- •Unit 1 my family
- •Dialogue
- •Grammar Exercises Plural Number
- •Nouns ending in:
- •Irregular Plurals
- •I. Change to the plural as in the example:
- •II. Fill in “a”, “an” or “---”
- •III. Fill in “I”, “you”, “he”, “she”, “it”, “we”, or “they”
- •The verb “to be”
- •IV. Write “is” or “are” as in the example:
- •V. Change to the plural as in the example:
- •Vocabulary and Speech Exercises
- •My friend`s family
- •Unit 2 daily routine
- •Dialogue
- •Grammar Exercises There is – There are
- •I. Fill in “there is” or “there are”:
- •The verb “to have”
- •II. Fill in the blanks with “have got” or “has got” as in the example:
- •Present Continuous
- •III. Write short answers:
- •IV. Write negative sentences as in the example:
- •V. Put the verbs into the Present Continuous:
- •VI. Write negative sentences as in the example:
- •VII. Write sentences as in the example:
- •VIII. Put the verbs into the Present Continuous:
- •Vocabulary and Speech Exercises
- •Getting up
- •Ann’s work and studies
- •Unit 3 what is law?
- •Dialogue
- •Grammar Exercises Present Indefinite
- •I. Give the proper forms of the verbs in brackets:
- •II. Transform these sentences according to the model:
- •III. Transform these sentences according to the model:
- •IV. Ask questions using the question words given:
- •V. Choose the correct item:
- •Vocabulary and Speech Exercises
- •The form of the british constitution
- •Unit 4 the system of law in russia
- •Dialogue
- •Grammar Exercises Past Indefinite(Regular Verbs)
- •I. Write the Simple Past of the following verbs:
- •VI. Put special questions to the words given in bold type:
- •Vocabulary and Speech Exercises
- •Unit 5 composition and formation of the uk
- •Parliament
- •Government
- •Dialogue
- •Grammar Exercises Future Indefinite
- •I. Read and translate the following sentences, change them into Future Indefinite Active.
- •II. Ask if your classmate would like to do the following activities.
- •III. Read quickly using Future Indefinite:
- •IV. Change the following sentences into interrogative or negative :
- •Vocabulary and Speech Exercises
- •The english political heritage
- •Unit 6 the us system of government
- •Dialogue
- •Grammar Exercises Present Perfect
- •I. Use the verbs in brackets in the right tense form.
- •II. Use Present Perfect or Past Indefinite.
- •Vocabulary and Speech Exercises
- •The pentagon papers
- •Unit 7 my future profession
- •Legal professions
- •Grammar Exercises Passive Voice
- •Write sentences from the words in brackets ( ). All the sentences are present.
- •Write sentences from the words in brackets ( ). All the sentences are past.
- •Vocabulary and Speech Exercises
- •Solicitors and barristers
- •Unit 8 crime and society
- •Grammar Exercises Modal Verbs and their Equivalents
- •IV. Put in must or had to:
- •VI. Make sentences with shouldn’t ….So…
- •VII. You ask a friend for advice.
- •Vocabulary and Speech Exercises
- •Modern Crimes
- •Unit 9 justice
- •Criminal justice
- •Grammar Exercises
- •Vocabulary and Speech Exercises
- •Unit 10 professional education
- •The aims of legal education
- •Trends in legal education
- •Dialogue
- •Grammar Exercises Comparison of adjectives
- •Irregular forms
- •I. Write the comparative (older/more modern etc.)
- •II. Complete the sentences. Use a comparative.
- •III. Write sentences with a superlative (the longest etc.)
- •IV. Complete the sentences. Use a superlative (the oldest etc.)
- •Vocabulary and Speech Exercises
- •Higher education in Great Britain
Unit 9 justice
Scan the text and answer the questions.
Criminal justice
The Government’s strategy for dealing with crime is to sustain the rule of law by preventing crime where possible, to detect culprits when crimes are committed, to convict the guilty and acquit the innocent, to deal firmly, adequately and sensibly with those found guilty, and to provide more effective support for the victims of crime. It is also concerned with ensuring that public confidence in the criminal justice system is maintained and that a proper balance between the rights of the citizen and the needs of the community as a whole is maintained.
With continuing concern in Britain, as in many other countries, over rising crime rates, public expenditure on the law and order programme reflects the special priority given by the Government to these services. Recent increases have been made to cover, in particular, greater police manpower, the prohibition service and extra spending on prison building. More than two-thirds of total expenditure is initially incurred by the local authorities (with the help of central governmental grants), mainly on the police service.
A number of measures to strengthen the criminal justice system have been taken. The Drug Trafficking Offences Act 1986 provides for the pretrial freezing of suspected drug trafficker’s assets, backed up on conviction by immediate confiscation of the assets to the value of the proceeds of the crime; similar provisions are included in the Criminal Justice (Scotland) Act 1987. The Public Order Act 1986 codifies the common law offences of riot, unlawful assembly and affray, enhances the power of the police to control public processions and assemblies likely to result in serious disorder or disruption; strengthens the law against incitement to racial hatred; and provides additional powers to combat football hooliganism. Under the Criminal Justice Act 1987 a Serious Fraud Office with wide powers to investigate and prosecute serious or complex fraud in England, Wales and Northern Ireland was established in 1988.
1. What does the Government’s strategy aim for?
2. What was the reason for expenditures expand on the police force in Britain?
3. What is a share of local authorities in public and order spending?
4. How does the British Government provide criminal justice system strengthening?
Grammar Exercises
Read the situations and write sentences from the words in brackets.
1. You went to Jill’s house but she wasn’t’ there. (she/go/out) She had gone out…...
2. You went back to your home town after many years. It was not the same as before.
(it / change / a lot)....……………………………………………………………...........
3.I invited Rachel to the party but she couldn’t come.
(she / arrange / to do something else) …………………………………………………
4. You went to the cinema last night. You arrived at the cinema late.
(the film / already / begin) …………………………………………………………….
5. I was very pleased to see Tim again after such a long time.
(I / not / see / him for five years) ……………………………………………………...
6. I offered Sue something to eat but she wasn’t hungry.
(she / just / have / breakfast) …………………………………………………………..
Read the situations and write sentences ending with before. Use the verb given in brackets.
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The man sitting next to me on the plane was very nervous. It was his first flight. (fly) He had never flown before. or He hadn’t flown before.
-
A woman walked into the room. She was a complete stranger to me.
(see) I …………………………………………………………………………..before.
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Simon played tennis yesterday. He wasn’t very good at it because it was his first game.
(play) He ………………………………………………………………………………
-
Last year we went to Denmark. It was our first time there.
(be) We……………………………………….………………………………………..
Put the verb into the correct form, past perfect (I had done etc.) or past simple (I did etc.).
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‘Was Tom at the party when you arrived?’ ‘No, he ….had gone ….. (go) home.’
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I felt very tired when I got home, so I ………………………(go) straight to bed.
-
The house was very quiet when I got home. Everybody …………… (go) to bed.
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Sorry, I am late. The car …………………………(break) down on my way here.
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We were driving along the road when we ………………………(see) a car which …………………….(break) down, so we ………………(stop) to see if we could help.