Тема 17. 4. Контроль знаний: лексико-грамматический тест

Выполните тест. Выберите правильный вариант.

 

1. The teacher allowed us … reference material while writing the report.

a) to use b) using c) use d) used

 

2. They expected the meeting … in a conference hall.

a) to hold b) to be held c) holding d) to be holding

 

3. What makes him … so jealous of his friends’ success?

a) to be b) being c) be d) to have been

 

4. I hope … Baranovichi State University.

a) for entering b) to enter c) of entering d) entering

 

5. I want my brother … the work as soon as possible.

a) finishing b) to finish c) finishes d) finish

 

6. Could you help me … the work as soon as possible?

a) finishing b) in finishing c) with finishing d) to finish

 

7. A passer-by asked me how … to the railway station.

a) can get b) get c) getting d) to get

 

8. The tourists expected the hotel … much better.

a) be b) being c) of being d) to be

 

9. I would like my daughter … back home earlier.

a) come b) coming c) to come d) to be coming

 

10.A thermometer is used … the temperature.

a) take b) for taking c)taking d) to take

 

11…. The traffic was bad, I arrived on time.

a) although b) in spite of c) despite d) because of

 

12.Kate might phone tonight. I don’t want to go out … she phones.

a) because b) because of c) in case d) if

 

13.A dog ran out in front of the car … we were driving along the road.

a) in case b) as c) if d) when

 

14.The doorbell rang … we were asleep.

a) as b) jus as c) when d) while

 

15.After the interruption, the speaker went on talking … nothing had happened.

a) as b) as if c) like d) without

16.My father is a terrible driver. He drives … he were the only driver on the road.

a) as b) like c) as if d) how

17.I wish I … so rude to her yesterday.

a) wasn’t b) weren’t c) hasn’t been d) hadn’t been

 

18.I wish I … to work.

a)hadn’t have b) don’t have c) didn’t have d) hadn’t had

 

19.I wish you … with me at the sea.

a) had been b) were c) has been d) would be

 

20.I wish she … me last night.

a) called b) calls c) has called d) had called

 

21.I wish I … taller, because I am not very tall.

a) were b) would have been c) would be d) will be

 

22.I wish I … on holiday with you, but I am busy tomorrow.

a) would go b) would have gone c) went d) could go

 

23.I wish that the car … faster.

a) would go b) would have gone c) went d) will go

 

24.I wish I … your advice that day.

a) took b) had not taken c) would not taken

d) would not have taken

 

25.I wish she … to the theatre with us last Friday.

a) came b) will come c)would come

d) could have come

 

26.I wish I … everything to you yesterday.

a)could explain b) explained c) could have explained

d) have explained

 

27.I wish you … talking now.

a) to stop b) stopped c) will stop d) would stop

 

28.I wish they … arguing because they make me nervous.

a) will stop b) would stop c) stop d) would have stopped

 

29.If I were you I … a contract with this firm.

a) would not sign b) will not sign c) will not have signed

d) would not have signed

 

30.If I … a lot of money I would buy a house at the seaside.

a) will have b) had c) have d) have had

 

31.We exchange goods only if you … a receipt.

a) will produce b) produced c) produce d) would produce

 

32.I wish I … a senior staff member so that I can use the car park.

a) was b) were c) had been d) would be

 

33.Unless you …me alone, I’ll call the police.

a) leave b) will leave c) won’t leave d) don’t leave

 

34.But for the life, he ….

a) would drown c) had drowned

b) would have drowned d) will drown

 

35.If he …in time, he would have taken all necessary measures.

a) were warned c) was warned

b) had warned d) had been warned

 

36.They wish they …the job to Mr. Crosby. Now they regret about it.

a) wouldn’t give c) hadn’t given

b) didn’t give d) haven’t given

 

37.I’m so annoyed about my car accident. If only I …more careful!

a) were b) would be c) have been d)had been

 

38.If the quality of the product hadn’t been so bad, we….

a) hadn’t complained c) wouldn’t have complained

b) wouldn’t complain d) didn’t complain

 

39.If I … you, I’d ask a lawyer for some advice.

a) were b) had been c) would be d) was

 

40.His face did not express anything as thought he … at all hearing the news.

a) didn’t be surprised c) were not surprised

b)wouldn’t be surprised d) had not been surprised

 

41.If you … good on the Internet, they always … you an e-mail confirmation.

a) order, will send c) had ordered, would have sent

b) order, send d) ordered, would send

 

42.The bank …you money to set up a company unless you … some kind of business plan.

a) won’t lend, had c) won’t lend, have

b) wouldn’t lend, didn’t have d) will lend, don’t have

 

43.According to the timetable, if the train …on time, we … at 5.30.

a) leaves, will arrive c) would leave, arrived

b) left, would arrive d) had left, will arrive

 

44.If … about their financial problems, I … business with them.

a) I’d known, wouldn’t have done c) I knew, wouldn’t have done

b) I’d know, didn’t do d) I’d have known, hadn’t done

 

45. It was recommended that the market research … by the end of the year.

a) should have been done c) would have been done

b) would be done d) should be done

 

46.As a rule we … people unless they … experienced and eager to work hard.

a)don’t employ, are c) haven’t employed, haven’t been

b) haven’t employ, are d) doesn’t employ, are

 

47.He suggested that the meeting ….

a)shall be postponed c) should be postponed

b) is postponed d) have postponed

 

48.Suppose you … a ghost. What would you do?

a) see c) has seen

b) will see d) saw

 

49.If I …in your position, I … in having more staff in your department.

a) were, would persist c) was, would persist

b) would be, would persist d) am, persist

 

50.I think your letter hasn’t arrived yet. If it …, I’m sure I … it.

a) had come, will notice b) had come, would have noticed

b) comes, have noticed d) has come, would notice

Тема 18. Виды наказаний

Цель: расширение лексических навыков по теме.

Задачи:

- развивать речь студентов,

- учить строить высказывания на заданную тему,

- совершенствовать репродуктивные грамматические навыки.

Студент должен знать:

- терминологию лексической темы «Виды наказаний»,

- словообразовательные модели существительных и прилагательных.

Студент должен уметь:

- понимать содержание представленных текстов,

- переводить и реферировать профессионально-ориентированные тексты,

- аргументировано представлять свое высказывание по текстам лексической темы.

 

Тема 18.1. Цель государственного наказания.

Грамматическая тема: Словообразовательные модели существительных.

 

Study the words and the word-combinations

 

definition – определение

a matter of difficulty – вопрос вызывающий затруднение

is punishable by the State – наказуемый государством

a violation of the public rights – нарушение общественных прав

breaches of law – нарушение закона

occur – случаться, встречаться

involves guilty conduct and guilty intention – включает преступное поведение, преступное намерение

particularly grave offences – особенно тяжкие преступления

deprivation of liberty – лишение свободы

death sentence – смертный приговор

majority - большинство

corrective labour – исправительные работы

 

I. Scan through the text

Crime and Punishment

The definition of a “crime” has always been a matter of difficulty and no really satisfactory definition of a “crime” has yet been evolved. You may say that “crime” is a violation of the public rights and duties, which is punishable by the State. But a distinction must be drawn between breaches of law which are crimes and those which are merely illegal without being criminal.

Besides, there are some acts, which are crimes in our country but not in another. For example, it is a crime to drink alcohol in Saudi Arabia, but not in Egypt. It is a crime to smoke marijuana in England, but not in the Netherlands. However, there are quite a lot of agreements among states as to which acts are criminal.

No one knows why crime occurs. Since the 18^th century various scientific theories have been advanced to explain crime. But since the mid20^th century, the notion that crime can be explained by any single theory has fallen into disfavour among investigators. They explain it by so-called multiple factor, which includes biological, psychological, cultural, economic and political reasons.

As a general rule “crime” involves guilty conduct (actus Reus) and guilty intention (mens Rea).

Treason, sabotage, banditry, desertion in a time of war, armed robbery, premeditated murder, rape under aggravating circumstances and certain other singularly dangerous social crimes are qualified as particularly grave offences. In such an event deprivation of liberty of up to 15 years may be applied or the death sentence which is regarded as an exceptional measure. (The death penalty was abolished in Britain in 1969).

The purpose of punishments is to reform the offender and to rehabilitate him, on the other hand when punish, we warm other people of what will happen if they break the law.

Criminal sentences ordinarily embrace four basic modes of punishment. In descending order of severity these are: incarceration, community supervision, fine, and restitution. The death penalty is now possible only for certain types of atrocious murders and treason. It is never applied in respect to persons under 18. The majority of criminal sanctions are confined to short terms of deprivation of liberty and penalties not involving deprivation of liberty: corrective labour and public censure.

Criminal and civil procedures are different. Criminal actions are nearly always started by the state. Civil actions are started by individuals. The party bringing a criminal action is called the prosecution, but the party bringing a civil action is called the plaintiff. In both kinds of action the other party is known as the defendant.

 

ΙΙ. Answer the questions:

 

1) What is сrime? 2) Is it a crime to drink alcohol in Egypt? What about Saudi Arabia? 3) Since when have various scientific theories been advanced to explain crime? 4) What reasons does so-called multiple factor include? 5) What does “crime” involve? 6) What social crimes are qualified as particularly grave offences? 7) What is the purpose of punishment? 8) How many modes of punishment do criminal sentences ordinary embrace? Name them. 9) Are Criminal and civil procedures different? Prove it.

 

ΙΙΙ. Complete the sentences:

 

1)You may say that “crime” is a violation of … 2) Since the 18^th century various scientific theories … 3) Investigators explain crime by … 4)Treason, sabotage, banditry, desertion at a time of war are qualified as … 5) The death penalty was abolished in … 6) The death penalty is now possible only … 7)) The majority of criminal sanctions are confined to … 8) Civil actions are started by … 9) The party bringing a criminal action is called … 10) The party bringing a civil action is called …

 

IV. Restore the word order in the following statements.

 

1) has always been, a matter of difficulty, a “crime”, the definition of. 2) to smoke, it, is, a crime, in England, marijuana. 3) “Crime”, guilty conduct, guilty intention, involves. 4) desertion at a time of war particularly, are qualified, as, grave offences, premiditated, murder, and, armed robbery. 5) the offender, the purpose of punishment, the reform, is. 6) the death penalty, in respect, never, is applied, under 18, to persons.7) started, criminal actions, the state, nearly, always, are, by the state.

Тема 18.2. Виды наказаний

Грамматическая тема: Словообразовательные модели прилагательных.

 

Study the words and the word-combinations

 

to be entirely a matter for the courts – находиться в юрисдикции суда

the nature of each … sentence – суть каждого … приговора

points of principle have arisen on individual cases – принципиальные вопросы, которые возникли из рассмотрения конкретных дел.

the subject of appeal – основание для апелляции

the gravity of the offence – тяжесть правонарушения

a positive justification – исключительное (исчерпывающее) основание

consistent with the court’s – с учетом задачи судов

life imprisonment – пожизненное заключение

manslaughter – непредумышленное убийство

arson - поджог

statute book – собрание законодательства

exceptional cases – особенные дела

a failure to comply with them will make him or her liable to penalty – несогласие с ними повлечет за собой ответственность (наказание)

to administer supervision – осуществлять надзор

custodial establishments – места заключения

members co-opted from the local community – члены, кооптированные (выделяемые) местной общиной

community service orders – общественные работы (неоплачиваемые)

a suspended sentence – условный приговор.

 

I. Scan through the text

Treatment of Offenders

Sentencing. The sentence passed on an offender is entirely a matter for the courts, subject to the maximum penalty enacted by Parliament for each offence. The Government ensures that the courts have available an adequate range of sentences to suite the circumstances of each case and that they are well informed about the purpose and nature of each available sentence.

Custody. The Government believes that custody should be a sanction of last resort used only when the gravity of the offence means that there is a positive justification for a custodial sentence, or where the public needs to be protected from a dangerous offender. A magistrates’ court in England and Wales cannot impose a term of more than six months’ imprisonment for each offence tried summarily, but may impose consecutive sentences subject to an overall maximum of 12 months’ imprisonment. As in the rest of Britain there is a mandatory sentence of life imprisonment for murder: this is also the maximum penalty for a number of serious offences such as robbery, rape, arson and manslaughter.

The death penalty has been repealed for almost all of offences. It remains on the statute book for the offences of treason, piracy with violence and some other treasonable and mutinous offences.

Fines. The most common sentence is a fine, which is imposed in more than 80 per cent of cases. There is no limit to the fine which may be imposed on indictment.

Probation. At present in the United Kingdom the number of offenders subject to supervision in the community considerably exceeds the number in custody. The purpose of probation is to protect society by the rehabilitation of the offender, who continues to live a normal life in the community while subject to the supervision of a probation officer. Before placing an offender on probation, which may last from six months to three years, the court must explain the order in ordinary language, ensuring that the offender consents to the requirements of the order and understand that a failure to comply with them will make him or her liable to a penalty or to be dealt with for the original offence. In England and Wales such an order can be made only for offenders aged 17 years or more.

The probation service provides and maintains day centers and hostels together with schemes and programmes designed to meet the needs of a broad range of offenders, and, if possible, drawing the community into partnership in responding to offending.

Offenders aged 16 or over (17 in Northern Ireland) convicted of imprisonable offences may, with their consent, be given community service orders.

 

ΙΙ. Answer the questions:

 

1) How do magistrates courts work in England and Wales on imposing terms? 2) Has the death penalty been repealed in England and Wales? 3) What is the most common sentence in Britain? 4) Is there any limit to the fine? 5)What is purpose of probation? 6) For how long can an offender be placed on probation? 7) At what age can offenders be placed on probation? 8) May offenders aged 16 or 17 convicted of imprisonable offences be given community service orders?

ΙΙΙ. Translate from English into Russian.

 

to pass the sentences; to be entirely the matter for the courts; sanction; justification for a custodial sentence; custody; to impose consecutive sentences; life imprisonment; the death penalty; manslaughter; in summary cases; a term of imprisonment; probation; compensation to the victim.

 

IV. Choose the correct answer.

 

1. The sentence passed on an offender is entirely a matter for the courts.

yes, its true;

press or the party leaders can affect the sentence;

the sentence passed on an offender depends on the executive power.

 

A magistrates’ court in England and Wales cannot impose a term of more than six months’ imprisonment for each offence.

a magistrates’ court in England and Wales can impose a term of three years.

a magistrates’ court in England and Wales can impose a term of twelve months in case these are consecutive sentences.

a magistrates’ court in England and Wales can impose a term of only three months.

 

3. As well as in the rest of Britain there is a mandatory sentence of life imprisonment for murder.

a) yes, its true, besides, this is also the maximum penalty for a number of serious offences;

b) no, life imprisonment is sentenced for theft and hooliganism;

c) there is no life imprisonment in England at all.

 

4. The death penalty has been repealed for almost all offences.

a) it is not true; it has not been repealed for rape;

b) more than 150 people are sentenced to the death penalty in England every year.

c) the death penalty remains on the statute book for the offences of treason and a number of the offences; it has, however, not been used since 1946.

 

5. The purpose of probation is to protect society by the rehabilitation of the offender, who continues to live a normal life in the community while subject to the supervision of a probation officer.

a) probation may last from a month to the three months;

b) probation may be ensured without the offender’s consent;

c) probation may last from six month to the three years, the court must explain the order in ordinary language, ensuring that the offender consents to the requirements of the order.

 

 

СЛОВООБРАЗОВАТЕЛЬНЫЕ МОДЕЛИ

Образование существительных.

Образование существительных при помощи суффиксов.

Для образования существительных наиболее употребительны следующие суффиксы:

Суффикс – er, образующий существительные от глаголов. Главные значения суффикса:

1) профессия, занятие, характеризуемые данным действием:

to teach – teacher, to write – writer, to drive - driver

2) инструмент, орудие, механизм, производящие данное действие:

to cut – cutter, to dry – drier, to fight - fighter

Cyффикс – ist, образующий существительные от существительных (реже - прилагательных). Этот суффикс употребляется в том же значении, что и русский суффикс – ист в словах (пропагандист), т.е. обозначает принадлежность к определенной партии, группировке, профессии:

capital – capitalist, piano – pianist, geology – geologist

Суффикс – ing, образующий существительные от глаголов. Существительные с суффиксом – ing обычно являются названиями действий, но могут иметь и другие значения:

to begin – beginning, to be – being, to build – building

Суффикс отглагольных существительных -ing не следует смешивать с омонимичными окончаниями герундия и причастия настоящего времени. Сравните:

There are many large new buildings in our town. (существительное с суффиксом – ing)

Building houses is a very interesting profession.(герундий)

We are building a radio laboratory in our college.(причастие в составе сложного глагольного времени)

Суффикс –ness, образующий отвлеченные существительные от прилагательных:

great – greatness, kind – kindness, happy - happiness

Суффикс –ation, образующий отвлеченные существительные от глаголов (главным образом с суффиксом - ize):

to organize – organization, to nationalize- nationalization

Кроме вышеперечисленных продуктивных суффиксов, существительные в английском языке характеризуются рядом других суффиксов, в частности:

-tion, - sion (action, translation, education, division)

- ment (development, movement, fulfilment)

- th (depth, width, growth)

- ie, - y (daddy, auntie, granny, sonny)

Образование существительных путем конверсии.

Существительные образуются путем конверсии главным образом от глаголов. Такие существительные обычно обозначают однократные действия и нередко употребляются в составе фразового сказуемого:

to look – a look, to run – a run, to laugh – a laugh

Образование существительных при помощи словосложения.

Сложные существительные образуются чаще всего из двух основ существительных:

rail + way = railway, text + book = textbook

Подобных сложных существительных в английском языке очень много: apple-tree, steamship, airport, arm-chair.

Сложные существительные пишутся слитно или через черточку (дефис). При раздельном написании двух существительных подряд первое из них обычно является определением ко второму, а целое – словосочетанием, а не сложным словом. Сравните: a gold watch (словосочетание – золотые часы), a goldsmith (сложное слово – ювелир). Сложные существительные образуются также путем соединения основ прилагательного и существительного: black + board = blackboard, holiday, grandfather, gentleman, sweetheart.

 

Образование прилагательных

Образование прилагательных при помощи суффиксов.

Для образования прилагательных употребительны следующие суффиксы:

Суффикс - ful, образующий прилагательные от существительных. Главное значение: «обладающий данным качеством»:

use – useful, peace – peaceful, harm - harmful

Суффикс - less, образующий прилагательные от существительных. По значению он противоположен суффиксу – ful и означает отсутствие какого-либо качества:

use – useless, help - helpless

Кроме того, имеются следующие распространенные суффиксы прилагательных:

- ish (reddish, greenish, sweetish)

- y (dirty, windy, sleepy)

- able, - ible (possible, impossible, comfortable)

- al, - ical (political, practical)

- ous (famous, dangerous)

 

Образование прилагательных при помощи префиксов.

Прилагательные нередко образуются от прилагательных (и причастий) при помощи префиксов. Наиболее употребительны отрицательные префиксы un-, in- (im-, ir-):

happy – unhappy, natural – unnatural, known - unknown

Прилагательные могут образовываться при помощи префиксов также и от существительных: war – antiwar, pre-war, post-war.

 

Образование прилагательных путем словосложения.

Сложные прилагательные часто образуются путем соединения основ прилагательного и существительного с добавлением суффикса – ed: good – natured, dark – haired, blue – eyed.

К другим типам относятся такие сложные прилагательные, как sky–blue, dark–brown, peace–loving.

 

Образование наречий

Наречия образуются чаще всего от прилагательных при помощи суффикса – ly: quick – quickly, loud – loudly, happy – happily, careful – carefully, bad – badly.

EXERCISES

Exercise 1. От данных ниже глаголов образуйте существительные с помощью суффиксов:

– er -to read, to run, to swim, to play, to sing, to dance, to speak, to sell, to write, to drive, to skate, to ski.

– ment -to pay, to improve, to agree, to move, to develop, to establish, to depart, to govern.

– ing - to read, to swim, to ride, to sing, to dance, to wash, to eat.

 

Exercise 2. Переведите существительные, образованные от глаголов с помощью суффикса – (a)tion.

publication, education, foundation, competition, demonstration, connection, collection, dictation.

 

Exercise 3.Образуйте прилагательные от существительных с помощью суффиксов:

 

- ful, -less – care,fruit, doubt, hope.

-al, -ous – form, nature, education, danger, glory, courage.

 

Exercise 4. Образуйте противоположные по значению слова от прилагательных при помощи отрицательного префикса un-.

 

official, usual, important, popular, known, pleasant, prepared, comfortable, occupied, happy.

 

Exercise 5.Образуйте прилагательные, выражающие наличие или отсутствие качества предмета. Используйте суффиксы –ish, -y, -ful, -less.

red, sun, cloud, green, heart, use, home.

 

Exercise 6.Переведите следующие сложные слова. Определите, из каких основ они состоят.

 

Spaceship, spaceflight, intercosmos, airman, newspaper, schoolboy, shoemaker, dressmaker.

Dark-blue, first-class, red-hot.

 

Exercise 7. Заполните пропуски подходящими по смыслу словами: illegal, professional, belief, poisonous, performance, unhealthy, determination, difference, childhood, gracefully.

 

What is it that marks out a top … sportsman from the rest? At the very top there is very little … in skill and physical fitness. An enormous amount seems to depend on the person’s self … and their … to win. In doing so they can sometimes forget about the rules of fair play or even take … substances to improve their …. This desire to win by all means which is often set in … by ambitious parents, is in my opinion, …. and …. It is very sad to see children unable to accept victory or defeat ….

 

Exercise 8. Используя данное в скобках слово и один из известных вам словообразовательных суффиксов (префиксов), образуйте новое, подходящее по смыслу слово и заполните пропуск.

 

Kate Smith is a …(medicine) student who travelled by herself for six months in Asia last year. “I wasn’t …(fright) by the idea of doing a long trip on my own”, she said. “You have much …(free) and you can make your own …(decide). At the beginning, though, I …(occasion) felt a bit lonely but later on I made many friends and was never by myself”.

Тест 1

1. All … must be received before August 10. (to apply)

2. I’m sure that the whole problem is a simple …. (to understand)

3. It’s much more … to buy large size packets. (economy)

4. Don’t touch this glass vase! It’s absolutely …. (price)

5. The doctor will be available for a … in the morning. (to consult)

6. The villages in the mountains are quite … in winter. (to access)

7. You don’t have to go. Your decision must be entirely …. (volunteer)

8. The dancer’s movement’s were extremely …. (grace)

9. The cost of … to the show is reasonable. (to admit)

10. Bill was given a medal in … of his services. (to recognise)

11. Kate exam results turned out to be really …. (disaster)

12. What are the entry … at the university? (the require)

13. Jackie suffered as a child from a very strict …. (to bring)

14. Ruth has gone back to college to get a teaching ….(to qualify)

15. I didn’t pay the bill and now the electricity has been …. (to connect)

16. Jean isn’t really a friend, only an …. (to acquaint)

17. I was so angry that I was absolutely …. (speech)

18. There is no … between you and your relatives. (to differ)

19. Language is a means of …. (to communicate)

20. She said with … “Where are you?” (to astonish)

21. No girl could be … to such a present. (to differ)

22. This book is quite …. (document)

23. Her clothes were always …. (spot)

24. This is the most … child I’ve ever seen. (to talk)

25. We had yet another …. (discuss)

26. How … of you not to study properly! (thought)

27. Then there came a …. (light)

28. The … played very quietly. (music)

29. This … will be signed tomorrow. (to agree)

30. His joy was …, because we knew he failed. (nature)

 

 

Тема 19. Тюремное заключение

Цель: совершенствование профессиональных умений в данной сфере.

Задачи:

- совершенствовать навыки устной речи,

- обучать детальному пересказу текста,

- пополнять детальные знания путем изучения литературы по данной тематике.

Студент должен знать:

- терминологию лексической темы «Тюремное заключение»,

- словообразовательные модели глаголов.

Студент должен уметь:

- воспринимать языковые средства и их точное понимание в тексте,

- оперировать различными видами речевой деятельности,

- продуцировать подготовленное высказывание по проблеме профессионального общения.

 

Тема 19.1. История исправительных учреждений.

Грамматическая тема: Словообразовательные модели глаголов.

 

Study the words and the word-combinations

 

Imprisonment - тюремное заключение;

primarily - главным образом;

confinement - лишение свободы, заключение под стражу;

convicted person - осужденный;

transportation - транспортация (ссылать за моря как вид уголовного наказания);

abolition - отмена;

concern - забота, беспокойство;

diminish - уменьшаться;

compound – усугублять;

predominantly - главным образом;

in custody - содержащийся под стражей;

previous conviction - судимость;

burglary - ночная кража со взломом;

robbery - грабеж с насилием или разбой.

 

I. Scan through the text. Restore the word order in the questions that follow and answer them.

 

Prisons

The idea of imprisonment as a form of punishment is relatively modern. Until the late 18th century, prisons were used primarily for the confinement of debtors who could not pay, of accused persons waiting to be tried, and of those convicted persons waiting for their sentences—death or transportation. Since the late 18th century, with the decline of capital punishment (death penalty), the prison has come to be used also as a place of punishment. With the abolition of transportation, the prison has become the principal sanction for most serious crimes. Concern over prison conditions has not diminished over the years. Problems of security and the protection of prisoners from violence on the part of other prisoners have been compounded by the difficulties arising from overcrowding, as prison populations in most countries continue to grow. The people who make up the populations of most prison systems have many characteristics in common. The populations of most prison systems are predominantly male—in England males outnumber females by 28 to 1 (although the number of women in prison is rising at a higher rate than the number of men)—and relatively young—nearly 70 percent of those in custody are under the age of 30. [To be in custody means to be kept in prison by the police until you go to court, because the police think you are guilty.] Most offenders in prison have a number of previous convictions; the offenses they have committed are most commonly burglary, theft, violence, or robbery. A similar picture is revealed by U.S. statistics; the most common offenses for which prisoners are in custody are burglary and robbery. [Burglary is the crime of getting into a building to steal things. Violence is behaviour that is intended to hurt other people physically. Robbery is the crime of stealing things from a bank, shop etc, especially using violence.]

 

1) What prisons were used primarily for until the late 18th century? 2) Why the prison has come to be used as a place of punishment? 3) When the prison has become the principal sanction for most serious crimes? 4) What not diminished over the years has? 5) What have problems come into being as prison populations in most countries continue to grow? 6) What make people up the populations of most prison systems? 7) What the most common offenses for which prisoners are are in custody?

 

II. Agree or disagree with the following statements.

 

1) The idea of imprisonment as a form of punishment is old. 2) Prisons were used for the confinement of debtors who didn’t want to pay. 3) Prisons were used for the confinement of accused persons waiting to be freed. 4) Prisons were a deterrent to innocent persons. 5) With the abolition of death penalty, the prison has come to be used as a place of punishment. 6) With the decline of transportation, the prison has become the principal sanction for most serious crimes. 7) Concern over prison conditions includes the protection of prisoners from violence on the part of warders and prisoners of conscience. 8) Concern over prison conditions includes the difficulties arising from overcrowding of mass and solitary cells. 9) Prison populations cease to grow. 10) Prison populations are predominantly female and relatively old.

 

III. Restore the word order in the following statements.

 

1) The idea is of imprisonment as a form of punishment relatively modern. 2) Prisons used were for the confinement of debtors who could not pay. 3) Prisons were for the confinement of accused persons waiting to be tried used. 4) Prisons for the confinement of those convicted persons waiting for their sentences were used. 5) With the decline of death penalty, the prison a place of punishment has come to be used as. 6) With the abolition of transportation, the prison the principal sanction for most serious crimes has become. 7) Concern over prison conditions the protection of prisoners from violence on the part of other prisoners includes. 8) Concern over prison conditions the difficulties arising from overcrowding includes. 9) Prison populations to continue grow. 10) Prison populations predominantly male and relatively young are.

 

IV. Translate the following words and phrases from Russian into English.

 

Тюремное заключение; тюремный надзиратель; содержащийся под стражей; лишение свободы; осужденный; обвиняемый; транспортация; камера одиночного заключения; приговор; должник; судимость; ночная кража со взломом; грабеж с насилием или разбой; санкция; население; узник совести; правонарушение; безопасность; защита; насилие; продолжаться; виновный; общая камера.

 

V. Complete the following statements.

 

1) The idea of imprisonment as a form of punishment is … 2) Prisons were used for … 3) With the decline of death penalty, the prison has come to be … 4) With the abolition of transportation, the prison has become … 5) Concern over prison conditions includes … 6) Prison populations continue … 7) Prison populations are …

 

VI. Choose one topic to speak about a) prison as a place of confinement; b) prison as a place of punishment; c) prison conditions; d) prison populations. Retell the text Prisons.