
- •28 Июня 2002 г., протокол № 11
- •Isbn 985-6705-17-7
- •Раздел I
- •1.1. Содержание зачета по английскому языку
- •1.2. Образцы заданий
- •1.2.1. Образец лексико-грамматического теста
- •1.2.2. Образцы текстов для чтения Специальность "Правоведение" social conditions and crime
- •1.2.3. Образцы текстов для чтения Специальность "Менеджмент" a brand new image
- •1.2.4. Образцы текстов для чтения Специальность "Социальная работа" Jane Addams
- •Образец ситуации Fields of Social Work
- •1.3. Рекомендации по подготовке к зачету по английскому языку
- •Для студентов специальности "Правоведение"
- •Для студентов специальности "Менеджмент"
- •Для студентов специальности "Социальная работа"
- •1.4. Рекомендации по выполнению и оформлению контрольных работ
- •1.5. Контрольные работы
- •1.5.1. Специальность "Правоведение" Контрольная работа № 3 Вариант 1
- •Reading crime prevention
- •Comprehension check
- •Language work
- •Grammar practice Ex. 11. Reported statements and questions. Put the following into indirect speech:
- •Контрольная работа № 3 Вариант 2
- •Reading child abuse
- •Comprehension check
- •Language work
- •Grammar practice Ex. 11. Reported statements and questions. Put the following into indirect speech:
- •Ex. 12. Reported сommands:
- •Ex. 13. Read the story in a) and write the actual words of the conversation in b): the marriage proposal
- •1.5.2. Специальность "Менеджмент" Контрольная работа № 3 Вариант 1
- •Ex. 1. Before you read the text look at the following words and try to guess what the text is about:
- •Ex. 2. Choose a suitable word from those above and complete the sentences below:
- •Reading broad banding
- •Comprehension check Ex. 3. Which of the following is the main idea of the text:
- •Ex. 4. Mark the following statements as true or false:
- •Ex. 5. Read the text again and write a question to each of the following answers:
- •Ex. 6. Complete the sentences according to the text:
- •Language work Ex. 7. Choose the synonyms from the box to the highlighted words:
- •Ex. 8 Use the words given in capitals at the end of each line to form a word that fits in the space in the same line:
- •Ex. 9. Fill in the gaps with the appropriate prepositions or adverbs:
- •Grammar practice Ex. 10 Reported statements and questions. Put the following into indirect speech:
- •Контрольная работа № 3 Вариант 2
- •Ex. 1. Before you read the text look at the following words and try to guess what the text is about:
- •Ex. 2. Choose a suitable word from those above and complete the sentences below:
- •Reading managers and motivation
- •Comprehension check Ex. 3. Which of the following is the main idea of the text:
- •Ex. 4. Mark the following statements as true or false:
- •Ex. 5. Read the text again and write a question to each of the following answers:
- •Ex. 6. Complete the sentences according to the text:
- •Language work Ex. 7. Choose the synonyms from the box to the highlighted words:
- •Ex. 8. Use the words given in capitals at the end of each line to form a word that fits in the space in the same line:
- •Ex. 9. Fill in the gaps with the appropriate prepositions or adverbs:
- •Grammar practice Ex. 10. Reported statements and questions. Put the following into indirect speech:
- •Ex. 11. Reported сommands.
- •Ex. 12. Read the story in a) and write the actual words of the conversation in b) the marriage proposal
- •1.5.3. Специальность "Социальная работа" Контрольная работа № 3 Вариант 1
- •Reading social psychology
- •Comprehension check
- •Language work
- •Grammar practice Ex. 10 Reported statements and questions. Put the following into indirect speech:
- •Контрольная работа № 3 Вариант 2
- •Reading psychotherapy
- •Comprehension check
- •Language work
- •Grammar practice Ex. 10. Reported statements and questions. Put the following into indirect speech:
- •Ex. 11. Reported сommands. Choose the verb that can be used to report the direct speech. Tick (V) the correct box:
- •Ex. 12. Read the story in a) and write the actual words of the conversation in b) the marriage proposal
- •Раздел 2. Грамматика
- •2.1. Прямая и косвенная речь. Direct and indirect/reported speech
- •2.1.1. Правила перевода прямой речи в косвенную
- •2.1.2. Вопросительные предложения в косвенной речи
- •Или She inquired (wanted to know) where the booking-office was.
- •Он сказал: "Вы будете там завтра?"
- •2.1.3. Повелительные предложения в косвенной речи
- •Indirect Speech – She warned the children not to swim too far.
- •2.1.4. Передача восклицания в косвенной речи
- •2.1.5. Передача косвенной речи в прямую речь Ex. 14. Put the following into direct speech, using a dialogue form:
- •2.1.6. Test
- •When I saw Michelle yesterday …
- •When I saw my friends yesterday …
- •When I saw Susan yesterday …
- •2.2. Модальные глаголы
- •2.2.1. Общие сведения
- •2.2.2. Модальный глагол "can" table I
- •Ex. 3. Fill in the gaps with can, can't, could, couldn't or was/wasn't able to:
- •2.2.3. Модальный глагол "may" table II
- •2.2.4. Модальные глаголы "must, have to, need, be to" table III
- •2.2.5. Модальные глаголы should, ought to table IV
- •2.2.6. Revision
- •2.2.7. Тест Modal verbs
- •2.3. Conditionals Условные предложения
- •2.3.1. Типы условных предложений
- •Ex. 5. Paraphrase the sentences in order to make Type 2 conditional sentences:
- •Ex. 8. What does the if – clause mean? Write a sentence with isn't or might:
- •Ex. 12. Fill in: if or when:
- •Если ты не выйдешь сейчас же, ты опоздаешь на автобус.
- •Ex. 18. Put the verbs in brackets into the correct tense:
- •Ex. 19. Choose the correct answer:
- •Ex. 20. Put the verbs in brackets into the correct tense:
- •Ex. 21. Choose the correct answer:
- •2.3.2. Условные предложения смешанного типа Mixed Conditionals
- •Ex. 23. Rewrite the sentences, as in the example:
- •2.3.3. Пожелания Wishes
- •Нереальные условия в настоящем и прошлом The Unreal Present and Past
- •2.2.5. Тест
- •Раздел 3. Чтение
- •3.1. Специальность "Правоведение"
- •Topic 1. Lawyer
- •Vocabulary
- •Topic 2. What is a crime?
- •Vocabulary
- •Topic 3. The causes of crime
- •Vocabulary
- •Topic 4. Punishment
- •Vocabulary
- •Topic 5. From the history of capital punishment
- •Vocabulary
- •Comprehension check
- •Text 2. Forms of crime
- •Comprehension check
- •Text 3. Someone is burgled every two minutes in the uk
- •Comprehension check
- •Text 4. Keep your car safe
- •Comprehension check
- •Text 5. It's interesting to know
- •Comprehension check
- •Text 6. Prisons
- •Comprehension check
- •Text 7. Crime in sweden
- •Comprehension check
- •3.3. Специальность "Менеджмент" устные темы Topic 1. The work of a manager
- •Ex. 1. Read the international words and guess their meaning. Mind the stress:
- •Ex. 2. Memorise the following pairs of derivatives:
- •Ex. 3. Find the synonyms in the text to the following words:
- •Ex. 4. Match English and Russian equivalents:
- •Ex. 5. Choose the right word:
- •Ex. 6. Insert the right preposition:
- •Ex. 7. Use the words in the sentences of your own:
- •Ex. 8. Mark the sentences that are true:
- •Ex. 9. Answer the questions to the text:
- •Topic 2. Management functions Task: read the text, get ready to render its content in English:
- •Ex. 1. Read the international words and guess their meaning. Mind the stress:
- •Ex. 2. Memorise the following pairs of derivatives:
- •Ex. 3. Transform as in the models:
- •Ex. 4. Match English and Russian equivalents:
- •Ex. 5. Choose the right word:
- •Ex. 6. Insert the right preposition/adverb:
- •Ex. 1. Read the international words and guess their meaning. Mind the stress:
- •Ex. 2. Memorise the following pairs of derivatives:
- •Ex. 3. Transform as in the models:
- •Ex. 4. Match English and Russian equivalents.
- •Ex. 5. Choose the right word:
- •Ex. 6. Insert the right preposition/adverb:
- •Ex. 7. Use the words and word combinations in the sentences of your own:
- •Ex. 8. Mark the sentences that are true:
- •Ex. 9. Answer the questions to the text:
- •Topic 4. Personnel management Task: read the text, get ready to render its content in English:
- •Ex. 1. Read the international words and guess their meaning. Mind the stress:
- •Ex. 2. Memorise the following pairs of derivatives:
- •Ex. 3. Transform as in the models:
- •Ex. 4. Match English and Russian equivalents:
- •Ex. 5. Choose the right word:
- •Ex. 6. Insert the right preposition:
- •Ex. 1. Read the international words and guess their meaning. Mind the stress:
- •Ex. 2. Memorise the following pairs of derivatives:
- •Ex. 3. Find the synonyms in the text to the following words:
- •Ex. 4. Match English and Russian equivalents:
- •Ex. 5. Choose the right variant:
- •Ex. 6. Insert the right preposition:
- •Ex. 7. Insert the right word:
- •Ex. 8. Mark the sentences that are true:
- •Ex. 4. Put 8-10 questions on the text so that they cover its content. Text 2. How a corporation operates
- •Ex. 4. Put 8-10 questions on the text so that they cover its content. Text 3. Other forms of business
- •Ex. 4. Put 8-10 questions on the text so that they cover its content. Text 4. Choice of ownership form
- •Ex. 4. Put 5-7 questions on the text so that they cover its content. Text 5. Approaches to management
- •Text 6. Decision-making techniques
- •Comprehension check Ex. 1. Read the text. Decide which sentence goes in each of the gaps in the text:
- •Ex. 2. Translate paragraph 4 in writing. Ex. 3. Read the text again and choose the correct alternative for each of the following questions:
- •Ex. 4. Put 5-7 questions on the text so that they cover its content. Text 7. Plans and planning process
- •Comprehension check Ex. 1. Read the text. Decide which sentence goes in each of the gaps in the text:
- •Ex. 2. Translate paragraphs 2 and 3 in writing. Ex. 3. Read the text again and choose the correct alternative for each of the following questions:
- •Topic 1. Social work. History
- •Ex.1 Read these international words and guess their meaning. Mind the stress:
- •Topic 2. Fields of social work
- •Ex. 1 Read these international words and guess their meaning. Mind the stress:
- •Ex. 2. Complete the following table with the appropriate verb or noun:
- •Topic 3. Social work profession
- •Topic 4. Types of social workers
- •Topic 5. Social work agencies and training social workers
- •3.6. Специальность "Социальная работа"
- •Тексты для чтения
- •Texts for Reading
- •Text 1. Bases of psychology
- •Ex. 4. Put 8-10 questions on the text so that they cover its content. Text 2. Major schools of psychology
- •12. Psychoanalysis was founded during the late 1800's and early 1900's by the Austrian doctor Sigmund Freud. F) _ _ _ _ _ _ _.
- •Comprehension check
- •Ex. 2. Translate paragraph 1, 2 in writing.
- •Text 3. Communication in relationships
- •Comprehension check
- •Text 4. Adulthood
- •Comprehension check
- •Text 5. Social aspects of aging
- •Comprehension check
- •Text 6. Choosing lifetime sports
- •Comprehension check
- •Text 7. The social aspects of smoking
- •Comprehension check
- •Раздел 2
- •Раздел 3
- •Topic 1
- •Topic 2
- •Topic 3
- •Topic 4
- •Topic 5
- •Topic 5
- •Topic 1
- •Topic 2
- •Topic 3
- •Topic 4
- •Topic 5
- •Содержание
- •Английский язык
- •Белорусского государственного университета.
- •220 037, Минск, ул. Ботаническая, 15.
- •220 037, Минск, ул. Ботаническая, 15. Тел. 233-98-46.
Topic 3. The causes of crime
Vocabulary
to disprove |
['ds'pru:v] |
опровергать, доказывать ошибочность |
to discard |
[ds'ka:d] |
отказаться |
to provide the rationale |
[prə'vad ðə ræ ʃə'na:l] |
дать логическое обоснование |
to meter out a punishment |
['mi:təraut] |
назначить наказание |
to advance a theory |
[əd'va:ns ə'Ɵər] |
выдвинуть теорию |
proclivity |
[prə'klvt] |
склонность, наклонность |
to discredit a theory |
[ds'kredt] |
подвергнуть сомнению теорию |
to abandon |
[ə'bændən] |
отказаться |
hereditary traits |
[h'redtərtrets] |
наследственные черты |
law-abiding |
[lɔ:ə'badŋ] |
законопослушный |
innate disposition to smth |
['net dspə'zʃən] |
врождённая предрасположенность к чему-либо |
incidence |
['nsdəns] |
сфера действия, охват |
inclination |
[͵nkl'neʃən] |
склонность |
influence |
['nfluəns] |
влияние |
poverty |
['povət] |
бедность |
slum |
[slʌm] |
трущоба |
lack of privacy |
[læk əv'pravəs] |
отсутствие уединения |
to place the blame on smth |
[ples ðə blemən] |
возложить вину на |
overcrowding |
[ouvə'kraudŋ] |
перенаселённость |
poor sanitation |
[puə ͵sæn'teʃən] |
плохие санитарные условия |
to engender |
[n'ʤendə] |
порождать |
deprivation |
[͵depr'veʃən] |
лишение |
impact |
['mpækt] |
вклад |
convict population |
['kɔnvkt ͵pɔpju'leʃən] |
заключённые |
mentally deficient |
[d'fʃənt] |
слабоумный |
prone to smth |
[proun] |
склонный к |
multiple |
['mltpl] |
множественный |
to determine |
[d'tə:mn] |
определить |
No one knows why crime occurs. The oldest theory, based on theology and ethics, is that criminals are perverse persons who deliberately commit crimes or who do so at the instigation of the devil or other evil spirits. Although this idea has been discarded by modern criminologists, it persists among uninformed people and provides the rationale for the harsh punishments still meted out to criminals in many parts of the world.
Since the 18th century, various scientific theories have been advanced to explain crime. One of the first efforts to explain crime on scientific, rather than theological grounds was made at the end of the 18th century by the German physician and anatomist Franz Joseph Gall, who tried to establish relationships between scull structure and criminal proclivities. This theory, popular during the 19th century, is now discredited and has been abandoned. A more sophisticated theory – a biological on – was developed late in the 19th century by the Italian criminologist Cesare Lombroso, who asserted that crimes were committed by persons born with certain recognizable hereditary physical traits. Lombroso's theory was disproved early in the 20th century by the British criminologist Charles Goring. Goring's comparative study of jailed criminals and law-abiding persons established that the so-called criminal types, with innate dispositions to crime, do not exist. Recent scientific studies have tended to confirm Goring's findings. Some investigators still hold, however, that specific abnormalities of the brain and of the endocrine system contribute to a person's inclination toward criminal activity.
Another approach to an explanation of crime was initiated by the French political philosopher Montesquieu, who attempted to relate criminal behavior to natural, or physical environment. His successors have gathered evidence tending to show that crimes against person, such as homicide, are relatively more numerous in warm climates, whereas crimes against property, such as theft, are more frequent in colder regions. Other studies seem to indicate that the incidence of crime declines in direct ratio to drops in barometric pressure, to increased humidity, and to higher temperature.
Many prominent criminologists of the 19th century, particularly those associated with the socialist movement, attributed crime mainly to the influence of poverty. They pointed out that persons who are unable to provide adequately for themselves and their families through normal legal channels are frequently driven to theft, burglary, prostitution, and other offences. The incidence of crime especially tends to rise in times of widespread unemployment. Present-day criminologists take a broader and a deeper view; they place the blame for most crimes on the whole range of environmental conditions associated with poverty. The living conditions of the poor, particularly of those in slums, are characterized by overcrowding, lack of privacy, inadequate play space and recreational facilities, and poor sanitation. Such conditions engender feelings of deprivation and hopelessness and are conductive to crime as a means of escape. The feeling is encouraged by the example set by those who have escaped to what appears to be the better way of life made possible by crime.
Some theorists relate the incidence of crime to the general state of a culture, especially the impact of economic crises, wars, and revolutions and the general sense of insecurity and uprootedness to which these forces give rise. As a society becomes more unsettled and its people more restless and fearful of the future, the crime rate tends to rise. This is particularly true to juvenile crime, as the experience of the United States since World War II has made evident.
The final major group of theories are psychological and psychiatric. Studies by such 20th century investigators as the American criminologist Bernard Glueck and the British psychiatrist William Healy have indicated that about one-fourth of a typical convict population is psychotic, neurotic, or emotionally unstable and another one-fourth is mentally deficient. These emotional and mental conditions do not automatically make people criminals, but do, it is believed, make them more prone to criminality. Recent studies of criminals have thrown further light on the kinds of emotional disturbances that may lead to criminal behavior.
Since the mid-20th century, the notion that crime can be explained by any single theory has fallen into disfavour among investigators. Instead, experts incline to so-called multiple factor, or multiple causation theories. They reason that crime springs from a multiplicity of conflicting and converging influences – biological, psychological, cultural, economic and political. The multiple causation explanations seem more credible than the earlier, simpler theories. An understanding of the causes of crime is still elusive, however, because the interrelationship of causes is difficult to determine.
Ex. 1. Read the international words and guess their meaning:
theology |
cultural |
system |
ethics |
biological |
general |
devil |
physical |
climate |
theory |
political |
psychological |
structure |
barometric |
philosopher |
person |
legal |
region |
type |
economic |
|
temperature |
condition |
|
Ex. 2. Memorize the following pairs of derivatives:
theology – theological
biology – biology
information – informed
science – scientific
politics – political
physics – physical
economy – economic
psychiatry – psychiatric
emotion – emotional
culture – cultural.
Ex. 3. Match the words and the expressions with their Russian equivalents:
|
a) заключённые преступники |
|
b) кража, воровство |
|
c) преступления против личности |
|
d) кража со взломом |
|
e) преступления против собственности |
|
f) сравнительный анализ |
|
g) совершать преступления умышленно |
|
h) быть склонным к преступлению |
|
i) выдающиеся учёные-криминологи |
|
j) соотнести преступное поведение c факторами окружающей среды |
|
k) ряд условий окружения |
|
l) некоторые узнаваемые наследуемые черты |
|
m) пролить свет на проблему |
|
n) теория многообразия факторов |
|
o) уровень преступности |
|
p) достоверная теория |
Ex. 4. Fill in the blanks with the necessary words from the list:
a) climatic, b) place the blame, c) hereditary, d) theology, e) unemployment, f)deficient, g) relationship.
The oldest theory is based on …
Gall tried to establish … between skull structure and criminal proclivity.
Lombroso thought that criminals had certain … traits.
Montesquieu put forward a … theory.
The incidence of crime rises when there is much …
Present-day criminologists … for crime on poverty.
Mentally … people are more prone to criminality.
Ex. 5. Mark the following statements as true or false:
1.In old times people believed that criminals committed crimes at the instigation of the devil.
2.The theory about the devil's instigation helped to justify harsh punishments.
3. First scientific theories appeared in the 20th century.
4. Goring proved that criminal types with an inclination toward crimes existed.
5. Goring only studied criminals.
6. People are driven to crime when they are poor.
7. Economic crises, wars and revolutions lead to the rise of crime.
8. Crime is caused by multiple factor.
9. It is very easy to determine the causes of crime.
Ex. 6. Find in the text the English equivalents of the following Russian expressions:
по подстрекательству дьявола;
давать логическое обоснование;
установить связи;
форма черепа;
определённые узнаваемые физические черты;
не могут обеспечить себя должным образом;
средство, способ исчезновения;
влияние экономического кризиса;
общее чувство незащищённости;
казаться более достоверным.
Ex. 7. Organize the plan in the logical order:
a) psychological and psychiatric theories;
b) biological theories;
c) multiple causation theory;
d) social environment theories;
e) theological and ethical theories;
f) climatic theory.
Ex. 8. Answer the following questions.
What concept formed the basis of the earliest criminological theories?
How did the biological theories develop?
What was Montesquieu's approach to causes of crime?
What views on crime predominated in the 19th century?
How did criminological theories develop in the 20th century?
What is the relation between the mental and emotional state of a person and his or her inclinations to crime?
What are the latest views on the causes of crime?
Ex. 9. Make a short summary of the text.