«ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ Государственное образовательное учреждение высшего профессионального образования ...»

СПИСОК РЕКОМЕНДУЕМОЙ ЛИТЕРАТУРЫ

УЧЕБНИКИ

1. Комаровская С.Д. Justice and the Law in Britain: учебник английского языка для юристов. – 3-е изд., исп. и доп. – М.: «Книжный дом «Университет», 2000. – 352 с.
2. Сущинский И.И., Сущинская С.И. Практический курс современного английского языка для юристов. – М.: ГИС, 2000 – 272 с.
3. Rivlin Geoffrrey First Steps in the Law – Oxford University Press, 2002 – 390 с.
4. Smith Tricia Market Leader/ Business Law – Pearson Education Limited, 2000 – 96 с.

УЧЕБНЫЕ ПОСОБИЯ

1. Аванесян Ж.Г. Английский для юристов: Учеб.пособие. – М.: «Высшая школа», 2001. – 127 с.
2. Блинова С.И., Чарекова Е.П. Практика английского языка. Сборник упражнений по грамматике С.-Пб.: «ИздательствоСоюз», 2000, 384с.
3. Борисенко И.И., Евтушенко Л.И. Английский язык в международных документах (право, торговля, дипломатия): Учеб. Пособие. – К.: ООО «ИП Логос», 2003 – 480 с.
4. Горшенева И.А., Кузнецова Н.Н., и др. Английский язык для юристов. Закон. Общественный порядок: Учеб. пособие для вузов. – М.: ЮНИТИ-ДАНА, 2002. – 399 с.
5. Зайцева С.Е., Тинигина Л.А. English for students of Law – М.: КНОРУС, 2004. – 212 с.
6. Крупченко А.К. Law in Russia. Internalization of law: Учебное пособие / «Внешмальтиграф». М., 1999. - 188 с.
7. Крупченко А. К. Contemporary Law in Russia. Учебное пособие по английскому языку для юристов. Издание 2-е, исправленное и дополненное. М.: Издат-во «Менеджер», 2004.- 240 с.
8. Мэскалл Билл Ключевые слова в средствах массовой информации. Пособие по английскому языку. – М.: ООО «Изд-во АСТ», 2002 – 272 с.
9. Нестеренко Н.В., Погонина И.С., Якунина Н.В. Английский язык. Пособие для студентов 2-го курса ЮФ заочного отделения. РГГУ, 2000.
10. Оксюкевич Е.Д. Хрестоматия по юриспруденции. Пособие по английскому языку – М.: Спарк, 2001. – 276 с.
11. Основы публичной речи: Learning to Speak in Public: учеб. пособие для студ. высш. учеб. заведений. – М.: Гуманит. изд. Центр ВЛАДОС, 2002. – 96 с.
12. Федорова Л. М., Никитаев С. Н. Деловой английский: 30 уроков для студентов-юристов: учеб. пособие. – М.: Гардарики, 2002. – 254 с.
13. Федотова И. Г., Резник И. В. Старосельская Н. В., Толстопятенко Г.П. Английский язык для юристов (трудности письменного перевода): учеб. пособие – М.: ТК Велби, изд-во Проспект, 2005. – 80 с.
14. Федотова И.Г. Юридические понятия и категории в английском языке. Ч.1, 2: Учебное пособие / Под ред. Г.П.Толстопятенко. – Обнинск: Титул, 1998.- 192 с., 208 с.
15. Шевелева С.А. Английский для юристов: Учеб. пособие для вузов. – М.: ЮНИТИ-ДАНА, 1999. – 495 с.
16. Brieger N. Test your professional English. Law / Pearson Education Limited - Penguin English Guides, 2002 – 104 c.
17. Just English. Английский для юристов: Учебное пособие / Ю.Л. Гуманова, В.А. Королева, М.Л. Свешникова, Е.В. Тихомирова; Под ред. Т.Н. Шишкиной. – М.: Гуманитарное знание, ТЕИС, 1996. – 198 с.
18. Just English. Английский для юристов. Базовый курс: Учеб. пособие / Ю.Л. Гуманова, В.А. Королева – МакАри и др. Под ред. Т.Н. Шишкиной. – М.: Издательство «Зерцало», 2000. – 256 с.
19. Just English. The State of Britain. Английский для юристов. Углубленный курс: Учеб. пособие / Ю.Л. Гуманова, В.А. Королева – МакАри, Свешникова М.Л. Под ред. Т.Н. Шишкиной. – М.: Издательство «ПАЛЕОТИП», 2004. – 200 с.
20. Murphy R. English Grammar in Use. A self-study reference and practice book for intermediate students – Cambridge University Press, 1995
21. Virginia Evans Grammar Book/ Round-up 6. – Pearson Education Limited, 2003.- 268 с.

СЛОВАРИ

1. Гальперин И.Р. Большой англо-русский словарь в 2-ух томах – М.: Сов. Энциклопедия, 1978
2. Жданова И.Ф., Вартумян Э.Л. Англо-русский экономический словарь – М.: “Русский язык”, 1995
3. Колонтаевская И.Ф. Англо-русский криминально-юридический словарь – М.: Ассоциация авторов и издателей “ТАНДЕМ”. Изд. “ЭКСМОС”, 2000. – 192 с.
4. Кортни Р. Английские фразовые глаголы. Англо-русский словарь – М.: “Русский язык”, “Лонгман”, 2000. – 768 с.
5. Литвинов П.П. Словарь наиболее употребительных синонимов английского языка – М.: «Яхонт», 2001. – 524 с.
6. Мамулян А.С., Кашкин С.Ю. Англо-русский полный юридический словарь – М.: «Советникъ», 1993
7. Мюллер В.К. Новый англо-русский словарь – М.: “Русский язык”, 1999
8. Фоломкина С.К. Англо-русский словарь сочетаемости – М.: “Русский язык “, 1999. – 1033 с.
9. Уилсон Е.А.М. Англо-русский учебный словарь – М.: “Русский язык”, 1982
10. Benson M. The BBI Combinatory Dictionary of English – М.: «Русский язык», 1990
11. Fowler H.W. The Concise Oxford Dictionary of Current English – Oxford University Press, 1989
12. Longman Dictionary of English Language and Culture – Harlow (Essex), 1992
13. Martin Elizabeth A Dictionary of Law – Oxford University Press, 2003. – 551 с.
14. Хидекель С.С., Кауль М.Р., Гинзбург Е.Л. Англо-русский словарь служебных слов – М.: Рус. яз., 2003. – 416 с.

ДОПОЛНИТЕЛЬНАЯ ЛИТЕРАТУРА

УЧЕБНИКИ И УЧЕБНЫЕ ПОСОБИЯ

1. Березина О.А., Шпилюк English for University Students. Grammar exercises. Серия “Изучаем иностранные языки” – С.-Пб.: «Издательство Союз», 2000. – 254 с.
2. Власова Е.Л., Костенко С.М. Focus on the USA – С.-Пб.: «Наука», 1992 - 252 с.
3. Кабакчи В.В. Практика английского языка. Сборник упражнений по переводу. English – Russian. – 2-е изд., исп. - С.-Пб.: «Издательство Союз», 2000 - 256 с.
4. Оксюкевич Е.Д. Собственность. Пособие по английскому языку для юристов. Продвинутый уровень. – М.: Изд. «Менеджер», 2000. – 480 с.
5. Ощепкова В.В., Шустилова И.И. Britain in Brief – М.: «Просвещение», 1993
6. Сущинская И.С., Сущинский И.И. Право и бизнес: Русско-английские соответствия. Справочное и учебное пособие – М.: «ГИС», 1999. – 336 с.
7. Толстопятенко Г.П., Федотова И.Г. Налоговое право США. Терминология – М.: Издательский центр «Анкил», 1996. – 272 с.
8. Addis C. Britain Now. British Life and Institutions – BBC English, RELOD, 1994
9. Alexander R. For and Against – Longman, 1996
10. Alexander L.G. Right Word – Wrong Word – Longman, 1997
11. Eastwood J., Mackin R. A Basic English Grammar with Exercises – Oxford University Press, 1989
12. Greenwall S., Swan M. Effective Reading – Cambridge, University Press – 1999. – 211 c.
13. Fiedler E., Jansen R. America in Close-up – Longman, 1996
14. Hashemi L. English Grammar in Use. Supplementary Exercises – Cambridge University Press, 1997
15. Harrison M. Word Perfect. Vocabulary for fluency. – Addison Wesley Longman Limited, 2001. – 240 с.
16. Major W.T. Basic English Law – MacMillan Press Ltd., 1989
17. McCarthy M, O’Dell F. English Vocabulary in Use (upper-intermediate) – Cambridge University Press, 1996
18. Midor D. Americans’ Courts – N.Y., 1991
19. Osakwe C. Russian Civil Code (annotated) – Moscow Univ. Press, Publishers NORMA, 2000
20. Povey J. Get it Right – М.: «Высшая школа», 1984
21. Powell R. Law Today – Longman, 1993
22. Quirk R., Greenbaum S. A University Grammar of English – М.: «Высшая школа», 1982
23. Riley A. English for Law – Phoenix, ELT, 1991
24. Russel R., Locke C. English Law and Language – N.Y.: Phoenix, 1995
25. Seidl J., McMordie W. English idioms and how to use them – М.: «Высшая школа», 1983
26. Tokill A. Democracy in the USA – М.: «Прогресс», 1992
27. Understanding British Institutions – Perspective Publications Ltd, 1998
28. Walker P. English Court System – Oxford University Press, 1980
29. Wright J. Idioms Organiser. Organized by metaphor, topic and key word. – Language Teaching Publications and R.A. Close, 2002. – 296 с.

ХУДОЖЕСТВЕННАЯ ЛИТЕРАТУРА

1. Brush up Your English through Reading – С.-Пб., 1992
2. Gardner E. S. The case of the Spurious Spinster – Phoenix, 1995
3. Grisham J. The Chamber – Penguin Readers, 1999
4. Grisham J. Rainmaker – Penguin Readers, 1999
5. Grisham J. A Time to Kill – Penguin Readers, 1999
6. James K., Mullen L. Inspector Thackeray calls – Longman, 1995
7. Sheldon S. Memories of Midnight – Harper Collins Publishers, 1990
8. Turow S. Presumed Innocent – Penguin Readers, 1999

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО ПОДГОТОВКЕ И ПРЕЗЕНТАЦИИ УСТНЫХ СООБЩЕНИЙ (ДОКЛАДОВ, РЕФЕРАТОВ)

В соответствии с Программой курса важное место в структуре занятий студентов региональных подразделений, обучающихся по специальности 021100 «Юриспруденция» занимает подготовка и презентация докладов и рефератов по пройденному учебному материалу.

Цель – модифицированное закрепление лексико-грамматического материала соответствующих уроков, самостоятельное осмысление и обобщение круга проблем, касающихся различных сторон будущей профессиональной деятельности обучаемых. Устное сообщение (доклад, реферат) является одной из основных учебно-методических единиц обучения. Оно характеризуется наличием трех частей: вступления, основной части, заключения. Это наиболее удачный способ логической организации передаваемой информации.

Вступление помогает читающему или слушающему подготовиться к восприятию основного содержания, увидеть основной тезис, который будет развернут в тексте.

В основной части излагается основное содержание. При этом соблюдается строгая логическая организация материала, последовательность в развитии мысли, доказательность положений, связанность всех высказываний в единое смысловое целое. Особое значение для главной части приобретают тезис, аргумент, демонстрация, иллюстрация.

Заключение подводит итог развертыванию главного тезиса, обобщает сказанное, написанное.

Устное сообщение всегда делится на логически завершенные отрезки, части, между которыми существуют отношения соподчинения, подчинения. Тема, включающая обычно подтемы различных уровней, может быть представлена в виде плана, к которому подбирается необходимый материал. Ключевые предложения, именные словосочетания, вопросы или слова могут использоваться как пункты плана будущего высказывания. Оформить устное сообщение помогают различные обращения, устойчивые обороты, клише.

При подготовке устного сообщения намечается и формулируется тема сообщения, затем определяется цель сообщения и адресат.

Сначала требуется обозначить планируемое время говорения. После этого необходимо составить смысловой план сообщения и сформулировать пункты плана введения, основной части и заключения.

Завершающий этап подготовки сообщения – отбор и запись напротив пунктов плана ключевых слов, словосочетаний (т.е. слов, которые наиболее существенны для раскрытия темы или которые обозначают основные понятия в той или иной предметной области.) Это позволит быстро ориентироваться в тексте, находить необходимую информацию, воспринимать и усваивать смысл целой фразы, абзаца, текста в процессе чтения.

Одним из видов работы над учебной, научной литературой является реферат. Реферат – сжатое, краткое изложение основного содержания первичного оригинального текста (статьи, монографии, патента, др.) по всем затронутым в нем вопросам, полученное в результате его смысловой обработки.

Структура реферата:

• Общее наименование области или раздела знаний, к которым относится реферируемый документ.
• Более узкая предметная отнесенность источника или ряда источников.
• Выходные данные источника (или источников) на иностранном языке.
• Сжатая формулировка главной мысли реферируемого материала.
• Изложение содержания реферируемого материала в той последовательности, в которой он приводится в источнике.
• Комментарий, примечание референта.

Рефераты делятся на рефераты-конспекты и на рефераты-резюме. Первые достаточно полно излагают все основные положения, доказательства и выводы. Вторые перечисляют лишь главные положения и выводы по ним без изложения доказательств.

Другой вид работы с научной литературой – аннотация. Аннотация – предельно сжатое, краткое изложение главного содержания текста. Аннотация дает представление только о тематике текста, перечисляет, называет вопросы, проблемы оригинала, но не раскрывает их.

Структура аннотации:

• Название области или раздела знания, к которому относится аннотируемый материал.
• Тема.
• Выходные данные источника.
• Содержание аннотации.

При работе над презентациями, рефератами, докладами и проектными заданиями студентам предлагаются адреса информационных сайтов в Интернете в качестве источника дополнительной информации.

EFFECTIVE PRESENTATION

DEAR STUDENT!

Presenting is a form of creativity and self-expression, it gives you the opportunity to have an impact on other people, to carry your message across and to influence people’s lives! Aren’t you impressed by such a responsibility!

Presenting professionally also brings you scores. It gets you noticed. It promotes your career. It helps you be effective with people and achieve your goals.

If you want to present effectively, you are to study how to do it. There are three major elements you are to concentrate on: you (presenter) – your audience – your message.

• Work on your image! Perceptions are sometimes more powerful than facts! Project the image of a person who knows what he is doing and enjoys his chance to be heard!
• Know your audience, their background and their motives. Only this will help you structure and verbalize your message effectively!
• Define your objective and analyze the communication situation. This will help you decide on the vocabulary and >
• Lexical expressive means help you personalize your message, reveal your attitudes. They give you a unique opportunity to influence people and have them see things your way.
• Being an oral form of communication, presentation is to be well structured. Syntactical expressive means help you preserve the coherence of your presentation and keep the attention of the audience. They may also help you reach out to the audience directly, to involve them in your thoughts and argumentation.

Learning, listening and collecting is the first step, building your individual>

GOOD LUCK!

ПРИМЕРНЫЕ ТЕМЫ УСТНЫХ СООБЩЕНИЙ

II КУРС

1. Hammurabi’s Code of Laws.
2. Laws of Babylon.
3. The Foundation of the British Law: The Great Charter (Magna Carta) 1215.
4. The Foundation of the British Law: Habeas Corpus Act.
5. The Petition of Right (1628).
6. The Bill of Rights (1689).
7. Code of Napoleon.
8. The US Declaration of Independence (1776).
9. The US Bill of Rights (1791).
10. The US Presidents.
11. The System of Checks and Balances in the USA.
12. Jury Service – an Important Job and a Rewarding Experience.

III КУРС

1. Famous Crimes and Criminals.
2. The Purpose of State Punishment.
3. Capital Punishment: History. For and Against.
4. The History of Police Forces.
5. Penal and Correctional Institutions throughout History.
6. European Prison Rules (1990s).
7. Women in Law.
8. Philosophers of Law.
9. Criminology and Criminalistics.

IV КУРС

1. Growth of International Law.
2. Law and Economic Crimes in Europe.
3. Are you suited to being a lawyer?
4. Adam Smith on the Laws of Property.
5. Body Parts: Property Rights and the Ownership of Human Biological Materials.
6. Protecting Intellectual Property.
7. Home Ownership in Different Forms.
8. Ownership of Property in the Soviet Union and Russia.
9. The US Complete Internal Revenue Code.
10. Comparison of the Institutions and Rules of the Russian Civil Code with their Foreign Analogues (the US Civil Code).

СПЕЦИАЛЬНАЯ ЛИТЕРАТУРА, РЕКОМЕНДУЕМАЯ СТУДЕНТАМ ДЛЯ СОСТАВЛЕНИЯ ДОКЛАДОВ, РЕФЕРАТОВ

1. Alder J. Constitutional and Administrative Law – London: The Macmillan Press LTD, 1996
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3. Austin J. The Province of Jurisprudence – Birmingham (AL): Gryphon, 1984
4. Barber, Sotirios A. On what the Constitution means – Baltimore, London: Hopkins Uni Press, 1986
5. Barendt, Eric Freedom of speech – Oxford: Claredon Press, 1996
6. Barron, Lohn Operation Solo: The FBI’s man in the Kremlin – Washington: Reonery Publ, 1987
7. Berg B.L. Law Enforcement: An introduction to police in society – Boston: Allyn and Bacon, 1992
8. Caenegem, R.C. van Judges, legislators and professors: chapters in European legal history – Cambridge Uni Press, 1987
9. Calvi, James V, Coleman, Susan American Law and legal systems – Englewood Cliffs (N.Y.): Prentice Hall, 1992
10. Cardozo, Benjamin N. Cardozo on the Law: the nature of the judicial process – Birmingham (AL): Gryphon, 1982
11. Careers in the Law: Your questions and answers – Richmond (Surrey): Trotman, 1996
12. Charles, Nicola, James, Janice The rights of woman: the essential question and answer guide to women’s legal problem – London: Arrow Books, 1990
13. Corns, David, Boucher, Eric GCSE law casebook – London: Blackstone Press, 1995
14. Cox, Archibald et al Cases and materials on labour Law – Mineola; N.Y.: Foundation Press, 1986
15. Cremona, Marise Criminal Law – London: The MacMillan Press LTD, 1989
16. Davis, Martha F. Brutal need: Lawyers and the welfare rights movement, 1960-1973 – New Haven; London: Yall Uni Press, 1993
17. Dicey, Albert Venn Introduction to the study of the law of the Constitution – Indianapolis: Liberty >
18. Dine J. Company Law – London: The Macmillan Press LTD, 1996
19. Ellison, John et al Business Law – Sunderland: Business Education Publ., 1983
20. Eotvos, Jozset The dominant ideas of the 19th century and their impact on the state – N.Y.: Columbia Uni Press, 1996
21. Farber, Daniel A., Sherry, Sezanna A history of the American Constitution – St. Paul est: West Publ., co,. 1990
22. Forman, F.N., Baldwin, N.D.J. Mastering British politics – London: The Macmillan Press, 1996
23. Greenwalt, R.Kent Law and Objectivity – N.Y.: Oxford Uni Press, 1992
24. Greenwalt, R.Kent Conflicts of law and morality – N.Y.: Oxford Uni Press, 1989
25. Handbook of dental jurisprudence and risk management / Ed. by Burton R. Pollack – Littleton (MA): PSG Publ CO, Inc: Year Book Medical Publ, Inc, 1987
26. Harvey, T., Bather, L. The British constitution – London: Macmillan, New York: St. Martin’s Press, 1965
27. Holmes, Oliver Wendell The Common Law and other writings – Birmingham (AL): Gryphon, 1982
28. How Congress Work / Ed: Mary W. Cohn – Washington: Congressional Quanterly, 1991
29. ILO Law on freedom of association: standards and procedures / ILO – Geneve: International Labour Office, 1995
30. Improving tax administration in developing countries – Ed. by Richard M. Bird – Washington: Intern. Monetary Fund, 1992
31. Inter-State Agreement on broadcasting – Bonn: Inter Nationes, 1996
32. Laqueur, Walter, Rubin, Barry The Human Rights Reader – London: Meridian Book, 1990
33. Levin, Leah Human Rights: Questions and answers – Paris: Unesco Publ, 1996
34. Lockard, Duane, Murphy, Walter F. Basic cases in Constitutional Law – Washington: Congressional Quanterly Press, 1992
35. Madgwick, Peter, Woodhouse, Diana The law and Politics of the Constitution of the UK – New York: Harvester Wheatsheaf, 1995
36. Maine, Henry Summer Ancient law – Birmingham (AL): Gryphon, 1982
37. Major W.T. Basic English Law – London: The Macmillan Press LTD, 1996
38. Martin Elizabeth A Dictionary of Law – Oxford University Press, 2003. – 551 с.
39. McKendrick, Ewan Contract Law – London: The Macmillan Press LTD, 1996
40. Morrison, Wayne Theoretical Criminology: form modernity to post-modernism – London: Cavendish Publ, cop., 1995
41. Osakwe C. Russian Civil Code (annotated) – Moscow Univ. Press, Publishers NORMA, 2000
42. Paine, Thomas Common Sense – Harmondsworth: Penguin Books, 1986
43. Patterson, Thomas E. The American Democracy – N.Y.: McGraw-Hill Publ,1990
44. Rand Robert Comrade Lawyer: era of reform – Oxford, San Francisco: Westview Press, 1991
45. Rehnquist, William H. The Supreme Court: How it was, how it is – New York: Quill Morrow, 1987
46. Reitzel D.J., Lyden D.P. Contemporary Business Law: Principles and cases – N.Y.: McGraw – Hill Publ., 1990
47. Rendell C., McLoughlin P. Law of Trusts – London: The Macmillan Press LTD, 1989
48. Rivlin Geoffrrey First Steps in the Law – Oxford University Press, 2002 – 390 с.
49. Rogers R. How to make money from ideas and inventions – Repr. London: Kogan Page, 1992
50. Russell, Frances, Locke, Christine English Law and Language: An introduction for students of English – N.Y.: Phoenix ELT, 1995
51. Savigny, Frederick Charles von The Vacetion of Our Age for Legislation and Jurisprudence -–Birmingham (AL): Gryphon, 1986
52. Selected statutes, rules and standards on the legal profession – St. Paul (MN): West Publ., 1992
53. Shaw J. European Community Law – London: The Macmillan Press LTD, 1989
54. Skousen, W. Cleon The Making of America: The substance and meaning of the Constitution – Washington: Nat. Center for Constitutional studies, 1985
55. Smith Tricia Market Leader/ Business Law – Pearson Education Limited, 2000 – 96 с.
56. The Official Guide to US Law Schools – Newtown (PA): School Admission Council: Law School Admission Services, 1989
57. Thornberry, Patrick International Law and the rights on minorities – Oxford: Clarendon Press, 1992
58. Weir, Tony A Casebook on Tort – London: Sweet and Maxwell, 1979
59. Wishman, Seymour Anatomy of a jury – N.Y.: Penguin Book, 1987

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО РАБОТЕ С АУДИОТЕКСТОМ

Цель – развитие умения извлекать информацию на слух, развитие речевых навыков, развитие навыков письма, навыков двустороннего перевода, навыков аннотирования и реферирования, коммуникативно- профессиональных навыков, расширение языкового кругозора студентов.

Вся работа с аудио-текстом в условиях фонокласса состоит из трех этапов: предтекстового, текстового и послетекстового.

Предтекстовый этап включает работу с доской, раздаточными материалами и фрагментами аудио-текста, а также живое учебное общение.

Основное содержание этапа – снятие языковых трудностей аудио-текста (контроль понимания наиболее трудных предложений текста, анализ значений отдельных слов и фраз), тренировочные упражнения на базе текста, введение и первичное закрепление новых слов, толкование употребления в тексте лексических единиц и грамматических явлений, аудирование изолированных фрагментов. Виды работ на предтекстовом этапе:

• введение новых слов, их объяснение, иллюстрация примерами;
• контроль понимания новых слов в предложениях из аудио-текста с использованием визуальной наглядности;
• отработка техники чтения на материале наиболее трудных в звуковом предъявлении предложений из аудио-текста (произношение, ударение, интонация, членение текста, смысловое выделение и т.п.);
• работа с наиболее сложными грамматическими структурами в предложениях из текста;
• тематическая группировка слов из аудио-текста (слова даются в списке или предложениях);
• структурная группировка слов (корневые, производные, сложные, фразеологизмы);
• постановка всевозможных вопросов к наиболее сложным в языковом отношении предложениям аудио-текста;
• избирательное аудирование фрагментов текста с выполнением задания сформулировать ответ на вопрос, воспроизвести контекст употребления слова, определить правильность или неправильность утверждения и т.д.;
• лексический тест;
• аудирование в предложениях чисел и имен собственных;
• чтение одного из отрывков аудио-текста с ориентацией на контроль понимания.

Предтекстовая ориентировка на восприятие речи на слух состоит в постановке предтекстовых вопросов, предложении озаглавить текст, задании подтвердить или опровергнуть предлагаемые утверждения, выборе правильного ответа на вопрос из ряда данных, формулировании основной идеи текста, определении линии сюжета и т.д.

Текстовый этап включает прослушивание всего текста и поочередно отдельных абзацев, смысловых блоков. В процессе многократного прослушивания текста студентам предлагаются следующие виды работы:

• подбор заглавия к абзацу;
• воспроизведение контекста ключевого слова;
• перефразирование;
• ответы на вопросы;
• нахождение с опорой на русский эквивалент иноязычных фрагментов текста;
• повторное прослушивание текста или его фрагментов;
• анализ употребления языковых средств;
• вычленение отдельных фраз по определенному признаку.

Виды работ на послетекстовом этапе:

• вопросно-ответная работа;
• составление плана пересказа;
• пословный, сжатый, дифференцированный, ориентированный пересказ;
• комментарий к содержанию и языковому оформлению текста;
• расширение и продолжение текста студентами;
• составление рассказа по аналогии;
• подготовка монологических высказываний по теме текста;
• постепенное и полное переключение на другие виды речевой деятельности (чтение, письмо, говорение),

Работа с аудиотекстом в условиях фонокласса позволяет достаточно полно и эффективно управлять процессом понимания связной иноязычной речи на слух всеми учащимися, что в значительной мере интенсифицирует обучение аудированию как виду речевой деятельности.

ОБРАЗЦЫ АУДИОКУРСОВ

1) Аудиокурс "The Man Who Escaped" можно использовать на II курсе юридического факультета. Данный аудио-курс представляет собой повествование с захватывающим детективным сюжетом, что помогает поддерживать заинтересованность слушателя и в конечном итоге способствует более интенсивному усвоению материала. Аудиокурс "The Man Who Escaped" может быть рекомендован как для аудиторной, так и для внеаудиторной работы студентов с последующим обсуждением в классе.

Структура аудио-курса:

Аудиокурс состоит из 25 эпизодов (по 2-3 минуты аудио текста). Грамматические явления, представленные в аудио-курсе, охватывают всю систему времен английского языка, правила согласования времен, косвенную речь, степени сравнения прилагательных и наречий, основные случаи употребления неличных форм глагола, пассивный залог, конструкции there is- there are, used to.

Типы заданий:

1. До прослушивания эпизода ознакомиться с предложенной лексикой.
2. Прослушать эпизод. В более слабых группах возможно также чтение эпизодов.

3. Выполнить упражнения к каждому эпизоду, составленные на основе прослушанного текста и тренирующие употребление лексики и грамматики.

4. Ответить на вопросы к эпизоду. Начиная с 3 эпизода, изложить в краткой форме содержание предыдущих эпизодов. На основании известных фактов предсказать дальнейший ход событий, сравнить прогноз с реальным текстом.

5. Разыграть (драматизировать) различные сцены из повествования.

6. Выполнить перевод текста, используя активную лексику из аудио-курса.

Цель заданий;

1. Развивать и закреплять полученные навыки аудирования, интерпретации текста.

2. Развивать монологическую и диалогическую речь.

В результате прослушивания курса и выполнения упражнений студент совершенствует навыки восприятия английской речи на слух, развивает монологическую и диалогическую речь.

2) Аудиокурс “Just English” прилагался к учебнику “Just English” / Гуманова Ю.Л., Королева В.А., М: «Теис», 1996 и рекомендовался для внеаудиторной работы студентов с последующим обсуждением в классе.

Но данный аудио-курс можно использовать и самостоятельно.

Цель - развитие и закрепление навыков аудирования, интерпретации текста и формирование навыка продуцировать свободное аргументированное высказывание в различных видах речевого общения – беседе, дискуссии, ролевых играх, т.д.

Структура аудио курса:

Аудиокурс состоит из 11 эпизодов (по 7-10 минуты аудио текста). Грамматические явления, представленные в аудио-курсе, охватывают всю систему времен английского языка, правила согласования времен, косвенную речь, степени сравнения прилагательных и наречий, основные случаи употребления неличных форм глагола, пассивный залог, конструкции there is- there are, used to.

Типы заданий:

1. До прослушивания эпизода ознакомиться с предложенной лексикой.
2. Прослушать эпизод. В более слабых группах возможно также чтение эпизодов.

3. Выполнить упражнения к каждому эпизоду, составленные на основе прослушанного текста и тренирующие употребление лексики и грамматики.

4. Ответить на вопросы к эпизоду, изложить в краткой форме содержание эпизодов. На основании известных фактов предсказать дальнейший ход событий, сравнить прогноз с реальным текстом.

5. Выполнить перевод текста, используя активную лексику из аудио-курса.

Цель заданий;

1. Развивать и закреплять полученные навыки аудирования, интерпретации текста.

2. Развивать монологическую и диалогическую речь.

В результате прослушивания курса и выполнения упражнений студент совершенствует навыки восприятия английской речи на слух, развивает монологическую и диалогическую речь.

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО ОРГАНИЗАЦИИ И ПРОВЕДЕНИЮ ДЕЛОВЫХ ИГР

Деловая учебная игра представляет собой одну из форм практического занятия. Цель игры – выработка и повышение профессиональной компетенции студентов. Определение основной проблемы и темы игры конкретизирует цель, ориентируя ее на определенные аспекты профессиональной деятельности студентов и решение конкретных проблемных задач профессионального характера.

Последовательность разработки деловой игры на иностранном языке включает следующие моменты:

1. Определение проблемы, темы, предмета, содержания и учебной цели игры.

Проблема деловой игры должна отражать один из ключевых моментов будущей профессиональной деятельности обучаемых. Это связано с необходимостью приобретения профессиональных навыков и умений, опыта их использования и формирования профессиональной компетенции в решении задач совместной деятельности.

Тема игры определяется в соответствии с учебной программой и календарными планами практических занятий с учетом ее эффективности при подготовке специалиста.

Предмет игры составляют моделирование в учебных условиях всех наиболее значимых признаков и условий определенного отрезка будущей (потенциальной) профессиональной деятельности студентов, управление меняющимися условиями отношений участников игры, исполняющих роли реальных участников профессиональной совместной деятельности и управление, как процессом осуществления самой профессиональной деятельности, так и принятием необходимых профессиональных решений.

Содержание деловой игры определяется конкретными учебными целями, содержанием конкретного отрезка моделируемой профессиональной деятельности, целями и предметным содержанием профессиональной подготовки будущих специалистов, местом игры ее в системе, степенью включенности игры в учебную деятельность студентов.

Все это позволяет определить условия деятельности, которые будут моделироваться в игре, сферу и место деятельности, содержание учебного материала и характер учебных заданий, роли и функции участников.

2. Определение основных признаков профессиональной деятельности обучаемых, подлежащих моделированию – место, время деятельности; предмет и цели деятельности; характерные типы взаимодействия исполнителей; взаимодействие речевых и неречевых форм деятельности и т.д..
3. Выделение основных этапов деловой игры, типичных проблемных ситуаций, динамику игры, функций ее участников.
4. Подготовка сценария игры.
5. Определение правил игры. Здесь необходимо предусмотреть время для выполнения конкретных заданий, количество и время перерывов для самостоятельной работы; и нормы поведения игроков во время выполнения игровых заданий и совместной профессионально-игровой деятельности.
6. Распределение ролей между участниками игры. При этом важно учитывать уровень знаний, наличие уже сформированных навыков и умений владения иностранным языком, личностные качества обучаемых.
7. Составление инструкций для руководителя игры, арбитров, судей и игроков.

Функции преподавателя во время проведения деловой игры:

• излагает цель всей игры и каждого ее этапа;
• предлагает всем участникам игры высказать свои точки зрения, мнения, и выводы относительно содержания, структуры проблемной ситуации и возможных способов ее разрешения;
• стимулирует и направляет дискуссию, вводит новую информацию, формулирует тезисы, поддерживает разные точки зрения, дает оценку выводов и мнений участников игры;
• подводит итоги дискуссии на каждом этапе деловой игры, комментирует и исправляет речевые ошибки студентов в тактичной форме;
• на заключительном этапе вместе с арбитрами проводит разбор деловой игры, анализирует качество профессиональной и иноязычной речевой деятельности (можно предложить выполнить ряд коррективных упражнений сразу после деловой игры)
• дает развернутую итоговую оценку участия в игре каждого студента, объясняет значение игры для дальнейшей профессиональной деятельности обучаемых.

ОБРАЗЦЫ ДЕЛОВЫХ ИГР

ROLE PLAY 1

Цель – формирование монологического высказывания на основе развертывания мысли.

ISSUE: HEARING THE CASE IN A CRIMINAL COURT

Situation: 53-year-old Mr. Charles Bell committed a crime before (stealing a car) and was punished with every week visiting the police station during 6 months. He was also imposed a fine of 1500 pounds. Now he is accused of robbery and grievous bodily harm. A victim is 36-year-old mistress of Mr. Charles Bell, whose salary he took away and drank away, having beaten her (what resulted in concussion of the brain). A witness of the crime appeared to be the mistress’s girl-friend, who had just come to see her.

ROLE PLAY 2

Цель – формирование монологического высказывания на основе развертывания мысли.

ISSUE: HEARING THE CASE IN A CIVIL COURT

Situation: The case of establishing affiliation and paying maintenance is heard in the county court of Lancashire. Two women accidentally found out that they were simultaneously in the common-law marriage with one and the same man, Mr. Peter Bradley, a well-to-do banker. As they state, both of them have a child from him. The court considers claims/suits of both women. The first woman’s claim is to make their marriage legal in court order, to admit Mr. Bradley’s paternity of her child. The other woman’s claim is to admit Mr. Bradley’s paternity of her child and to prescribe paying proper maintenance of 1500pounds per month…

ROLE PLAY 3

Цель – формулировка позиций в процессе совместной деятельности.

ISSUE: LAWYER’S STUDY

Situation: an experienced barrister, a member of Barrister’s Bar, holds talks with a group of graduates from Law College of Oxford University who are preparing to pass one of special examinations of the Law Society to be ranked solicitors. The talk is of easy nature in order to clarify the comprehension of some points of law.

ROLE PLAY 4

Цель – активизация аргументирующей монологической речи.

ISSUE: TRAINING WORK WITH YOUNG OFFENDERS

Situation: Warden Thomas Heart brings to a member of the Disciplinary Committee two juvenile offenders on demand of one of them. These young men are serving their term in a juvenile prison in connection with one and the same criminal case. They used to be friends and courted to the same girl. The one has to serve 6 months, the other, 4 months. Now they are on hostile terms with each other.

ROLE PLAY 5

Цель – формулировка позиций в процессе совместной деятельности.

ISSUE: DETENTION OF A SUSPECT IN THE ROBBERY

Situation: By the operations report the police detained a person in the evening. He was found on the bank’s roof near a vent-pipe. He was supposed to be waiting for his accessory / accomplice who had to break into a safe in the bank’s storehouse and then to get out onto the roof through the vent-pipe. The accomplice of the robbery, who had got into the bank, managed to disappear through another exit. The police group pursues him / gives chase after him.

ROLE PLAY 6

Цель – совместный поиск решения в ходе речевого общения в заданной ситуации.

ISSUE: CRIME OF UNPLEASANT INCIDENT

Situation: There is an unpleasant incident in a shop’s hall, which requires the police interference. Two women nearly grasped each other. One of them states she had a purse with a considerable sum of money stolen. The policeman needs to investigate this unpleasant case urgently.

ROLE PLAY 7

Цель – практика ролевого речевого поведения на основе столкновения и взаимодействия ролевых интересов и мнений.

ISSUE: EVIDENCE AND PROCEDURE

Situation: members of the law committee are holding the discussion on the theme “Evidence and Procedure” of the Criminal Code for England and Wales Project.

Party participants: SJD Mr. Fletcher, the Crown Court Judge, Prof.

Margaret Crongblat, the Crown Court Judge, Prof.

Diane Glomb, the Crown Court Judge

Express your judgment upon one of the aspects of the procedural part of the Criminal Code for England and Wales Project, taking into consideration the following:

• Mrs. D.Glomb lays stress on the necessity of elaborating official procedures, which meet formal requirements of the Criminal Code, so they have to be discussed first;
• Mrs. M.Crongblat is not inclined to exaggerate the importance of official procedures, though she admits their significance. But at the same time she considers that top-priority discussion of the statements and the legal basis of evidence of prejudicial and judicial investigation, of strict regulations of witnesses’ testifying evidence (= their procedure) is most actual.
• Mr. D.Fletcher adheres to the opinion about the impossibility of opposing the top-priority of some Code’s aspects discussion and thinks it is necessary to make out the working schedule and to follow it closely.

ROLE PLAY 8

Цель – активизация монологической речи в заданной ситуации и практика дискуссии.

ISSUE: FAMILY DRAMA

Situation: Mrs. Mary Wood comes home after the trial with her son Robin. 15-year-old Robin committed a theft of a computer from a shop. In court he was sentenced to one month of imprisonment and was placed on probation and his parents were find 500 pounds.

Party participants: Mrs. Mary Wood

Mr. John Wood

Robin, their son

Taking part in the play as acting characters add new details or make some changes:

1. Mrs. Mary Wood tells the head of the family about the course of the trial upon their son’s case: The court took into account the circumstances, extenuating his guilt… The terms of probation to be obeyed are the following: Robin must attend the Youth Treatment Centre three hours a day…
2. Robin repents of all he has done and notes he asked his father to buy a computer… Now he apologizes to his parents and promises to study hard…
3. Mr. John Wood is in anger and thinks the judge acted too gently (he should have punished Robin more severely), that Robin did not want to wait a bit – he was just going to buy a computer by his birthday… Now Robin has to work by himself (the father has arranged everything) to earn some money to buy that damned computer…

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО РАБОТЕ С ТЕКСТАМИ ДЛЯ АУДИТОРНОЙ И САМОСТОЯТЕЛЬНОЙ РАБОТЫ

В соответствии с Программой курса данный вид работы может быть использован студентами региональных подразделений РГГУ по специальности «Юриспруденция» на II – IV курсах (IV-VII семестры).

Целью данного вида работы является профессиональная подготовка по английскому языку современных специалистов в различных областях знаний. Эта цель достигается путём развития навыков работы со специализированной литературой и дальнейшему обучению студентов различным видам речевой деятельности на базе аутентичных текстов. Предусматривается обучение разным видам чтения (просмотровое, аналитическое, изучающее), письма (аннотация, реферат) и говорения.

В блок включены оригинальные текстовые материалы на английском языке. Они расположены по принципу возрастания степени сложности. Комплексный подход и междисциплинарные связи позволяют учитывать уровень знакомства с обсуждаемой тематикой на родном языке, поэтому тексты доступны по тематике и терминологии для реферативного перевода с английского языка на русский язык.

Использование современных методов даёт возможность

• последовательно провести студентов по разделам специальной лексики, накапливая и систематизируя терминологическую базу;
• развивать навыки чтения оригинальной литературы по специальности и специальной литературы научного характера (статьи, монографии и рефераты);
• развивать переводческие навыки (адекватное понимание текста, правильное оформление перевода, грамотное использование словаря с минимальной затратой времени);
• совершенствовать навыки профессионального общения в ходе дискуссий и публичных выступлений на английском языке;
• отрабатывать умение аргументировать свою точку зрения и развернуть предложенный тезис.

Типы заданий:

1. Выполните письменный перевод текста.
2. Сформулируйте идею всего текста и каждого параграфа.
3. Составьте аннотацию к тексту (письменно).
4. Подготовьте реферат текста (письменно).

Степень усвоения материала и правильности выполнения заданий проверяются преподавателем во время аудиторной работы и на индивидуальных консультациях.

ОБРАЗЦЫ ТЕКСТОВ ДЛЯ АУДИТОРНОЙ И САМОСТОЯТЕЛЬНОЙ РАБОТЫ

TEXT 1

TEXT 2

SEVEN BANKS A DAY ARE ROBBED IN L.A.

John Barnes on a city’s remarkable record

OCTOBER 4, 1979, is a day of fond memory for FBI agents in Los Angeles. It’s the last day that the city did not have a bank robbery.

Last year there were 1,844 bank robberies in the city and its suburbs, an average of about seven every business day, and a quarter of all the bank robberies committed in the United States. The total haul was around four million dollars.

There are several reasons why Los Angeles heads the bank-robbery league – way ahead of San Francisco, second with 546, and New York, third with 443. The place has an awful lot of banks – 3,300 – and many stay open until 5 or 6 in the evening and at weekends. They are also very informal. ‘You need a warm, inviting place to do business,’ says Stephen Ward of the British-owned Crocker Bank. Bank robbers are particularly appreciative.

The robberies are usually quite genteel, with none of the machine-gun violence of the old movies. Usually, the robber passes a stick-up note to a teller, pockets the cash while the surveillance cameras click away, then makes a getaway via the nearest freeway. Tellers have orders to hand over the money immediately. ‘The banks believe, quite rightly, that you can replace money but you can’t replace lives,’ says one FBI man.

Most of the robbers are drug-addicts. But they also include ‘pregnant women, one-legged men, husband-and-wife and father-and-son teams,’ according to Joseph Chefalo, who heads the FBI’s bank-robbery squad.

The FBI is particularly keen to find the ‘Yankee Bandit’, who may have earned a place in the Guinness Book of Records with 65 bank holdups. Before making his getaway, he always doffs his Yankee baseball cap, with a smile in the direction of the cameras. For a while, the FBI thought he had retired with his haul of 155,000 dollars. He was not seen over the Christmas holidays. But when the first working day of the new year started off with 14 robberies, there he was, smiling for the cameras, Yankee cap in one hand, the cash in the other.

(From The Sunday Times)

TEXT 3

SOLICITOR OR BARRISTER?

The solicitor is the first point of contact with the law for a client in the UK. The solicitor listens carefully to the client, making sure their needs are clearly understood and then explains the legal position and tenders advice. By contrast, barristers will only see the client in the company of a briefing solicitor. The barrister is the specialist with particular skills in advocacy, a consultant who will examine the case and decide what line to take in court. The barrister will be reliant in the detailed brief prepared by the client’s solicitor.

There are only a few solicitors who are allowed to prepare cases in the higher courts. Many more solicitors work in their litigation departments and spend much of their time preparing briefs for counsel. Barristers are self-employed in the independent Bar. Solicitors are normally salaried and may be offered a share in the profits of the practice if they are successful.

The Bar is a small but influential independent body with just over 8,000 practising barristers in over 400 chambers in England and Wales. In addition, there are about 2,000 barristers employed as in-house lawyers.

The Bar is an advocacy profession. The Bar’s right of audience in the higher courts remains virtually unchallenged. The work divides equally between civil and criminal law. There are over 70 specialist areas, including major ones like chancery (mainly property and finance) and the commercial law.

Judges in England and Wales have mostly been barristers of 10 years’ standing, then Queen’s Counsellors, and are appointed by the Lord Chancellor. Judges cannot work as barristers once they are appointed. A barrister who is a part-time judge is known as a Recorder. The Crown Prosecutor, who works for the Director of Public Prosecutions, is responsible for prosecuting criminals based on evidence presented by the police.

Solicitors do a variety of work – corporate and commercial, litigation, property, private law, banking and project finance, employment law and environmental law. There are about 66,000 practising solicitors in England and Wales.

(From Career Scope, Autumn 1997)

TEXT 4

BRITAIN MOVES HIGHER IN BRIBERY LEAGUE

Britain is seen as more corrupt than seven other European countries, including Germany, according to an authoritative annual league table released yesterday by the Berlin-based Transparency International group. Transparency International is a private group, set up in 1993 to fight corruption, and bases its information on seven international surveys of business people, political analysts and the public.

The cleanest countries this year were Denmark, Finland and Sweden, which moved New Zealand from the top position. Britain came relatively low, in 14th position, its image apparently damaged by stories of sleaze. It was overtaken by Germany, although the Germans still tolerate companies which hand out bribes to foreign contractors.

Germany has been under pressure, especially from the United States, to plug legal loopholes which allow German businessmen to write off bribes abroad against tax. Yet both Britain, and even the United States, which has strict legal barriers against international bribery, are behind the Germans. In part, this is probably because of the nature of the survey, which does not track such areas as company-to-company bribery.

The most corrupt countries this year are regarded as Nigeria, followed by Bolivia, Colombia and Russia. Pakistan has improved its position, earning only one out of ten for honesty last year but 2.53 this year. The chairman of Transparency International, Peter Eigen, issued a warning against focusing on Third World corruption.

`Corruption is perceived to be greatest there, but I urge the public to recognise that a large share of the corruption is the product of the multinational corporations, headquartered in leading industrialised countries, using massive bribery and kickbacks to buy contracts in the developing world and the countries in transition. `The Third World, in other words, would be less corrupt if developed states stopped offering bribes.

Indeed, the most revealing standings are buried deep in the table. Belgium, for example, is now regarded as more corrupt than Mediterranean nations such as Portugal, Spain and Greece.

‘Every day that the poor scores in the Corruption Perception Index are not being dealt with means more impoverishment, less education and less healthcare’, said Dr Eigen. Money was diverted from development into over-priced contracts.

A study by Harvard associate professor Shang-Jin Wei found that a rise in corruption levels had the same effect on foreign investments as raising the marginal tax rate by more than 20 percent. `Awareness is a first step to fighting or reducing corruption`, he said.

(From The Times)

BEST AND WORST COUNTRIES FOR CORRUPTION

LEAST CORRUPT MOST CORRUPT

\ marks out of ten \

1................................................9.94 1......................................................1.76

2................................................9.48 2.....................................................2.05

3...............................................9.35 3.....................................................2.23

4...............................................9.23 4.....................................................2.27

5 Canada 9.10 5.....................................................2.53

6 The Netherlands 9.03 6 Mexico 2.66

7 Norway 8.92 7 Indonesia 2.72

8 Australia 8.86 8 India 2.75

9 Singapore 8.66 9 Venezuela 2.77

10 Luxembourg 8.61 10 Vietnam 2.79

11 Switzerland 8.60 11 Argentina 2.81

12 Ireland 8.23 12 China 2.88

13.........................................8.22 13 Philippines 3.05

14..........................................8.20 14 Thailand 3.06

(Source: Transparency International)

TEXT 5

TRIALS AND ERRORS

How efficient is our own system of criminal trial? Does it really do the basic job we ask of it – convicting the guilty and acquitting the innocent? It is often said that the British trial system is more like a game than a serious attempt to do justice. The lawyers on each side are so engrossed in playing hard to win, challenging each other and the judge on technical points, that the object of finding out the truth is almost forgotten. All the effort is concentrated on the big day, on the dramatic cross-examination of the key witnesses in front of the jury.

Critics like to compare our ‘adversarial’ system (resembling two adversaries engaged in a contest) with the Continental ‘inquisitorial’ system under which the judge plays a more important inquiring role.

In early times, in the Middle Ages, the systems of trial across Europe were similar. At that time trial ‘by ordeal’ – essentially a religious event – was the main way of testing guilt or innocence. When this was eventually abandoned the two systems parted company. On the Continent church-trained legal officials took over the functions of both prosecuting and judging, while in England these were largely left to lay people, the justices of the peace and the jury. The jurymen were often illiterate and this meant that all the evidence had to be put to them orally. This historical accident dominates procedure even today, with all evidence being given in open court by word of mouth on the crucial day.

On the other hand, in France for instance, all the evidence is written down before the trial under supervision by an investigating judge. This exhaustive pre-trial investigation is said to lessen the risk of sending an innocent person for trial. But to English eyes a French trial looks very undramatic; much of it is just a public checking of the written records already gathered.

The Americans adopted the British system lock, stock and barrel and enshrined it in their Constitution. But, while the basic features of our systems are common, there are now significant differences in the way serious cases are handled. First, because the USA has virtually no contempt of court laws to prevent pre-trial publicity in the newspapers and on television, American lawyers are allowed to question jurors about knowledge and beliefs.

In Britain this is virtually never allowed, and a random selection of jurors who are presumed not to be prejudiced is empanelled. Secondly, there is no separate profession of barrister in the United States, and both prosecution and defence lawyers who are to present cases in court prepare them themselves. They go out and visit the scene, track down and interview witnesses, and familiarize themselves personally with the background. In Britain it is the solicitor who prepares the case, and the barrister who appears in court is not even allowed to meet witnesses beforehand. British barristers also alternate doing both prosecution and defence work. Being kept distant from the preparation and regularly appearing for both sides, barristers are said to avoid becoming too personally involved, and can approach cases more dispassionately. American lawyers, however, often know their cases better.

Reformers rightly want to learn from other countries’ mistakes and successes. But what is clear is that justice systems, largely because they are the result of long historical growth, are peculiarly difficult to adapt piecemeal.

(Walter Merricks in the Radio Times)

TEXT 6

WORLD BANKING SYSTEM IS A ‘MONEY LAUNDERERS’ DREAM’

Report says the ease and speed of ‘megabyte money’ make it simple to conceal crooked cash, writes Ian Hamilton Fazey

It was the biggest money laundering investigation in the US history. Evidence had been gathered secretly over many months by undercover officers risking their lives. The suspects were lured to Las Vegas for a conference on money laundering. Then the police struck, arresting 22 banking officials from Mexico’s largest financial institution, plus 14 alleged members of Mexican and Colombian drug cartels and another 70 linked to them. Seizure warrants were issued to recover $122m from bank accounts in the US and Italy, to add to $35m seized so far. The operation so damaged confidence in Mexican banks that their shares fell collectively by 4% in panic selling.

But as Operation Casablanca struck its blow in the Americas, officials of the United Nations Drug Control Programme in Vienna were editing the final version of a report – to be released soon – that puts the US triumph into a gloomy perspective.

It says that at least $200bn of drug money is laundered every year, but with the illegal international drug trade valued at $500bn, this is probably a conservative estimate. In a good year, up to $500m will be recovered through anti-money laundering measures – an annual success rate of about a quarter of 1% of laundered funds. Operation Casablanca, with $157m, will probably make the year a good one, but hardly vintage.

The report has been prepared by a group of experts for a special session of the UN General Assembly on drugs in New York. With the growth of the international drug trade, more ill-gotten money is being laundered than ever, partly on the back of electronic banking and the increasing globalization and speed of operation of the international financial system.

Cashless transactions, electronic trading and computerized clearing mean that what the report calls ‘megabyte money’ can be moved anywhere with speed and ease. With 700,000 wire transfers worth $2,000bn every day, the report says it is ‘a reasonable guess that 0.05% to 0.1% contains laundered funds to a value of $300m.’ And even though half the total volume of transactions is bank-to-bank transfers of ‘aggregate funds’ for settlement or loans, the report says the ‘complicity of corrupted bank employees’ ensures these also contain laundered money. ‘This system is a money launderer’s dream.’

The one thing law enforcement officers have on their side is that criminals have to play by the rules of the system in order to use it. While it is impossible to spot transactions in progress once money is in the system, criminals have to risk exposure in putting it there. UN officials want the process made riskier.

At present, criminals reduce their risk by operating through offshore financial havens with lax financial regulation and poor banking supervision. They also hide behind banking secrecy, and disguise the ownership of assets by setting up shell companies and offshore trusts in jurisdictions where no questions are asked about shareholders and beneficiaries. Many accounts and trusts are known as ‘walking’ ones, where there is a standing instruction to move the accounts to another jurisdiction at the first sign of inquiry by the authorities.

UN officials accept that commercial confidentiality, legal tax avoidance and the easing of capital transfers at low or nil tax rates are legitimate reasons for bank secrecy and disguising corporate ownership, but they say the system is too lax in some places, allowing infiltration for illicit or nefarious purposes. ‘One of the most striking things about offshore financial centers is the enormous increase that has taken place in the number of banks,’ says the report. Banks can be set up with relative speed and ease and a minimum of due diligence investigation, so long as they meet a basic level of funds, which can vary between one jurisdiction and another.

Exporting bulk cash, usually in $100 bills and sometimes carried under diplomatic cover, is the favored method of getting deposits to banks where no questions will be asked. Casinos in offshore centers are a favorite for converting funds: cash is exchanged for gambling chips; the launderer plays for a while at the tables then exchanges the chips back again. Instead of a cheque, some casinos offer immediate electronic transfer of ‘winnings’ to an offshore bank account.

(FINANCIAL TIMES, World business newspaper)

TEXT 7

RACIAL VIOLENCE CONTINUES IN AUSTRALIA

SYDNEY, Australia (AP) – Young people riding in vehicles smashed cars and store windows in suburban Sydney late Monday, a day after thousands of drunken white youths attacked people they believed were of Arab descent at a beach in the same area in one of Australia’s worst outbursts of racial violence.

Sunday’s attack – apparently prompted by reports that Lebanese youths had assaulted two lifeguards – sparked retaliation by young men of Arab descent in several Sydney suburbs, fighting with police and smashing 40 cars with sticks and bats, police said. Thirty-one people were injured and 16 were arrested on hours of violence.

The rampage on Monday broke out in Cronulla, the same coastal suburb where the violence began, and in neighboring Carringbah, said Paul Bugden, spokesman for New South Wales police. Calm was restored by early Tuesday.

Bugden said six people were arrested and one person apparently was hit by a rock on Monday’s violence. He did not have descriptions of those involved in the rampage, but he said it ‘obviously stems from the last 24-48 hours.’

Australian Associated Press, citing a resident who declined to be named, said men riding in up to 50 cars and wielding baseball bats converged on Cronulla, smashing cars. Ambulances were called to help at least one injured man seen lying on the side of the road.

Steven Dawson said a bottle thrown through his apartment window in the suburb of Brighton-Le-Sands showered his five-month-old son Caleb with glass, but he did not hurt the child.

Horst Dreizner said a car had rammed into his denture store and he feared the violence would escalate. ‘Personally, I think it is only the beginning,’ he said in a telephone interview.

Elsewhere, about 300 people of Arab descent demonstrated against Sunday’s attack outside one of Sydney’s largest mosques, amid tight security.

The riots began Sydney after rumors circulated that youths of Lebanese descent were responsible for an attack last weekend on two lifeguards at Cronulla Beach. Police said the assault was not believed to be racially motivated.

Police, meanwhile, formed a strike force to track down the instigators of the attack, some of whom were believed to be from white supremacist groups. Police said they were also seeking an Arab man who allegedly stabbed a white man in the back.

Morris Iemma, the premier of New South Wales state, said police would use video images and photographs to track down the instigators. ‘Let’s be very clear, the police will be unrelenting in their fight against thugs and hooligans,’ he said.

Prime Minister John Howard condemned the violence, but he said he did not believe racism was widespread in Australia.

‘Attacking people on the basis of their race, their appearance, their ethnicity, is totally unacceptable and should be repudiated by all Australians irrespective of their own background and their politics,’ Howard said.

But he added: ’I’m not going to put a general tag (of) racism on the Australian community.’

Australia has long prided itself on accepting immigrants – from Italians and Greeks after World War II to families fleeing political strife in the Middle East and Southeast Asia. In the last census in 2001, nearly a quarter of Australia’s 20 million people said they were born overseas.

However, tensions between youths of Arabic descent and white Australians have been rising in recent years, largely because of anti-Muslim sentiment fueled by the Sept. 11, 2001, terror attacks in the United States and deadly bombings on the Indonesian island of Bali that killed 202 people, including 88 Australians, in October 2002.

About 300,000 Muslims live in Australia, the majority in large cities.

‘Arab Australians have had to cope with vilification, racism, abuse and fear of a racial backlash for a number of years, but these riots will take that fear to a new level,’ said Roland Jabbour, chairman of the Australian Arabic Council.

Police had increased the number of officers patrolling the beach in the Sydney suburb on Sunday after cell phone text messages urged people to gather there to retaliate for the attack on the lifeguards.

Police said more than 5,000 white youths, some wrapped in Australian flags and chanting racist slurs, fought with police, attacked people they believed to be of Arab descent and assaulted a pair of paramedics trying to help people escape the riot.

Police fought back with batons and pepper spray.

Many of the youths had been drinking heavily, police said. One white teenager had the words ‘We grew here, you flew here’ painted on his back. Someone had written ‘100 percent Aussie pride’ in the sand. TV broadcasts showed a group of young women attacking another woman whose ethnicity was not clear.

The violence shocked this city of 4 million that considers itself a cultural melting pot.

‘What we have seen yesterday is something I thought I would never see in Australia and perhaps we have not seen in Australia in any of our lifetimes and that is a mass call to violence based on race,’ Community Relations Commission chairman Stepan Kerkyasharian told Sky News.

Cronulla Beach, which is easily accessible by train but is not a popular destination for foreign tourists, is often visited by youngsters from poorer suburbs, many of them of Arab descent. Residents accuse the youths of traveling in gangs and sometimes intimidating other beachgoers.

Aborigines rioted in the Sydney neighborhood of Redfern in February 2004 after blaming police for the death of a 17-year-old boy. Forty police were wounded.

(The New York Times, December 12, 2005)

TEXT 8

POLITICIAN’S BIGGEST TRAP

The saying that Russia has two misfortunes – roads and idiots – has long been a media favorite: When there’s nothing else of substance to say, there are always the roads and the idiots to fall back on.

However, looking at Russia’s public political life, the country has another, more strategic misfortune to deal with – namely, the idea that the ends justify the means. Russian history, it would seem, should have long since exposed this for the illusion it is. Anyone with even a modicum of education can see that dubious means irrevocably pervert even the most noble of intensions. But Russia’s politicians remain blind to history’s lessons and still hold fast to the view that no one judges the victors and that how the victory was obtained is not so important.

This is what motivates Russian politicians’ ever increasing fondness for the services of spin-doctors, people who make a profession out of manipulating public opinion.

Spin-doctors are not some Soviet-era invention – they exist all around the world – but the role that Russia’s breed have taken on of late is definitely a legacy of the paternalistic Soviet government, which was used to telling its citizens what to do and never thought to ask them what they wanted from the state.

There is a group of spin-doctors closely connected to the authorities that studies the current social and ideological demands among the public and develop party profiles that could fit in with them and win over this or that section of the population. Once the authorities have approved the order to create a new party, the spin-doctors look for a suitable leader and start promoting the new movement. Leaders are easily replaced, because in this system they are no more than nominal figureheads created by television and a handful of much-publicized slogans.

The authorities find it much easier to work with this kind of party than with ones that develop through less-centralized methods. These parties provide an outlet for some public-opinion steam, while at the same time remaining manageable and under control.

It’s not hard to understand the authorities’ logic. They are pursuing the noble aim of creating an effective economy while facing tough opposition from various egoistical and strong players, and they very much need political support and help from within the country. These noble aims, as they see it, overshadow the dubious means in the form of a democracy void of substance. The problem is that it’s not possible to build democracy using undemocratic methods. Such methods can only end up in reproducing the totalitarian system of everything being under the control of one ruling force.

The spin-doctors in today’s Russia have taken over from the politicians, and this has serious effects for the country. To become a politician, a person is supposed to display a number of qualities, such as a social responsibility for this or that group of the population, or at least a formal commitment to certain moral norms. Spin-doctors, on the other hand, are not bound by and such concerns. By definition, they are not obliged to have any particular moral principles or social responsibility. They have clients and financial interests, and they bear no responsibility for the consequences of their work. One day they might be helping getting an oligarch elected governor of Chukotka and the next helping a Communist run for governor of Krasnoyarsk Krai. It’s all the same to them.

The spread of spin-doctors linked to the authorities has given rise to a whole new group of faceless politicians who have neither charisma nor ideas of their own and who are committed to nothing except the hand that guides them. And if that hand suddenly stops pulling the strings, then these politicians simply freeze and fade away.

The institution of political parties is already discredited in Russia before it even had time to properly take shape. At least, the more-or-less educated, thinking and economically more prosperous part of the population has already lost confidence in parties.

It is hard for now to say just how this situation will be transcended. But the country will have to overcome it unless it wants to find itself in yet another historical dead end.

(From the Russian Journal, September 2003)

TEXT 9

THE COLD LOGIC OF THE LAW

(how society reacts when children commit crimes)

John Venables and Robert Thompson, both from deeply troubled home backgrounds, killed a toddler when they were thoughtless ten-year-olds. Dr Harold Shipman, a mature and intelligent professional man, killed at least 230 elderly people, with the cold, mechanical efficiency of an SS commandant. Yet the former arouse far more revulsion on most people than the latter, some of whose patients still refuse to believe his guilt, while others suggest that he was nothing worse than an over-zealous practitioner of euthanasia.

Would it be necessary to protect Shipman’s identity from the wrath of the mob if the time ever came for his release? One must doubt it; his crimes arouse passions among the relatives and friends of his victims, but not more generally. The murder of the very young, robbed of just about the whole of their lives, upsets us to a special degree, but it is not just that. We are also upset by the killers: we feel it a peculiar offence against nature for children to pluck a baby off the streets and to abuse and murder it, and we feel the same about a woman who does so.

That is why the fate of Myra Hindley as well as of Thompson and Venables – whose identity must be protected after their imminent release from detention – arouses such fierce controversy. Yet who can seriously argue that Shipman, using the trust, autonomy and responsibility of a supposedly healing profession as cover for his murderous intentions, is not infinitely more culpable and wicked?

The anger of a parent or uncle who vows to pursue such child killers to the ends of the earth is entirely understandable. Faced with crimes against ourselves and our own, we are likely to revert, in our hearts, to Old Testament values. In some countries, even now, anyone who kills a child – even accidentally in, say, a road accident, risks being strung up from the nearest tree. It is precisely the function of the law to prevent instant and brutal revenge, to take a cooler view, to set aside the irrationalities that cause us to hate a Thompson or a Venables more than a Shipman, to admit, if you like, the New Testament values of restraint and forgiveness and its possibilities of redemption and repentance. It can do this, not because judges are wiser or better than the rest of us, but because that is what they are trained and paid to do. There is no point in them if they are carried along by the same emotions as the rest of us.

The true test of the rule of law is that it allows to the most publicly reviled person the same rights as it allows to anyone else. A penalty must be exacted but a just penalty one that balances the righteous and necessarily disproportionate anger of victims (or their relatives) against fair treatment of the criminals. On this basis, the treatment of Thompson and Venables (as eventually determined by judges rather than by politicians) could hardly be fairer. They killed a child. For this, they were deprived of childhood. The suggestion – mainly in tabloid newspapers – that playing a few video games constitutes normal, even privileged, childhood and somehow compensates for spending your early pubertal years under constant supervision is simply garbage. Once the penalty is exacted, the culprits should be released, assuming that there is no likelihood of further offending. And, once they are free citizens, even murderers are entitled to the same protection as anybody else who has received serious threats against their lives. For Salman Rushdie, the state did what was necessary: so, for that matter, did the press, since no newspaper would have dreamed of disclosing his whereabouts. The same must be done for Thompson and Venables, though the suggestion that they can live normally, and thus avoid paying a further price for their crime, is again so much garbage.

The view is dictated by logic and reason and justice. And yet it is not widely accepted today. In many respects, our social instincts have regressed; we prefer the Old Testament to the New. Crime and justice, like everything else in the public world, is now subject to dramatization, to the seemingly endless appetite for spectacle. Moses was always more of a Hollywood star than Jesus. Drama cannot thrive on cold reason; it needs love and lust, blood and guts, vendetta and vengeance, good and evil, forgiveness and redemption make poor plot lines. We admit the drama in the initial trial and conviction; after that, we leave it to judges, and to the virtues of distance and detachment. Judges, it is said, are remote from normal life, removed from the feelings of ordinary folk. That is not always true. But when it is, we should be profoundly grateful.

(From The Sunday Times)

TEXT 10

CRIME IN BRITAIN

The next twenty-four hours will see police in Britain record two murders, ten rapes, 50 sexual assaults, 50 assaults causing grievous bodily harm, 113 muggings and other robberies, 2,800 burglaries, and 1,200 car thefts. Yet these figures – part of an annual total of about five million recorded crimes – represent only the tip of an iceberg. And that is not all. Each of the three quarters of this year for which figures have already been published showed a rise of about 14 per cent on the same period 12 months before. This is a big disappointment for policymakers, because in the last two years the recorded crime rate actually fell.

The public’s understanding of crime is not impressive, however. A recent survey found that two-thirds of the population believe that 50 per cent of crimes are violent offences against the person. The true figure is 6 per cent. 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. The most dangerous age of all is under one year old with 28 homicide victims per million babies. People of 70 are far less likely to be murder victims than any adult group, with only eight victims per million. Only children aged 5-15 are safer.

According to an international survey published last year, Britain’s crime rate is lower than the European average and lower than that of Holland, Germany, Canada, and Australia. About 18 per cent of Britons were victims of crime last year. In Canada 28 per cent had experienced a crime, in Holland 26 per cent and in Germany 22 per cent. At the other end of the scale Switzerland (15.6 per cent) and Finland (15.9 per cent) had low overall victim rates. But safest of all was Northern Ireland: there only 15 per cent of the population experienced a crime.

The US appeared to live up to its reputation for lawlessness overall, with 28.8 per cent of the population having been a victim of a crime. America’s murder rate makes ours seem infinitesimal. Nearly twice as many murders (1,051) were committed in the city of New York in the first six months of last years as in England and Wales (627).

But nobody in Britain is complacent. A computer study of every person born in certain month in 1953 revealed that by the age of 30, one in three men had been convicted of a crime. One in 16 had been in prison. One in eight born in 1953 who had been convicted of an offence had committed a crime of violence by the age of 20. For those born in 1963, this proportion had risen to one on five,

(From The Observer)

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ ПРОМЕЖУТОЧНОЙ И ИТОГОВОЙ АТТЕСТАЦИИ