5 THEFT 1: THE THEFT ACT


5.3 Extending skills


note-taking symbols • stress within words • lecture language


A Look at the student notes on the right. They are from the lecture in Lesson 2.


1 What do the symbols and abbreviations mean?


2 The notes contain some mistakes. Find and correct them.


3 Make the corrected notes into a spidergram.


B Listen to the final part of the lecture (Part 4). 1 Complete your notes.


2 Why does the lecture have to stop? 3 What is the research task?


C Listen to some stressed syllables. Identify the word below in each case. Number each word.


Example: You hear: 1 ter /t/ You write: appropriate assignment assumption component


defence


definition deprive


intangible


D Study the extract from the lecture on the right. 1 Think of one word for each space.


2 Listen and check your ideas.


3 Match words or phrases from the blue box below with each word or phrase from the lecture.


4 Think of other words or phrases with similar meanings.


as I was saying basically clearly crucial in fact in other words obviously of course possibly probably some people say that is to say we can see that


E Discuss the research task set by the lecturer. 1 What kind of information should you find?


2 Where can you find this information?


3) Components AR = guilty mind approp./property/belonging to another MR = guilty deed


a) acting dishonestly b) with intention c) perm. deprive 4) Defences Theft = ‘dishonestly approp.’ ... defence = ‘I was not dishon.’ def. in TA s2: ‘not dishon.’ = 1. has right


2. would have consent 3. no owner 4. willing to pay


interpret precedent property statutory


1


, the Theft Act 1968 is


one of the most important laws on the statute book. So, it


must ensure that cases involving theft are properly interpreted. What I is, they are interpreted in the way in which Parliament intended.


that the courts


, the


courts have had to interpret a number of key words, which have at times caused judges some difficulty. Anyway, to return to the main , it’s


identify the basic components that make up the crime of theft.


to , it is the aim


of all judges to interpret the statute in a just and fair way.


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