccurate accounts for a business, usually in order to pay less tax. f. To do something secretly, usually because it’s illegal or unethical. g. To be in prison h. Not to be punished for bad behaviour. i. To do something strictly according to the rules or the official procedures. j. A person who helps you to make a secret plan to do something wrong or dishonest.

Task 12. Fill the sentences with appropriate idioms. 1. 2. 3. 4.

My lawyer is a very accurate specialist, he does everything ............... . Police arrests are being given maximum publicity as a reminder that ............... . After the criminal ............... , he was released. One of the directors had been ............... and the firm had been losing money for years. 5. Charles Peace is commonly cited as one of the most prolific ............... in history, he broke into thousands of houses during his lifetime. 8

6. After drinking alcohol all night, the next morning I had to ............... I had a bad hangover. 7. Murderers have to be put ............... for the rest of their lives. 8. A lot of these people work 80-hour weeks with all or half of their salaries paid ............... . 9. That guy always ............... – just because he's cute. 10. Ex-judge’s ............... has been sentenced to 33 months in prison.

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Lessons 3-4. Crimes against Property (1) Task 1. Divide the following crimes into 2 columns: Crimes against property

Crime against person

Robbery, burglary, murder, shoplifting, smuggling, arson, drug-trafficking, bribery, mugging, kidnapping, theft, pickpocketing, vandalism, terrorism, blackmail, fraud, forgery, hijacking, rape. Task 2. Look at the pictures. Answer the questions.

1. 2. 3. 4.

What crime is it? Who are the people? What are they doing? Why do they do that?

Task 3. Read the text quickly and render its contents in Russian. Burglary (also called breaking and entering and sometimes housebreaking) is a crime, the essence of which is illegal entry into a building. Burglar is someone who breaks into people’s houses to steal things. There are two different kinds of burglars: "residential burglars" and "home invasion robbers." The residential burglars "work mostly during the day and when a residence is more likely to be unoccupied. On the other hand, the home invasion robbers "Home invasion robbers, in contrast, work more often at nights and on weekends when residences are more likely to be occupied. What things do they usually take? Money, electronics, jewelry. Burglaries happen quite often these days. Unfortunately, police are not always able to help find the stolen things. That’s why we should think of protection of our houses. 10

Task 4. Read the text. Then listen and fill in the gaps. Once your house has been ___(1)___ it will most likely happen again, unless you make sure your house is not burglar-___(2)___ . burglars think that the bigger the house, the richer the ___(3)___ are. Anything which signals nice possessions and ___(4)___ will catch the burglar’s eye. You may complain about nosy ___(5)___ but it’s good to know someone is watching your house while you’re away. You shouldn’t draw attention to new things by leaving empty ___(6)___ by the dustbin. You should be sensible and leave lights on in your ___(7)___ when you go out at night. An open ___(8)___ is an invitation to burglars. If you leave ___(9)___ milk bottles on the doorstep, you will give burglars the ___(10)___ light to break in. a good idea is to take photos of your possessions and label valuable items. Task 5. Label the pictures. Use these words. door chain lock spyhole burglar alarm timer switch

bolt

fence

motion-detection lighting

Task 6. Listen to Officer Lefkaditis speaking to a local homeowner. Are the sentences true (T) or false (F)? 1. 2. 3. 4. 5. 6.

The front door is strong. The homeowner needs to put a bolt on the front door. There’s a spyhole in the front door. There are timer switches in every room. There’s a door chain on the kitchen door. Some window locks are broken.

Task 7. Listen again. Find three things Officer Lefkaditis advises Mr Rivière to do.

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Task 8. Look at the outside of Mr Rivière’s house. Find as many security problems as you can.

Task 9. Now listen to Officer Lefkaditis’s advice and compare your answers. Task 10. Look through the text and tick the action Mr Rivière should take. Then make sentences with should. A: B: A:

B: A: B: A:

B: A:

Now, Mr Rivière, Let’s look outside. I always ask people to look at their homes through the eyes of a burglar, so if we walk back a little into your garden … Now, how does your house look to you? I think, it is quite safe, but I’m not sure. What do you advise? Well, if I were a burglar, I would love your wooden fence and all the plants and bushes in front of your house. They’re a perfect place to hide, so you should really change your fence and remove or cut back some of the plants and bushes. I’ll certainly do that. I see that you don’t have any security system. Visible deterrents are very important, so I recommend that you install a burglar alarm and also some motion-detection lighting. Er, OK. And there’s more. If we look at your garage, it’s an open invitation to a thief. You should remove those boxes immediately as they show that you have just bought some very expensive equipment. As a burglar, I could use your ladder and tools to break into your house. I could climb onto your garage roof and get into your house through the open bedroom window. So remember to remove your ladder and toolbox. Put them in the garage and don’t forget to lock your garage door. I would also strongly recommend that you lock your windows, Mr Rivière. Absolutely. Now, if we just walk around to the back of your house, we can … . 12

lock 1. 2. 3. 4. 5. 6. 7.

remove

install

change

windows security system ladder toolbox garage door fence lighting

Task 11. Read a magazine article about burglar-friendly houses. Choose from the list A-I the sentence which best summarises each part (1-7) of the article. There is one extra sentence which you do not need to use. There’s an example at the beginning (0). A. Houses which are very private are less safe. B. Make your possessions easy ti identify. C. The first time you have your house broken into probably won’t be the last. D. Burglars look at our houses differently to the way we do. E. Draw attention to your home to make it burglar-proof. F. Burglars are attracted by signs of absence. G. Large homes suggest large bank accounts. H. Lock up and turn the lights on. I. Don’t let the outside show what’s inside.

Do you Live in a Burglar-Friendly House? 0. C. It’s the last thing you want to hear when you’ve just been burgled, but the awful truth is that if you’ve been burgled once, you’ll probably be burgled again. In fact, it’s likely to happen another four or five times. Why? Because some of us have “burglar-friendly” houses.

4. Ian Stephen, who works with the Scottish prison service, believes that you’re more at risk if your house looks nice. “Window-boxes, nice curtains and beautifully painted walls all tell the burglar that you’re proud of your home and care about your possessions and are more likely to have nice things in your house,” he says. He advises people to try to make their homes look as plain as possible and not to draw attention to any new things they have bought by leaving the empty boxes next to the dustbin.

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1. Burglars think that the bigger the house, the richer the owners. “You can’t do much about the size of your house,” says professor Pease of Huddersfield University, “but if it’s large, you need to be even more careful than if it’s small.”

2. You should take a good look at your house – not as you normally do, but as a burglar would. If you were a burglar, which home would you choose to rob, a house with a shiny new car parked outside or one with a rusty vehicle? Anything which signals nice possessions and money will certainly catch the burglar’s eye. 3. People may complain about their nosy neighbours, but there’s no better way of stopping burglars than having watchful neighbours around. If a house is far away from others, or hidden from the road, it is more attractive to burglars, who think they can get in and out without being noticed. So a burglar alarm is a good idea. And remember, you may get privacy from a tall hedge or a high wall – but so does a burglar.

5. People often leave a light on when they go out. “But be sensible,” advises Ian Stephen. “Don’t leave a light on in the hall as it never makes the burglars believe that you’re in. Have you ever heard of a family enjoying an evening at home in the hall? Leave it on in the living-room.” An open window is also an open invitation to burglars. If you sometimes forget to shut and lock the doors and windows, stick a note on the inside of the front door to remind you. And make sure any ladders are put away and not left inside where burglars can use them. 6. By leaving newspapers and letters sticking out of the letter-box, or full milk bottles on the doorstep, you are giving burglars the green light to break into your home. Similarly, if you’re away from the house at regular times – out at work or doing the shopping – then your home is also in danger of being burgled. Ask a neighbour to keep an eye on your house at these times. 7. It’s a good idea to take photos of your valuable possessions. By doing that, if you’re burgled, you’ll be able to identify stolen property, which could lead to the thief being put behind the bars. It is also possible to label valuable items such as TVs and videos with your postcode. If they are stolen, this will make them easier to find. One more good idea is to ask a crime prevention officer to visit your home and identify weak points in its security.

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Task 12. Work in pairs. What advice would you give? 1. 2. 3. 4. 5.

Who’s the best person to speak to for home security advice? Why? There have been a lot of burglaries in my neighbourhood recently. Someone tried to break into my flat last night. What kind of external lighting should I install? I’m afraid some will steal my car.

Task 13. Write crime prevention tips for home security.

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Lessons 5-6. Crimes against Property (2) Task 1. What associations have you got when you hear the word combination “computer crime”?

Computer crime

Task 2. Read each situation carefully and answer: 1) Why do you think a crime was or wasn’t committed? 2) Is it a felony or misdemeanor? Situation 1. Bryan was able to hack into the grading system of his English teacher. He was able to change missing assignments recorded in the grade book to completed assignments. Bryan’s grade went from a C to an A. Did Bryan commit a crime? Situation 2. Robert has downloaded a computer virus that can disable passwords. He loaded it on all of the computers in the lab. Now the teacher’s password will not work. Is this a prank or a crime? Explain your answer. Situation 3. Matthew got into his teacher’s account and changed some grades in her gradebook. Is this a crime? Explain. Situation 4. You have figured out the password on your best friend’s computer, so you change it as a practical joke. As a result, he cannot log on to the Internet. Did you commit a crime? Situation 5. Mary and Mike destroyed several computers in the lab by pouring water into them and shorting out the motherboards. The total damage is over $3000. Is this a felony or a misdemeanor? Explain. Situation 6. John saw a copy of his final exam on his teacher’s monitor. He changed some of the questions to make them easier. Did John commit a crime? Task 3. Quickly read the first two paragraphs of the text. What was Sven Jaschan’s crime? 1. He stole computers. 2. He created a computer virus. 3. He used his computer to steal millions of dollars. 16

Task 4. Read and translate the text. On the evening of his 18th birthday, a teenager from a tiny village in Northern Germany clicked “send” on his computer. Within three hours, the postal service in Taiwan was in chaos, computers in hospitals and banks in Hong Kong had crashed, and trains in Australia and the USA had stopped. In court a few months later, the teenager, Sven Jaschan, was charged with criminal damage. He was found guilty of putting the terrible “Sasser” computer virus on the Internet and received a 21-month suspended sentence. He avoided prison because he was only eighteen when he committed the crime. The virus infected millions of computer systems across the world, and caused millions of dollars of damage. Sven admitted his guilt to the detectives who came to his home last year. He has spent an enormous amount of time creating the Sasser virus on the computer in his bedroom. He often spent ten hours a day in front of his computer but his parents hadn’t known what he was doing at the time. When he released the virus on the Internet, he didn’t realize it would cause so much damage. He was just delighted that it had worked. “I felt as if I had written a first class essay,” said Sven. “I told my classmates – they thought it was terrific.” But his feelings changed very quickly. He was terrified when he saw a TV news report about the virus and the damage it had caused. Detectives arrested Sven after one of his classmates contacted Microsoft and told them about him. Microsoft had offered a $ 250,000 reward for information about the virus. However, Sven’s teachers at school were astonished that he has created the virus. They said that he wasn’t a brilliant computer student. “There are others in the class who are better than him,” one teacher said! While he was waiting for his trial to start, Sven left school and started work. He now works for a computer company, making “firewalls” – vital pieces of software that protect computers from viruses. Task 5. Look through the text again. Choose the best answers. 1. How far did the virus spread? a. All around Germany. b. All around the world. c. To Japan, Hong Kong, Australia and the USA. 2. Why wasn’t Sven sent to prison? a. Because he was too young. b. Because he wasn’t found guilty. c. Because he admitted his guilt to detectives. 17

3. How did he feel after he’d released the virus? a. At first he was frightened, then he was delighted. b. He was delighted that he’d caused a lot of damage, but terrified that he might be caught. c. At first he was delighted, then he became frightened. 4. How did the police catch him? a. One of his classmates told Microsoft about him. b. Detectives came to his home to ask questions. c. The police offered a a $ 250,000 reward. 5. How did Sven’s teachers react? a. They thought one of Sven’s classmates had created the virus. b. They were surprised because Sven wasn’t the best student in information technology lessons. c. They thought that Sven was clever enough to create the virus. Task 6. Match the ‘extreme’ adjectives underlined in the text with the definitions below. 1. very important 2. very big 3. very small

4. very surprised 5. very clever 6. very happy

7. very bad 8. very good 9. very scared

Task 7. Discuss. 1. Why do you think people create computer viruses? 2. Why do you think Sven created the Sasser virus? 3. In your opinion, should people who create computer viruses go to prison? Why / Why not? Task 8. Listen to a tourist who is reporting a theft. Choose the correct answers. 1. The conversation is happening _______________ . a. in a hotel b. in a police station c. in a hospital 2. The crime happened in _______________ . a. in a bank b. in the square

c. in a hotel

3. The young girl was working with _______________ . 18

a. a tourist

b. a robber

c. an accomplice

Task 9. Listen again and tick the things the man has lost. passport airline ticket credit cards

mobile phone traveller’s cheques wallet

camera keys driving licence

Task 10. Look through the dialogue and match the verbs with the nouns. A: Oh, hello. I’d like to report a theft. Someone has just stolen my wallet. B: OK. Tell me what happened. A: Well, I needed some money, so I went to the ATM to withdraw some cash. And … B: Where was the ATM? A: Oh, here in the city centre, on Heroes’ Square. The First National Bank. B: OK. Go on. A: Well, I was entering my PIN number when I heard a noise behind me, so I turned round, but there was no one there. I then got my money – 100 euros – and put it in my wallet. B: And where did you put your wallet? A: In this bag with my camera and guidebook and all my things. B: What did you do next? A: I went back to the hotel near Heroes’ Square to meet my girlfriend. I was walking across the square when a young girl came up to me and asked me to buy some flowers. But I didn’t have any change. Anyway, about 5 minutes later, back in the hotel, I discovered that I didn’t have my wallet. I looked in the hotel and on the square, but I couldn’t find it. B: Unfortunately there are a lot of thieves like this in the area. They work in pairs. Probably while you were talking to the girl with the flowers, her accomplice stole your wallet. Can you tell me what else was in your wallet? A: I had two credit cards, but I’ve already cancelled them. B: Good. Anything else? A: Well. I had two traveller’s cheques for 50 euros, plus the 100 euros from the machine. B: And had you endorsed your cheques? A: Endorsed? I’m sorry I don’t understand. B: Signed them. A: Ah, I understand. No, I had not endorsed them. Oh … I’ve just remembered. There was also my driving licence. That is all. B: Now, I’ll just get a crime report form and take down all of the details, if that is OK?

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1. 2. 3. 4. 5.

take out cancel report a take down endorse

a. b. c. d. e.

theft the details a traveller’s cheque cash a credit card

Task 11. Look at the crime report form. Match the questions with the categories from the form. 1. 2. 3. 4. 5.

What’s your home address? What did the thief look like? And where did the accident happen? Where are you staying at the moment? Can I have your date of birth?

a. b. c. d. e.

physical description DoB residence location temporary residence

Task 12. Listen to the next part of the conversation and complete the form.

Task 13. Prepare a dialogue in a police station.

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Lessons 7-8. Crimes against Persons Task 1. Study the following definition of “crimes against persons”, then give examples of such crimes. Crimes against persons involve direct physical harm or force applied to another person. The most serious crime in this category is homicide, but threatening someone and even making someone fearful that he or she will be harmed are also crimes against persons. Task 2. There has been a murder in Yately, a village in England. Listen to the conversation and match the people with their descriptions. Mary Alice Barry Clark Ellen Jack Miller Adam

the murder victim the new person in the village Ellen and Jack’s son the owner of the flower shop Jack’s wife Jack’s business partner

Task 3. Listen again and answer the questions. 1. 2. 3. 4. 5. 6. 7. 8.

When did the murder happen? Where was the body found? When did the Garden Centre open? How was the victim killed? What were Jack and Barry arguing about yesterday? Who wanted to get divorced? Why was Adam sent to prison? When did he come out from prison?

Task 4. Complete these sentences with who, which, that or where. Sometimes more than one answer is possible. 1. 2. 3. 4. 5. 6.

Jack Miller is the man ___________ was murdered. The big house at the end of the village is ___________ the Miller family lives. Alice is the woman ___________ owns the flower shop. The only person ___________ has been in prison is Adam. The police never found the money ___________ Adam stole. Mary thought Yately was a sleepy village ___________ nothing ever happened.

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Task 5. Read and translate a news report about the murder trial. Presenter: … And I hear that the Miller murder trial has just ended. Here’s our reporter, Alexander Harris. Alexander: Well, a few minutes ago 47-year-old flower-shop owner, Alice White, was found guilty of the murder of Yately businessman, jack Miller. During the trial we heard how she broke into the home of Mr Miller’s business partner, Barry Clark. She stole his gun and went to the Yately Garden Centre, where Mr Miller was working late. She shot him once in the heart, killing him instantly and then left a single red rose on his body. Then she returned to Mr Clark’s house and put the gun back. Presenter: So how did the police catch her? Alexander: They found a button near Mr Miller’s body. When a photo of the button appeared in the evening paper, a local woman, Mary Barnes, called the police. She said she was talking to Mrs White the morning after the murder and noticed that a button was missing on her coat. The police visited Mrs White’s home and found the coat, with the button still missing. Presenter: And why did she murder Mr Miller? Alexander: Well, during the trial we heard that Mrs White’s flower shop was losing business to the new garden centre. She thought that if she killed Mr Miller and his business partner was arrested, the garden centre would have to close. Presenter: That was Alexander Harris at the Miller murder trial. And now sport … Task 6. Answer the questions. 1. 2. 3. 4.

Who murdered Jack Miller? How did the murder happen? How did the police catch the murderer? Why did the murderer kill jack Miller?

Task 7. Fill the gaps with the words from the box; translate the sentences. threaten were charged sentenced

are committed deter prosecuted

guilty

punished victim charges

prevention breaks accused

1. They … with resisting arrest. 2. In many countries over half the crimes … by young men between the ages of 16 and 25. 3. If you … me or use any force, I’ll inform the police. 4. She was … with three years in prison. 5. I have no doubt that the man is … and that he deserves punishment. 6. The judge … thief to six months’ imprisonment. 7. The … men have been given relatively light sentences. 22

8. Supporters of the death penalty argue that it would … criminal from carrying guns. 9. He is being … for two criminal offences. 10. Statistically our chances of being the … of violent crime are remote. 11. An offence is a crime that … a particular law and requires a particular punishment. 12. A young woman admitted three theft … and was put on probation for two years. 13. Measures should be taken to help the … of crime. Task 8. Read and translate the text. Crime in Britain There’s a widespread feeling among the British public that crime is increasing. Figures on this matter are difficult to evaluate. One reason for that is that not all actual crimes are necessarily reported. However every twenty-four hours the police in Britain record on the average two murders, ten rapes, 50 sexual assaults, 50 assaults causing grievous bodily harm and 113 muggings. Yet these figures – part of an annual total of about five million recorder crimes represent only the tip of an iceberg. The public’s understanding of crime is not impressive. A recent survey found that two-thirds of the population believe that 50% of crimes are violent offences against the person. The true figure is 6%. This indicates that the fear of crime seems to have increased a lot. Small wonder, perhaps, that a government committee claimed fear of crime to be as great a problem as crime itself. The elderly, for example, fear crime the most, especially violent crime, although they are the least likely to become victims. According to an international survey, Britain’s crime rate is lower than the European average and lower than in Holland, Germany, Canada and Australia. At the other end of the scale are Switzerland and Finland with low overall victim rates. The US appeared to live up to its reputation for lawlessness overall, with approximately 28.8% of the population being a victim of a crime. Task 9. Answer the questions. 1. What is the situation with crime in Great Britain? 2. What is the reason for not having the exact figures of committed crimes? 3. What makes the government committee claim that fear of crime is as great problem as crime itself? 4. The people of what age are the most likely to commit crimes? 5. What is the crime rate in other European countries? 6. What country has the reputation for lawlessness overall? Why?

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Unit 2. Identifications Lessons 1-2. Describing Appearance Task 1. Study the table, then re-write the descriptions so that they describe the same person but use different words.

Personal descriptions General Build Hair

Eyes

Nose Distinctive features Age Height

He’s Caucasian / African-American / Asian / Hispanic / Arab / pale- or dark-skinned She’s short / thin / slim / slender / plump / fat / heavilybuilt / overweight He’s of slender build / of medium build He has got fair / black / brown / red / grey / greying / straight / curly / wavy / long / short / spiky hair / a shaven head / a crew-cut / a pony tail He’s fair-haired / dark-haired / bald / balding She has got blue / brown / hazel, etc. / deep set / close together / slanting eyes a brown-eyed / dark-eyed girl She wears glasses / contact lenses She has got straight / hooked / long / short / turned-up / wide / pointed nose He has got freckles / a mole / a scar / gold teeth / missing teeth / a tattoo / piercings / earrings / a nose-stud He has got a beard / a goatee / a moustache He’s unshaven / with a stubble / clean-shaven She’s in her teens / in her early twenties / mid thirties / late forties / middle-aged / elderly He’s about 1 metre 75 / 5 feet 6 inches (in height)

Model: A fat man of about 45 with red hair. - An overweight, red-haired man in his mid forties. 1. 2. 3. 4. 5. 6.

A woman between 35 and 39 years of age with pale skin and dark hair. A short, fat man with hair that is going grey. A teenage girl with all her hair shaven off and a ring in her nose. An Arab male with dark skin who is neither tall nor short. A small, thin man between 25 and 30 with fair hair, blue eyes and a ponytail. A big, fat man without a beard or a moustache and with very short grey hair.

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Task 2. Complete the following remarks, using the opposite descriptions. Model: A: I thought you said he was the short, long-haired one. B: No, quite the opposite, he is tall, short-cut one. 1. A: Was that his brother, the dark-skinned, wavy-haired one? B: No, quite the opposite, his brother’s … . 2. A: She’s always quite well-dressed, so I’ve heard. B: What! Who told you that? Every time I see her, she’s … . 3. A: So Mary’s that rather plump fair-haired woman, isn’t she? B: No, you’re looking at the wrong one, Mary’s … . 4. A: I don’t know why, but I expected the tour-guide to be middle-aged, or elderly. B: No, apparently she’s only … . Task 3. Read and translate the text, then ask questions about the text using the following question words: HOW OLD, WHAT, WHERE, HOW OFTEN, WHEN. My girl-friend’s name is Janet. She is in her late thirties and she is tall and slim with shoulder-length brown hair and dark blue eyes. Janet is a pilot with Canadian airline company. Her job isn’t an easy one, as she flies from Toronto to London and back every week. Janet wears a dark blue uniform when she is working, but during her free time she usually wears jeans and T-shirts. Janet is an energetic person. She loves rock-climbing and skiing. She often goes skiing when she has free time. Task 4. Fill the text with early, mid, late; translate the phrases. 1. 2. 3. 4. 5. 6. 7. 8.

13 – 14 = in his/her … teens; 38 – 39 = in his/her … thirties; 44 – 46 = in his/her … forties; 18 – 19 = in his/her … teens; 21 – 23 = in his/her … twenties; 57 – 59 = in his/her … fifties; 64 – 66 = in his/her … sixties; 71 – 72 = in his/her … seventies.

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Task 5. Listen and match the descriptions with the correct E-fit pictures. Then label the pictures. Use the following words.

1. ______

2. ______

stubble a crew-cut light-green eyes greying hair

a pony tail an earring a hooked nose spiky hair

3. ______

4. ______

a dark-coloured hooded top a goatee beard clean-shaven a light-coloured hooded top

Task 6. Complete the text about the EFITTM system. Use these words. Listen and check. psychological factors

software

package

artists

system

database

EFITTM A facial composite is an image of a suspect’s face, as described by an eyewitness of a crime. In the past, law enforcers had to use (1) ___________ to draw or paint the witness’s description of a suspect. Nowadays, the job can be done by computer. Many English-speaking countries use a (2) ___________ called EFITTM (Electronic Facial Identification Technique). EFITTM has a large (3) ___________ of different facial types from different races and ethnicities. A trained operator can use the (4) ___________ to produce an accurate facial composite based on a witness description. EFITTM is unique because it also recognizes and includes the (5) ___________ that affect our ability to recognize and remember faces. Task 7. Listen to the conversation. Complete the form with the missing information. DESCRIPTION OF SUSPECT SEX: ETHIC ORIGIN: AGE: HAIR:

male / female

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CLOTHES: DISTINGUISHING MARKS: VEHICLE: Task 8. Study the information, give more examples. Prepositions IN, WITH, OF (used to describe people and clothes) Prepositions Meaning, usage Examples употребляется со всеми a man in blue shirt IN предметами, которые может a woman in red dress носить на себе человек a girl in golden earrings (одежда, украшения и т.п.) Употребляется 1) при a boy with red hair WITH упоминании черт внешности a man with a stick или физических a girl with a handbag особенностей; 2) с предметами, которые можно носить с собой. Употребляется 1) с a man of quiet temper OF названиями присущих черт, a woman of thirty-five постоянных черт характера; 2) при обозначении возраста. Task 9. Fill the gaps with in, with, of. 1. We saw some soldiers … uniform. 2. A small boy … dark hair came into the shop. 3. A young man … a moustache was driving the car. 4. He showed me a photo of a woman … blue eyes. 5. He was a young man … pleasant appearance. 6. There were a lot of businessmen … dark suits on the train. 7. John was waliking down the street with a woman … about 25. 8. One of the children was a girl … long dark hair. 9. He arrived for the meeting … grey jacket. 10. His father is a man … strong habits. 11. A man … a hat came into the café. 12. Near the shop I saw a woman … black … a red handbag. 13. He is known to be a man … optimistic views. 14. A beautiful girl … about 18 was sitting at a table in the café.

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Task 10. Look at the people in the photographs. Choose one to describe to the group. Write a detailed description. Include sex, ethnic origin, age, hair, eyes, build, face, height, distinguishing marks, clothes. Read your description to the group. Ask your group-mates to identify this person. Picture 1

Picture 2

Task 11. Read and translate the text.

Personal Identification The question of personal identity, is, of course, a crucial one while detecting and prosecuting a crime. Are the man in the dock and the man who committed the crime one and the same person? To prove this the law has always relied a good deal on the testimony of eye witnesses, with or without formality of identification parades. However, this testimony may be unreliable. 28

The personal characteristics, which can be used for identification, are: blood group; hair colour; voice; general appearance; the shapes, sizes and arrangement of the teeth and bones; fingerprints. Any or all of the five categories may be used in proving identity. Most if not all police forces train their men to describe personal appearance in precise and recognizable terms. The ability of the detectives to use a description of a person is very important. They must br able to take a description given by other people, create a mental image of the person describes, and recognize the person. It is necessary to pick out outstanding characteristics, peculiarities, mannerism, or anything else unique, then use words which tell what has been observed so that another person who hears or reads a description can visualize the person described. An exceptionally useful item in a description is the national origin of the person. Birthmarks and tattoos are valuable identification points. Both visible and invisible scars and marks should be reported where known. Significant physical habits are important, e.g. walk, voice, speech, etc. A modern development of this idea is a new device called the Identikit. The Identikit employs a series of over 800 transparent outline drawings of the different possible shapes for the several features, various combinations of these are tried until the witness is satisfied, and the final result can be photographed for circulation. Several million permutations are possible, and many wanted men have been traced with this device.

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Lessons 3-4. Describing Personality Task 1. Put the words from the list under the following headings positive

negative

neutral

Stupid, selfish, witty, reliable, tolerant, mean, cheerful, generous, moody, helpful, pessimistic, optimistic, bossy, lazy, lazy, callous, tactless, industrious, talkative, kind, reserves, resolute, sociable, modest, hot-tempered, shy, intelligent, cruel, honest, Task 2. Match the personality adjectives in A with their opposites in B. A

B a. b. c. d. e. f. g. h. i. j. k. l.

1. kind 2. confident 3. polite 4. optimistic 5. talkative 6. reliable 7. funny 8. lazy 9. friendly 10. patient 11. honest 12. generous

quiet dishonest shy pessimistic unkind rude mean unfriendly unreliable serious hard-working impatient

Task 3. Read the definitions. Complete the definitions for the opposites. 1. An honest person always tells the truth. A dishonest person … . 2. An ambitious person tries very hard to be successful. An unambitious person … . 3. A polite person is never rude. An impolite person … . 4. A tidy person always puts things away. An untidy person … . 5. A loyal person is your friend for a long time. An disloyal person … . 6. A tolerant person listens to other people’s opinion. An intolerant person … . 7. An active person gets a lot of exercise. An inactive person … .

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Task 4. Look at the photos. Do you know the characters? Is each person:

Task 5. Listen to the dialogues and match an adjective in the box with each person in the table. You will not need all the words. generous 1. 2. 3. 4.

impatient

lazy

pessimistic

Martin Julie Terry Emma 31

rude

shy

Task 6. Fill in the gaps. 1. It was very __________ of you to help me with my homework. 2. She’s a bit __________ . That’s why she didn’t talk to many people at the party. 3. It’s __________ to talk with your mouth full. 4. Sally isn’t very __________ . She prefer to listen to other people. 5. Mark is very __________ . He always thinks things will get worse. 6. All the students were very __________ towards me on my first day at my new school. 7. She is too __________ to help me with the housework. 8. Harry’s very __________ . He is always telling jokes. 9. After waiting over half an hour for the bus, Ben began to get __________. 10. It was very __________ of you to pay for my coffee. Task 7. Answer the questions. 11. What kind of people do you choose to be your friends? 12. What kind of people do you try to avoid? 13. What kind of people would you like to work with? 14. What kind of people deserve your respect? 15. What kind of people would you like your children be? 16. What positive qualities do you consider necessary to anyone? 17. What negative traits can’t you put up with? 18. What traits of character would you try to develop in yourself? 19. What traits of character should be rooted out? Task 8. Read and translate the text. Meeting people for the first time we always make a judgment based on their appearance and behavior. Each person has a nature of his own. Some people are diligent, industrious and persistent; others are double-faces, hot-tempered, irritable and callous; still other are touch, shy, modest or kind. And there are some other types of people. If you are a determined and strong-willed person you would never give in and behave coolly and calmly whatever happens in your life. We treat different people in different ways. Sociable and friendly people are generally very popular with others and have lots of friends. On the contrary, tactless and hostile people are doomed to stay alone. When in trouble, we rely on people who can’t leave others in the lurch. What kinds of people deserve our respect? – Most probably, reasonable, resolute, generous people. And a good friend is definitely a reliable person who is interesting to speak to – he must be witty and intelligent.

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Task 9. Study the information given in the text. Angelina is a very attractive woman. She is not only tall and slim, but she also has gorgeous long straight hair. In my opinion, the most beautiful thing about her physical appearance is the beauty of her eyes. They are quite big and very kind. There is no doubt that Angelina is a good friend, because she always helps people and she is especially caring with children. She may seem arrogant, but in reality she is not. However, she tends to be glamorous sometimes. I’m sure everybody knows how sensitive and understanding she is. I can’t say that she is very smart, but I think Angelina is a versatile person. She does a lot of different things: charity, acting, modeling, taking care of children. Moreover, she is so hard-working. On the other hand, I would say that Angelina doesn’t like to be in a big company of people, maybe she is a bit introvert. Nevertheless, there are many positive sides of her character. She is definitely a sensible and confident person. Task 10. Make a presentation about a person. Choose any person you like and fill in the information about him/her. Follow the example in the Task 9.

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Lessons 5-6. Psychological Profiling Task 1. Answer the following questions. 1. Have you heard about psychological profiling? 2. What do you know about psychological profiling? 3. Read the definition below. Do you think it is a useful technique? Psychological profiling (in a criminal investigation) is a description of a likely character, behavior and interests of a violent criminal that is based on evidence collected from the place where a crime was committed. Task 2. This is a real test given by the Human Relations Departments at many of the major corporations today. It helps them get better insight concerning their employees and prospective employees. 6. When you go to a party or social gathering a) make a loud entrance so everyone notices you b) make a quiet entrance, looking around for someone you know c) make the quietest entrance, trying to stay unnoticed

1. When do you feel your best? a) in the morning b) during the afternoon and early evening c) late at night 2. a) b) c)

You usually walk fairly fast, with long steps fairly fast, with little steps less fast, head up, looking the world in the face d) less fast, head down e) very slowly

7. You're working very hard, concentrating hard, and you're interrupted; do you ... a) welcome the break b) feel extremely irritated c) vary between these two extremes

3. a) b) c)

When talking to people you stand with your arms folded have your hands clasped have one or both your hands on your hips d) touch or push the person to whom you are talking e) play with your ear, touch your chin, or smooth your hair

8. Which of the following colours do you like most? a) red or orange b) black c) yellow or light blue d) green e) dark blue or purple f) white g) brown or grey

4. When relaxing, you sit with a) your knees bent with your legs neatly side by side 34

b) your legs crossed c) your legs stretched out straight d) one leg curled under you

9. When you are in bed at night, in those last few moments before going to sleep, you lie a) stretched out on your back b) stretched out face down on your stomach c) on your side, slightly curled d) with your head on one arm e) with your head under the covers

or

5. When something really amuses you, you react with a) a big, appreciative laugh b) a laugh, but not a loud one c) a quiet chuckle d) a sheepish smile

10. You often dream that you are a) falling b) fighting or struggling c) searching for something or somebody d) flying or floating e) you usually have dreamless sleep f) your dreams are always pleasant

Count the points. Read the interpretations. Do you agree with the given interpretations? Why / Why not? Task 3. “Jack the Ripper” was a serial killer in London in the nineteenth century. Look at the two images of him and answer the questions.

1. Where do you think the images come from? 2. What do you know about this criminal? What can you guess from the pictures? Task 4. Listen to a historian talk about Jack the Ripper and fill in the gaps. Jack the Ripper was a (1)_________ killer who murdered at least five women in the East End of London in (2)_________. After the murders, he horribly mutilated many of his victims’ bodies, and cut out their (3)_________. All the victims worked 35

as prostitutes, although they were very different from each other in (4)_________ and (5)_________. Most were drunk, or were thought to have been drunk, at the time they were killed. The case became very famous. There was a lot written in the newspapers about the murder (6)_________ and a number of people made (7)_________ confessions. The name “Jack the Ripper” comes from someone who wrote a (8)_________ to the police claiming to be the killer and signing with that name. However, no one was ever arrested or tried for the murders and the (9)_________ of Jack the Ripper remains a mystery to this day. Task 5. Listen again and answer the questions. 1. 2. 3. 4. 5. 6.

When did Jack the Ripper kill his victims? Where did Jack the Ripper kill his victims? What kind of people did he kill? What did he do with the bodies? Were there any false confessions? How did he get his name?

Task 6. Look at the letter sent to Dr Openshaw by Jack the Ripper. What can you say about his personality judging by his handwriting?

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Dr Openshaw Pathological Curator London Hospital Whitechapel [Postmarked London 29 October 1888] Old boss you was rite it was the left kidney I was goin to hopperate agin close to your ospitle just as I was goin to dror mi nife along of er bloomin throte them cusses of coppers spoilt the game but I guess I wil be on the job soon and will send you another bit of innerds Jack the ripper O have you seen the devle with his mikerscope and scalpul a looking at a kidney with a slide cocked up Task 7. Read and look very carefully in the details in the “Jack the Ripper” letter and complete the following worksheet. Is the letter dated? If so, when was it written? Who was it sent to? What colour is the ink How would you describe the handwriting in the letter? (E.g. neat, educated, scrawl etc.) How would you describe the writer’s use of grammar? Give examples. (Consider spelling, use of sentences, accurate use of tenses etc.) What message is the writer trying to convey in his letter? Does the letter reveal any information about society/ social tensions in existence at this time?

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Task 8. Read and translate the modern psychological profile.

A Modern Psychological Profile of Jack the Ripper Psychological profiling is a technique where specialists try to get an idea of the personality of a criminal. They do this by studying crime scenes and victims, and what these can tell us about an offender’s behavior and habits. This modern technique has recently been used by criminologists and detectives to build a profile of jack the Ripper, perpetrator of England’s most famous unsolved murders. In 2006, Scotland Yard detectives used descriptions given by eye-witnesses at the time of the crimes to create a modern E-fit image of the killer.He was, they believe, a man between 25 and 35 years of age, of medium height and stocky build. Modern detectives believe that one of the reasons why Jack the Ripper was never caught is that the police were looking for the wrong type of person. In 1888, police were looking for someone who seemed mad or mentally ill. Modern psychological profilers believe that Jack the Ripper looked and acted like a normal person. Because the murders all happened in the very early hours of the morning and at weekends, the profilers concluded that the murderer had a job and worked during the week. They also suggested that he was single, and so was able to stay out late without needing to explain to anyone where he had been. His method of killing revealed other clues. The way he used a knife proved that he was right-handed, and the neat and accurate way he cut up the bodies and removed internal organs suggested some kind of training in anatomy, surgery or even butchery. Task 9. Look through the text again and complete the profile notes. Age Physical Description Occupation Habits Modus Operandi Task 10. Read the text again. It is important to use the correct verbs to help you distinguish facts from ideas. Cross out the verb that can’t be used in each sentence. 1. Because the killings happened at weekends, the profilers concluded / suggested / proved that the killer worked during the week. 2. In 1888 the police thought / believed / knew they were looking for a mad person. 3. The way a criminal commits a crime can reveal / suggest / believe lots of useful information about his or her personality and background.

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4. Modern psychologists believe that Jack the Ripper acted / did / behaved like a normal person. 5. The police can use certain physical evidence to think / prove / show that a person is right-handed. 6. We now know more than ever before about what Jack the Ripper really looked / worked / was like. Task 11. Although the identity of Jack the Ripper remains shrouded in mystery, many witnesses claimed to have seen the victims with suspicious-looking men shortly before they were murdered. Below is a summary of the witness reports. Study the reports, then answer the questions. Witness

Which scene?

Time

Appearance

Emily Walter (?)

Annie Chapman

2:00 A.M.

Elizabeth Long

Annie Chapman

5:30 A.M.

J. Best and John Gardner William Marshall

Elizabeth Stride

11:00 P.M.

Foreigner aged 37, dark beard and moustache. Wearing short dark jacket, dark vest and trousers, black scarf and black felt hat. Dark complexion, brown deerstalker hat, possibly a dark overcoat. Aged over 40, somewhat taller than Chapman. A foreigner of "shabby genteel." 5'5" tall, English, black moustache, sandy eyelashes, weak, wearing a morning suit and a hat.

Elizabeth Stride

11:45 P.M.

Matthew Packer

Elizabeth Stride

P.C. William Smith

Elizabeth Stride

12:00 12:30 P.M. 12:30 A.M.

James Brown Israel Schwartz

Elizabeth Stride Elizabeth Stride

12:45 A.M. 12:45 A.M.

Joseph Lawende

Catharine Eddowes

1:30 A.M.

James Blenkinsop

Catharine Eddowes

1:30 A.M.

Small, black coat, dark trousers, middle aged, round cap with a small sailor-like peak. 5'6", stout, appearance of a clerk. No moustache, no gloves, with a cutaway coat. Aged 25-30, 5'7", long black coat buttoned up, soft felt hat, broad shoulders. Maybe a young clerk, frock coat, no gloves. Aged 28, clean-shaven and respectable appearance, 5'7", hard dark felt deerstalker hat, dark clothes. Carrying a newspaper parcel 18 x 7 inches. 5'7", stout, long black diagonal coat which reached almost to his heels. First man: Aged 30, 5'5", brown haired, fair complexion, small brown moustache, full face, broad shoulders, dark jacket and trousers, black cap with peak. Second man: Aged 35, 5'11", fresh complexion, light brown hair, dark overcoat, old black hard felt hat with a wide brim, clay pipe. Aged 30, 5'7", fair complexion, brown moustache, salt-and-pepper coat, red neckerchief, grey peaked cloth cap. Sailor-like. Well-dressed.

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Mary Ann Cox

Mary Kelly

George Hutchinson

Mary Kelly

11:45 P.M. 2:00 A.M.

Short, stout man, shabbily dressed. Billycock hat, blotchy face, carroty moustache, holding quart can of beer. Aged 34-35, 5'6", pale complexion, dark hair, slight moustached curled at each end, long dark coat, collar cuffs of astrakhan, dark jacket underneath. Light waistcoat, thick gold chain with a red stone seal, dark trousers and button boots, gaiters, white buttons. White shirt, black tie fastened with a horseshoe pin. Dark hat, turned down in middle. Red kerchief. Jewish and respectable in appearance.

1. What do most of the witnesses seem to agree on? 2. What are the most obvious disagreements? 3. Outline as many reasons as you can to explain why the witnesses disagree. Task 12. Look at the table again and complete the profile notes based on the witnesses’ reports. How accurate do you think your profile of Jack the Ripper is? Explain your answer. Compare your profile with the modern psychological one in Task 9. Age Physical Description Favourite clothing Nationality Other deductions

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Unit 3. Criminal Justice Lessons 1-2. Punishment (1) Task 1. Go through the list of offences and decide which are major and which are minor. Then look at the forms of punishment and decide which is appropriate for each offence. Make sentences as in the example.

Offences 1. 2. 3. 4. 5.

Murder Hijacking an aircraft Kidnapping Littering Writing graffiti on building 6. Stealing a car

a

public

7. pickpocketing 8. stealing sweets 9. making noise late at night 10. being on a bus without a ticket 11. violent behavior in a football stadium 12. toxic waste pollution

Punishment To be sentenced to life imprisonment, to be sent to prison, to be fined a large/small amount of money, to be given a suspended sentence, to do community service, to be given a warning. Model: Murder is a major offence. I think that someone who murders somebody should be sentenced to life imprisonment. Task 2. Fill in with: accused, evidence, convicted, sentenced, tried, arrested, guilty, put, suspected. The police had ___(1)___ Paul Williams for months, and when they finally gathered some real ___(2)___ against him, he was ___(3)___ by the police and ___(4)___ of trafficking in drugs. A few weeks later he was ___(5)___ for the crime. The jury were quickly convinced that he was ___(6)___ of drug-trafficking, so he was ___(7)___ of the crime and ___(8)___ to ten years in prison. The police were satisfied they had managed to ___(9)___ such a dangerous criminal behind bars. Task 3. Read the headlines and complete them with the correct penalties. life imprisonment house arrest

capital punishment custodial sentence

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community service suspended sentence

Task 4. Listen and check your answers. What do you think about these penalties. In your opinion, are they too hard, too soft or acceptable? Why? Task 5. Try to complete the text about prison sentences in England and Wales. Use these words. Then listen and check. seven

life (2)

five

three

fourteen

ten

Sentencing in England and Wales 1. There must be a (1)______ sentence for murder. 2. There is an automatic (2)______ sentence for a second serious sexual or violent offence. 3. There is a minimum (3)______ -year prison sentence for third-time trafficking in Class A drugs. This applies to the importation, production, supply and possession with intent to supply of Class A drugs. The maximum penalty for these offences is life imprisonment. 4. There is minimum (4)______ -year prison sentence for third-time domestic burglary. The maximum penalty for burglary is (5)______ years’ imprisonment. 5. There is a minimum (6)______ -year prison sentence for possession or distribution of weapons or ammunition. The maximum penalty is (7)______ years’ imprisonment. Task 5. Work in pairs. Look at the profiles. In your opinion, what will or might happen to these offenders (charge and penalty) under a) the system in England and Wales? b) the system in your country? 1. Darren King 36 (first offence): drove through a red light and refused to take a breathalyzer test. 42

2. Viktor Skrep 25 (third offence): broke into an old woman’s house. He was carrying a knife. He didn’t have any stolen property on his person when he was arrested but has two previous convictions for burglary. 3. Jason Lee 28 (fifth offence): assaulted a police officer. Has four previous convictions for violence and assaults. 4. Petya Khan 31 (drug addict and persistent offender): arrested for shoplifting and possession of Class A drug. Task 6. Read and translate the text.

Community payback work The six men digging the road in London yesterday were like any labourers doing a hard day’s work – except for one thing. These were the first UK criminals to wear the ‘vests of shame’. These bright orange vests, with the words ‘community payback’ on the back, tell the public that offenders who are cleaning graffiti or digging the road are doing it as a punishment. Community payback work, or ‘restorative justice’ is an alternative punishment to prison. The idea is that offenders restore or give something back to the community. It is also a way to avoid increasing the population of the already overcrowded prisons. There is already some evidence that offenders who complete a community service punishment are less likely to re-offend than those who go to prison. Task 7. Read the text about community payback and answer the questions. 1. Complete the sentences with words from the text. a. To ‘restore’ is to give _________ . b. Prisons in the UK have too many people in them. They are _________ . c. People who go to prison are more likely to _________ than those who do community service. d. Offenders often feel _________ when people recognize them in the orange vests. 2. Does community payback exist in your country? Do you think it is an effective punishment for crime?

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Lessons 3-4. Punishment (2) Task 1. Arrange the following words into three groups. Names of crimes

People who break the law

Punishment

Theft, probation, criminal, drunken driving, offender, hijacking, rapist, fine, burglar, death penalty, imprisonment, smuggling, mugger, community service, bribery, blackmailer, suspended sentence, incarceration, pickpocket, kidnapper, fraudster, murderer, robbery, arsonist, terrorism. Task 2. Put the appropriate preposition after each verb.

He

confessed ________ was accused ________ was charged ________ was convicted ________ was found guilty ________ was sentenced ________ was arrested ________ was suspected ________

shoplifting

Task 3. Read and translate the text; make the list of court sentences in order of their strictness. TYPES OF PUNISHMENT Punishment for people who break the law is decided in a court of law. In the USA federal, state and local governments each have their own systems of law and punishment. The Constitution forbids ‘cruel and unusual punishment’, but it is the responsibility of the Supreme Court to decide whether a punishment is ‘cruel and unusual’. In Britain, the Scottish legal system is different from that in England and Wales, but methods of punishment are similar throughout Britain. When an accused person is found guilty of a crime the judge decides what punishment he or she should suffer. In both Britain and the US the least serious offences are punished by fines which must be paid to the court. Fines or fixed penalties (= fines at a level decided in advance) are often imposed for minor traffic offences such as parking illegally. If a fine is not considered adequate, a person may be sentenced to do community service (= work without pay in hospitals, homes for old people, etc.) or be put on probation (= required to have regular meetings with a social worker over a set period). When the crime committed is more serious, the convict person is likely to be given a prison sentence. If it is their first offence the sentence may be suspended (= 44

only carried out if the person is found guilty of another crime) and the person is allowed to remain free on a conditional discharge. If a person is given a prison sentence its length depends on how serious their crime is and on their past record. If a person thinks the sentence is too severe he or she has the right to appeal against it in a higher court, which has the power to reduce the sentence. As a reward for good behavior prisoners are often given remission (= are released early). Others get parole, which means that they can go free as long as they do not commit any further crimes. In the US the number of people on probation has increased in recent years, as there is not always room in prison for all those given a prison sentence. A variety of non-custodial punishments (= ones not requiring time in prison) have been tried in both Britain and the US, including electronic tagging. This punishment requires people to stay in their homes and wear a device that informs the police if they leave. In Britain the maximum sentence that can be handed down by a judge is a life sentence, which in fact usually means spending about 20-25 years in prison. Convicted murderers are given life sentences. The most serious punishment in the US is the death penalty. Not all states allow capital punishment, and in those that do there may be years of appeals before it is carried out. Task 4. Find the English equivalents for the following words and word combinations; memorize them. 1. нарушать закон 2. запрещать жестокие и необычные наказания 3. методы наказания 4. признать виновным в совершении преступления 5. понести наказание 6. общественные работы 7. досрочное освобождение 8. получить условное осуждение 9. пожизненное заключение 10. приговор, отсроченный исполнением 11. смертная казнь 12. высшая мера наказания Task 5. You are a judge. You must decide how long to send the accused to prison for. The minimum is three months. The maximum is a life sentence. You can also acquit the accused. Case 1. The accused is a pilot. He dropped a bomb on your tenth largest city, killing 250 people and injuring many more. Case 2. The accused is a doctor. He gave an overdose to an 85-year-old painter who had terminal cancer. The painter had asked for the overdose. The painter’s family accuse the doctor of murder. 45

Case 3. The accused found her husband in their bed with another woman. She took the bread knife and killed him. Case 4. This man is a well-known leader of a radical organization. He was recently tried for possessing one marijuana cigarette and sentenced to ten years in prison. He is appealing the decision. Case 5. This factory owner is on trial for cruel and inhuman treatment. The workers in his factory had a sit-down strike to protest against low wages. The owner set rats loose in the factory. The workers killed all the rats and no one was hurt. Task 6. Read different people’s opinions on capital punishment. What do you think about capital punishment? 1. Why do we KILL people who KILL people to show KILLing people is wrong? 2. Let the punishment fit the offence. (Cicero) 3. I have said repeatedly that I think that the death penalty should be applied in very narrow circumstances for the most egregious of crimes. (Barack Obama) 4. Capital punishment acts as a deterrent. If people know they might lose their life, they will think twice before they kill. Executing murderers sets a bad example. If we (society) don’t value human life above all, then why should criminals?

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Lessons 5-6. Legal Systems Task 1. Read and translate the article about different legal systems. LEGAL SYSTEMS There are three main legal systems in the world today: civil law, common law and religious law. Customary precedes all formal systems and is still the recognized authority in some remote parts of the world. Socialist or Marxist law is a fourth important system. This is the most common system of law in the world. (Another 1. name for this system is Continental European law). In this system, there exists a set of laws or a legal code. These laws are abstract principles rather than concrete facts and it is the job of the judge to interpret and apply these principles. The first systems of this kind come from the Roman Empire. An important modern example is the Napoleonic code of 1804 which is the basis of the modern French legal system. This legal system depends on what a court and a judge decide in 2. individual cases. The judge’s decision depends on the decisions of other judges in previous similar cases and will affect similar cases in the future. If the case is the first of its kind, it is the duty of the judge to create a ‘precedent’. This is the legal system in the US, the UK and many-other English-speaking countries. The source of legal authority here is a religious system or document. 3. The main types of this kind of law are Sharia in Islam, Halakha in Judaism, and Canon law in some Christian groups. Sharia law governs Saudi Arabia and Iran; many other countries use Sharia law as well as national law. There are no countries governed by Halakha, but two Jewish people can decide to take a dispute to a Jewish court. Canon law is used for the internal governing of the Christian church. Task 2. Answer the questions on the text. 1. Match these headings with the paragraphs in the text: Religious law, Civil law, Common law. 2. Which system is the closest to the legal system used in your country? 3. Can you think of an advantage and/or a disadvantage for each system?

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Task 3. Read and translate the text.

The Common Law System Before the Norman Conquest the legal system in Britain was decentralized. It consisted of local courts, each applying its own customary law. When the Normans invaded England in 1066 they brought their own laws with them. They firmly resisted any attempt to bring to bring Roman law to Briton. Instead, Norman customary laws were adapted to local conditions. Later certain laws were declared to be “customs of the realm”, and applied to every locality. These laws soon formed a body of “common law” – that is, laws that were common or general, to all the people wherever they lived. The Common law was administered by officials appointed by the King. Court decisions were based on “precedent” – that is, what had been decided by a previous court in a similar case. Judges attempted to apply existing customs and new laws to each new case, rather than looking to the government to write new laws. If the essential elements of a case were the same as those of previous recorded cases, then the judge was bound to reach the same decision regarding guilt or innocence. If no precedent could be found, then the judge made a decision based upon existing legal principles, and his decision would become a precedent for other courts. The decisions were published in reports which were printed and circulated. The study of decisions made by previous courts is known as “case law” and became a central part of a lawyers’ training. Task 4. You are going to hear a summary of the criminal justice process in England and Wales. Before you listen, read the chart and complete as much as you can. Use these words. refer dropped

acquitted prosecute

sentenced granted

pleads(2)

remanded

proceeds

1. The police have enough evidence to charge the suspect. The police ________ the suspect. The police ________ the case to the Crown Prosecution Service (CPS). 2. The CPS reviews the case and decides whether or not to proceed (is there enough evidence?) The charges are ________ . No further The CPS ________ with the case. action is taken (NFA). 3. The suspect is ________ bail or is ________ in custody until the trial. The suspect (now a defendant) goes The defendant absconds. home until he/she is summoned to court.

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4. First appearance in court The defendant ________ guilty and is The defendant ________ not guilty – a sentenced. date for the trial is set. 5. At the trial, the prosecution lawyer presents the evidence against the defendant. The defendant’s solicitor challenges the evidence and presents a defence. The defendant is found not guilty and is The defendant is found guilty and is ________ . ________ . Task 5. Now listen to the summary, check your answers and complete the remaining gaps. 1. What type of offences can the police prosecute themselves? 2. Complete the sentence: “In England and Wales, a person is considered innocent until _________ .” 3. When can the police refuse bail? 4. How many people are there in a jury? 5. How many people in the jury have to agree on the verdict? Task 6. Match the sets of verbs with the correct word. Then make up sentences with these word combinations. a. to grant / refuse / release on / abscond from b. to present / hear / challenge c. to plead / to be found / to be considered

the evidence guilty / not guilty bail

Lessons 7-8. In Court Task 1. Match each word with its definition and label the picture. The accused, court reporter, witness, policeman, jury, judge, defence lawyer, prosecutor, junior defence lawyer. 1. 2. 3. 4. 5. 6. 7.

Someone who has been charged with committing a crime. A professional who decides how a criminal should be punished. A professional who speaks for the accused and advises him/her in court. Someone who has seen a crime happen. A professional who assists the lawyer of the accused. A group of people in court who decide whether someone is innocent or guilty. Someone whose job is to deter people from committing crimes and to arrest those who break the law. 8. A professional who represents the state in court. 9. Someone who notes down what is said in court.

Task 2. Read the description of a Crown Court. How does it compare to a court in your country? Discuss. In this Crown Court, the judge sits in front of the court, behind the bench. Immediately in front of the bench sits the clerk of the court, who is in charge of any evidence or papers needed for the trial. Opposite the bench is a table where the lawyers sit – lawyers for the defence on the left, lawyers for the crown (the 50

prosecution) on the right. Behind the lawyers is the dock – this is where the defendant (or the accused) stands or sits. The twelve members of the jury sit on the left hand side of the court. Opposite them is the witness stand, where all the people who give evidence have to stand. At the back of the court is an area where members of the public can sit, called the public gallery. Task 3. Look through the text. Label the picture. Use these words. witness stand prosecution

bench dock jury public gallery

clerk of the court

defence

Task 4. Read and translate the exchange between a witness and defence counsel. A: B: A: B: A: B: A: B:

Mr. Crawford, did you see the defendant assault Ildiko Horvath? Yes, I did. You did, didn’t you? Yet you failed to identify the defendant at Dover Street police station the following day, didn’t you? Yes. Please speak up, Mr. Crawford. Yes. Were you in the Brandane public house on the night of January 7? Yes, I was. 51

A: B: A: B: A: B: A: B: A: B: A:

B: A: B: A:

And did you go to the public house alone? No. My wife was with me. Now, tell the court, Mr. Crawford. At what time did you arrive? At 8 o’clock. At 8 p.m. And when did you leave? Just after 9.30. Just after 9.30. Just after 9.30. but you didn’t leave Just after 9.30, did you? Yes, we did. Mr. Crawford, you realize you are under oath, don’t you? Yes. Good. Now, Mr. Crawford, we have CCTV footage of you and your wife leaving the Brandane public house at 8.50 p.m. At 8.50 p.m. One full hour before the alleged assault on Ms Horvath. Mr. Crawford, I put it to you: you have lied to the court, haven’t you? No. Silence in Court. Mr. Bonaventura, please proceed. Thank you, your honour … . Mr. Crawford, there’s something you’re not telling us, isn’t there? We have clear evidence of you and your wife leaving the public house at 8.50 on the evening in question. So you could not and did not witness the defendant assault Ms Horvath, did you? No. Would you please inform the court why you chose to lie to the police. I didn’t want to go to the police, but I didn’t have any choice. Someone asked you to lie to the police, didn’t they?

D:

Objection!

B: C: A:

Task 5. Look through the text again. Are the sentences true (T) or false (F)? 1. 2. 3. 4. 5. 6. 7. 8.

The witness said he saw the defendant assault Ms Horvath. He identified the defendant the following day. He went to the pub alone. He left the pub just after 9.30 p.m. He argued with Ms Horvath outside the pub. The assault took place at 9.50 p.m. There is CCTV footage of the assault. The witness lied to the police about the assault.

Task 6. Write the question tags. Listen and check. 1. You recognize this man, _____________? 2. He gave you the money, _____________? 3. This is your first time in court, _____________? 52

4. She didn’t give it back, _____________? 5. You weren’t with your wife, _____________? 6. He knows where the money is, _____________? 7. You murdered her, _____________? 8. She is telling the truth, _____________? 9. You will remember that you are under oath, _____________? 10. You haven’t spoken about this before, _____________? Task 7. Read and translate the text Courts in Great Britain Magistrates’ courts are the first place that a person will appear if accused of a crime in Great Britain. They are local courts held in all large towns. Some magistrates are qualified lawyers who sit in court alone, others (known as Justices of the Peace) are ordinary people chosen as being reliable and trustworthy in the community. They usually sit in groups of three with a legally qualified clerk to advise them on the law. Like all judges in Great Britain, magistrates are appointed by the Lord Chancellor, the highest legal officer. Magistrates hear minor criminal cases and some more serious ones if the accused person agrees to be tried by them. Crown Courts are higher courts which hear more serious cases where there is a right to be tried by a jury. The country is divided up into several areas known as “circuits” and judges, known as circuit judges, are appointed for each one. However serious cases, such as murder, must be tried by a judge from the High Court who sometimes sits in the Crown Court. (The High Court is part of the Supreme Court of England, which is mainly concerned with civil cases). The Crown Court also hears appeals from the magistrates’ courts in criminal cases. The Court of Appeal is the higher part of the Supreme Court. It consists of senior judges called Lord Justices of Appeal, and usually three sit together. They can acquit the accused of the crime (set him free), order a retrial, or alter a sentence. House of Lords. If the accused is still not satisfied and there is a point of law of general public importance, they may appeal further to the House of Lords. County Courts are where minor civil cases are started. They are similar to Crown Courts in that they are local courts held in large towns and have the same circuit judges. Their jurisdiction is limited to local cases and where the amount of money in dispute is below a certain sum. The High Court is where cases concerning larder sums of money are heard. It is divided into three divisions: Chancery, Queen’s Bench, and Family. The Chancery Division deals with real property, wills, companies, and trusts; the Queen’s Bench Division deals with contracts, tort and shipping; the Damily division deals with divorce cases and the care and custody of children. High Court judges sit alone, exept in certain cases of libel and slender where there may be a jury to decide the facts. The 53

person who loses his case can appeal against a High Court decision to the Court of Appeal and then to the House of Lords. ____________________________________ Magistrates’ Court – суд магистратов Crown Court – Коронный Суд (уголовное отделение Высокого суда правосудия) High Court – Высокий суд правосудия Court of Appeal – апелляционный суд Lord Justice of Appeal – лорд-судья по апелляциям County Court – суд графства Chancery Division – канцелярское отделение Высокого суда правосудия Queen’s Bench Division - отделение Королевской скамьи Высокого суда правосудия Task 8. Say in what Meaning each of these words is used in the text in the following sentences. - офицер 1. officer - полицейский - служащий, чиновник … magistrates are appointed by the Lord Chancellor, the highest legal officer. -

2. try

пытаться, стараться пробовать, испытывать пробовать, отведывать (пищу) судить, привлекать к судебной ответственности

… there is a right to be tried by a jury. - офицер 3. sentence - полицейский - служащий, чиновник They can acquit the accused of the crime, order a retrial, or alter a sentence. Task 9. Translate the following word combinations with the word case into Russian. a criminal case a serious case a civil case a local case

cases concerning large sums of money a divorce case cases of libel and slander to lose one’s case

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Lesson 9. Crime Prevention Task 1. Choose the correct word, translate the sentences. 1. The judge prosecuted / sentenced the shoplifter to a month in prison. 2. The 12-year-old boy admitted committing / breaking ten offences. 3. The police officer arrested / caught the motorist for driving in a stolen car. 4. A famous lawyer defended / enforced the suspects in the bank robbery case. 5. He was charged / sentenced to 5 years in prison yesterday for car theft. 6. Over a hundred witnesses made / gave evidence in the trial. 7. It is the job of the police to prosecute / enforce the law. 8. Police officers caught / incarcerated the burglar as he broke into the shop. 9. Can the accused / convicted person defend himself in court? 10. The number of road accidents has gone down because the police punish / enforce the speeding laws more strictly. 11. Police officers had been questioning the victim / suspect for five hours before he finally confessed. 12. The police discovered that the car Jack was driving had been robbed / stolen. Task 2. Read and translate the text.

Crime prevention Crime stopping and crime prevention are formidable tasks for law enforcement officials. Improved police work, and the use of scientific devices as fingerprints laboratories, and modern radio, television and teletype systems all help to catch criminals quicker. Computers have greatly accelerated the process of finding information about criminals. Crime prevention measures by private persons and companies that might otherwise become victims of crime are very important in crime control. Parole, probation and corrective treatment in prisons are all methods used to prevent crime. But crime can be reduced in other ways. Social problems which aggravate violence – poverty, unemployment, and unstable families are likely to persist. Crime experts generally accept that the best predictors of crime are factors such as unemployment status, income, education levels, gender, age, and family composition. A precise figure can’t be put on it, but most – perhaps as 90% - of the differences in crime rate among communities can be explained by differences in such factors. That is why improving schools and helping people find jobs are also important for crime prevention. Until measures are taken to address the social factors which cause violence, crime will continue to affect a large segment of the population.

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Task 3. Look at the list of crime prevention measures and say what else can governments and police agencies do to fight crime.    

There are more policemen on the streets to prevent trouble. Police carry guns. Police are allowed to stop anyone in the street and question them. The courts give tougher punishment for crimes committed than in the past (e.g. bigger fines or longer prison sentences).  There is capital punishment for some crimes. Use the following: - They can introduce … . - They can allow … . - They can start … . Task 4. Listen to Chief Inspector Ronald Lewis advising people on how to protect themselves from certain types of crime and fill in the table below. Listen again and give a short talk on the topic. MUGGING KIDNAPPING

CAR THEFT

       

carry a personal ______________ attend ______________ classes teach children not to talk to ______________ if approached by strangers, they should go to the nearest ______________ place if you can afford it, hire a ______________ fit an ______________ system park in a ______________ car park make sure your car is securely ______________

Task 5. Read and translate the text.

Warning! Pickpockets. Pickpockets operate in many of the large cities in Britain. They are very active in the West End of London, especially in the underground stations and in large shops and department stores. They also operate on buses, particularly when passengers are getting on and off. Wallets. Carry your wallet in an inside pocket. If you take off your jacket carry your wallet with you. Handbags. Never leave your handbag even for short periods. Always take it with you. Hand luggage. Do not leave luggage or your briefcase unattended in waiting rooms or on railway platforms, luggage racks or anywhere else. Valuables such as cameras, radios should be carried and a note kept of the serial numbers. 56

Cash. Do not carry a large amount of cash with you. If it is stolen or lost it is not likely to be recovered. Carry only enough cash to meet your day-to-day expenses. If you are staying in a hotel, hand any large sum of cash to the manager for safe keeping and obtain a receipt. Documents. Special care should be taken of your passport, air tickets and other personal documents. Task 6. Look at the list of crime preventing measures on the part of individuals and say what else people should do to protect themselves and their property.     

Don’t walk along dark streets late at night on your own. Don’t wear expensive jewellery. Make sure your money is safe, e.g. wear a money belt. Lock all doors and windows when you go out. Fit a burglar alarm.

Use the following: - People should … . - People shouldn’t … . Task 7. What crimes are these people committing? Discuss what precautions should be taken so that these crimes can be avoided.

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Bibliography 1. A Guide to Policing in the United Kingdom. – London: New Scotland Yard, 1992. 2. Boyle Ch., Chersan I. Campaign English for Law Enforcement: Student’s Book. – Macmillan, 2009. 3. Crime Scene Protection and Preservation of Physical Evidence. – Ontario: Ontario Police College, 2000. 4. English: Law and Law Enforcement: учебное пособие / автор-составитель О.И. Шубина. – Челябинск: Челябинский юридический институт МВД России, 2006. 5. Evans V., Dooley J. Enterprise 4: Coursebook. – Newbery: Express Publishing, 2008. 6. Falla T., Davies P.A. Solutions: Pre-Intermediate Student’s Book. – Oxford University Press, 2010. 7. Katzman, G.S. Inside the Criminal Process. – New York: W.W. Norton & Company, 1986. 8. Law: History and Modern Times (Право: История и современность): Практическое пособие / автор-составитель О.И. Шубина. – Челябинск: Челябинский юридический институт МВД России, 2002. 9. Powell R. Law Today. – Harlaw: Longman Group UK Limited, 1996. 10. Redman S. English Vocabulary in Use: Pre-Intermediate and Intermediate. – Cambridge: Cambridge University Press. 2008. 11. Riley A. English for Law. – London: MacMillan Publishers, 1991. 12. Russell F., Locke Ch. English Law and Language. An Introduction for Students of English. – London: Phoenix ELT, 1995.

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Contents Предисловие ………………………………………………………... 3 Unit 1. Crime Lessons 1-2. Names of Crimes………………………………………... Lessons 3-4. Crimes against Property (1)…………………………….. Lessons 5-6. Crimes against Property (2)…………………………….. Lessons 7-8. Crimes against Persons………………………………….

4 10 16 21

Unit 2. Identifications Lessons 1-2. Describing Appearance…………………………………. 24 Lessons 3-4. Describing Personality………………………………….. 30 Lessons 5-6. Psychological Profiling…………………………………. 34 Unit 3. Criminal Justice Lessons 1-2. Punishment (1)………………………………………….. Lessons 3-4. Punishment (2)………………………………………….. Lessons 5-6. Legal Systems…………………………………………... Lessons 7-8. In Court…………………………………………………. Lesson 9. Crime Prevention…………………………………………...

41 44 47 50 55

Bibliography………………………………………………………….. 58

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Кондрашова Инна Валерьевна АНГЛИЙСКИЙ ЯЗЫК В СФЕРЕ ЮРИСПРУДЕНЦИИ (ENGLISH FOR LAW) Учебное пособие

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