References

Main literature:

1. New English file (advanced) Student’s book/Workbook Clieve Oxenden Christina Latham – Koening. Oxford University Press, 2012.

2.Face to face (advanced) Student’s book. Gillie Cunningham and Jan Bell. Cambridge University Press 2014.

3. The journal ‘Nomad’ №1 (25 ) 2013.

Additional literature:

4. Essential grammar in use. R.Murphy. Second edition. Advanced level. Cambridge University Press. 2013.

Hand out № 24 (144)

Discipline: English as a foreign language Credits - 2

Advanced level Practical lesson

Lexical theme: International law

Grammar: Present Simple and Present Continuous

Teacher: associate professor Nagiyatova Lazzat Bermahanovna

If there were no bad people, there would be no good lawyers. - Charles Dickens

Can you think of some reasons why people decide to go and live in another country, or in another city in their country? Can you imagine doing it yourself?

Grammar comment: Present Simple and Present Continuous

Are you enjoying your stay here? Repeated actions My car has broken down, so I am walking to work these days. Complaints about annoying habits: You are always making snide remarks about my cooking! Other possible adverbs are: constantly, continually, forever. With verbs describing change and development: The weather is getting worse! More and more people are giving up smoking. Making declarations Verbs describing opinions and feelings tend to be state verbs. I hope you'll come to my party. I bet you don't know the answer! I hereby declare this hospital open! Headlines: These are written in a 'telegram' style, and references to the past are usually simplified to present simple. Ship sinks in midnight collision. Instructions and itineraries. Instructions and recipes can be written in present simple instead of in imperative forms. This style is more personal. First you roll out the pastry. Itineraries are descriptions of travel arrangements: On day three we visit Stratford-upon-Avon. Summaries of events. Plots of stories, films etc, and summaries of historical events use present (and present perfect) verb forms: May 1945: The war in Europe conies to an end. At the end of the play both families realize that their hatred caused the deaths of the lovers ... 'Historic present' in narrative and funny stories. In informal speech, it is possible to use what we call the 'historic present' to describe past events, especially to make the narration seem more immediate and dramatic: ... So then the second man asks the first one why he has a banana in his ear and the first one says ...

Underline the correct word or phrase in each sentence.

1. I haven't decided yet about whether to buy a new car or a second-hand one. But / think about it/I'm thinking about it.

2. All right, you try to fix the television! But / hope/I'm hoping you know what you're doing.

3. Every year / visit/I'm visiting Britain to improve my English.

4. It's time we turned on the central heating. It gets/It's getting colder every day.

5. Of course, you're Mary, aren't you! / recognize/I am recognizing you now.

Put each verb in brackets into the present simple or present continuous

1. British people_______ (drink) more and more wine, apparently.

2. I hope Sarah will be here soon. I________ (depend) on her.

3. Please be quiet, David. You______ (forever/interrupt).

4. Hey, you! What __________(you/think) you're doing?

5. Could you come here please? I________ (want) to talk toyou now.

E xercise 1. [T. 24]

L isten to five people talking about how they were treated by others when they had done something wrong. Retell each speaker’s story.

		true	false
1	Risk evaluation means determination the chances of a youth to commit a crime
2	The first area of research is the risk evaluation
3	The third area of research is susceptibility
4	The second area of research is accountability

Exercise 2. Listen again decide what is the specific information the professor’s lecture concerns to?

1. What changes should be taken in the justice system?

2. What are three key areas of research should be based on a thorough understanding of child and adolescent development? 3. How American juvenile justice system is differ from adults? 4. What they feel about the punishment they received.

Match the speakers to the reactions below:

1. unfairly treated

2. surprised by the severity

3. terrified by the suddenness

4. extremely upset

5. worried about what might have happened

E xercise 3. Discuss which of these situations from the listened text you regard as the most serious. Which of them amounts to breaking the law?

Exercise 4. Read the following newspaper extract. Does the punishment fit the crime?

Three strikes and you’re out CALIFORNIA’S new «three strikes» law, which was introduced with overwhelming public support, requires people with a serious criminal conviction to receive twice the normal sentence when convicted of a second felony – and 25 years to life for any third offence. In one recent case, this resulted in a jail sentence of 25 years for a man found guilty of stealing pizza from a group of children.

Exercise 5. Read and say if you think the title is appropriate?