- •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
Vocabulary and Speech Exercises
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Find in the text ”Criminal Justice” the English equivalents for the following phrases.
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стратегия правительства;
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поддержать закон;
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осудить виновного;
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оправдать невиновного;
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уверенность общества;
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акт уголовного правосудия;
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акт общественного порядка;
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нарушения обычного права;
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незаконное собрание;
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серьезные беспорядки или разрушения;
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законодательство, касающееся уголовного права;
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служба, ответственная за условно–освобожденных;
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анализ тенденций преступности;
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уровень полицейского состава;
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темп роста зарегистрированных преступлений;
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уровень раскрытия очень серьезных преступлений.
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Pick out from the text “Criminal Justice” all the word combinations with the following words (terms) and give their Russian equivalents.
|
– crime |
– victim |
|
– guilty |
– offence |
|
– to convict |
– legislation |
|
– law |
– to clear up |
|
– powers |
– government |
Read and translate this text
UNIVERSAL DECLARATION OF HUMAN RIGHTS
PREAMBLE
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between nations, …
The General Assembly proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.
Unit 10 professional education
Scan the text and answer the questions.
The aims of legal education
Legal education general has a number of theoretical and practical aims, not all of which are pursued simultaneously. One aim is to make a student familiar with legal concepts and institution and with characteristics modes of reasoning. Like most intellectual disciplines the law has its technical concepts, frequently expressed in technical terms. All lawyers must become acquainted with process of making law, setting disputes; they must study the structure of government and the organization of courts of law, including the system of appeals.
Another aim of legal education is he teaching of law in its social, economic, and scientific context. While law schools have never ignored the social context of their subject, Anglo-American legal education has always been less interdisciplinary than that of continental Europe. With the development of a scientific approach to social studies in the 20th century, however, this is changing. Some law schools appoint economists, psychologists, or sociologists to their stuffs, while other require or permit their students to take courses outside the law school as part of their work toward degree. This awareness of the other social studies is thought to be more advanced in the United States than in Great Britain. Continental legal education tends to be highly interdisciplinary, with non-legal subjects compulsory for students taking their first degree in law.
The chief materials are the same everywhere: codes (where these exist), reports of court decisions, legislation, government and other public reports, textbooks, and articles in learned periodicals. The aim is not so much that the student should remember “the law” as that he should understand basic concepts and methods and become sufficiently familiar with a law library to carry put the necessary research on any legal problem that may come his way.