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ENGLISH FOR LAW STUDENTS

1 YEAR PART 1

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There are not enough jails, not enough policemen, not enough courts to enforce a law not supported by the people. H.Humphrey LESSON 1 A. LEAD-IN. A1. Discuss the following. 1. Do we need rules and laws? 2. Why do people sometimes break rules and laws? Have you ever broken any rules? 3. Read the quotation and discuss it what does Humphrey mean by it? 4. In your opinion, what is the difference between law and tradition? What traditions do you know? B. READING B1. Read the following text, pay attention to the underlined words, try to learn them. KEY VOCABULARY Descriptive (a) describe (v) behave (v) , behaviour(BrE) / behavior(AmE)(n) prescriptive (a) prescribe (v) regulation (n) , define (v) conduct (n) impose upon/on (v) , enforce (v) , , enforcement (n) , , codify (v) - enable (v) , punish (v) carry out (v) compulsion (n) obedience (n) prosecute (v) order (v) , restitution (n) , owner (n) obey (v) penalty , underlie order (n) lay down (v) -

MODULE 1.

THE NEED FOR LAW

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What is law? The term law is used in many senses: we may speak of the laws of physics, mathematics, science, nature, or the laws of football, logic or health. Some laws are descriptive: they simply describe how people, or even natural phenomena, usually behave. An example of descriptive law is rather consistent law of gravity, another example is the less consistent laws of economics. Other laws are prescriptive they prescribe how people should or must behave. An example of prescriptive law is traffic regulations. When we speak of the law of a state we use the term law in a special and strict sense, and in that sense law may be defined as a rule of human conduct, imposed upon and enforced among, the members of a given state. In any society, laws have several characteristics. First, laws symbolize norms, values, traditions. Second, laws must be codified in some way, usually through writing. Third, there must exist a method of enforcement: this can include police, social pressure, magic, or some other force that enable society to punish or reward its members. And finally, there must be something specific to be enforced: laws are not general, but specific. The main characteristic of law is that it is enforced, and such enforcement is usually carried out by the State. If the rules or laws are broken, compulsion is used to enforce obedience. Thus if A steals a watch from B, A may be prosecuted before the court. The court may then order the restitution of the watch to its rightful owner, B. If A refuses to obey, he or she may be punished, that means a penalty will be imposed on A. This is why we need law: if we all behaved according to our personal standards of behaviour and morality, anarchy would rule the world. We may say, then, that two ideas underlie the concept of law: 1) order, in the sense of method or system; and 2) compulsion i.e. the enforcement of obedience to the rules or laws laid down. C. COMPREHENSION 1. Answer the following questions: 1. In what senses can we use the word law? 2. What is the difference between descriptive laws and prescriptive laws? Give some examples. 3. How is the law of the state defined? 4. What do laws symbolize? 5. What can be used as methods of enforcement? 6. Why do methods of enforcement exist? 7. What is the chief characteristic of law?

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8. Explain the notion compulsion. Give examples. 9. Identify two main ideas underlying the concept of law. 10. Why do we need law? C2. Complete the sentences using the text. 1) Descriptive laws usually describe __________ . 2) Prescriptive laws prescribe __________ . 3) The law of a state may be __________ as the rule of human __________ , imposed _______ and _________ among the ________ of a given state. 4) Laws have several __________: first, they symbolize __________; second, they must be _________ through writing; third, there must exist methods of _________ that enable society to ________ or ________ its members. 5) Such enforcement is usually ___________ by the State. 6) If the laws are broken, __________ is used. 7) Two ideas _________ the concept of law: _______ and _________ . D. VOCABULARY D1. Find in the text the English equivalents for the following expressions. Work in groups: one group is dealing with column A, the second one with column B. Check each other using double-way translation. - - - - - - - - - - - - / - D2. a) Note the meaning of the word law. Translate the expressions: LAW 1) - laws of nature; business law; law on citizenship; law on universal education; law on public health

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2) commercial law; criminal law; international law ! Dont confuse with RIGHT () e.g. human rights; to have no right to do sth 3) - to go to law (against sb); to be at law with sb; to take the law into ones own hand b) Match the expressions. Make up 5-6 sentences using them. a) 1. unwritten law b) 2. civil law 3. criminal law c) 4. natural law d) 5. law of nature e) 6. Mosaic laws f) 7. law of nations g) 8. canon law h) 9. to keep within the law i) (.) 10. to be equal before the j) law . 11. question of law 12. doctor of law k) 13. law of self-preservation l) 14. law of probability m) 15. the faculty of law n) 16. law-book o) 17. law-sheep p) 18. lawsuit q) 19. lawmaker (lawgiver) r) s) E. DISCUSSION E1. Work in groups. Write definitions of your own of the following words. Compare your definitions with those given in a dictionary and decide if you were right or not. Whose definition was most precise? society obedience order anarchy

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E2. Classify the following situations into three types (see the table below). In groups think of some more situations for each column. Compare your answers. a) dont cheat b) Keep off the grass! c) the freezing point of water is 0' Celsius d) in Britain drive motor cars on the left-hand side of public roads e) two molecules of hydrogen will combine with two molecules of oxygen to form two molecules of water f) if you are invited to someones birthday party you should buy a present Descriptive laws Prescriptive laws Informal rules

F. TRANSLATION F1. Translate the sentences into English paying attention to the italicized words and expressions. Use the key vocabulary and the expressions from the task D2. 1. . 2. , , . 3. , . 4. , . 5. , , , . 6. , , , . 7. , .

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8. , , .

F2. Work in pairs: a) Each of two write down as many words as possible correlated to the topic, then compare your list with that of your partner, see how you managed it, pay attention to those words you failed to recollect. b) Play a Student-Teacher game. A teacher dictates some expressions in English, a Student translates them. The Teacher commentates and assesses.

LESSON 2 A. VOCABULARY REVISION A1. Complete the text with the words from the box below and translate the text. Respect (n), immoral, governments, legal actions, break the rules, societies, behave, penalty, moral choice, prescriptive laws, instructions, informal rules, experience Law, morality and custom. In all __________ relations between people are regulated by__________. Some of them are customs that is, _________ of social and moral behaviour. Customs need not to be made by________, and they need not to be written down. We learn how we are expected to _____ in society through the _________ of family and teachers, the advice of friends, and our own ______ in communication with other people. Thus moral rules and ethics remind us that it is _______ to covet, to tell lies, or to defame the dead. Sometimes we can break these rules without suffering any_________. But if we continually________, or break a very important one, we may lose our friends or their _______ . The law, however, is not concerned with these matters and leaves them to the individuals ________ and the pressure of public opinion results no______. A2. Match the words with their meanings, in case you fail, consult a dictionary:

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a) b) c) d) e) f) g) h) 5. 6. 7. A punishment for breaking a rule or law. 2. To describe clearly and exactly what something is, or what something means. 3. This is the way someone behave in particular situations. 4. It is when people or animals do what they are told or ordered to. To form the basis of something ( of a theory, behaviour, doctrine, etc.) To initiate and conduct a legal action against somebody. If somebody uses it in order to get you to do something, they force you to do it, for example, by threatening to punish you. 8. To give someone an ability or opportunity to do something. conduct (n) obedience compulsion penalty to enable to prosecute to define to underlie 1.

A3. Word formation. Study the patterns, give the Russian equivalents for them and translate the sentences. 1. describe (v) description (n) descriptive (a) a. Words cannot describe the beauty of the place. b. , , . c. Hes not very good at description. d. ? e. His poetry skillfully incorporates descriptive details. f. . 2. behave (v) behaviour (Br)/ behavior (Am) (n) behavioral; well(bad)behaved (a) a) The next time I saw him, Frank behaved as if nothing had happened. b) ? c) Can I bring my dog? Shes very well-behaved. d) ! e) This kind of behaviour is not acceptable. f) . g) Ive read the article about death penalty in Behavioral Sciences and Law. 3. define (v) definition (n) definite (=clear)/ definitive (=final) (a) a. The powers of a judge are defined by law. b. , . c. I want a definite answer: yes or no.

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. e. To give a definition of a word is more difficult than to give an example of its uses. f. . g. The police have no definitive proof of her guilt. 4. compel (v) compulsion (n) compulsory (a) a) His conscience compelled him to confess. b) . c) A defeated country usually signs a treaty of peace under compulsion. d) . e) It is compulsory for all drivers to have insurance. f) 1870 . g) A compulsive habit is something that you do a lot because you want to so much that you cannot control yourself. 5. obey (v) obedience (n) obedient (a) a. Soldiers must always obey their commanding officer. (Dont say obey to the officer, say obey the officer) b. . c. Bruno was a quiet and obedient little boy. d. , . e. The General demanded absolute obedience from his men. f. . 6. punish (v) punishment (n) punishable/ punitive (a) a) This man was never punished for his crime. b) - ? c) Some people are demanding the return of capital punishment for murder. d) . e) A punitive expedition is a military expedition with the purpose of punishing rebels. f) Drug dealing is punishable by death in some countries. B. GRAMMAR REVISION. PASSIVE VOICE. B1. Find in the text 1 the sentences in passive voice and change them into active voice. E.g. The term law is used in many senses. We use the term law in many senses. d.

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B2. Use the right form of the verbs in brackets. 1) The public (not allow) to drive on the park roads. 2) Smoking only (permit) in the public lounge. 3) Taking photographs in the museum (forbid). 4) In some countries women still (deny) the right to vote. 5) The use of mobile phones strictly (forbid) during take-off and landing. 6) Many accidents (cause) by careless driving. 7) This entrance may (use) only by authorized personnel. 8) In the United States President (elect) every four years. 9) Many doctors now say that boxing should (ban). B3. Rewrite these sentences using passive voice. 1) Somebody accused me of stealing money. 2) They are using the computer at the moment. 3) People wont forget this event. 4) The police have just found the lost children in the park. 5) I didnt realize that somebody was recording our conversation. 6) The room looked nice. Somebody had cleaned it. 7) The lawyer suggested the new strategy. 8) The police arrested the wrong man mainly because they confused the names which the witness had given to them. 9) I hope they will have solved this problem by tomorrow. 10) The government has imposed a ban on the hunting and killing of whales. C. READING C1. Study the words below. In pairs decide what Russian equivalents can be given to them. Check your answers using a dictionary. maintenance the process of continuing something - __________ responsibility something you have to do as a duty consideration something you must think about carefully variety a number of different things, assortment marital relating to marriage infraction situation in which someone breaks a law or a rule witchcraft the practice of black magic settle to end a disagreement, to decide something definitely negotiations formal discussions in which people try to reach an agreement kin all people from a family, relatives accusation a claim that someone has done something illegal or wrong -

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gossip trivial talk about peoples private lives conformity action or behavior in agreement with accepted customs, rules, principles C2. Read the text paying attention to the underlined words, scan the information and answer the questions below. Order and social control in ethnic groups of American Indians (Navajo* and Western Apache*) The principal mechanism for the maintenance of order has always been the concept of collective responsibility, which makes all members of a family, or even of a clan, responsible for the good behaviour of any individual member. Maintaining the good name of the family within the community is an important consideration for all Navajo. Conflicts between individuals or families might arise for a variety of reasons. Disputes over the possessions of farmland and disputes arising from poor marital relations were especially common in earliest times. All infractions except witchcraft were considered as private wrongs, to be settled by negotiations between the kin groups involved. There is a system of Navajo Tribal Courts, but most Navajo still prefer to settle disputes within their community. Traditional social control among Apache focused heavily on the threat of witchcraft accusation. Positive models for behaviour are provided by stories repeated by elders. Gossip and indirect criticism also are traditional means of enforcing conformity to accept standards of conduct. (from Encyclopedia of Worlds Cultures. New York, 1999) ----------------------------------------------------------------*Navajo Western Apache C3. Work in pairs: one student is to answer the following questions, trying not to look at the text, his/her partner is to commentate. 1) What is the principle mechanism for keeping order among Navajo? 2) What is a matter of important consideration for all of them? 3) What are the reasons for possible conflicts? 4) How do Navajo prefer to settle disputes? 5) What methods of enforcing conformity exist among Apache? 6) What factors influence social behaviour of Apache? D. WRITING

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D1. Write a short summary of the facts presented in the previous exercise. Use the questions after the text. D2. Project-work. Find in the Internet or an Encyclopedia or other sources some interesting facts concerning legal regulations in different societies, different nations, different times. Present this information to the class.

LESSON 3 A. READING A1. Read the text, pay attention to the underlined words, memorize them and be ready to discuss the text. KEY VOCABULARY notion (n) , , legal (a) , , sovereign (n) , substantial (a) , back (v) provide (v) , threat (n) set forth (v) , rival (a) assert (v) statute (n) , immanent (a) enact (v) , profound (a) influence (n) - correspond (v) influential (a) Anglophone (a) summarize (v) , argue (v) , unjust (a) Philosophy of law Philosophy of law is a branch of philosophy and jurisprudence which studies basic questions about law and legal systems, such as what is the law?, what is the relationship between law and morality? and many other similar questions. The question What is law? has received the most substantial attention from philosophers of law. Three schools of thought have provided rival answers to this question.

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Natural theory asserts that there are laws that are immanent in nature, to which enacted laws should correspond as closely as possible. This view is frequently summarized by the maxim: an unjust law is not a true law, in which unjust is defined as contrary to natural law. Legal positivism is the view that the law is defined by the social rules or practices that identify certain norms as laws. Historically, the most important part of this theory was developed by Jeremy Bentham, whose views were popularized by his student, John Austin. Austins version of legal positivism was based on the notion that the law is the command of the sovereign backed by the threat of punishment. Legal realism is the view that the law should be understood as it is practiced in the courts, law offices, and police stations, rather than as it is set forth in statutes. In the 20th century, two great legal positivists had a profound influence on the philosophy of law. On the continent, Hans Kelsen was the most influential theorist, and his legal views are still influential. In the Anglophone world, the most influential figure was Herbert Lionel Adolphus Hart, Professor of Jurisprudence at Oxford University, who is considered one of the most important legal philosophers. Harts most famous work is The Concept of Law first published in 1961. He argued that the law should be understood as a system of social rules. Harts theory, although widely admired, was criticized by a variety of late 20th century philosophers of law (R.Dworkin, J.Finnis, J.Raz) B. COMPREHENSION B1. Agree or disagree with the following statements. Make the false statements true. 1) The text is about philosophers of law. 2) Philosophy of law studies particular differences of legal systems. 3) There are three schools of thought providing identical answers to the question What is law? 4) Natural theory asserts that enacted laws should closely correspond laws of nature. 5) The most important part of positivist theory was developed by J.Austin. 6) In the 20th century legal realism had a great influence on the philosophy of law. 7) The legal views of H.L.A.Hart are still influential. B2. Complete the sentences using the text.

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1. 2. 3. 4. 5. 6. 7. Philosophy of law combines two sciences: _______ and _______ . Philosophy of law studies ________. The question What is law? has received _________ . There are three main theories that provide answers to this question. They are: _________. Natural theory of law is often summarized in the following maxim: ___________ The theory of legal positivism was developed by _________. Understanding the law as real practice in courts, law offices and police stations is the view of _________. The most influential theorists of law in the 20th century were __________.

C. VOCABULARY C1. What is your personal understanding of the following words: RULE, REGULATION, LAW. Is there any difference in the meaning? Read and note the following information. Consult a dictionary and write out the expressions or sentences with these words. RULE an instruction that says what people are allowed to do or not allowed to do (in a game, in a school or organization); a usual or customary course of behaviour. Rule is not so official as regulation. They may be written down, may be not. It may be in informal agreement about doing something. E.g. It says in the rules that every child has to wear school uniform. REGULATION an official rule made by a government (or organization), which is part of a set of rules. Regulations are usually adopted by officials or authorities and written down. They are to control conduct of people or quality of things. For example, army regulations say what soldiers must or must not do. Planning regulations control process of house building. E.g.: The new regulations are very strict about what you can and cannot bring into the country. LAW an official rule that all the citizens of a country must obey; also a code of behaviour or ethics. Laws are written down and enforced among all members of a state. They also define criminal and non-criminal cases. C2. a) Work in two groups. Give the Russian equivalents to the following expressions, use a dictionary, if necessary; compare your answers with those of your classmates:

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Group 1 a) legal profession legal document legal language legal owner b) bad (good) influence positive (negative) influence powerful, strong influence cultural, moral influence sphere of influence influential man influential circumstances c) natural laws family law immigration law feudal laws criminal law business laws Group 2 e) substantial argument substantial improvement substantial sum of money substantial breakfast f) to argue logically, sensibly to argue passionately to argue over/ about something to argue for/ against something g) despotic rules popular rule home/ foreign rules majority / minority rule h) hospital regulations police regulations traffic (road) regulations safety regulations army regulations -

d) common notion widespread notion strange notion b) Use these expressions in sentences of your own: To take legal advice; to use ones influence; to strengthen influence; to be under somebodys influence; to have no notion of obedience (discipline); to form a true (wrong) notion of something; a head full of silly notions; to back a plan; to back an argument with proof; to argue that black is white; to make a threat; to carry out a threat; to answer threats with threats; his actions do not correspond his words. C3. Choose the best word (law, rule, regulation) to fill in the blanks: 1. There is a.against cruelty to animals. 2. In some organizations safety .are very strict. 3. Do you want me to explain you the .of the game? 4. The .of gravity was explained by Newton. 5. If you put a plural verb with a singular noun, youre breaking a basic .of grammar. 6. Everyone is equal under the

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7. He makes it a .to do an hours work in the garden every day. 8. You cant smoke in here its against the . . 9. I asked my secretary to get copies of all prison . . 10. Health and safety .are enforced by inspectors. 11. He lives with his own .about washing and mealtimes. 12. This .doesnt apply to graduate students. 13. Each family has its own about bedtime. 14. We shall need more stringent .against pollution. D. TRANSLATION D1. Translate the following text into English. Use the helpful vocabulary from the box below if necessary. Helpful vocabulary by nature, companionship, primitive, to form, tribe, self-protection, by reason of, to assert, order, sovereign, duty, to obey, to argue, influential, substantial, to lay down, to impose on, to back, threat, punishment, to provide, the largerthe more complex , . , , . , , . , , . . , , . , . D2. IT IS INTERESTING TO KNOW. Read the following information and say whether this information is known to you or if you can add to it more interesting facts: Jeremy Bentham (1748-1832) was an English gentleman, jurist, philosopher, legal and social reformer. He argued in favour of individual and economic freedom, including the separation of church and state, freedom of expression, equal rights for women, animal rights, the end of slavery, the abolition of

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physical punishment, the right to divorce, free trade, and no restriction on interest. But he supported inheritance tax, restrictions on monopoly power, pensions and health insurance. As requested in his will, his body was preserved and stored in a wooden cabinet, termed his Auto-Icon, at University College London. The Auto-Icon has always had a wax head, as Benthams head was badly damaged in the preservation process. The real head was displayed in the same case for many years, but became the target of repeated student ranks including being stolen on more than one occasions. It is now locked securely. D3. PROJECT-WORK Using information sources find some more facts about most prominent people in the sphere of law, legal actions, social reforms. Present your information in the form of a report to the class.

LESSON 4 A. VOCABULARY A1. Do you know the meaning of the words in the box? Match the word and its definition. Security insecurity threat destruction protection a) the possibility that something bad is going to happen b) the process of keeping someone or something safe c) safety from attack, damage, harm; also a feeling of safety d) the act of destroying something e) a feeling of being not safe or protected A2. There are some expressions from the text below. Try to match them to their Russian equivalents. their lot in life personal insecurity imaginary threat large-scale violence deliberate destructions deepening economic recession declining world trade accustomed life-style

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B. READING AND COMPREHENSION B1. Read the text, give a title to it and answer the questions after the text. _______________________ Human beings have always wanted security in their lives and yet almost everywhere their lot in life is insecurity. What is personal insecurity? It is the threat, direct or indirect, imaginary or real, posed for individuals by other people. And in what ways can human society make a threat to the personal safety of individuals? Some scholars consider that there are three kinds of possible threats to persons secure life. In the first place is a phenomenon of large-scale organized violence and deliberate destructions of human lives. This may involve international conflicts and armed civil conflicts. Nobody doubts that war is the greatest threat to personal security. The second threat to personal security is the global phenomenon of deepening economic recession, declining world trade, the growing gap between rich and poor. People feel themselves insecure in their accustomed life-style, hopes and expectations. The third problem of personal security in society is in the threat posed to individuals by other people who live in the same social world; it is person-toperson direct threat to individuals life, health, tranquility and possessions. Questions: 1. What is the definition of personal insecurity given in the text? 2. Can you think of some examples of direct threat? Indirect threat? 3. Can you explain what imaginary threat is? 4. What are three kinds of threats noted in the text? Do you agree with given classification? 5. Do you personally feel secure (or insecure) in your life? 6. Do you agree that laws make people feel safe? C. DISCUSSION C1. Discuss in small groups: 1) interview your group mates about their personal feeling of security (insecurity) concerning such spheres of life as food, environment, crime, financial stability, medical services, etc. Summarize the results of your interview. 2) what aims, or functions laws should have to make people feel safe and secure. Think about the following:

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what should laws forbid what should they permit what must be guaranteed by laws, etc.

D. READING D1. Read the following text, pay attention to the underlined words and be ready to discuss the text. KEY VOCABULARY Be concerned with (v) - enable (v) , flourish (v) framework (n) , , disobey (v) forbid (v) - require (v) provide (v) facilities (n) - arrangement (n) settle (v) restriction (n) Aims of law As it is known, law has several aims which are mainly concerned with making society more stable. Laws enable people to flourish and feel secure in their lives. To achieve this purpose it is necessary to set up an official framework of compulsion. So the first aim of law is to forbid certain ways of behaving, like murder, terrorism, or smoking in public places, and to require other ways of conduct, like paying income tax. If people disobey the rules the law may threaten them with something unpleasant - often called a sanction - like being imprisoned or having to pay compensation. This aim serves to the idea that within this framework of dos and donts people can live more securely. The second aim of law is to provide facilities for people to make their own arrangements. Laws should guarantee to people who buy and sell goods, form companies, sign contracts, take employment, and so on that the state will protect or enforce these arrangements. The third aim of law is to settle disputes among citizens about what the law is and whether or not it was broken. If we take these three aims together, we may see that law not only threatens those who break it (that means they do what the law forbids) but promises to protect peoples

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interests. The law imposes restrictions on people but also gives them certain guarantees. E. VOCABULARY E1. Find in the text the equivalents for the following expressions: - - - - - - - - - - - E2. Note the meaning of the word PROVIDE. Make the translation. 1) to provide smth. for (to) smb.; to provide smb. with smth. c, , , The hotel provides a playroom for children. The lecture provided him with an opportunity to meet one of his heroes. We provide legal advice to our clients. 2) to provide for smth.(smb.) (), , She has always provided for her children. The budget provides for a salary increase after one year. 3) provided (that) , , You can go out provided that you finish your work first. This dog will never bite you provided you let it alone. 4) to provide against smth. -, This contract provides against the resale of the house. E3. Translate the sentences. 1. He has a large family to provide for. 2. He died without providing for his widow. 3. I am provided with everything I need. 4. She could not provide her children with food and clothes. 5. The warrant () provided for his arrest.

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6. A clause in the agreement provides that you shall bear the cost of all repairs to the building. 7. They deal with general inquiries, and also provide free legal advice. 8. Free parking is provided for hotel guests. 9. You may remain provided you keep silent. 10. I shall give you my dictionary provided that you return it tomorrow. 11. We made certain provisions against theft. 12. 13. 14. 15. 16. . , . . . . 17. . 18. . 19) . LESSON 5 A. GRAMMAR REVISION A1. Choose and underline the correct item. Muslim law. The Koran is the basic/ basis/ bases of Islamic law, the sharia. All/ all of/ everything activity of the Muslim built/ is built/ will be built into the framework of the sharia, which discusses the believers/ believers/ believers duties to/ toward/ of God and his fellow beings. The sharia must/ can/ should be described as the entirety* of Divine commands concern/ concerned/ concerning human actions, from/ for/ while God is a/ the/- sole lawgiver. Muslims soon felt that it is/ was/ will be impossible to fulfill all the requirements of the sharia. But to deny the validity* of the sharia is not permit/ permitted/ permission. Forming the practical aspect of Muhammads religious teaching, the sharia transmitted/ has transmitted/ has been transmitted across/ through/ during the centuries from generation to generation. The juridical part of the sharia codified/ is codified/ was codified for the first time in the Ottoman Empire in/ at/ on 1869. In the juridical parts of the sharia a high/ higher/ highly complex law of inheritance* attracts/ attracting/ is attracted the scholars attention. In contrast of/ to/ with ancient Arabian

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practices, according with/ to/ by which only male* relatives could inherit, Islam gave women certain rights, therefore/ nevertheless/ although daughters receive a small/ smaller/ smallest part than sons. -----------------------------------------------------------*entirety , validity inheritance male - B. VOCABULARY REVISION B1. Complete the sentences with the suitable words from the box: Obedient; compulsory; substantial; rival; immanent; unjust; profound; influential; secure; legal 1) He is probably the most __________ member of the finance committee. 2) They are very _________ workers and always do what they are told to. 3) You should have taken _________ advice before signing the contract. 4) Military service is still _________ in many countries of the world. 5) She wanted a job with a more ________ future. 6) Dont confuse ________ with imminent which means happening really soon, or with eminent which means well known. 7) Each paragraph of your composition should have at least three ________ facts to support your thesis. 8) It is ________ that our side of the story was never heard. 9) There is a strong competition between ________ companies CocaCola and Pepsi-Cola. 10) He takes a _________ interest in financial standing of his sons company. B2. Match the words in the box with their definitions.

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a) b) c) d) e) f) g) h) i) j) k) 8. 9. 10. 11. arrangement compulsion notion restriction restitution influence sovereign threat facilities conduct framework 1. 2. 3. 4. 5. 6. 7. a structure for supporting something; or a set of principles or rules; aids, circumstances which make it easy to do things; also places or services that are provided to people; an agreement or plan that you make with someone else; something that limits what you can do; an obligation to do something; the way someone behaves; something that is regarded as a possible danger;

an idea, opinion; a ruler, usually a king or queen; the effect that a person or thing has on someone (or something) else; the act of restoring something to the rightful owner.

B3. Which verb do the following sentences define? 1. To provide a short conclusion of the most important facts of something a) define b) provide c) summarize 2. To give someone the ability or opportunity to do something a) forbid b) enable c) codify 3. To be very successful; also to grow well and be healthy a) lay down b) flourish c) argue 4. To deliberately not pay attention or break a rule, an order a) restrict b) compel c) disobey 5. To support a person, organization or a plan a) require b) underlie c) back 6. To tell someone to do something in a way that shows that you have authority a) prosecute b) order c) correspond 7. To make people obey a law, a rule, etc. a) enforce b) enact c) set forth 8. To state that something is true a) assert b) threaten c) describe 9. To do something unpleasant to someone because they have done something bad or illegal a) impose b) obey c) punish 10. To end an argument or legal disagreement a) behave b) settle c) carry out

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B4. Study the following expressions, find the Russian equivalents for them. Translate the sentences using them: according to the law against the law the letter of the law force of the law by law in the name of the law the spirit of the law law in force within the law in the eyes of the law the law says 1. , . 2. . 3. , (legal assistance). 4. . 5. (resolution) . 6. (to contradict) . 7. . 8. , ! 9. . 10. . B5*. Work in pairs. There are the main meanings of the word ORDER. Read the examples and try to match them with the proper meaning. examples 1) chronological order ; the order of the seasons; to change the natural order of events; 2) the machine is in good working order; the car got out of order; 3) the army restored public order; to maintain peace and order; 4) one point of order; the discussion is out of order; sessional orders ; 5) to give orders; oral order; doctors order; meanings a) permission b) the state, working condition of a thing; c) a command, instruction given by authority; d) logical sequence, arrangement, way in which things are placed; e) rules accepted at a public meeting; f) request to supply goods, also an amount of goods; g) group of people belonging to a special class;

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6) the order of baronets; all orders and degrees of men; 7) Masonic order; the Order of Knights Tamplers; monastic order; 8) be awarded the order of Merit; 9) large order for shoes; to take an order for paper; 10) to call a meeting to order; 11) an order to view a house; admission by order h) obedience to law, rules, authority; i) sign, award, badge worn by people; j) customary procedure; k) degree, rank, level

C. TRANSLATION C1. Below you see a fragment from The concept of law by H.L.A.Hart, in which he reflects on the origin of rules. Make a literary translation in a written form paying attention to grammar structures. Use a dictionary if necessary. Rules may originate in different ways and may have very different relationships to the conduct with which they are concerned. Some rules are made by legislation; others are not. Some rules are mandatory in the sense that they require people to behave in certain ways ( e.g. people should pay taxes, whether they wish or not); other rules such as those prescribing the procedures, formalities, and conditions for the making of marriages, wills, or contracts indicate what people should do to give effect to the wishes they have. In England there is a rule that a man must not wear a hat in church or that one must stand up when God Save the Queen is played. Most people generally do these things. Most people also may regularly drink tea at breakfast or go weekly to the cinema, and yet there is no rule in England that everyone must or should go to the cinema each week. But there is a rule that a man must bare his head in church. What then is the difference between habitual behaviour in a social group and the existence of a rule of which the words must, should and ought to are often a sign? Even skilled lawyers have felt that, though they know the law, there is much about law and its relations to other things that they cannot explain and do not fully understand. ( from The concept of law by H.L.A Hart)

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LESSON 6 A. READING A1. Read the following text, pay attention to the underlined words and be ready to discuss the text. KEY VOCABULARY violation (n) just (a) , violence (n) , , justice (n) violent (a) , protect (v) harm (v) means (n) - harmful (a) oppose (v) damage (v) , injustice (n) equality (n) code (n) , , hire (v) ( ) demand (n) treat (v) ( -.) assassinate (v) mistreat (v) prevent (v) , conscience (n) , disobedience (n) in order to deliberate (a) Unjust laws Laws can be either just or unjust. Just laws protect human rights, and disobeying just laws for personal gain or of personal disagreement is wrong because it may harm security of other members of a community. The Greek philosopher Socrates claims that someone who breaks the law is a destroyer of the laws. Since laws are pillars of society, breaking those laws damages society. But some people believe that certain laws are unjust and should no longer exist. What is an unjust law? According to M.L.King, it is a code that is out of harmony with the moral lawit is a law that degrades human personality. Unjust laws are laws that compel some people to obey while not requiring others to do the same. These laws are often used by one group to mistreat another group. Some people think that unjust laws should not be obeyed. While it is better to prevent unjust laws from being made, there are

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many methods by which people can act to change them after they have been enacted. One of these methods is civil disobedience, the deliberate and public violation of an unjust law as a means of protest. An unjust law is no law at all, said St.Augustine, providing the foundation of civil disobedience movement across the globe. During the 1960-70s there were a civil rights movement, an anti-war movement and other several movements in which people claimed that obeying the laws was harmful because the law itself was wrong. The chief theoretician of civil disobedience was Henry David Thoreau, and among its courageous practitioners we know such people as Mahatma Gandhi in India who, while opposing British colonial rule, set formal rules of non-violent civil resistance; or Jamaica singer Bob Marley who saw the injustices taking place in South Africa during 1970s and made his opinion heard through his songs which were very influential. In the United States the famous leader of civil rights movement was Martin Luther King, who promoted non-violent methods for racial equality. He organized marches for blacks right to vote, fair hiring, desegregation* and other rights. He was arrested and in his famous Letter from the Birmingham Jail he called on all Americans to actively but peacefully oppose laws that were morally wrong. Most of the demands were later enacted into the US law. In 1964 King won the Nobel Peace Prize, in 1968 he was assassinated. An individual who breaks a law that conscience tells him is unjust and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice is in reality expressing the highest respect for the laws. (M.L.King) --------------------------------------------------------------------desegregation B. COMPREHENSION B1. Answer the questions: 1. How many definitions of unjust law can you find in the text? Which one seems to you the best? 2. What may unjust laws be used for? 3. According to the text, what is civil disobedience? 4. Who was the chief theoretician of civil disobedience movement? 5. What famous activists of this movement are mentioned in the text? Have you ever heard about those people? 6. What were the most important merits of Martin Luther King?

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C. VOCABULARY C1. Find in the text the following expressions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. , 11. 12. 13. 14. D. DISCUSSION D1. Discuss the questions below: 1. Do you agree that unjust law should be disobeyed? Why (why not)? 2. What may be the reasons for creating unjust laws? 3. Can you think of any other methods of changing unjust laws? 4. What would happen to the society if everyone who thought a law was unjust broke it? 5. Have you ever taken part in civil disobedience actions? 6. Can you give an example of an unjust law? 7. Give your comments on the Kings statement presented in the last paragraph of the text. E. LANGUAGE STUDY. SPEAKING ABOUT JUSTICE. E1. When we speak about justice or fairness we may say that something is: FAIR (, ) a fair decision, a fair judge (, ) fair demands, fair terms of a contract () fair name, fair reputation JUST (, ) just dealings, just punishment, just opinion RIGHT (, ) do what is right, to be right RIGHTFUL (, ) rightful heir, rightful act, rightful cause

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RIGHTEOUS () righteous anger, righteous indignation OBJECTIVE (, , ) objective opinion, objective judgment IMPARTIAL (, ) impartial opinion, impartial decision UNPREJUDICED ( , ) unprejudiced judge E2. Think of some things that are just (unjust), fair (unfair), right (wrong) in your opinion. Give reasons. Example: Its unfair that old people are often discriminated against. They find it difficult to get jobs and some have to live in special homes because their children dont want to look after them. Write 5-7 sentences. F. PHRASEOLOGY F1. There are also some idiomatic expressions. Look at them and try to match with the meanings: e) 1. to cry for justice f) 2. poetical justice 3. Miss (Mr.) Right g) 4. historic impartiality h) 5. by fair means i) () 6. by fair means or foul 7. fair handwriting j) 8. fair-copy 9. fair and square k) 10. he did justice to a dinner l) 11. the fair sex Note also: 12. fair-weather friend Jeddard (Jedwood) justice a) () ( b) Jedburgh c) ) d) F2. Translate into Russian: 1) Please, make a fair copy of this letter. 2) This might start further accusations, but we dont care any more. We won fair and square. 3) A fair face may hide a foul heart (a proverb)

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4) To every bird his nest is fair (a proverb) 5) The case of Lord Byron was harder. True Jedwood justice was dealt out to him. First come the execution, then the investigation, and last of all, or rather not at all, the accusation. 6) Bill wouldnt help me. Hes just a fair-weather friend. 7) It was poetic justice that, after refusing his best friend a loan of 50, Mason was mugged on his way home and was robbed of twice that amount. 8) We must now examine whether just people also live better and are happier than unjust ones. I think its clear already that this is so. (Plato, Greek philosopher) 9) Perhaps it is better to be irresponsible and right than to be responsible and wrong. (W.Churchill, English Prime Minister) 10) You must not miss Whitehall. At one end you will find a statue of one of our kings who was beheaded; at the other, a monument to the man who did it. That is just one example of our attempts to be fair to everybody. (E.Appleton, English physicist) 11) Now, Watson, the fair sex is your department. (C.Doyle) 12) We must be impartial in thought as well as in action. (M.Wilson, Canadian Minister) LESSON 7 A. READING A1. Read the newspaper article. Find structures in passive voice. VOCABULARY Warn (v) - convict (v) offence (BrE)/ offense (AmE) (n) , - obstruct (v) commit an offence execution (n) offender (n) - ban (v) court (n) - costs (n) , magistrate (n) () fine (n) attempt (v) net (v) , reduce (v) , revenue (n) caution (v)

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uncalled-for (a)

Pensioner is banned over speed trap alert. A pensioner who warned motorists of a police speed trap was convicted of obstructing a constable in the execution of his duty, banned from driving and ordered to pay 364 costs yesterday. Stuart Harding, 71, was attempting to slow motorists down as they approached a Sunday morning car boot sale* where many people were crossing the road. Noticing that police were parked nearby with an officer using a hand-held laser speed camera, he decided that a warning stating Speed Trap 300 yards ahead would be the most effective way of getting drivers to reduce their speed. But as soon as the officer noticed his placard he was cautioned for committing an offence. Harding said: I have been convicted of breaking the law because I was trying to stop others from doing so. It is totally unjust. Harding also said he had stood at the same spot on previous Sundays warning drivers of the car boot sale, and had received a thumbs-up sign from a passing police car. But the attitude of officers changed when he warned drivers of the speed camera. Sergeant Sarah Cashman told the court that when she cautioned Harding and confiscated the sign he told her I stop people speeding down here. I am only doing what I think is right. Banning Harding for a month, Alex Wyman, the magistrate, said: The use of the sign was a deliberate act and by use of the words speed trap you were assisting speeding motorists from being prosecuted. The court also confiscated Hardings sign and ordered it to be destroyed. After the case he said that he had been told that fines collected from speeding motorists on that stretch of the road had netted 12,000 in one morning alone. It seems to be more about raising revenue than road safety. Im just so angry and upset about driving ban. It was totally uncalled for because this wasnt a motoring offence, he said. __________________________ *car boot sale an informal market, often in a field, where people sell things from the backs of their cars. People usually sell books, clothes, childrens toys, etc. which they no longer want. Car boot sales are very popular in Britain and take place regularly in many parts of the country. B. COMPREHENSION B1. Answer the questions: 1. What was the pensioner convicted of? 2. What was he doing and why? 3. Explain what actions were regarded as an offence.

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4. 5. 6. Mr. Harding said that previously his actions had been approved by passing police officers. Why did the officers attitude change later? What penalty was imposed on Stuart Harding? What was Mr.Hardings reaction to it?

C. DISCUSSION C1. Give your opinion: 1. Whose actions were fair and just (or unfair, unjust) of the police officers or of Mr. Harding? 2. Do you agree that the pensioner committed an offence? 3. Was he given fair punishment? 4. In your opinion, what preventive measures would be best to slow drivers down? D. VOCABULARY D1. Find in the text the English equivalents to the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. D2. Translate the following expressions into Russian: a) to damage a house; his reputation was damaged; to do a damage to something; the fire caused great damages to the building; to pay the damages; to do much harm to the health; it hasnt harmed me; to warn on the danger; a warning look; pay no attention to warnings; b) to protect ones own interests; under the protection of the law; legal protection; protective measures; protective arrest; protected state; protecting state; to prevent an accident; nothing shall prevent me from doing my duty; preventive measures; prevention of crime; c) fair demand; public demand; high in demand; to satisfy somebodys demands; to demand an answer (a payment); the operation demands great care; means of protection; to find (a) means to do something; by fair means; by no means; you must do it by all means;

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d) minor offence; criminal offence; an offence against the law; to offend against custom; first-time offender; heavy fine; to impose a fine; to ban a meeting (a newspaper); to be under a ban; execution of the plan; to execute somebodys commands; e) violation of military discipline; violation of fundamental principles; deliberate violation; to violate rules; violence of emotions (of the wind and waves); to attack an enemy with violence; to use violence; robbery with violence; to enter a house by violence; violent means; violent death; he became violent; f) to treat somebody badly (kindly); to treat somebody like dirt (like a dog); dont treat him as a child; please treat this information as strictly private; to oppose the enemy (the rival); to oppose a plan; if they win our party will oppose them; to meet with opposition; to hold opposite opinions. E. SPEAKING OUT E1. Agree or disagree with the following statements. Prove your point of view. 1. 2. 3. 4. The execution of the laws is more important than the making of them. (T. Jefferson) The good of the people is the highest law. (Cicero) Public opinion is always in advance of the law. (J. Galsworthy) Even when laws have been written down, they ought not always to remain unaltered. (Aristotle)

F. WRITING F1. Project work. Choose the statement you like most of all and write a short composition. LESSON 8 A. REVISION A1. Match the synonyms. Use a dictionary if necessary. 1. conduct 6. penalty 2. various 7. definite 3. society 8. definitive 4. custom 9. carry out 5. enforce 10. underlying

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f. 11. assert g. 12. ban h. 13. social 14. secure i. j. 15. substantial k. 16. damage a. forbid l. b. tradition m. n. c. fundamental o. d. safe p. e. compel A2. Give the opposites to the following words: legal moral harmful just secure fair justice right order violent lawmaker private public punishment harm community final behaviour execute considerable particular, clear different claim obey formal oppose forbid agree violate

A3. Choose the correct form and translate the sentences: 1) I regret that you do not have the qualifications requirement/ requiring/ required for this job. 2) Under the new rules working time is restrictive/ restricted/ restriction to 45 hours a week. 3) We may speak about the relate/ related/ relative advantages of different methods of transporting goods. 4) It is difficult to relate/ related/ relative these results to any known phenomenon. 5) You ought to settlement/ settled/ settle your affairs before you go into hospital. 6) The terms of settlement/ settled/ settle seem just. 7) He was sentenced for a serious offender/ offend/ offence. 8) At the moment the law gives women little protected/ protect/ protection/ protective from violent/ violated husbands. 9) There were reports that some people had been prevented/ preventive/ prevention from voting in the elections. 10) We have opposed/ opposite/ opposition opinions on almost everything. 11) But there are, of course, provisions governing compulsory/compel/ compulsion education.

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12) The majority of people were obedience/ obediently/ obedient to the King, not questioning his government. A4. Choose the suitable word to complete the sentences: 1. Police believe the fire was started ________ . a) securely b) illegally c) compulsory d) deliberately 2. His political reputation had been seriously _______ by the scandal. a) defined b) damaged c) provided d) convicted 3. The owner of the building is ________ by law from making any changes. a) prevented b) concerned c) mistreated d) enacted 4. Students who ________ the rules and smoke in college will have to leave. a) obey b) break c) enforce d) carry out 5. The demonstrators made such ________ that the government could never accept. a) notions b) rights c) demands d) means 6. Smoking is usually ________ inside buildings. a) prescribed b) banned c) enforced d) ordered 7. The maximum ________ for this offence is 2-years imprisonment. a) compulsion b) restitution c) threat d) penalty 8. Each worker should be provided with the list of safety ________ . a) requirements b) behaviour c) facilities d) violations 9. The decision on this difficult problem must be a matter of individual ________ . a) disobedience b) regulation c) conscience d) insecurity 10. Freedom of the press is ________ in this country because of political reasons. a) influenced b) flourished c) attempted d) restricted 11. Unfortunately, their actions did not ________ their claims. a) enable b) codify c) treat d)correspond 12. The information received is highly confidential and relates to national ________ . a) security b) equality c) execution d) arrangement A5. Translate the following text into English: , . , , , , . , .

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. , . , . , . , . , , . ------------------------------------------------------ to face - consequences - reality B. CASES B1. Read the following situations. Give your comments on each of the situations. How would you judge the behaviour of people in each of the cases? Case 1 Angela K., 29, is engaged to an old friend of hers. She is going to get married in a few months time. John S., her fianc, is a bright, educated man who works as a top-manager of a huge corporation. He seems to adore her, satisfying every wish of hers. Suddenly you find out that she is seeing another young man secretly, although has no intention to break the engagement. John has no idea about her affair. Both Angela and John are your friends. How would you behave (talk to Angela, talk to John, pretend you dont know, etc.)? Would your attitude to your friends change? Is Angela breaking any rules? Case 2 Yesterdays football match between Solsdale and Milenton (the UK amateur football league) ended in a huge scandal. The first period ended in a 1:1 draw, the second period began with a foul committed by Milentons defender Gill T. , who bumped into Solsdales forward Ken B., the latter answered by kicking him secretly on the ankle. The defender returned and took revenge by kicking the lying forward on the stomach. When the referee ordered him out

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of the pitch, the rebellious defender refused to go claiming that the decision was unfair. The Solsdales captain tried to help the referee and pushed the protesting defender out of the pitch, the action caused a huge dissatisfaction among Milentons players who eagerly joined the conflict. The poor referee wanted to stop the fight but was knocked out by an unidentified player. The linesmen didnt dare to interfere and called the police. By their arrival about a half of spectators were participating in the fight. The Leagues officials are now investigating the case to take proper measures. What legal offences or violation of rules can you identify in the case? Was the referees decision fair? Comment upon the scale of guilt of each of the participants. What moral norms were violated? Case 3 The Dean of Law Faculty of Michigan University is now investigating the details of cheating on Midterm exams. Two students were asked to leave the exam room when the professor noticed they were using their mobiles while filling the exam tests. The students claim they were only trying to switch the mobiles off and were not using them for cheating. They also insist that they saw some other students using hand-held computers and the professor left that cheating unnoticed. They are even ready to name the cheating students. Are the students breaking any rules, if yes, which rules do they break? Was the professors decision fair? Comment upon the wish of the students to disclose the secret of cheating in class. Case 4 Part 1 Your friend Emily is rather well-off. She works as a brand manager with the annual salary of about $40,000. She had a happy childhood (though being a single a single child in the family she is a bit spoilt) and never experienced financial problems. Still she has a bad habit that annoys some of her friends very much. When she does the shopping in huge supermarkets or hypermarkets she usually steals some trifle like a pack of chewing gum or a chocolate bar. You are in a supermarket and you see shes just stolen a pack of candies. What would you do? Would you talk to her, pretend you saw nothing, pay for the stolen article, etc.? How would you call her behaviour? Would your attitude to this person change? Part 2 That time you told her nothing, the next time she did it you asked her about her behaviour but it did not help. Emily just replied she was not stealing, she just checked the security system o the shop. Once you went shopping and as

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usual she stole a bottle of beer. Unfortunately that action was not left unnoticed and you both were detained by the shops security guards. Are their actions legitimate? What might the penalty be? Is it fair that they detained you too? Case 5 Amira Sinch, 23, is from India, but studied abroad for more than 5 years. Last year she graduated from Oxford and returned to India to work as a senior manager of a huge Indian corporation. On her return she found out that her parents had already arranged her marriage to a person she had never seen. Amire refused to get married to an unknown man but her parents insisted and even arranged a date of a formal engagement. Her father even threatened to make her leave her job. Amira is afraid to lose her job and spoil the relationship with her family, however, she is definitely against her parents decision. What do you think about the situation? What can you advise her? Do her parents have a right to make her marry the man they want? Case 6 Ginny S. was a star of an incredibly successful TV soap opera Sweet Mothers. She was extremely popular and served as an example of an ideal mother for millions of TV viewers. Three months ago one of the leading US tabloids published an article where they claimed that the ideal mother had had an abortion at the age of 15. After the revelation the shows rating fell, the producers broke the contract and replaced her by another actress who, as they explained, had a better reputation and could pull in the viewers. Ginny wants to sue the newspaper for defamation and the shows producers for breaking the terms of the contract. She is sure that the affairs of her past are not for public scrutiny. Besides, she claims that the rumors about her abortion are groundless. Do you think shell be successful in the lawsuit? Were the actions of the producers legitimate? Comment on the attitude of the public to the situation. Who do you support in the case? Would your vision of the situation change if it turns out that the information about the abortion was truthful? Would you agree that pop stars have the same right for privacy as ordinary people? Do you read articles about celebrities in yellow press? Case 7 James A., 46, from Great Britain lived and worked in his native country for all his life. Last year, however, he was offered a good job in Germany and moved to Hamburg. James is an experienced driver, but the first attempt of

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driving in the new country resulted in a car crash. The unsuccessful driver just forgot that unlike Britain they have a right-hand driving system in Germany. So he just entered the opposite lane thus scaring all the drivers who were moving in the right direction. What might the penalty be? Do you think all countries should have the same system of traffic rules? Have you ever broken traffic rules, if yes, which ones? What was the punishment?

APPENDIX 1 VOCABULARY TO LEARN according to argue arrangement assassinate assert attitude ban back (v) behave behaviour break (rules) carry out caution codify community compel compulsion compulsory concern conduct conscience convict correspond court crime criminal damage (v/n) deliberate demand descriptive disobey disobedience enable enact enforce enforcement equality execution facilities fair fine (n) flourish forbid harm (v/n) harmful hire illegal impartial impose on/ upon influence influential injustice insecurity just justice lay down legal mistreat non-violent notion obey obedience obedient objective obstruct offence offend offender oppose opposition order (v/n) penalty prescribe prescriptive prevent profound protect protection protective prosecute provide punish punishment reduce

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regulate regulation require requirement restitution restrict restriction right rule safe APPENDIX 2 safety secure security set forth settle society statute substantial summarize threat Keys to module 1 threaten treat underlie unfair unjust unprejudiced violation violence violent warn

Lesson 2 A1. Societies, prescriptive rules, informal rules, governments, behave, instructions, experience, immoral, penalty, break the rules, respect, moral choice, legal actions A2. 1d 2g 3a 4b 5h 6f 7c 8e Lesson 3 C2. 1. law 2. regulations 3. rules 4. law 5. rule 6. law 7. rule

8. 9. 10. 11. 12. 13. 14.

rules/ regulations regulations laws rules regulation rules laws

Lesson 5. A1. Basis, all, is built, believers, toward, can, concerning, for, the, was (sequence of tenses), permitted, has been transmitted, through, was codified, in, highly, attracts, to, to, although, smaller B1. 1) influential 2) obedient 3) legal 4) compulsory 5) secure 6)immanent 7) substantial 8)unjust 9) rival 10) profound B2. 1k 2i 3a 4d 5b 6j 7h 8c 9g 10f 11e B3. 1c 2b 3b 4c 5c 6b 7a 8a 9c 10b B5. 1d 2b 3h 4j 5c 6k 7g 8i 9f 10e 11a Lesson 6. F1. 1f 2i 3a 4j 5c 6g 7e 8d 9h 10b 11l 12k

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APPENDIX 3 SOURCES: 1. : 1) .., .. . . /, 2003. 2) .. . . .. .,2005 II. : 1) Longman Essential Activator, 1997. 2) The American Heritage Dictionary. Laurel, 1983. 3) The New English Penguin Dictionary, 1986. 4) The Macmillan English Dictionary, 2003. 5) Oxford Advanced Learners Dictionary of Current English. Oxford, Moscow, 1982. 6) Chambers Dictionary of Quotations. New York, 1999. 7) ., ., . . . .,1990. 8) . . .,2003 9) - : 3- ./ . . .,1993 10) .. - . .,1984. 11) ., . . . ..1990. 12) . . .,1964. III. : 1) Berki R.N. Security and society: Reflections on law, order and ethics. Oxford, 1991. 2) Hart H.L.A. The Concept of Law. Oxford, 1993. 3) Padfield C.F. Law made simple. London, 1985. 4) Encyclopedia of Worlds Cultures. New York, 1999. 5) Daily Telegraph, June 3, 2004. 6) BBC news on-line 7) Cambridge Dictionary Online. 8) http://en.wikipedia.org

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MODULE 2 LAW AND SOCIETY Every law is an evil, for every law is an infraction of liberty. J.Bentham LESSON 1 A. LEAD-IN A1. Read the quotation above and express your opinion. A2. How many rules and regulations can you think of for each of the following situations? Make a list. In the university Until you are 18 years old If you are in a foreign country Compare your lists in groups. How many of the rules on your lists are the same? Are there any that you would like to change? B. READING B1. Read the text about some strange laws in the past and think of the title to it. KEY VOCABULARY Peculiar (adj) , allow (v) , tax (n) vehicle (n) concerning (prep) , odd (adj) , permit (v) , permission (n) originate (v) resign (v) , offense (n) acceptable (adj) curious (adj) , prohibit (v) prohibition (n) 1) 2) consume (v) cause (v) amendment (n) to get rid of (v) -

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Laws of the past
Different countries had different laws in the past. Sometimes these laws were strange, or at least they seem now to be strange. The following information illustrates some peculiar laws adopted in various countries years ago. Everyone knows that in the times of Peter the Great in Russia noblemen werent allowed to have beards. If they were against the law, or they didnt obey it, and still wanted to keep their beards, they had to pay a special tax to the Tsars government. Some singular laws were introduced in eighteenth-century England. How strange it might seem now, people had to pay window tax for each window in their house. Later, this law was changed because many poor people chose to live in houses without windows just so that they didnt have to pay. Another law was no less funny. If you traveled in any motor vehicle in nineteenth-century Britain, the law said that someone had to walk in front of you waving a red flag, or at night time a red lamp. This meant, in practice, that you couldnt travel at more than about 8 kilometers per hour! Some other British laws concerning social behaviour were very strict. For example, until recently pubs in Britain werent allowed to stay open all day. They opened at eleven in the morning and had to shut again at three in the afternoon. In the evening they closed at half past ten. On Sundays the laws were stricter. The USA are also famous for their quite odd laws. For example, in Illinois animals could go to jail, in Florida you had to wear clothes in the bath, in Kansas you were not permitted eat snakes in public, in North Carolina you could not drink milk on train, in Idaho you could not buy a chicken at night without the sheriffs permission. Such bizarre laws originate from the fact that each state was ruled by its own government, which enacted laws according to political, economical, or religious reasons. Geographical position and natural resources might also influence legal rules. Modern feminist-oriented women would be struck to know that in the 19-th century, female teachers in the USA couldnt get married, or even go out with men. If they got engaged, they had to resign from their job immediately. Male teachers, on the contrary, could get married and have children without any problem! Or in Montana it was a criminal offense for a wife to open a telegram sent to her husband. However it was perfectly acceptable for a husband to do the same. One more curious law in the Midwest of the USA in the 1880s was that you were not allowed to eat ice-cream sodas on a Sunday. Restaurant owners managed to solve this problem by serving ice-cream without soda, which became known as a Sunday or a Sundae. In the beginning of the 20-th century drinking of alcoholic beverages was prohibited in the USA. A

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new word prohibition- appeared: it meant that you could not produce or consume alcoholic drinks. Prohibition was not popular, and it was too expensive to make sure that the law was obeyed. So later the prohibition law was changed, because it was causing terrible crime, and people were drinking more alcohol than they had done before! Prohibition amendment was the only repealed amendment to the US Constitution. Some American laws served their function at some point of time, but outlived their usefulness. However, they are still on the booksmay be because no one can be bothered to get rid of them. In Michigan, for example, a woman is breaking a law if she cuts her hair without getting her husbands permission, because in this state a man legally owns his wifes hair. Similarly, in Kentucky lady must have her husbands permission to buy a hat. These days the state laws are becoming more and more similar across the country, but there are still different laws in different states concerning age limits for driving cars, getting married, having guns, etc. In other European countries there were also many unusual laws which arose from countrys policy of that time. For example, during the French Revolution, people could not use the polite form of you (vous), because this was the word servants used to speak to their masters. Instead everyone had to use tu, the familiar form. Or in Italy in the 1930s when Mussolini ruled the country, Italians werent allowed to use foreign words. Thats why Italian is one of the few languages which doesnt use the international word football: they use their own word calcio. C. COMPREHENSION C1. Agree or disagree with the following statements on the text: 1. Noblemen in Russia had to pay special taxes for wearing moustache. 2. Two centuries ago people had to pay door taxes in England. 3. In Britain you were allowed to travel in a motor vehicle with a red flag on it. 4. Different laws in the USA originate from various political, religious or other reasons. 5. In the USA all teachers were allowed to get married and have children without any problem. 6. in the Midwest of the USA in 1880s people were not allowed to eat ice-cream sodas on Mondays. 7. In 1920 in the USA prohibition meant that you were not permitted to produce or consume cigarettes. 8. Some curious American laws are still on the books, perhaps, because nobody got rid of them.

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9. In America there were different laws in different states in the past, but now laws in all states are similar. 10. Italian is one of the few languages which doesnt use the word football. C2. Complete the sentences: a) If noblemen wanted to keep their beards they had to pay b) Poor people in England didnt want to pay window tax, so they . c) Until recently pubs in Britain ..to stay open all day. d) State governments adopted laws according to . e) Female teachers in the USA had to ..immediately in case they got married. f) In Montana it was ..for a husband to read a telegram sent to his wife. g) In the beginning of the 20-th century drinking of alcohol in the U.S. h) The government had to change this law because . i) In European countries many unusual laws originate from . j) During the French Revolution people couldnt use .because .. D. VOCABULARY D1. Translate the following expressions using the text: 1) () 2) 3) 4) 5) , 6) 7) , 8) 9) 10) D2. Give the opposites to the words below: different famous usual acceptable polite useful poor allow funny obey buy send appear keep permission -

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D3. Write out from the text all the words with the meaning , , . D4. Complete the sentences using the words from the box. Allow, tax, permission, originate, resign, acceptable, prohibit, cause 1) That kind of behaviour is not in public place. 2) She is very strict with her children and .. them to watch television only at weekends. 3) Bad weather in Spain continues to . problems for travellers. 4) You are not allowed to camp here without . 5) Smoking is . inside the building. 6) He makes it clear that he doesnt want to .. from active politics. 7) The government promised not to increase .. on petrol. 8) Although the technology ..in the UK, it has been developed in the US. D5. Word study. Pay attention to the following information. a) The verb cause involves the meaning cause a bad situation, cause something bad. The following nouns are often used with cause: Cause: alarm, anxiety, concern, confusion, damage, distress, harm, problems, pain, suffering, trouble, etc. b) Cause, followed by an infinitive, is used mostly in formal or technical language. The usual and less formal verb for saying that one thing makes another thing happen is make. Translate the sentences: 1) Smoking causes cancer. 2) A lot of traffic accidents are caused by carelessness. 3) Roberts behaviour is causing his family a lot of anxiety. 4) Inflation has caused fuel prices to rise sharply in recent month. 5) Petras new hairstyle makes her look a lot younger. 6) Stop doing this youre making me nervous. 7) His actions made him widely respected. E. DISCUSSION E1. Discuss the questions below. Provide arguments for your opinion. Which of the laws from the text do you find: a) the most strange? b) the most funny? c) the most unfair? d) the most reasonable?

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E2. Work in pairs. Below the text you can find some possible reasons why some of the laws were introduced. Match the reason and the law. The town council of Widnes, Lancashire, England introduced a fine of 5 for those who made a habit of falling asleep in the reading rooms of libraries. In Switzerland it is an offence to mow* grass on your lawn on Sunday. In New York city there is still a law which makes it illegal for women to smoke in public. In 1659 it became illegal to celebrate Christmas in Massachusetts. In New York State you are not allowed to shoot at a rabbit from a moving trolley car. You have to get off the car, or wait for it to come to a complete stop, then fire away. It is illegal to hunt camels in the state of Arizona, USA. In Indiana, USA, it is against the law to travel on a bus within four hours of eating garlic. In Alabama it is not allowed to wear a fake moustache in church. In Singapore chewing gums are not allowed. Because it makes their breath smell. Maybe theyre an endangered species*. It doesnt give the animal a sporting chance. Because it may cause laughter, but they must take their religious ceremonies very seriously. 5. Because it distracted people from the true meaning of their religion. 6. Maybe because it was considered unsuitable behaviour for a lady. 7. In case people snored*. 8. They want their streets to be clean. 9. Because it causes too much noise. ----------------------------------------------------------------mow- endangered species snore - F. TIME FOR FUN F1. Try to do this quiz just for fun. The answers you can see at the end of this module. 1. 2. 3. 4.

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QUIZ 1. Dumb American laws

1. In Sarasota, Florida, while wearing a bathing suit in a public place it is illegal: - to shower - to eat - to dance - to sing 2. In Baltimore, Maryland, it is illegal to take to the movies - your mother-in-law - a swarm of bees - a lion - a drink 3. In Lexington, Kentucky, it is illegal to carry in your pocket - a slice of pizza - an ice-cream cone - a small animal - eggs 4. Which of these in Utah is NOT a law? - you can have the nuclear weapons, but you cannot detonate them - it is illegal to fish from horseback - no one may have sex in the back of an ambulance if it is responsible to an emergency call - it is against the law to drink milk 5. In Ohio it is illegal to sell beer while wearing - a bathing suit - religious garb - nothing - a Santa suit 6. In Idaho you can not give it to someone if it weighs over 50 pounds. - a box of candy - a Christmas present - a sack of potatoes - a book 7. In Atlanta, Georgia, it is illegal to do this to a lamp post or street light; - dance with it - tie a giraffe to it

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- stand under it at night - take a picture of it 8. In West Virginia it is illegal to do what underwater: - to fish - to sleep - to swim - to whistle 9. Which of these are actual laws in the cities of California state? - Arcadia: peacocks have the right of way to cross any street, including driveways - Baldwin Park: you are not allowed to ride the bicycle in a swimming pool - Hermosa Beach: one may not show their buttocks while on a playground - all of these 10 In Ohio it is illegal to do what to a fish? - throw it back in a river after catching it - get it drunk - fry it on Sunday - name it Fido 11. If you commit adultery in West Virginia, what is the penalty? - 6 months jail - $20 fine - $500 fine - you must apologize to your wife in front of her parents 12. In Minnesota it is illegal to make fun of - humans - monkeys - skunks - fish

LESSON 2 A. GRAMMAR REVISION A1. Complete the following table using the words given below: Must; mustnt; can; cant; have to; dont have to; be allowed to; be not allowed to; should; shouldnt; ought to; need; need not

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a) d) it is necessary or important it is not necessary b) it is okay/ permitted e) it is not okay/ it is prohibited c) it is a good idea (the correct thing to do) f) it is not a good idea (not the correct thing)

A2. Choose the best form. 1. You mustnt/neednt smoke in the classroom. 2. You mustnt/neednt make your report tomorrow. 3. (Formal) Whoever commits robbery shall/should be punished with rigorous imprisonment. 4. If you see anything unusual you shall/should call the police. 5. You shouldnt/neednt talk too loud; youll wake the baby. 6. You shouldnt/neednt talk so loud; I can hear you. 7. The doctor says you should/can stop smoking. 8. The doctor says you should/can go out. 9. We have to/must send these VAT forms back before the end of the month: we are required to do so by law. 10. You have to/must phone home: its urgent. 11. You cannot/mustnt smoke here (you are not allowed). 12. You cannot/mustnt smoke here (you are forbidden to). A3. Make up sentences of your own to say what people must do, can do, must not do. Use different language structures. B. LANGUAGE STUDY. EXPRESSING MORAL AND LEGAL OBLIGATION B1. We can express moral and legal obligations not only with modal verbs. Learn the following patterns by heart: 1) with verbs (often in passive): Visitors are not permitted to picnic on the grass. Smoking on this premises is strictly forbidden. Chewing gum has been banned from the canteen area. Guests are required to vacate their rooms by midday. Youre not expected to leave a tip. Youre not obliged to pay to go into the gallery. Youre supposed to smile at all of your clients. 2) with adjectives: Military service is still compulsory in many countries. Joining the union is not obligatory.

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Is her evidence permissible in court? He was sent off for illegitimate use of the elbow. There has been talk of an illicit liaison. 3) with nouns: Its your duty to help him. You have an obligation to support your family. There is no need to feel guilty. Its your choice, nobodys forcing you. 4) with prepositional phrases: Youre under no obligation to say anything if arrested. Its up to you to tell him hes your brother. Its all down to you to decide if you do it (you must decide). B2. In the chart below there is the information about some things people cannot do in various countries. Make up sentences using the expressions from the previous exercise. e.g. Swaziland: (for young girls) to shake hands with men Young girls are not permitted to shake hands with men. Or, It is not permissible for young girls to shake hands with men. Country Switzerland, Australia Turkey Great Britain Mexico Sweden Greece Zimbabwe Israel South Africa Germany, Denmark France It is illegal for people: to forget car-keys inside a car and leave the car open (for married women) to have a job without their husbands permission to leave baggage unattended to shout offensive words in any public place to repaint a house without the governments permission to play all electronic games to make offensive gestures at a passing state motorcade to raise Rotweiller dogs (for young people) to sit less than 12 inches apart while wearing bathing suits to wear a mask to take photos of police officers or police vehicles, even if they are in the background

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C. DISCUSSION C1. Here are some reasons why some laws (from the chart above) were adopted. Find in the chart the laws corresponding to the following reasons: 1) During an unruly riot or demonstration, police may sometimes need to arrest persons breaking the law, and they can do so more easily if persons identity is not concealed*. 2) The law was introduced as an attempt to restrain gambling*. However, all games were banned since the government could not distinguish between harmless Internet chess and other games it considered illegal. 3) Many terrorists favour the practice of placing bomb in a bag to explode later. Since this became a real threat, this law was passed. -----------------------------------------------------------------*conceal , *gambling , Can you think of any reasons why the other laws were introduced? D. TRANSLATION D1. Translate the sentences using the words in brackets. 1) : . (forbid) 2) . (ban) 3) . ( illicit) 4) , , ? (expect) 5) , (=) . (expect) 6) ? (allow) 7) . (duty) 8) . (require) 9) . (oblige) 10) (referee) . (forbidden) 11) . (compulsory) 12) . (obligatory)

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13) . (not, permissible)

LESSON 3 A. READING A1. Read the text below, define its main ideas. Pay attention to the underlined words. What might be the title of the text? begging (n) burglary (n) issue (n) robbery (n) outline (v) minor (adj) , disperse (v) anxiety (n) . fireworks (n) hoax (n) , loiter (v) harassment (n) issue (v) , impact on (v) damage (v) _____________________ In the past ten years criminal incidents in Great Britain have become rarer. Burglary and car crime are about half as common as they used to be earlier, robbery has fallen by a fifth. Instead of calming down, though, the public seems to have become more troubled by minor offences being committed by young people. Concerns about anti-social behavior are more widespread than anxieties about crime. More people see loitering teenagers as a problem these days, they believe anti-social behaviour in the streets to be a big problem in their area. What does anti-social behaviour mean? It causes or is likely to cause harassment, alarm, or distress and covers a wide range of anti-social actions which impact on individuals and damage the wider community. Anti-social behaviour may be both criminal and non-criminal and includes such actions as, for example, attacks, begging, drug dealing, hate behaviour, threatening behaviour, prostitution, graffiti, shouting and public disorder, racism, vandalism, under age drinking, verbal abuse, street robberies, vehicle crime, etc. Having identified anti-social behaviour as a problem issue, the UK Government published a White Paper* called Respect and Responsibility which outlined the strategy to deal with the problem. In January 2004 Anti-

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Social Behaviour Bill became a law and came into force introducing a whole lot of new laws aimed to reduce a wide-range of low-level crime from noisy neighbours to graffiti and litter. Here are some of new laws: 11) police are given the power to disperse groups of to or more people from an area if they are behaving or have the potential to behave in an anti-social manner; 12) 16 and 17 year-olds may also be given on-the-spot fine for such offences as throwing fireworks and making hoax 999 calls*; 13) police can take home under-16s if they are out on the streets after 9 p.m. without an adult; 14) accredited private security firms have police powers to issue 30 onthe-spot fine to cyclist for riding on the pavement; 15) local authorities have new powers to shut down noisy pubs and clubs, and even to fine noisy neighbours (up to 100) or to confiscate their stereos; 16) people aged 16 or over who are found drunk and disorderly in a public place can be fined for 40 However, the new Act has come in for criticism and provoked much debate in the media because of certain aspects that will impact on the lives of young people. Some people consider this Act to be a political trick of the government to win popularity. They think this Act in practice will criminalize and victimize young people without giving them the support they need to help them to change their behaviour. ----------------------------------------------------------------*White Paper (in Britain) an official report presenting the governments policy on a particular question to be discussed in Parliament *999 calls people dial this number when they want to report about a crime being committed B. COMPREHENSION B1. Agree or disagree with the following statements: 1. Criminal situation in Great Britain has become harder. 2. The British public is much worried about behaviour of young people. 3. People do not like the loitering youngs and see them as a problem these days. 4. Anti-social behaviour is considered criminal in Great Britain. 5. The British Government introduced a new law concerning criminal behaviour. 6. The British police are now given more powers than earlier. 7. All people are happy to have the new law on anti-social behaviour.

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2. Answer the questions on the text. 1. What is the reason for anxiety of the British people? 2. Why do people see loitering young people as a problem? 3. What does anti-social behaviour mean? 4. What kinds of actions are considered as anti-social ones? 5. What steps did the British Government take to deal with this problem? 6. What can police do with those who behave in an anti-social manner? 7. Why do some people strongly disagree with the new Act? C. VOCABULARY C1. Which words do the following sentences define? Underline the correct word. 1. The crime of stealing money or other things from a bank, shop, etc, especially by using threats or violence. (burglary/ fine/ hoax/ robbery) 2. Not very important, less serious or dangerous. (widespread/ minor/ compulsory/ peculiar) 3. To make something happen, especially something bad. (issue/ originate/ cause/ damage) 4. To give the main ideas of something, summarize. (outline/ permit/ disperse/ oblige) 5. Something that you have to do as a duty or a job. (security/ anxiety/ responsibility/ begging) 6. To make something smaller or less in amount, importance, price, etc., to cut down (provoke/ resign/ reduce/ consume) 7. To have an effect or influence on someone or something. ( require/ commit/ forbid/ impact on) C2. Translate the following expressions and sentences using the text a. , ; b. , ; c. - ; d. ; e. , , ; f. ;

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g. ,

D. DISCUSSION D1. Think about the following: a) Will new anti-social behaviour laws protect young people or discriminate against them? b) Can you think of some reasons why people (usually young ones) behave antisocially? c) Will the laws tackle the root causes of anti-social behaviour or are just a trick to win over voters? d) Is this Act a response to a moral panic or a threat to society? e) Will the new laws save the Government money or hit the taxpayers harder? LESSON 4 A. LANGUAGE STUDY. CONVERSION. A1. Conversion is a process of making words of one category of parts of speech from words of another one (for example, making verbs from nouns, and vice versa) e.g. ban to ban conduct to conduct tax to tax cause to cause order to order sentence to sentence In English it is a highly-productive, simple and easy way of enriching the vocabulary with new words. Find cases of conversion in the following sentences and translate them into Russian. 1. The clerk was eyeing him expectantly. 2. An aggressive man battled his way to Stouts side. 3. I was to room with another girl called Jessie. 4. The leaves yellowed. 5. This is the queerest do Ive ever come across. 6. He has still plenty of go at his age. 7. Charlie went on wolfing the chocolate. 8. I pity any detective who would have to dog Charlie through those twenty months. 9. If anybody oranges me again tonight, Ill knock his face off! (says the annoyed hero of a story by OHenry when a shop-assistant offers him oranges for the tenth time in one night instead of peaches for which he is looking)

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10. Joke: Mother, said Johnny, is it correct to say you water a horse when hes thirsty? Yes, quite correct. Then Im going to milk the cat. (The joke is based on the mistaken association: to water a horse means to give him water, but to milk implies getting milk from an animal to milk a cow) A2. Now decide what grammar category the italicized words belong to and translate the sentences. 1) He began to nose about like an old bloodhound. 2) People all over the world protest against the cruelties in Chile. 3) Newspaper reports resulted in serious damage to his reputation. 4) Newspaper reports about latest news. 5) Our boss suspects him to be a liar. 6) Are political suspects kept under police observation in your country? 7) What causes crime? 8) What causes for complaint have you got? 9) If a judge sentences someone he (she) says what punishment for their crime will be. 10) He places everything in the right order. B. DISCUSSION B1. As you know some things are allowed in one country, but are banned in other country. Work in pairs to decide whether the following things are allowed or banned in your country. smoking consuming alcohol abortion hunting euthanasia gay families death penalty If some of the things are legal, do you think they should be banned? C. READING C1. Read these short texts and answer the questions below them. SHOULD IT BE BANNED? The remote Himalayan kingdom of Bhutan is thought to be the first country to introduce a total ban on tobacco sales. All shops, hotels, restaurants and bars are no longer allowed to sell tobacco products, with

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severe penalties imposed on those who flout the law, including a fine and the loss of their business license. Foreigners selling tobacco to locals will also be punished. A tax is being levied on all tobacco products brought into the country for personal consumption by Bhutanese. The government eventually wants Bhutan to be a smoke-free nation. As for the USA, new anti-smoking laws introduced in the country have provoked a strong debate. Some bar owners say their business are suffering and smokers say their rights also being infringed, while nonsmokers delight in a fresh environment. The state of California has some of the toughest and most extensive anti-smoking legislation anywhere in the world: smoking is prohibited in any workplaces, bars, restaurants, playgrounds and other public places, also smoking is forbidden within 20 feet of all entrances, exits, open windows and ventilation systems. Violation will carry a fine of $100. a) Is it allowed to smoke cigarettes in Bhutan? b) What penalty is imposed on those who sell tobacco products in that country? c) What can you say about anti-smoking policy in the United States? In 2005 Iranian parliament liberalized the countrys abortion laws. Previously, abortion was only allowed if the mothers life was proven to be in danger. Now a pregnancy can be terminated in the first four months if the fetus is mentally or physically handicapped. Both parents must give their agreement and three doctors have to confirm that the fetus is damaged. Under this bill, even if a woman is pregnant as a result of rape she still doesnt have the right to an abortion. An illegal abortionist and the mother in question can be sentenced to between 3 and 10 years in jail. a) On what condition can a pregnancy be terminated under the Iranian law? b) What penalty threatens those who break the law? c) How do you understand the expression the mother in question? When people talk of somebody being nannied they mean that they are being looked after too carefully and are overprotected, as if they were a young child. Some people believe Britain has become a nanny state in which the government goes too far in its efforts to look after peoples interests and does not allow them to make decisions for themselves. Examples of state

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interference have included the proposed banning of unpasteurized milk, the banning of the sale of beef on the bone, and campaigns to reduce smoking. Some people in the USA are also worried about the government making too many rules, although this is not referred to as the nanny state and has not produced the same amount of public annoyance as in Britain. But some businesses are so afraid of being sued and having to pay heavy costs that they limit their own activities without waiting for the government to make laws. For example, some restaurants refuse to serve alcoholic drinks to women who are pregnant, since alcohol could hurt the baby and they could then be sued as a result. a) What does it mean when somebody is being nannied? b) Why are British people annoyed with their governments certain actions? c) What are some American businessmen afraid of? D. DISCUSSION D1. Discuss the following questions relating to the above-mentioned issues. Use the helpful expressions below to say what you think. 1. What do you think about the anti-smoking laws in Bhutan and California? Do you think the government infringes smokers rights, or it protects the nations health? 2. Concerning the abortion problem, do you agree with the statement that an unborn child has rights (the right for life, particularly) which must be protected? Are you pro-life (against abortion) or pro-choice (in favour of a womans right to make a choice)? 3. In your opinion, how far should the government decide what is the best for us, and how far should we have the right to control our lives? USEFUL LANGUAGE Personally, I think (dont think) its a good idea because I am deeply, morally against/ for I dont see anything wrong with I think it depends on It seems to me that I agree (dont agree) with this law because I think everyone should have right to People should be free to I think its wrong to This shouldnt be allowed because On the one hand , but on the other hand

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I dont really have any strong opinion E. WRITING. Project-work. E1. Think of some things the government should ban (or allow) in your opinion. Write a short composition explaining your point of view. Here are some topics you can think over: vegetarianism homelessness women in the military testing on animals embryo research pornography on the Internet nuclear energy zoos genetically engineered food soap operas

LESSON 5 A. DISCUSSION A1. Discuss the following: 1. What is the law in your country concerning both possession of drugs and drug dealing? 2. Do you know what soft drugs and hard drugs are? B. READING B1. Read the text. Define the main idea of each of the three parts, summarize it in a few words, and give a title for each part. KEY VOCABULARY relax (a law) (v) , Misuse (n) possession (n) , license (v) , supply (v) , abuse (v) addictive (adj) harm (n) , imprisonment (n) require (v) submit (v) fine (n) random test life sentence

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recruitment (n) infringement (n)

1. ________________________ Legal drugs like alcohol, cigarettes and solvents* are the most popular ones. But there are still rules about who can buy them and how they can be used. Certain drugs are controlled by the law. Illegal drugs like speed, cannabis, crack, ecstasy*, heroin, LSD, magic mushrooms, etc. are controlled under a law called the Misuse of Drugs Act. People who have these drugs in their possession, use them or supply them to other people are committing a criminal offence. The law puts illegal drugs into three classes: A,B, and C according to the harm that they can do to you. Class A is the most harmful. Maximum penalty under the Misuse of Drugs Act for possession of class A drugs is seven-years imprisonment plus fine, for supply of these drugs life sentence plus fine. Maximum penalty that can be given for possession of class C drugs is two-years-imprisonment plus fine, and 14 years plus fine for supply of such drugs. 2. _________________________ Some people including police officers and politicians, have recently been suggesting that the laws for some drugs like cannabis should be relaxed. The US government has made some changes to the law on cannabis, but it still remains an illegal drug. In the Netherlands, for example, people are permitted to carry small amount of cannabis or other soft drugs, but only for their personal use. The Dutch government went further and allowed special cafes, but only those which are licensed by local authorities, to sell soft drugs. They believe that such approach may help to control the abuse of hard drugs. In the USA some politicians also agree that some soft drugs, like marijuana, should be made legal. The reason for that they see in the fact, that cancer patients buy it for pain relief and, therefore, marijuana actually does some good in comparison with alcohol and cigarettes which are more addictive and more harmful but are legal. Some people think that legalizing drugs could make the job of law officers much easier. Other people strongly oppose legalizing drugs, they believe this would worsen the drug problem. 3. ________________________ Many private companies in United Kingdom and in the United States are adopting drug-testing practices and require workers to submit to random test, or even incorporate it into recruitment procedure. Civil liberties groups suggest it may be an infringement of human rights in cases where recreational drug use has no effect on work performance and safety. ----------------------------------------------------------------

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solvent speed, cannabis, crack, ecstasy (, , ) C. COMPREHENSION C1. According to the text, which of these statements are true? 1. Alcohol, cigarettes and solvents are legal drugs. Anyone can buy them without restrictions. 2. Only hard drugs are controlled by law. 3. Drugs are divided into classes according to a harm they can do. 4. In the Netherlands anyone can use or sell cannabis. 5. Certain drugs can help people who are ill. 6. The US government has made cannabis legal drug. 7. Legalizing soft drugs will make the job of police officers easier. 8. Alcohol and cigarettes are less addictive and harmful than drugs. 9. Many British and American companies want their workers to pass drug tests. D. VOCABULARY D1. Find in the text the following expressions: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) D2. Translate the sentences paying attention to the words in bold type. HELPFUL VOCABULARY Criminal, fine, harm, imprisonment, infringement, life sentence, possession, recruitment, relax, require, sentence (v), submit, supply, violation 1) , . 2) , .

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3) . 4) . 5) . 6) , . 7) 10 , . 8) . . D3. Word study: MISUSE and ABUSE Misuse (v) to use something in the wrong way or for the wrong purpose. Misuse (n) when something is used in the wrong way or for the wrong purpose. Politicians misused public money on entertaining their business guests. Opponents of genetic engineering see it as a misuse of scientific knowledge. She was accused of misusing company funds. This new computer system is completely unnecessary and a misuse of taxpayers money. Abuse (v) 1. to use something for a bad purpose, especially in a way that is unfair or that harms other people. 2. to treat someone in a bad, dishonest or harmful way. Abuse (n) 1. when something is used in a bad, dishonest, or harmful way. 2. cruel, violent, or unfair treatment. Local politicians abused their privileges to make themselves rich. Dont abuse the confidence they have placed in you. There is wide spread abuse of power in many countries. Drugs and alcohol abuse contributed to his early death. E. DISCUSSION E1. Work in groups of 3-4. Find out how many of you agree or disagree with the following specific statements: Most crime is caused by drug use. Alcohol and cigarettes cause more problems than illegal drugs. Experimenting with drugs is not very dangerous. You just need to know when to stop. Students who bring drugs in college or university must be expelled.

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Cannabis use should be made legal. Young people use drugs because their friends force them to do so. Once you are addicted to a drug it is almost impossible to stop using it. Its embarrassing to refuse a drink. Drinking alcohol makes you look cool. Alcohol helps you socialize with others. Laws on alcohol consume should be stricter.

E2. Work in pairs. Discuss the following situations (they take place not in the Netherlands) to decide if these people are breaking the law. First say your opinion, then see the right answers in the end of the module. 1. Pete is having a party in his flat. There is a lot of booze and some people are smoking cannabis. Pete is not smoking himself but knows it is going on. Is Pete breaking the law? 2. David smokes cannabis but claims he cant be punished by law because he is a Rastafarian*. His religion approves smoking of marijuana. Is he breaking a law? 3. Mary is 14 and she goes into her local shop to buy some cigarettes. Is she breaking the law? 4. Richard and his friends put their money together to buy some cannabis. Richard takes the money and buys it from a man he knows. When he returns he shares the cannabis out with his friends Can Richard be arrested for being a drug dealer? ------------------------------------------------------Rastafarians a religious group which originated in Jamaica. They gather to smoke marijuana and discuss ethical, social and religious matters. F. WRITING. Project-work. F1. Here is an opinion of a young American concerning drug laws. Read it and write to him an answer giving your vision of the problem. Some politicians on Capital Hill want to deprive us Americans of our rights and freedoms. These politicians promote the fiction that drug laws help and more drug laws would help more. They all stand guilty of fostering public hysteria about drugs. In all and all, the drug laws are hurting more people than the drugs themselves. If drugs were legal, the average person could walk into a corner store and buy a bag of weed like it was a pack of cigarettes or a pack of chewing gum. They wouldnt have to go to a dealer and purchase it illegally. If the government was smart it would see that it could profit a lot from the sale of drugs. Just like they have from the sale of

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tobacco products. The government could control it just like tobacco companies. If they would put heavy taxes on it they would make a huge profit and be making Americans happy at the same time.

LESSON 6 A. VOCABULARY A1. Do you know these words? Match the words with their definitions: Suicide homicide assassination euthanasia manslaughter murder a. the killing of an important person deliberately, especially for political reasons; b. the crime of killing someone; c. the crime of deliberately killing someone; d. the crime of causing someones death without intention; e. the action of deliberately killing yourself; f. the practice of killing a very old or a very ill person in order to stop them from suffering B. READING B1. Before you read the text, try to match the following expressions with their meanings: 1. a. legitimation of 2. euthanasia b. terminally ill patient 3. c. suicide act 4. d. codification of the 5. norms 6. e. be guilty of murder 7. f. to release liability 8. g. the right of subsistence 9. h. alleviate suffering i. to try someones best The right to die or the right to live? The debate on euthanasia has lasted for many years. There is much research on euthanasia no matter in jurisprudence or medical areas and there are many different opinions on it. People who support the legitimation of euthanasia believe that we should respect patients to choose how to die and that it also meets the principle of humanitarianism. In the Netherlands, the

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law allows doctors to help terminally ill patients to die. The law on euthanasia is governed by the "Termination of life on request and assisted suicide act" of 10 April, 2001 that entered into force on 1 April, 2002. This act is generally considered as the codification of the norms and procedures that have governed the practice of euthanasia in the Netherlands for almost three decades. In Great Britain public support for legislation to permit assisted dying has grown from 69% in 1976 to 82% in 2004. These views are echoed in an ethical analysis by Professor Torbjorn Tannsjo, who argues that a system for euthanasia would mean that people could approach the terminal phase of their lives without fear. "They would know that, if, when their turn comes, and things turn out to be terrible, they have a way out," he writes. In China doctors and family members who help the patients to make the euthanasia happen are guilty of murder under present laws. So, they wish to release these people's liability by passing a law on euthanasia. Experts who oppose euthanasia believe that the right of subsistence is deprived by other people no matter if it is the will of the patients or not. Many doctors warn that the legitimation of euthanasia may open a door for crimes like murder. Recent research in Belgium had pointed out that Belgian (or at least Flemish) physicians frequently 'forget' to obtain the patients request before ending his life. As a doctor, I suggest cancer patients be given pain killing prescriptions to alleviate their suffering. We should try our best to help terminally ill patients spend the rest of their lives with less pain and more happiness, says Chen Fan, a doctor of Beijing Tumor Hospital in China. C. COMPREHENSION C1. Answer the questions on the text. 1. According to the text, why do some people support euthanasia? What are the reasons for their support? 2. Why do other people oppose euthanasia? What are their arguments against it? 3. Is euthanasia legal in the Netherlands? What is the basic document governing this matter? 4. Did euthanasia exist in the Netherlands before the enactment? 5. What is the attitude of the British people to this problem? 6. Does the practice of euthanasia exist in China? Is it legal? D. VOCABULARY D1. Find in the text the following expressions: a) b)

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c) d) e) f) g) 1 2002 , - ( )

D2. Match the definitions with the words. Debate, deprive, echo (v), fear, humanitarianism, meet, oppose, physician, recent, request, research, respect, warn, will 1) the detailed study of something in order to discover new facts: 2) a discussion in which people or groups state different opinions about a subject: 3) a feeling of alarm that something bad or unpleasant might happen: 4) the attitude that someone is important and you should treat them politely: 5) to take something away from somebody: 6) mental power by which a person can direct his thoughts and actions: 7) to tell about a possible problem, to inform in advance what may happen: 8) something happening or starting a short time ago: 9) an act of asking for something: 10) to disagree with something, try to stop it: 11) peoples efforts to help those who live in bad conditions: 12) to express the same words or ideas that someone else has expressed: 13) a person who practice medicine: 14) to satisfy, be adequate: E. DISCUSSION E1. Work in groups. Read the story from the real life and discuss the questions below. From when he was a young man, Dr. Carrington had suffered from a chronic lung* illness. Pneumonia had followed pneumonia. Despite his disease*, he had still managed to practice psychiatry with some success; but finally, the progressive nature of his condition meant that he needed treatment in an intensive care unit* with 24-hour-a-day supervision, breathing only with the aid of a respirator. He had intravenous lines* in his arms; he had many blood tests drawn; he had a breathing tube attached into his neck, and all these things were uncomfortable. Besides that, not sleeping and pain. Finally, the patient himself asked that the doctors kill him: Doctor, will you help me to die? They did so through a drug overdose. lung disease

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intensive care unit intravenous lines Questions for discussion: 1. Were the actions of the doctors ethical, moral, lawful? 2. Should the patients request to die have been respected? 3. Or was it a request made in a moment of desperation and to be ignored? 4. If you were a wife (a friend, a son) of this man, what would you do? F. SPEAKING OUT F1. Are you a supporter or an opposer of euthanasia? Give your opinion concerning legitimation of euthanasia. Consider the following reasons for and against it: Voluntary euthanasia is unnecessary because alternative treatment exists. Euthanasia violates historically accepted codes of medical ethics. It may give too much power to doctors. Emotional state of a patient does not allow to make right decision. Voluntary euthanasia leads to involuntary euthanasia. It will be difficult to differentiate murders of people with illness from assisted suicide. Euthanasia would not only be for people who are terminally ill. Doctors are motivated by cost factors. Who decides that there is no hope? Even best doctors may be mistaken. People suffer from unbearable pain. Everyone has a right to commit suicide. People should not be forced to stay alive. Government has no right to make people suffer. G. IT IS USEFUL TO KNOW G1. Read the following information. Where are euthanasia and assisted suicide legal? The state of Oregon, the Netherlands and Belgium are the only jurisdictions in the world where laws permit euthanasia and assisted suicide. What is the difference between euthanasia and assisted suicide?

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If a third party performs the last act that causes a patients death (for example, giving a patient a lethal injection), euthanasia has occurred. If a person who dies performs the last act with the help of someone (for example, a person swallows an overdose of drugs that has been provided by a doctor), assisted suicide has taken place. Is Dutch law on euthanasia compatible with international conventions guaranteeing the right for life? The Dutch government does not go so far as forbid individuals to decide for themselves whether or not their lives are worth living. For that reason, suicide is not an offence in the Netherlands, as it is in some other countries. Can people come from other countries to seek euthanasia in the Netherlands? This is impossible, given the need for a close doctor-patient relationship. Granting a request for euthanasia places a considerable emotional burden on the doctor. The legal procedure for assessment of each individual case of euthanasia requires the patient to have made a voluntary, well-considered request and to be suffering unbearably without any prospect of improvement. In order to be able to assess whether this is indeed the case, the doctor must know the patient well. This implies that the doctor has treated the patient for some time.

LESSON 7 A. READING A1. Read the text to find out information about laws in Singapore. While reading think how many parts the text may be divided into. KEY VOCABULARY subject to (a) strict (a) tough (a) instill (v) , mandatory (a) , cane (v) , sentence (n) - execution (n) vandalize (v) offender (n) - , litter (v) , -. Singapore is one of the safest countries in the world. Both local people and tourists feel safe there. Laws in Singapore are generally strict and aimed at instilling a self-disciplined society with restrictions and harsh punishment, for

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example, caning and execution. Singapore has created a wide variety of laws and regulations against anything and everything that could possibly upset the sense of tranquility. Taxi drivers in Singapore tell an often told joke: "Singapore is a fine country. In Singapore, we have fines for everything." The joke is popular because fines are a defining element of life in Singapore. Some of the fines are for offenses that international travelers might expect, such as littering. However, the penalties for these crimes and the strictness with which they are enforced may surprise travelers. First-time offenders can be fined $500 or more. Other laws are more unique to Singapore. For example, it is illegal to use a toilet in Singapore and then not flush* it. You will also be given a fine if you are caught spitting*. The sale, importation and possession of chewing gum is banned and subject to heavy fines. First-time offenders can be fined $1,000 and repeat-offenders are fined $2,000 and given corrective work, such as cleaning a public place. The offenders are made to wear bright jackets, and sometimes, media are invited to cover the spectacle. This rule was introduced because of the high cost and difficulty in removing chewing gum from public premises. In addition to gum, other items that cannot be brought into the country without authorization from the government include bullet-proof clothing, toy guns, pistols, weapons, or spears. Chewing tobacco, toy currency, and obscene* materials are strictly prohibited. Smoking is not allowed in public buses, taxis, lifts, theaters, cinemas, government offices, and in air-conditioned restaurants and shopping centers. First-time offenders face a maximum fine of $1,000. Eating or drinking is also prohibited in Mass Rapid Transit trains and terminals. It carries a minimum fine of $500. Laws against driving while using a cellular phone are very strictly enforced. First-time offenders can be fined up to $10,000. In addition to the minor offenses that could result in a fine or community service work, the laws concerning more serious offenses in Singapore are also very tough and strictly enforced. For example, there is a mandatory caning sentence for vandalism offenses. An American teenager Michael Fay was caught vandalizing Singaporean cars in 1994 and sentenced to caning. Despite the considerable efforts of President Clinton and several other government officials, the sentence was not reversed, although the number of strokes were lessen. Fay was also fined and served a four-month prison sentence. ------------------------------------------------------------------*flush spit obscene , , B. VOCABULARY

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B1. Translate the following expressions using the text: 1) 2) 3) 4) 5) 6) , 7) , 8) 9) 10) 11) 12) () 13) , 14) 15) 16) 17) , 18) 19) 20) C. DISCUSSION 1. Do the assignments below: 1. Divide the text into several parts and provide the reasons for your dividing. 2. How many laws and regulations can you find in the text? Write them out and decide which laws you consider just, reasonable, odd, useful, wrong. Say why you think so. 3. Compare Singapores laws with similar regulations in your country. Which country has stricter laws? 4. Do you agree that it is reasonable to have so many fines for almost everything wrong? D. ROLE-PLAY. D1. LEGISLATORS. Divide into groups of 3-5 people. Each group should invent and introduce a new law they consider necessary and actual. Other groups should try to oppose these laws finding arguments against them. Each group may then modify or amend the law and introduce it again. The others vote for or against passing this law.

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How many laws have you passed? E. TIME FOR FUN E1. Try to do the second quiz just for fun. You can find the right answers at the end of this module. QUIZ 2. Dumb laws around the world 1. In Scotland, you may not be in possession of a cow if you are - naked - over 65 years old - alone - drunk 2. In France, what can you not call a pig? - Charles DeGaulle - Napoleon - Gerard Depardieu - Jerry Lewis 3. In Haifa, Israel, it is forbidden to bring to the beach - alcohol - bears - food - pigs or bacon products 4. In Finland, you must have a license for which of the following? - a computer - a house pet - a television - a tomato plant 5. In Singapore, it is illegal to do this in an elevator: - to talk - to sneeze - to pee - to cough 6. How many years is a life sentence in Australia ? - 50 years - 1,000 years - 100 years - 25 years 7. In Canada it is illegal to kill a sick person by doing what to them? - making them tired - tickling them - frightening them

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- kissing them 8. In Italy, a man may be arrested for wearing - hat - the spaghetti sauce from his dinner on his shirt - skirt - red clothes 9. In China, to go to college you must be - a Chinese citizen - rich - male - intelligent 10. Until 1824 anyone in England who unsuccessfully attempted suicide faced - 10 to 20 years in prison - the death penalty - life in prison - exile and loss of all possessions 11. In Thailand, it is illegal to leave your house if you are not wearing - underwear - shirt - hat - gloves 12.In Switzerland, it is illegal to do this after 10 pm if you live in an apartment: - watch TV - sing - flush your toilet - have sex

LESSON 8 A. REVISION A1. Which word do the following sentences define? Chose the right word. 1. To give up a position or job: a) resign b) consume c) cause d) own 2. To order that something shall not be done, not to allow: a) get rid of b) expect c) loiter d) forbid

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3. Sum of money (to be) paid by citizens to the government for public purposes: a) issue b) duty c) fine d) tax 4. Sum of money (to be) paid as a penalty for breaking a law or rule a) prohibition b) fine c) hoax d) tax 5. Unjust practice that has become established: a) abuse b) rule c) anxiety d) legitimation 6. Something that is obligatory, required, that must be done: a) peculiar b) compulsory c) illicit d) acceptable 7. Change to a document, law or agreement: a) permission b) obligation c) recruitment d) amendment 8. A crime or illegal activity for which there is a punishment: a) misuse b) liability c) offense d) imprisonment 9. The crime of entering a building illegally in order to steal things: a) burglary b) robbery c) begging d) infringement 10. To prevent someone from having something that they need or want: a) damage b) deprive c) require d) disperse 11. To tell someone about possible problem or danger so that they can avoid it: a) ban b) harm c) warn d) request 12. Legally or morally liable for the care of something or someone: a) obligatory b) responsible c) concerning d) permissible 13. To give the main ideas of a plan: a) outline b) submit c) echo d) respect 14. To have an effect or influence on someone or something: a) be guilty b) supply c) impact d) oppose 15. To say what a persons punishment will be: a) abuse b) misuse c) reduce d) sentence A2. Write a prefix that makes the following words negative. Example: legal illegal Use the prefixes below: Unirilimindis____lawful ____essential ____formal ____moral ____important ____honest ____legal ____acceptable ____fair ____rational ____loyal ____just ____necessary ____natural ____reliable ____ethical ____logical ____possible ____responsible ____safe ____perfect

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A3. Write out from the box the words with the same meaning as the words below: Admire, analyze, argue, arise, authorized, begin, bizarre, capitulate, come from, confront, contemporary, contribute, counter (v), curious, current, deliver, examine, explore, fresh, give up responsibility, honour (v), insignificant, late, lawful, leave, licit, look into, odd, peculiar, permissible, present-day, protest, provide, queer, quit, recognize, regard (v), resist, retire, rightful, sanctioned, singular, small, speak against, study, trivial, unfamiliar, unimportant, value (v) a) b) c) d) e) strange (adj): legal (adj): minor (adj): recent (adj): research (v): f) g) h) i) j) oppose (v): respect (v): originate (v): resign (v): supply (v):

A4. Choose the right word. Means of social control in Cambodia. At the community level in Cambodia, social control is damaged/ provided/ banned through socialization from childhood into norms of proper custom/ issue/ conduct and through use of informal sanctions such as gossip* or ostracism*. Individuals seek to avoid the embarrassment or shame of improper law/behaviour/ prohibition, as well as to earn religious merit by following the major Buddhist taxes/ fines/ rules of conduct (do not lie, steal, drink alcoholic beverages, fornicate, or kill living creatures). Certain kinds of obligations/harassment/ misbehaviour are thought to bring punishment/ amendment/ abuse from supernatural beings, usually in the form of illness. Although police and law courts exist, many people avoid using them except when absolutely permissible/ compulsory/ necessary. Within the community, open confrontation/ euthanasia/ recruitment between individuals is rare because cultural norms discourage aggressive anger and conflict. -----------------------------------------------------------------------*gossip , , , ostracism , , B. TRANSLATION B1. Translate the following text in writing. Euthanasia. Formerly called mercy killing, euthanasia means to facilitate someone elses death intentionally but also compassionately. Euthanasia is

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illegal in Britain, but overseas steps have been taken towards legislation in the Netherlands, the US state of Oregon and the Australian Northern Territory. Debates over the ethics of euthanasia involve questions concerning a doctors Hippocratic oath, parallels with abortion and suicide, religious beliefs, uncertainties over the motives of relatives, and the individuals right to an easy, painless death. Orthodox religion condemns euthanasia as the unwarrantable curtailment of God-given life. The law doesnt accept euthanasia either. It denies the validity of living wills and threatens with severe penalties (that are, however, rarely inflicted) those who assist their follows in terminating their life, even when acting only on an explicit, formally recorded request. The euthanasia movements commands considerable support and will probably make further headway as Britain becomes an increasingly secularized society. C. CASES C1. Read the cases, recall what laws were people breaking, in what countries and at what time did the situation take place? Case 1 John Smith, a pub owner in London, was fined for a sum of 500 because he had let the pub visitors stay for the night to celebrate a birthday of one of them. I wasnt doing anything wrong. I just wanted to help people and earn some money. Now Ill have to close the pub as the fine is really huge, regretted the poor publican. Do you think the law was fair? What might the reason for introducing such regulation have been? Can this law be applicable now? (Give arguments to ground your point of view) Case 2 Nigel Jones,45, initiated a legal case against his wife Susan, 27. When the judge read his claim, she and all clerks of the court were first astonished, then couldnt stop laughing for almost half a day. It turned out that Mr. Jones was dissatisfied with the change in his spouses appearance that was carried out without his permission. I got married to another woman, explains Mr. Jones. She used to wear it long and looked really lady-like. Now she looks like a teenage boy, he continues. Judge Reed is at her wits end: being absolutely absurd, the claim still has all legal grounds. What was the change that Mr. Jones was so dissatisfied with? What do you think about the claim? What relationships in the family can these people have? What should the judge do?

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Case 3 The principal of Charity school dismissed Miss Carter, one of the teachers. The only reason for that snap decision was that he once saw her walking hand-in-hand with a young man. Miss Carter wanted to explain that it was her cousin but the decisive principal just refused to listen. He said that he believed his eyes only. What was the reason for the dismissal? Was it fair? Who would you believe in that situation? (Give reasons) Case 4 In the recent interview Hugo Sallivan, 85, a famous restaurateur, confessed that the starting capital for his business was earned illegally. When he was a teenager his father was secretly importing whisky into the country. The small business was successful for half a year, then the father was arrested and sentenced to a jail term. After that misfortune Hugo inherited the family business and developed it successfully. He was clever enough to stop at the right time and afterwards opened a caf by a petrol station in his native town. In five years he owned 12 cafes throughout the state, in ten years a chain of fast food cafes in many states of the country. Later he invested in various sphere of business, including a chain of most fashionable restaurants in many large cities of the world. Name the crime Hugos father was arrested for. Should Mr. Sallivan be punished for his illegal activity? (Give arguments to ground your answer) What is your attitude to the law they were breaking?

APPENDIX 1 VOCABULARY TO KNOW: compulsory Abuse concern acceptable consume addictive curious allow damage amendment debate anxiety deprive ban disperse beg/ begging duty burglary expect cause execution codification

fear fine forbid (forbade, forbidden) get rid of be guilty harassment harm illegitimate illicit impact on

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imprisonment infringement issue legitimation liability license life sentence mandatory minor misuse murder need obligation obligatory oblige odd offence/offense originate oppose outline peculiar permissible permission permit possession prohibit prohibition recruitment reduce release request require research resign respect be responsible for robbery sentence singular strict submit supply suppose tax tough will

APPENDIX 2 KEY TO MODULE 2 Lesson 1. D2. Possible answers: different same, similar allow prohibit, forbid usual unusual, strange obey disobey, break polite impolite, familiar, rude buy sell poor rich, wealthy send receive funny serious, sad appear disappear, vanish famous unknown, obscure keep give up, release, ignore, accept deny, reject, refuse break useful useless, worthless permission prohibition D4. 1) acceptable 2) allows 3) cause 4) permission 5) prohibited 6) resign 7) tax 8) originated F1. The answers to Quiz 1 Dumb American laws : 1. to sing 2. a lion 3. an ice-cream cone 4. to drink milk (actually, it is against the law not to drink the milk) 5. a Santa suit 6. a box of candy

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7. 8. 9. 10. 11. 12. to tie a giraffe to whistle all of these get it drunk $20 fine skunks

Lesson 5. E2. 1. If Pete knows his flat is used to take drugs and does nothing about it he could be prosecuted. 2. Membership of a religious group does not override the Drug Laws. He is at risk of arrest for being in possession of a controlled drug. 3. The shopkeeper is breaking the law, not Mary. Mary is being stupid with her health. 4. Yes. Although there is no intention to profit personally, he still commits the offence of supplying drugs to his friends. Lesson 6. A1. a) assassination; b) homicide; c) murder; d) manslaughter; e) suicide; f) euthanasia D2. 1) 2) 3) 4) 5) research debate fear respect deprive 6) 7) 8) 9) 10) will warn recent request oppose 11) humanitari anism 12) echo 13) physician 14) meet

Lesson 7. E1. Quiz 2 Dumb laws around the world: 1. drunk 2. Napoleon 3. bears 4. a TV 5. to pee 6. 25 years

7. 8. 9. 10. 11. 12.

frightening them skirt intelligent the death penalty underwear flush your toilet

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APPENDIX 3 SOURCES

I. : 1) Cunningham S., Moor P. Cutting Edge (Intermediate) 2) Greenall S. Reward (Upper-intermediate) 3) Side R., Wellman G. Grammar and Vocabulary for Cambridge Advanced and Proficiency. Longman, 1999. 4) .. . . . .,2000. 5) .. . . .,1999. II. : 1) Longman Essential Activator, 1997. 2) The American Heritage Dictionary. Laurel, 1983. 3) The New English Penguin Dictionary, 1986. 4) The Macmillan English Dictionary, 2003. 5) Oxford Advanced Learners Dictionary of Current English. Oxford, Moscow, 1982. 6) Chambers Dictionary of Quotations. New York, 1999. 7) ., ., . . . .,1990. 8) . . .,2003 9) - : 3- ./ . . .,1993 10) .. - . .,1984. 11) ., . . . ..1990. III. : 1) The Encyclopedia of Worlds Cultures. New York, 1999. 2) The Encyclopedia of Contemporary British Culture. London, New York, 1999. 3) Kennedy I. Treat me right: Essays in medical law and ethics. Oxford, 1991. 4) www.answers.com 5) www.cannabisnews.com 6) www.clearwisdom.net 7) www.dumblaws.com 8) www.ethical-perspectives.be 9) www.euthanasia.com 10) www.funtrivia.com/quizzes/world/the_law.html 11) www.minbuza.nl 12) www.talktofrank.com

83 MODULE 3 KINDS OF LAW

LESSON 1 A. LEAD-IN A1. Look at the following branches of law and decide what legal matters they may include. Compare your answers. e.g. Law of Contract: formation and condition of a contract; who can make a contract; what happens if a contract is broken; how a contract comes to an end Family Law: . Roman Law: International Law: Criminal Law: .. 1. What other categories of law are known to you? What kinds of law will you be taught? 2. Can you say how law is divided into branches in Russia? In other countries? 3. What do you understand by private law and public law? Can you give an example of one branch of private law and one of public law? Is the distinction between private law and public law clear in Russian legal system? Is the distinction important? B. READING B1. Read the text paying attention to the key vocabulary and get the main idea. KEY VOCABULARY establish (v) responsibility (n) consolidate (v) , apply to (v) , safeguard (v) source (n) punishment (n) consist of (v) code (n) executive (adj) taxation (n) distribution (n) - deal with (v) , THE LAW SYSTEM Law is a system of rules established by the state. The main aim of law is to consolidate and safeguard the social and state system and its

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economic foundation. The system of law in our country consists of different categories of law. Constitutional law is a leading category of the whole system of law. Its principal source is the countrys Constitution. It deals with social structure, the state system, organization of state power and the legal status of citizens. Administrative law is closely connected with constitutional law but it deals with the legal forms of concrete executive and administrative activity of a government and ministries. Criminal law defines the general principles of criminal responsibility, individual types of crimes and punishments applied to criminals. Criminal law takes the form of a criminal code. International law regulates relations between governments and also between private citizens of one country and those of another. Financial law regulates the budget, taxation, state credits and other spheres of financial activity. Civil law is connected with relations in the economic sphere of life, with relations involving property, its distribution and exchange. The right in property is the central institution of civil law. The rules of employment law include the legislation on the employment of industrial and office workers and regulate matters arising from employment relations. C. COMPREHENSION AND VOCABULARY C1. Read the text in detail to find the answers to the ten Whatquestions below. 1) What is law? 2) What is the main aim of law? 3) What categories of law does the system of law in Russia consist of? 4) What is the principal source of constitutional law? 5) What category of law is closely connected with constitutional law? 6) What is the central institution of civil law? 7) What does criminal law define? 8) What forms does criminal law take? 9) What is civil law connected with? 10) What rules does employment law include? C2. Say what category of law

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a) is connected with relations involving property; b) is a leading category of the whole system of law; c) defines the general principles of criminal responsibility; d) includes the legislation on the labour of industrial and office workers; e) deals with administrative activity of government and ministries; f) regulates the budget, taxation, state credit C3. Find the English equivalents to these words and phrases: 1) 2) 3) 4) 5) 6) 7) 8) 9)

LESSON 2 A. LANGUAGE STUDY A1. a) Find in the text the expressions its principal source, the general principles. Can you explain the difference in the meaning of principal and principle? If not, note the following: PRINCIPLE (n) = basic truth, general law, rule of behaviour () PRINCIPAL (adj) = most important (the principal rivers of Europe) () (n) = title of some heads of colleges and other organizations (the principal of college) (, ) PRINCIPALITY (n) = 1) country ruled by a prince (the Principality Wales) ( , ) 2) leading position ( ) b) Translate the following sentences: 1. Chamberlain consulted his principal colleagues 2. It seems that some politicians have no principles at all. 3. They arranged with the principal of her school to take time off. 4. Coffee is the principal export of Brazil.

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c) Think of some more sentences with these words. A2. Word study. Look at the examples and make up your own sentences using the words. 1) STATE: state policy When you are talking about the state regulations US, Canada, or Australia state state documents may have a different meaning: 2) FEDERAL (in the USA): one of the separate parts of the federal courts country federal laws () federal power 3) CROWN (in the UK) Crown courts Crown colony crown lawyer ( ) 4) PUBLIC: public debt public lands public funds 5) CIVIL: civil service civil servant Warning: public school in Britain

A3. Project-work Word partnership. We can use many verbs with the word law. Study the following examples and divide them into groups according to their meaning. Consult the dictionary. Learn the expressions by heart. Make up you own sentences with these expressions. Demonstrate your results to your classmates. to create to violate to modify to enforce to abolish to teach to apply to study to observe to disobey to enact to adopt to execute to keep within to break to ignore

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to repeal to pass to obey to revoke to practise to go beyond to go in for to follow to lay down to read

A4. Translate the following extracts from newspaper articles. 1. I have been convicted of breaking the law because I was trying to stop others from doing so. Its totally unjust. 2. Three years ago, Mr. Fforde caused an outcry when he accused the Scottish Executive of breaching his human rights by abolishing the feudal system. 3. International arbitration is now recognized and can be enforced in the 132 countries which are members of the New York Convention of 1958. 4. The situation has been considerably simplified with the newly enacted Russian Code of Arbitration. 5. Putin lectured Bush about how Russias history dictates that it adopts a limited form of democracy. 6. In order to create a dynamic civil society, it is essential to guarantee both the liberty of citizens from extortion and the freedom to protect their private property. 7. Most companies involve charges of attempts to buy votes, financial abuses and violation of electoral law. A5. Choose a proper verb. 1) Congress (disobeyed/ adopted/ ignored) a law that allows women to become pilots in the Air Force. 2) If you dont buy a ticket before you get on train you are (passing/ studying/breaking) the rules. 3) Many drivers (keep within/ ignore/ practise) the law and drive without using safety-belts. 4) When a Bill is (passed/ revoked/ followed) by Parliament and signed by Sovereign it becomes a law. 5) The British lawyers (lay down/ violate/ rely) mostly on customs, traditions and precedents. 6) If a man failed to (go in for/ go beyond/ observe) the law he can be punished. 7) The President (read/ enacted/ enforced) the Bill on animal rights. 8) A lawyer is a person who (studies/ obeys/ practises) law.

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9) We cant sue him now. He went to Brazil and is (within/ beyond/ in for) the law. B. WRITING. Project-work B1. Write a short composition about the life of the law, using as many verbs (from A3) as you can. Write about the following: - why does the law appear and how? - who enacts the law? - who enforces it and how? - why people may be punished? - what should they do in order not to be punished? - if the law is bad or becomes out of date, what would it be then? LESSON 3 A. READING A1. Read the text, be sure that you know all the words and expressions, be ready to discuss it. KEY VOCABULARY correspond (v) concern(v) , inheritance (n) dispute (n) legal remedy binding , case (n) tort (n) , equity (n) statute (n) , commit (v) wrong (n) statutory law trust (n) , legislature (n) benefit (n) , harm (n) , , to obtain justice harm (v) , the Court of Chancery well-being (n) codify (v) KINDS OF LAW One important distinction made in all countries is between private (or civil) law and public law. Civil law concerns disputes among citizens

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within a country and public law concerns disputes between citizens and the state, or between one state and another. The main categories of English civil law are: Contracts: binding agreements between people (or companies); Torts: wrongs committed by one individual against another individuals person, property, or reputation; Trusts: arrangements whereby a person administers property for another persons benefit rather than his own; Probate: arrangements for dealing with property after the owners death; Family law: rights and duties of members of a family. The main categories of public law are: Crimes: wrongs which, even when committed against an individual are considered to harm the well-being of society in general; Constitutional Law: regulation of how the law itself operates and of the relation between private citizen and government; International Law: regulation of relations between governments and also between private citizens of one country and those of another. In codified systems there are codes that correspond to these categories, for example, Frances Code Civil and Code Penal. Justinians Roman codes covered such areas of law as contracts, property, inheritance, torts, the family, unjust enrichment, the law of persons, and legal remedies, but said little about criminal law. Consequently, most Continental criminal codes are entirely modern inventions. Each country in the world, even each state of the United States, has its own system of law. However it is generally true to say that there are two main traditions of law in the world. One is based on English Common Law, and has been adopted by many Commonwealth countries and most of the United States. Common Law is a legal system based on traditions, customs and precedents of immemorial antiquity or on the previous judgments and decrees of the courts. The Common Law is a case-by-case development of three branches of law (Criminal, Civil, and Equity) and of three sub-branches of Civil law (Property, Torts, and Contracts). Common Law is understood as contrasted with or opposed to Statutory Law the body of law created by legislature. Equitable Law is a part of English Common Law and it deals with the cases which are out of common law field. In general sense equity means fairness, and when petitions from persons are unable to obtain justice in the common law courts they can be sent to the Court of Chancery, as its special field is equity. Therefore Equitable law is a kind of supplement to the Common Law, making the English legal system more complete.

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The other tradition, sometimes known as Continental (or Roman) Law has developed in most of continental Europe, Latin America and many countries of Asia and Africa, which have been strongly influenced by Europe. B. COMPREHENSION AND VOCABULARY B1. Answer the following questions. 1. What categories of law are there in English legal system? 2. What matters do they deal with? 3. What are codified systems? 4. What are the worlds main systems of law? Do you know other systems? 5. What is Statutory Law? Equitable Law? 6. Do you know any of Commonwealth countries? Why has English Common Law been adopted by them? 7. What is the special field of the Court of Chancery? B2. Translate into English using the text: - - - - - - - ,

B3. Decide what category of law would deal with the following crimes: a) robbery b) violation of human rights c) speed limit excess d) failure to pay customs duties e) misuse of authority f) breach of contract g) unreasonable dismissal B4. Work in pairs. Choose any 2-3 words from the following list and try to explain their meaning in English to each other. Your partner should try to guess the word by its definition. Well-being, harm, justice, punishment, code, precedent, dispute, property, custom, statute

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B5. Read the definitions of different Laws, give their literary translation and think what laws they define. a) Generally speaking, this law treats of rules, principles, and maxims which govern the decisions of a court of equity, which administers justice and decides controversies in accordance with precedents of equity. b) The Law which regulates the intercourse of nations, the law which determines the rights and regulates the intercourse of independent nations in peace and war. c) That body of Law which concerns with civil or private rights and remedies, as contrasted with criminal Laws, and as distinguished from the common Law of England and the Canon Law. The Law concerned with noncriminal matters. d) It is that law, which for the purpose of preventing harm to society declares what conduct is criminal and prescribes the punishment to be imposed for such conduct. It includes the definition of specific offences and general principles of liability, e) That branch of jurisprudence which treats of the science of politics, or the organization and administration of government. f) It prescribes methods of enforcing rights; machinery for carrying on procedural aspects of civil or criminal action, e.g. Rules of Civil Criminal and Appellate Procedure. g) That branch of the public law of a nation or state which treats of the organization, powers and frame of government i) The body of law created by acts of the legislature. B5. Match the beginnings and the ends: 1) It is law which is common to the whole country national law 2) It is law which is based on judicial decisions (case law) 3) It distinguishes the common law legal systems based on precedents 4) It comprises the rules developed by the common law courts a) in contrast to the law which is made by Parliament (statutory law) b) from civil law jurisdictions based on civil codes. c) in contrast to local law d) in contrast to the rules developed by the courts of equity

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LESSON 4 A. DISCUSSION* A1. Read about the advantages and disadvantages of the case law and think of the advantages and disadvantages of the legal system in your country. Compare your answers and discuss them. Professor William Geldart has enumerated the advantages of the case law as: a) certainty b) possibility of growth c) the great wealth of detailed rules d) the practical character of these rules The disadvantages, according to the same writer, are: a) rigidity (the binding force of precedent is a fetter on the discretion of the judge) b) the danger of illogical distinction (a judge will often avoid following a rule which works hardship in a present case by laying hold of minute distinction) c) bulk and complexity: there are over 1,000 volumes of law reports containing 400,000 cases. These may be regarded as cumbersome and the legal rules difficult to learn and apply. B. LANGUAGE STUDY B1. a) Word formation. Check yourself. Can you form the adjectives from the words given below? Fill in the table: Dispute, force, nation, protection, government, harm, custom, equity, law, execution, supplement, power, decision, value, knowledge, parliament, accident, peace, legend, president, environment - al - able - ary - ful - ive b) Now form the nouns from the verbs given below using the suffixes tion, -ence, - ment. To adopt, disobey, enact, observe, violate, abolish, enforce, ignore, combine, defend, exist, examine, connect, correspond Note the difference: violation = , violence =

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B2. Word study. Note the difference in the meaning of the words legal and lawful and translate the expressions and sentences below. If some act is LEGAL, it doesnt conflict with laws and a person can not be punished for this action by law. Legal means recognized by law and also connected with law. E.g. legal formalities, legal profession LAWFUL also means permitted by law and imply conformity with divine laws or natural justice, and thus may mean rightful. Lawful marriage, for example, is the marriage to which there is no legal impediment. Lawful is a formal word. E.g. the lawful heir, your lawful Queen I. a) legal basis, legal possessor, legal force, legal right, illegal act legal language, legal person b) to sign legal document, to take legal advice, legal bars to marriage c) lawful authority, lawful method, the lawful wife, to reach lawful age 1) Is it legal to own a pistol in this state? 2) All his activities had been perfectly lawful; he had only exercised his rights. 3) They used their opportunity, combining both legal and underground methods. 4) The decisions are all legally correct but as someone once said, being legal doesnt make it right. 5) The Government aimed to eliminate unofficial strikes by making them illegal.

II.

B3. Phraseology. Read the English proverbs about law and find their Russian equivalents or give your own. 1. 2. 3. 4. 5. One law for rich another for poor. There is no rule without an exception. Custom rules the law. So many countries, so many customs. Possession is nine points of law. a. b. c. d. e. . . . . , , ,

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6. When in Rome do as Romans do. 7. Truth lies at the bottom of a well. 8. Laws catch the flies, but let hornets go free. 9. The more laws, the more offenders. 10. Law-makers should not be law-breakers. f. g. h. i. . , . , . . .

LESSON 5. A. DISCUSSION A1. Read the text below and discuss the following: a. What did Matt and Luther do wrong? b. What laws are involved in the story? c. Which of these are criminal laws? Which are civil laws? Matt and Luther decide to skip school. They take Luthers brothers car without telling him and drive to a local shopping center. Ignoring the sign Parking for Handicapped Persons Only, they leave car and enter a radio and TV shop. After looking around, they buy a portable AM-FM radio. Then they buy some sandwiches from a street vendor and walk to a nearby park. While eating, they discover that the radio does not work. In their hurry to return it, they leave their trash on the park bench. When Matt and Luther get back to the shopping center, they notice a large dent in one side of their car. The dent appears to be the result of a drivers carelessly backing out of the next space. They also notice that the car has been broken into and that the tape deck has been removed. They call the police to report the accident and theft. When the police arrive, they seize a small clear bag containing illegal drugs from behind the cars back seat. Matt and Luther are arrested. B. TRANSLATION B1. Work in pairs and play Teacher-Student game. Retell the following information in English to each other paying attention to the word order and geographical names.

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: , , ; , , ; , ; , , . , , , , . . ( ), . , , , , , . . . , , , , . , , . , . , . , . --------------------------------------------------- Muslim customary law Hindu Koran Sunna - combination C. VOCABULARY. C1. Word formation Adjectives of nationality have five different types of ending: - ese Portuguese, Chinese -an South African, American -ian Russian, Austrian -ish British, Spanish

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-i Saudi, Israeli

Work in pairs to form the adjectives of nationality for the following countries, divide them into five groups. Finland, Japan, Sweden, Malta, Mexico, Poland, Pakistan, Egypt, Denmark, Oman, Vietnam, Italy, Morocco, Lebanon, Iraq, Iran, Scotland, Kuwait, Norway, Cuba, Germany, Yemen, Burma, Venezuela, Brazil. D. READING. D1. Read through the text and complete the spaces (1-5) using the sentences below (a-e) Customary law. Customary law is generally derived from custom, meaning long-established practices that have acquired the force of law by common agreement. It does not vary. (1).. In some tribes, the tribal common law has been set out in different court decisions and written opinions over time and has become case law. Among several Pueblo communities, the matrilineal* system holds that property belongs to the female. (2).. Similarly, Navajo courts incorporate Navajo common law in decisions in probate, criminal, and child custody cases, and marital conflicts. For many tribes along the Northwest coast, such as the Yurok, customary laws dictate the areas where families can conduct their fishing, hunting, and gathering. These areas are passed down from one generation to the next. When someone fishes in another family's area, it is considered an insult to the entire family. (3). Compensation may be with fish, fishing gear, feathers, hides, beadwork, traditional clothing, or other forms of payment. Among several Pueblo communities, it is customary for discipline to be administered by the fiscale, who is responsible for maintaining the peace and overseeing the welfare of children and youth. (4). The fiscale advises the children about the consequences of their misconduct and may reprimand them or refer them and their parents to services such as counseling. In many tribes, information, beliefs, and customs are handed down orally or by example from one generation to another. For example, in the Minto Tribal Court of Alaska the resolution process involves a segment dedicated to ''traditional counseling'' by the facilitator* or presiding judge. (5). Often, these are expressed in parables* or creation narratives and beliefs.

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Advice is given about harboring hostile feelings, and everyone is encouraged to renew relationships. matrilineal , facilitator someone who helps a group of people discuss things with each other parable a short simple story that teaches a moral or religious lesson a) It is a general practice for parents to summon the fiscale when their children are unruly or misbehaving. b) In a divorce or separation, property is divided according to the matrilineal definitions of property ownership and is written into the decisions of the traditional or tribal court. c) This segment is traditionally set aside for the spokespersons or tribal officials to speak of community values, mores, and the consequences of misbehavior or misconduct. d) Tribal common law is based on the values, mores and norms of a tribe and expressed in its customs, traditions and practices. e) By custom, the wronged family calls a family forum as the proper way to handle the matter and to request compensation.

LESSON 6 A. READING. A1. Before you read, try to match the following words with the proper meaning: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. be due to widespread unified reflect (v) extensively alongside a great deal of interpreting weaken (v) refrain b) , c) d) () e) f) g) h) i) , j) ,

a)

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A2. Read the following text and write short headings for each paragraph. LEGAL SYSTEMS IN DIFFERENT COUNTRIES (*) 1._______________________ The spread of common law in the world is due both to the once widespread influence of Britain in the world and the growth of its former colony, the United States. Political divergence has produced legal divergence from England. Unified federal law is only a small part of American law. Most of it is produced by individual states and reflects various traditions. The state of Louisiana, for example, has a Roman civil form of law which derives from its days as a French colony. California has a case law tradition, but its laws are codified as extensively as many Continental systems. Quebec is an island of French law in the Canadian sea of case law. In India, English common law has been codified and adopted alongside a Hindu tradition of law. Sri Lanka has inherited a criminal code from the Russian law introduced by the Dutch, and an uncodified civil law introduced by the British. 2._________________________ Continental systems have resulted from attempts by governments to produce a set of codes to govern every legal aspect of a citizens life. Versions of Roman law had long influenced many parts of Europe, including the case law traditions of Scotland, but had little impact on English law. It is important not to exaggerate the differences between these two traditions of law. For one thing, many case law systems, such as Californias, have areas of law that have been comprehensively codified. For another, many countries can be said to have belonged to the Roman tradition long before codifying their laws, and large uncodified areas of the law still remain. French public law has never been codified, and French courts have produced a great deal of case law in interpreting codes that become out of date because of social change. The clear distinction between legislature and judiciary has weakened in many countries, including Germany, France and Italy, where courts are able to challenge the constitutional legality of a law made by Parliament. 3.___________________________ Despite a tradition of private law that more closely resembled English principles of judicial precedent, the law-makers of Meiji Japan decided to adopt criminal and civil codes closely based on the existing French models. However, this rapid import of a new system was to a large extent an attempt to give Japan the appearance of a modernized, even Westernized country, and the way in which justice was actually administered continued to reflect older Japanese principles of refraining wherever possible from formal and open methods of solving disputes. New codes of law developed under the postwar

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occupation show some influence from Anglo-American common law traditions (such as statutory forms of trust). 4._______________________________ Socialist countries in the 20-th century have produced very strong centralized state institutions and complex legal systems alongside them. The leaders of the Soviet Revolution, and hence the governments of many nations that came under Soviet influence, tried to apply socialist ideology to a Continental civil law tradition in as systematic and comprehensive a way as possible. This ideology is clearly stated, and socialist law-makers criticized both common law and previous civil law systems for masking their own capitalist ideology in apparently neutral, unbiased institutions. In China, law courts are still primarily regarded as political instruments, used both to control theft and violence and to deal with political opponents. But recently, citizens in some areas have been encouraged to seek legal redress in disputes with other citizens, for example, over consumer matters. Attempts have been made to codify Chinese law comprehensively, but so far there has been little progress. B. COMPREHENSION AND VOCABULARY B1. Answer the questions. 1. What is the reason for spreading of the common law in the world? 2. Are there any differences in legal systems of individual states in the USA, Canada and India? Give examples of diversity. 3. What countries were influenced by the Continental system of law? 4. Which of the systems influenced socialist countries? 5. What does law court mean for the Chinese? B2. Match up these words with their definitions. 1) divergence; 2) derive from; 3) inherit; 4) exaggerate; 5) encourage; 6) comprehensive; 7)impact a) to say or do something that helps someone feel confident enough to do something; b) to originate, have a starting-point, source; c) the big and permanent changes that happen as a result of something important; d) getting father apart from each other e) including much; f) to receive some qualities from ancestors; g) to say that something is much bigger, better, more important than it really is B3. Complete the sentences using the text.

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1. 2. 3. 4. 5. 6. is a small part of American law. In India English common law has been codified and...... a Hindu tradition of law. Roman law had . on English law. French courts have produced .. in interpreting codes that become ..because of social change. Socialist countries have produced very strong . And complex legal systems alongside them. Citizens in China have been encouraged .. in disputes with other citizens.

LESSON 7 A. LANGUAGE STUDY. A1. Formal and informal verbs. The social context usually determines the mode of speech. When placed in different situations, people instinctively choose different kinds of words and structures to express their thoughts. All situations can be roughly classified into two types: - formal ( a lecture, a speech in court, an official letter, professional communication) - informal ( an informal talk, a private letter) Accordingly, words are divided into formal and informal ones. For example: formal informal assist = help approximately = about sufficient = enough commence = start, begin terminate = finish, be over In legal language formal style is usually used. Now find the formal equivalents to the informal words below: take part - .. ascertain ask for - .. disconnect say sorry - .. abolish put off - .. participate find out - .. occupy call off - .. terminate get - .. cancel take up - .. request

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come to an end - .. let sb know - .. get in touch with - .. need - .. cut off - .. decide - .. put an end to - .. understand - .. obtain comprehend inform apologize require contact postpone resolve

A2. Make the underlined words below less formal. 1) If you require any more information, please, call me. 2) Im trying to ascertain exactly why shes resigned. 3) I requested a room with a view but they didnt have any. 4) I think you should apologize to her. 5) They have postponed the conference until later in the year. 6) Im calling to inform you that I wont be able to meet you on Friday. 7) Why was the match cancelled? 8) Have you resolve the problem with your computer yet? 9) Im trying to contact Simona. You dont know her number, do you? 10) You can obtain copies of the document from our head office. A3. Fill in the text the suitable formal verbs Proceed; regarded; instructed; above-mentioned; chambers; request; attend; acknowledgement Dear Sir, We are (given directions)_______ by Mr. Ernest Freeman, father of the ( named earlier)______ Miss Ernestina Freeman, to (ask)______ you to attend at these (offices)_______ at 3 oclock this coming Friday. Your failure to (come)_______will be (believed)______ as an (agreement)_____ of our clients right to (go forward)_______ . A4. Phraseology. Read the sentences with the idiomatic expressions. Try to match phraseological units with their meanings. 1. We must bring these criminals to book; they deserve severe punishment. 2. The police dont like private eyes as a rule, but they had to admit that Hugh was a first-class investigator. 3. I dont want to name names but I will if the stealing doesnt stop. 4. Since Alan came out of prison, he hasnt put a foot wrong. 5. Edward would have been happier in the Civil Service than in business. Whatever the circumstances, he always go by the book.

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6. 7. 8. 9. 1. 2. I wonder where Philip got that crate of very expensive wine. Did it fall off the back of a lorry? He will not put his head in chancery, thats clear. The punishment for high treason under the Treason Act is death, but it has become a dead letter. Alison couldnt have stolen your watch. She was out all day. You are barking up the wrong tree. 3. 4. 5. 6. 7. 8. 9.

b) to make accusations against certain person; c) private detective; d) to make someone answer for his misdeeds; e) to accuse or blame the wrong person; f) a law (rule) which has not been repealed but is no longer enforced; g) to put someone or something into an awkward position from which is difficult to extricate ( , ) (The reference is to the Court of Chancery which at one time had a reputation for delaying lawsuit and ruining the parties in dispute); h) to break rules, make a mistake; i) to be stolen; j) to act in strict accordance with the rules and regulations without taking personal factors into account.

B. TRANSLATION. Project-work B1. Translate the following extract in writing. Most educated people have the idea that the laws in England form some sort of system, and that in France or the United States or Soviet Russia and, indeed, in almost every part of the world which is thought of as a separate country there are legal systems which are broadly similar in structure in spite of important differences. The important points of similarity between different legal systems comprise: 1) rules forbidding or enjoying certain types of behaviour under penalty; 2) rules requiring people to compensate those whom they injure in certain ways; 3) rules specifying what must be done to make wills, contracts and other arrangements which confer rights and create obligations; 4) courts to determine what the rules are and when they are broken, and to fix the punishment or compensation; 5) a legislature to make new rules and abolish old ones.

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If all this is common knowledge, how is it that the question What is law? has persisted and so many various answers have been given to it? It is because there exist also doubtful cases and about their legal quality not only ordinary educated men but even lawyers hesitate. Primitive law and international law are the foremost of such doubtful cases. International law lacks a legislature, states can not be brought before international courts without their prior consent, and there is no centrally organized effective system of sanctions. Certain types of primitive law similarly lack these features. (from The Concept of Law by H. L. A. Hart) LESSON 8 A. REVISION A1. Write out synonyms from the words below. Abolish create obey violate commit perform an action disobey cancel break nullify observe modify do what is told abuse do change repeal establish remake give birth to follow execute reform put an end to A2. Insert the words in the text and translate it in a written form. Cases, statutes, governments, courts, precedents, a decision, previous, before, differ from, define or codify Common law systems, particularly that of England, ________ Continental law in having developed gradually throughout history, not as the result of government attempts to _________ every legal relation. Customs and court rulings have been as important as ________ (government legislation). Judges do not merely apply the law, in some cases they make law, since their interpretations may become ________ for other courts to follow. If the essential elements of a case were the same as those of ________ recorded cases, then the judge was bound to reach the same decision regarding guilt or innocence. If no precedent could be found, then the judge made ________ based upon existing legal principles, and his decision would become a precedent for other ________ to follow when a similar case arose. Sometimes ________ make new laws to modify or clarify the common law, or to make rules where none existed ________. But even statutes often need to be interrupted by the courts in order to fit particular ________, and these interpretations become new precedents.

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A3. Find the right word for each definition. a) a point of origin, or a cause 1. harm b) moral or legal obligation 2. wrong c) physical or mental damage 3. case d) a systematic body of laws with 4. principle statutory force 5. responsibility e) unfair, or unjust act 6. well-being f) question to be decided in a law 7. source court 8. statute g) the state of being happy, healthy 9. code and prosperous 10. tort h) a wrongful act for which a civil 11. legislate action may be brought 12. interpret i) a universal and fundamental law, 13. safeguard doctrine 14. consolidate j) a law passed by a legislators and 15. correspond recorded 16. encourage k) to suit, match, be in agreement 17. administer l) to provide a protection m) to support, give hope or confidence n) to make laws o) to make clear the meaning p) to combine into one, or make a solid, strong q) to control, manage, look after affairs B. RENRERING* B1. Render the following text in English. , , XVIII-XIX . , (, ) . , , . . ( ),

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. . , . , . , , . : , , , . . : , 1000 , 500 . 100 , 20 .. : , ; , ; ; ( ), , - ( ). ( . , .) the Kazakhs the Kirghiz the Turkmen nomad ancestor - tradition - elder - requital - slave

C. CASES C1. Read the cases. Using the information from the texts and your background knowledge try to guess what category of law the situation refers to. Case 1 Recently a small group of politicians initiated a debate about the principles of federal structuring of the country. They claimed that a multinational state should not be in a form of federation as this structuring presents less opportunities for the nation to choose whether to stay in the federal state or

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not. Any nation has a right to form its own state thus the principles of separatism should be clearly formulated in the state law. What do you think about the situation? Does this point of view have any grounds? What principle of state structuring do you consider the best? (Give reasons to ground your choice) Case 2 Part 1 James B. broke into the house of Mr. and Mrs. L. (who were on holiday at that time) and stole $20,000 cash and some expensive jewelry from the safe. On his way out of the house he upset a coffee table in the lounge and broke an ancient Chinese vase that cost $230,000. Unfortunately, James did not notice that the house had a modern security system that informed the police about his presence in the house. As soon as he left the house he saw two police officers waiting for him. They handcuffed him and took to the police station. What was the crime he was accused of? What might the penalty be? Part 2 When the Ls were informed about the situation they returned from their trip to Florida at once. The first thing they noticed, were the remains of the vase on the floor. Mrs. L. broke into tears: it was a family tradition to give this vase to girls as a wedding gift. Mr. L. was less emotional. He told that the vase was the most precious thing in the house and he wished James had stolen everything but hadnt touched the vase. Mr. L. is now planning to sue James to make him pay for the vase. What kind of lawsuit is it going to be? Do you think the Ls have legal grounds for suing James? Would they get the money? Case 3 The Supreme Court is now hearing a case about distribution of authority among the Ministry Of Defense and the State treasury. The case involves such administrative functions as ordering different types of weapons for the national Military Forces and financing all military contracts. The Defense Minister claims that the Treasury officials who know nothing about military matters set hurdles to the development of Nations Army and Navy. The spokesman for the treasury reported that the military officials cannot plan the expenses and are constantly asking for more and more finance giving no grounds for such increases. Whose arguments seem more reasonable in the situation? Who should be responsible for military expenses?

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Case 4 Mark H. was sentences to 2 years of prison for shooting a burglar who broke into his house. The killed man was a habitual criminal who had been released from jail a couple of months before the misfortune. The prosecutor considered the verdict fair because the killed criminal was not armed. Mark does not consider himself guilty and wants to appeal. I have all legal rights to protect my family and my property, he says. Is the verdict fair? What kind of court will hear the case? What might the outcome of the situation be? Case 5 Part 1 K., 95, was lonely for most time of his life. He had no wife and no children. Unsuccessful in his private life, he was very fortunate in business and at the time of death he had a fortune of about $400,000. When he died, his distant relatives (grandchildren of his cousin) wanted to inherit his property, including the apartment in a prestigious district. Do they have any legal rights for inheriting the property? Part 2 Suddenly the relatives found out hat K. had left a will leaving all his property to a complete stranger. The relatives were shocked and indignant, they were really sure they had all chances to inherit the money and the flat. M., the beneficiary of the will, claims that she was helping the old man about the house and has all the legal and moral rights to get the fortune. The relatives want to take her to court. What kind of case is it going to be? Do they have a chance to win and get the money? (Try to give legal grounds) Case 6 Anna M., 37, is going to sue her former employer. She was dismissed when the company she worked for decided to close its subsidiary in her city. About 40 employees are out of job now. Anna says the company has no rights to fire her as she has three kids. Although her husband works, his salary is not enough to support the family, and it is highly unlikely that she will find a new job because of the high unemployment rate in the city. Were there any legal grounds for her dismissal? Do you think she can succeed in the lawsuit? Case 7 N., a Swiss company, sued Russia for breaking the terms of the contract. The spokesman for the company said that 10 years ago the company won a

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governmental contract for importing some goods to the country. They claim that the country broke the terms of the contract and did not pay the whole sum. The countrys officials admit that the contract was broken but they claim that the price of the goods was twice bigger than the market one. They call the contract fraudulent. Who is right in the situation? What grounds should each of the sides give to the court to win the case? C2. Read the newspaper headlines. What peculiarities of newspaper style can you notice in the headings? What category of law can they refer to? Write a newspaper article about one of the situations presented in the headlines. Murder Susoect Skips Bail 3rd Amendment to Be Abolished Labour Units Threaten Immediate Strike President Testifies to Senate Committee Gazprom Sues Ukrgaz for Illegal Gas Taking President Demands More Power Nurse Inherits $10 bln Government Announces Income Tax Cuts

APPENDIX 1 abolish (v) apply (v) adopt (v) administer (v) break (a law) (v) benefit (n) case (n) bind (v) codify (v) commit (v) concern (v) correspond (v) create (v) code (n) define (v) consolidate (v)

WORDS TO KNOW: executive (adj) deal with (v) legitimate (adj disobey (v) modify (v) dispute (n) observe (v) comprehensive exaggerate (v) (adj) obey (v) establish (v) obtain justice enact (v) pass (a law) (v) execute (v) encourage (v) derive from (v) principal (adj/n) enforce (v) punishment (n) equity (n) practise (v) consist of (v) impact (n) divergence (n) principle (n) go beyond (v) responsibility (n) harm (n/v) repeal (v) lawful (adj)

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inherit (v) revoke (v) source (n) statute (n) inheritance (n) tort (n) trust (n) violate (v) interpret (v) violation (n) violence (n) wrong (n) well-being (n) legal remedy reflect (v) safeguard (v)

APPENDIX 2 KEY TO MODULE 3 Lesson 2 A5 1) adopted 2) breaking 3) ignore 4) passed 5) rely 6) observe 7) enacted 8) practices 9) beyond Lesson 3 B6 1c 2a 3b 4d Lesson 4 B3 (answers may vary) 1c; 2h; 3a; 4i; 5e; 6g; 7f; 8b; 9d; 10 no variant Lesson 5 C1 a) Japanese Maltese Lebanese Vietnamese Burmese D1 1d; 2b;

Mexican Moroccan Cuban German Venezuelan 3e; 4a; 5c

Egyptian Italian Iranian Norwegian Brazilian

Finnish Swedish Polish Danish Scottish

Pakistani Omani Iraqi Kuwaiti Yemeni

Lesson 6 A1 1g 2c 3e 4a 5h 6d 7i 8f 9j 10b B2 1d 2b 3f 4g 5a 6e 7c Lesson 7 A1 take part participate; ask for request; say sorry apologize; put off postpone; find out ascertain; call off cancel; get obtain; take up occupy; come to an end terminate; let smb know inform; ; get in touch

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with contact; need require; cut off disconnect; decide resolve; put to an end abolish; understand comprehend . A3 Instructed, above-mentioned, request, chambers, attend, regarded, acknowledgement, proceed. A4 1d 2c 3b 4h 5j 6i 7g 8f 9e APPENDIX 3 SOURCES: I. : 1) /. .., .. ., 2002. 2) .. Contemporary Law in Russia. ., 2002. 3) .. . . ., 2000. 4) .. . ., 2002. 5) .. . ., 2004. 6) Farrell M. The World of English. Longman, 1995. 7) Riley A. English for Law. 8) Law Today 9) Padfield C.F. Law made simple. London, 1985. II. : 1) Longman Essential Activator, 1997. 2) Hornby A.S. Oxford Advanced Learners Dictionary of Current English. Oxford-Moscow, 1982. 3) The Penguin English Dictionary, !986. 4) The Penguin Dictionary of English Idioms, 1986. 5) 21st Century Synonym and Antonym Finder. Princeton Language Institute,1993. 6) ., . . . ., 1990. 7) . . ., 2003. 8) . . : . . .,2003. 9) . .,1985 10) Longman Dictionary of Contemporary English, 2005 III. : 1) Hart H.L.A. The Concept of Law. Oxford, 1963. 2) . , . ., 2000. 3) Newspapers: The Daily Telegraph, The St.Petersburg Times.

111 MODULE 4. ENTERING THE LEGAL PROFESSION.

The object of education is to prepare the young to educate themselves throughout their lives. R.M.Hutchins LESSON 1 A. LEAD IN A1. Answer the following questions: - Why do we need education? - What levels of education can a person have? - What is the correlation between the stages of your educational process and your age? A2. Discussion. What is the need of university education? Split into two groups: one group has to provide arguments for university education, another group thinks up arguments to prove that one can be successful without it. The group that gives more arguments wins. A3. Discussion. Look through the list of professions (use a dictionary to check the meaning of the words you dont know). What kind of education does each of them require? What job would probably be impossible for a person who has no university education? (give reasons to ground your point of view) a mechanic an engineer an accountant a street vender an architect a sales manager a prosecutor a bricklayer a university professor a pop star a carpenter a police officer an aircraft pilot a public defender a plumber a firefighter a surgeon a stockbroker a dentist a factory worker a top manager of a multinational corporation

A4. Express your ideas: 1. Say a few words about your university: say what it is called, speak about its faculties and their specializations.

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2. 3. 4. What is the most interesting for you in your college life? Do you enjoy it? What examinations did you take to enter the university? Which of them were the most difficult? Do you remember some differences concerning education in Great Britain and the USA? Study the following table: Great Britain Secondary school One of a number of expensive private schools which parents must pay for A place where people study after they leave secondary school, but which does not give degrees Someone who is studying at a university or college (children at school are usually called pupils) Term one of the three periods that the year is divided into To successfully finish studies at university and get bachelors degree Postgraduate students United States High school (dont confuse with higher school) A school that is paid for by the government and is available to all children A university where people get degrees

School for children aged 11 17 Public school

College

Student

Anyone who is studying at a school, college, or university Semester one of the two periods that the year is divided into at American schools and universities In the US you can graduate either from university or from high school Graduate student () (graduate course )

Periods of academic year To graduate Students who continue education after they have got a degree B. READING

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B1. Read and translate the text. Note the italicized words relating to the field of education. Explain their meaning. Use the dictionary if necessary. COLLEGE LIFE The merry-go-round of college life is something that one never forgets. Its a fascinating, fantastic, fabulous experience, irrespective of the fact whether one is a full-time or a part-time student. Who can forget the first day at the university when one turns from an applicant who has passed entrance exams into a first-year student? I did it! I entered, I got in to the university! A solemn ceremony in front of the university building and serious people making speeches. Hey, lad, do you happen to know who they are? The rector, vice-rectors, deans, subdeans and what about those ladies? Heads of departments and senior lecturers? Some of them must be professors, some associate or assistant professors, but, of course, all of them have high academic degrees. The monitors hand out student membership cards, student record books and library cards one feels like a real person. First celebrations and then days of hard work. So many classes, so many new subjects to put on the timetable! The curriculum seems to be developed especially for geniuses. Lectures, seminars and tutorials. Home preparations; a real avalanche of homework. If one can not cope with the work load of college he or she immediately starts lagging behind. It is easier to keep pace with the programme than to catch up with it later. Everyone tries hard to be, or at least to look, diligent. First tests and examination sessions. The first successes and first failures: I have passed! or He has not given me a pass! Tears and smiles. And a long-awaited vacation. The merry-go-round runs faster. Assignments, written reproductions, compositions, synopses, papers. Works handed in and handed out, checked up and marked. Professor, I have never played truant, I had a good excuse for missing classes. Reading up for exams. No, professor, I have never cheated no cribs. I just crammed. Junior students become senior. Still all of them are one family undergraduates. Students parties in the students club. Meeting people and parting with the people. You know, Nora is going to be expelled and Dora is going to graduate with honours. Yearly essays, graduation dissertations, finalsand Ive got a degree! I am happy! It is over! It is over Is it over? Oh, no A postgraduate course, a thesis, an oral, and a degree in Law. Where are the first-year students of the law faculty? Oh, how nice

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B2. Write out from the text the words relating to the following categories. Learn them by heart. KEY VOCABULARY Students Full-time student, Academic posts Educational process Work to be done by students Rector, Classes, Assignments,

C. VOCABULARY C1. Using the text, match the verbs with the nouns to make 11 word partners. Learn them by heart. a) speeches 1. to pass .. b) the work load of 2. to enter .. college 3. to make .. c) the university 4. to hand out .. d) exams 5. to cope with .. e) the programme 6. to keep pace with f) student membership .. cards 7. to give .. g) a pass 8. to check up .. h) truant 9. to miss .. i) classes 10. to play .. j) homeworks 11. to graduate .. k) with honours C2. Explain the difference in the meaning of the following words: a) full-time student part-time student b) graduate postgraduate c) curriculum timetable d) lecture seminar e) to keep pace with programme to catch up with programme f) to take/sit an exam to pass an exam C3. Find in the text the English equivalents to the following word expressions: 1) 3) 2)

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4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15)

D. SPEAKING D1. Recall you experience of entering the university. What was the most difficult thing you had to overcome? The easiest thing you experienced? Describe your emotions before/ during/ after the exams. Were you sure that you would pass the exams? D2. Speak about your studying at the university. Answer the questions below. Note the helpful vocabulary. 1. Can you remember your feelings and emotions during your first day in the university? What were they like? How do you feel now? 2. Speak about the educational process you are involved in: a) In your opinion, is your curriculum perfect/imperfect? b) What kind of classes have you got? What classes do you like? c) Do you try to keep pace with the programme? d) Can you say that you are a diligent student? HELPFUL VOCABULARY Wonderful (deep, strong, strange) feeling; feeling of relief (sadness, helplessness); mixture of emotions; to feel confused (enthusiastic, excited, anxious, nervous); hard to express the feelings; to realize a dream (an ambition); to study hard; to make progress in; to succeed in; to find sth difficult; to have trouble with; to be strong (excellent, poor, weak) student

LESSON 2 A. LANGUAGE STUDY A1. Study the difference in the meaning of the following words: UNIVERSITY TEACHER any person who teaches at a university ()

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PROFESSOR 1) in Britain means a teacher of the highest rank () James Challis is a Professor of Astronomy at Cambridge Regius Professor ( , , ) 2) in the US means any university teacher of senior academic staff Everybody seems to have money these days. Except college professors. LECTURER (Br.E.) this is the largest group of teachers. They not only give lectures, but also take classes and seminars (, ). David is now a lecturer in Economics at Bristol University. READER this grade exists in most English universities. It denotes a university teacher ranking between lecturer and professor. It is not a large group; there may be only one reader in a department (, ) Reader in Phonetics at London University (in the University of London). TUTOR 1) a teacher who gives lessons to a small group of students () 2) a member of staff who is responsible for the supervision of a certain number of students () His tutors in English and History give him favourable reports. 3) a private teacher may be also called a tutor () When she was ill she studied at home with a private tutor. INSTRUCTOR (BrE) in Britain it isnt a teacher in a university or college. An instructor teaches a particular skill (, ) A swimming instructor; a driving instructor (AmE) in the USA instructor denotes the first grade of university teacher and is similar to the Russian . Compare the positions youve studied with the ones in Russia. Can you name some courses in your university which are conducted by people who hold those positions? A2. There are a lot of common expressions based on DO and MAKE. Learn them and complete the sentences below. MAKE a mistake DO lessons/homework

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an effort a decision/a choice progress a good/bad impression a promise/an excuse comment/remark a speech/a report an example of smb (=to punish) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. a job an exercise the best business (with smb) a favour/a service smbs duty justice/violence to smb harm/good

Mrs. Thatcher said she could ..business with Mr. Gorbachev. Listen, Sergeant, its my duty to ..an example of you, and Im going to ..my duty as you have always asked me to. I will ..all my best to help you. ..me a favour, please turn the radio down while Im ..my lessons. Dressing smartly for your exams helps you to ..a good impression. He still has to ..his military service. Please, ..an effort to arrive early, dont be late. To ..him justice, we must admit that his intentions were good. You are ..fast progress in your studies. If you keep criticizing people, it can ..a lot of harm. She ..the shortest speech I have ever heard. He decided to study law I hope hes ..the right choice. Have you any comments to ..upon my story? At some time in our life we all ..something wrong, and we all ..mistakes. Eat more fruit: it will ..you good.

B. READING B1. Read the passage without using a dictionary and say what the main ideas of the text are. If you fail to guess the meanings of the words in italics, find their explanation in a dictionary. It is difficult to get into a top Japanese university, from which most of the big companies recruit their staffs. Pre-university examinations, throughout school life, are horrifically competitive. Nine-year-olds have been treated for ulcers after going to evening classes five nights a week. In one year, 335 schoolchildren killed themselves through the pressure to succeed. But once at university, life is a doddle. Exams are easy and can be sat again. More than 95 per cent of students graduate successfully, often with

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a minimum of work. A survey showed that 98 per cent of students own television sets and refrigerators and more of them have washing machines and electric footwarmers than have bookcases. The survey found that reading cartoon magazines is the favourite pastime. Attitudes were tested in the same survey: the words that Japanese students like include hometown, femininity, fidelity to parents, virginal purity and duty. The concepts they most dislike include womens lib, punk fashion and datsu-sara (the term means to quit a salaried job in a large corporation, with guaranteed employment for life). While they wait to join the big company, Japanese students have a good time. Did you manage to make some conclusion on what values and believes your Japanese counterparts have? Do you share any? Is there any striking difference between Russian and Japanese students? B2. Word hunting. Find the words in the text which mean the same as the following expressions: a) to take an exam once more; b) to go away from, to stop; c) this adjective means a situation in which people try hard to do better than each other; d) to find new people to work for a company, organization or military force; e) an activity that occupies ones time pleasantly; f) the personnel of an enterprise, all people who work for a company; g) a general idea or understanding; h) an attempt to find out about peoples opinions by asking a set of questions; i) (colloquial) a walk; j) what you think or feel about something or someone, especially when this is shown in the way you behave A5. Give your own explanation of the following concepts: femininity fidelity to parents punk fashion womens liberation Think of some other concepts which are popular among students these days: _____________ _____________

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_____________ C. DISCUSSION. C1. a) What do you think about the Japanese system of education (preuniversity and university)? Is it the same as in Russia? In what way is it different? (share your ideas with the class) b) What is the attitude to studying of the present day young generation? Do young people value education? Is the attitude the same both in urban and rural areas of Russia? D. WRITING. Mini-project. D1. Write an essay on the interests, concepts, attitudes and ambitions of students nowadays. Do the concepts, attitudes and interests of law students differ from those of other students? Do the concepts, attitudes and interests in this country differ from those of British (American) students?

LESSON 3 A. READING A1. Before reading look through the list of key vocabulary and try to memorize it. KEY VOCABULARY scholarly , bar (n) reflection , legal studies , seek , skills (n) , impart , enable (v) attainment to gain training enroll (v) , , transaction , environmental law thesis (pl. theses) (n) pride oneself LL.M. (Lat. Legum Magister) adjunct professor Master of Laws (.) J.D. (Lat. Jurum Doctor) devote Doctor of Laws research (into/on) (n)

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ST. MARYS UNIVERSITY SCHOOL OF LAW (USA) St. Marys University School of Law, located in San Antonio, Texas, was founded in 1927 by the San Antonio Bar Association. It offers a solid curriculum of traditional legal studies, and teaches its students the practical skills and habits of mind that enable them to become effective advocates. The School has also created new courses and seminars in publicinterest law, environmental law, international and comparative law. Enrollment is limited to about 780 full-time students (the Law School does not offer a part-time study program). The faculty is composed of 38 full-time professors, who pride themselves on taking a personal interest in their students academic progress and welfare. Each semester, approximately 20 adjunct professors also teach courses of a specialized nature. Members of the faculty devote considerable effort to legal research and scholarly writing. Some of their work is published in the St. Marys Law Journal, which has received several awards since its establishment in 1969. The university is a special place for reflection, dialogue, research, service, and teaching. The Law School seeks to instill in its students a knowledge of, and loyalty to principles that should be the basis of any legal system. Knowledge of the law is essential to the education of a lawyer, but it is only a starting point. The Law School also seeks to impart to its students a clear understanding of the true function and aim of a legal system the attainment of justice. In 1969, St. Marys established a Masters degree in International and Comparative Law. The LL.M. program is designed for U.S. lawyers and law school graduates who wish to gain specialized training in international or comparative law. Lawyers who represent clients doing business in Mexico or Latin America will find courses that provide a grounding in civil law. Students who plan to focus their legal practice on commercial transactions involving the European Union or Eastern Europe will be interested in participating in the St. Marys summer program in Innsbruck, Austria. And law graduates who are drawn to international human rights will find strong offerings in that area. Students enrolled in the program are expected to obtain the 24credit-hours required for graduation in nine months of full-time academic work. Students are required to take courses in both public and international law and basic comparative law, unless they completed such courses in fulfillment of their J.D. requirements. In addition, each student must write a three-credit thesis of publishable quality.

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B. COMPREHENSION AND VOCABULARY B1. Decide if the following statements are TRUE or FALSE. Correct them if necessary. 1. The Law School seeks to instill in its students a loyalty to principles that should be the basis of any legal system. 2. The School offers new courses and seminars in civil law, equitable law, financial and political law. 3. The Law School also offers a part-time study program. 4. In 1969, St. Marys established a Masters degree in Environmental Law. 5. Some students will be interested in participating in the St. Marys summer program in Austria. 6. The university is a special place for relaxation and rest. B2. Answer the following questions: 1) Where is St. Marys University School of Law located? 2) What curriculum does the School offer? 3) How many students are enrolled every year? 4) What can you tell about the staff of the University? 5) What does St. Marys University School of Law Journal publish? 6) What are the main branches of knowledge that the School seeks to impart to its students? 7) What advanced knowledge can be given to students with different interests and in what faculties? 8) What are the general regulations at St. Marys University School of Law? B3. 1. 2. 3. 4. 5. 6. Find in the text the English equivalents to the following words: , 7. 8. , 9. 10. 11. 12.

B4. Find the right word for the following expressions: a) a course of study offered in a school, college, university c.. b) a lengthy essay resulting from original academic research t.. c) to enter the name of in a register e..

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d) scholarly or scientific study of a given field or problem r.. e) a special ability that you need to learn in order to do a particular job s.. f) to make it possible for someone to do something e.. g) thought, meditation, serious consideration r.. h) an acquired skill or ability a.. B5. Fill in the gaps the following words and word combinations: A grounding in civil law; of publishable quality; solid curriculum; who pride themselves on taking a personal interest; the attainment of justice; starting point; practical skills and habits of mind; devote considerable effort 1) It offers a __________ of traditional legal studies. 2) University teaches its students the __________that enable them to become effective advocates. 3) The faculty is composed of 38 full-time professors __________in their students academic progress and welfare. 4) Members of the faculty __________ to legal research and scholarly writing. 5) Knowledge of the law is essential to the education of a lawyer, but it is only a __________ . 6) The Law School also seeks to impart to its students a clear understanding of the true function and aim of a legal system - __________ . 7) Lawyers who represent clients doing business in Mexico or Latin America will find courses that provide __________ . 8) Each student must write a three-credit thesis __________ . C. PROJECT WORK. C1. In the text they mention a system of credits typical of foreign universities. Try to find some information about the education system based on credits (use books, Internet resources ). Share your knowledge with the class. Do you think this system can be implemented in Russia? (give reasons) LESSON 4 A. LANGUAGE STUDY A1. Word building. Fill in the table and use necessary forms in the sentences below. 1. 2. verb graduate require Abstract noun graduation .. A person ..

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3. 4. 5. 6. .. .. Trainee/ trainer study .. .. .. research .. .. .. devotee a) His solid .. into criminal psychology have been successful. b) The university ..350 students last year. c) Students are ..d to take three papers in English literature. d) Last month I got a job as a ..in a law firm under the supervision of an experienced lawyer. e) She .. all her life to science. f) Our university offers a wide range of legal ..

A2. Word study. . Mind the difference between these words. SCIENTIFIC (connected with or used in science, especially natural sciences) scientific methods scientific classification scientific film ACADEMIC (concerning teaching or studying) academic year academic work academic research academic failure (, ) LEARNED (having or showing much knowledge) learned journal/ article learned society learned men the learned professions (, , ) SCHOLARLY ( having or showing much learning) scholarly translation scholarly dispute scholarly young woman ( ) RESEARCH research assistant/ associate ( ) research professor-, . Make up your own sentences with these words. A3. Complete the following sentences using the words below.

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To practice, enter a university, widely used, grades, level of ability, sciences, examinations, to attend, hold jobs, a degree, require, education, academic , skills AMERICAN EDUCATIONAL STANDARDS. Those who believe that American schools are more play than work overlook an important fact: a high school diploma is not a ticket that allows someone to automatically (1)__________ . Standardized (2)__________ play a decisive role at almost every level of (3)__________ , especially in the admission to colleges and universities. There are two (4)__________ and nationally-administered tests for high school students who wish (5)__________ a college or university. One is SAT (Scholastic Aptitude Test) which attempts to measure aptitudes in verbal and mathematical fields. The other is ACT (American College Testing program), which attempts to measure (6)__________ in English, mathematics, and the social and natural (7)__________ . The tests are used by universities as standards for comparison, but are not in any way official. Many universities publish the average scores achieved on these tests by the students they admit. This indicates the quality, or (8)__________expected of those who apply. Similar testing programs exist at higher levels, as well. Someone who has already finished four years of university and wishes to go to a law or medical school is also required to take standardized tests which may be quite difficult. Even after someone has studied for many years and earned a (9)__________ from a university, this still does not mean that he or she can begin (10)________ in the U.S. The individual states (11)_________ further examinations. Most universities have mid-semester and final (end-of-semester) examinations. It is possible to flunk out of a university, that is to be asked to leave because of poor (12)________ Since tuition fees alone can be rather high (ranging from over $10,000 for an (13)__________ year at Harvard or Yale to under $1,000 at small public institutions), a large number of students (14)__________ besides studying. A4. Study the adjectives in the table below. Which of them may be referred: 1) to people (students, teachers); 2) to information (lectures, classes, etc.)? Divide the words into two groups. Absent-minded; accurate; authentic; boring; bored; broad-minded; clear; concise; contradictory; creative; detailed; disorganized ; effective, efficient; embarrassed; energetic; exceptional; fascinating; fruitless; gifted; knowledgeable; lengthy; obstinate; obscure; outdated; precise; poor; relevant; sage; smart; sophisticated; tedious; tiresome; vital; witty ; worthless

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Extract or make your own list of 5-7 qualities which seem to you the most important. Say why. A5. PROJECT_WORK. What do you think about Midterm and Final exams? Is it a good method of evaluating and controlling your academic success? Imagine you had an opportunity to change something in the controlling methods of the education process. Try to come up with some other modern methods of control. What new, high-tech ways can you suggest? In what way can they be better than the traditional ones? B. DISCUSSION B1. Here are three quotations about education. Read and decide which one you like (or do not like) most of all. Make a short speech to say why you agree (or do not agree). Use helpful expressions in the box below. 1. A good education is not so much one which prepares a man to succeed in the world, as one which enables him to sustain a failure (B.Bell) 2. Education makes people easy to lead, but difficult to drive; easy to govern, but impossible to enslave(Lord Brougham) 3. The aim of education is the knowledge not of facts, but of values ( W.R.Inge ) In my opinion; As I see it; Let me give an example; It seems to me; I think/believe/feel; To illustrate this point; Let us consider; There is no doubt that; Im sure/convinced that; On the one handon the other hand LESSON 5 A. READING A1. Study the vocabulary and read the text. What type of text is it? (give arguments to prove your ideas) KEY VOCABULARY contradiction (n) investigation (n) examine (v) grasp (v) , examination (n) ,

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evolve (v) , emphasize (v) , opportunity (n) current (adj) mooting (n) negotiate (v) achieve (v) - assessment (n) - undertake (v) - circumstance (n) relevance (n) , apply (to) (v) , appropriate (adj) , appreciate (v) - collaboration (n) respond (v) , , draft (v)

LAW FACULTY AT SUSSEX UNIVERSITY (GREAT BRITAIN)* When you study law, you come face to face with human nature in all its forms and contradictions, its glory and its misery. When you study law, you grasp the organization of society and all its constituent elements, commercial, social political and economic relationships, families and associations, individuals and governments, countries and international organizations. And when you study law, your imagination is stretched, sometimes to breaking point, and you have an enormous amount of fun. At Sussex, the study of law is not only the investigation of the legal principles for resolving disputes in society; it is also an examination of how these principles evolved and how this process is a central part of democracy. At Sussex we emphasize both what the law is and why it is like that, as well as the events and forces in society that have shaped the law we have today. With you, we examine such questions as to why certain behaviour is criminal in one society but not in another; why it was criminal in our society in the past, but is no longer. At Sussex there are many opportunities to test your skills in presentation and arguments about current legal problems. You are also invited to participate in the various skills competitions, in mooting, client interviewing and negotiating, which begin at Sussex and which, depending on your success, may develop to national and international stages. At Sussex, you can take a degree that is exclusively about law, or you can combine it with one of many other intellectual disciplines, all of which illustrate how the law and its development are part of a wider context. You will experience several different teaching methods, for example largegroup lectures as well as small-group seminars. Within these smaller groups you learn by presentation, discussion, debate and role-playing games, often

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on the basis of reading materials prescribed in advance. You are tested by a variety of assessment methods for example unseen and open-book exams, essays, dissertations, projects and coursework. You will achieve knowledge of the concepts, principles, values and rules of English law and the ability to draw on the fundamental principles to undertake in-depth study of specialist areas. When faced with a particular set of circumstances, you will have the ability to identify the issues of legal relevance and apply your legal knowledge to provide a solution that carries the authority of established legal principle. You will also achieve the ability to bring together material from legal and non-legal sources and apply these so as to integrate them to illustrate and illuminate legal theory and factual problems. You will be able to work independently and on your own initiative, seeking appropriate assistance and appreciating the value of constructive criticism; but also to work in collaboration with others. You will achieve the ability to discuss points of law, present an argument for one side in a dispute, support this with legal authority, employ legal terminology correctly and respond effectively to contrary views. You will also develop such skills as the ability to conduct independent legal research, reflect critically on the law, appreciate where the current law is in need of reform and draft proposals for appropriate change. B. COMPREHENSION B1. Agree or disagree with the following statements: 1. Sussex University is in Australia. 2. When you study law you can understand the organization of society. 3. When you study law your imagination is strongly limited. 4. At Sussex you get information about the events and forces in society that have shaped the law we have today. 5. If a certain way of behaviour is criminal, it is considered to be like this in all societies. 6. At Sussex you can take a degree only about law. 7. During your study youll experience just large group lectures. 8. At Sussex you are tested by a variety of assessment methods. 9. You will achieve the ability to separate material from legal and nonlegal sources. 10. After your study youll be able to work in collaboration with others. B2. Answer the following questions. 1) What spheres of life do you get acknowledged with studying Law? 2) What constituent elements of society can you mention? 3) What legal principles can you be taught in Sussex?

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4) 5) 6) 7) 8) 9) How will your skills be tested at Sussex? What forms of work can you participate in? What kind of degree can you take at Sussex? What are the teaching methods at Sussex? Can you describe them? What knowledge will you achieve at Sussex? What are the main professional skills which Sussex is able to provide you with? 10) Would you like to study law at Sussex and why? B3. Think of literary translation to the following word combinations and then fill them in the sentences given below. - to conduct independent legal research; - value of constructive criticism; - provide a solution; - teaching methods; - current legal problems; - resolving disputes; - come face to face 1. When you study law, you ___________ with human nature in all its forms and contradictions. 2. The study of law is not only the investigation of the legal principles for __________ in society. 3. There are many opportunities to test your skills in presentation and arguments about __________ . 4. You will experience several different ____________ . 5. You will have the ability to identify the issues of legal relevance and apply your legal knowledge to __________ . 6. You will be able to work independently but appreciating the _________ . 7. You will also develop such skill as the ability ___________ . B4. Translate the following expressions into English: 1) 5) 2) 6) 3) 7) 4) 8) 9)

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10) 11) 12) 13) ,

C. WRITING. Mini-project. C1. Write out all the teaching methods and the assessment methods you can find in the text. Try to describe them in English. D. RENDERING D1. Render the text about Sussex University. Write out a plan and useful words and word combinations. E. PROJECT-WORK. E1. Using the text about Sussex University as a model one tell the group about studying law at any other university which seems most attractive to you (find the information in books or the Internet). Try to compare the educational standards and principles of studying at this university with those at Sussex/ at your university. LESSON 6 A. DISCUSSION A1. Read the text about core courses at Sussex University and discuss the questions below. CORE COURSES. In years 1 and 2, you are largely occupied with the core courses which ensure that you graduate with a qualifying degree. Year 1. You study courses in private law, the legal regime that governs the dealings between individuals, and also in public law, which governs the relationship between an individual and the state. Contract (how the laws protect agreements between individuals). Torts (how society provides compensation for injury or property damage suffered by someone as a result of the acts of another). Legal Method (introducing you to the nature of legal sources, helping you to understand some of the features that are special to law and equipping you with fundamental mental tools such as how to read statutes and reports of cases that will be in constant use throughout tour time at Sussex). Public Law, including criminal law, the study of Parliament, the making of law, the organization of the courts, aspects of the judiciary and matters relating to the constitution of the United Kingdom and of human rights.

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Year 2. Equity and Trusts (the substantial collection of legal principles that has grown out of the phenomenon of property being owned by one person not for that persons own benefit but for the benefit of another). Land Law (the collection of legal principles concerned with the ownership and exploitation of land). Criminal Law (what conduct should be classed as a crime, what is or should be the relationship between criminal behaviour and immoral conduct, and what constitutes the many particular and familiar crimes). Law and Policy of the EU (how the EU has developed its own public law as well as its own law dealing with the economic, financial, social and other laws in matters with which it is principally concerned and the effect this has on the UK and other member states). Final year. You take four of the following optional courses: Civil Liberties in England and Wales; Commercial Law; Company Law; Comparative Law; Competition Law; Conflict of Laws; Corporate Governance and Economic Theory; Criminology; Development of Human Rights; Employment Law; Environmental Law; Family Law; Forensic Science and the Legal Process; Healthcare, Law and Ethics; History of English Law; International Litigation; Intellectual Property; Japanese Law; Law and Culture, etc. Questions: 1) What area of law interests you most? 2) If you were a student at Sussex University which subject would you choose to study? 3) What law degrees does your university offer? 4) Give an overview of core courses at your university. Explain what particular matters each course includes. A2. Work in pairs. Interview your partner in order to find out what abilities and skills he (she) thinks are important for a future lawyer. Ask for the reasons of their opinion (e.g. A lawyer should be tolerant, because he has to work and communicate with different people educated and not educated, honest and not very honest,). Ask your partner if he (she) thinks that he (she) has these abilities or he has to develop them. You can use helpful expressions from the box or give your own ideas. be able to cope with many different problems simultaneously; be calm, stay cool, control emotions;

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be flexible, adaptable to situation; be cautious and shrewd; be kind, sympathetic, helpful; speak bright, powerful language; be able to use words correctly, properly, precisely; to have wide range of knowledge, not only in law; be elegant and good-looking; be able to make decisions or find arguments quickly; be hard-working; be able to change his mind, to compromise

A. WRITING. Mini-project. B1. Write a short summary of your partners opinion. A teacher may read out some of them and students may guess whose opinion it is. LESSON 7 A. LANGUAGE STUDY. PHRASEOLOGY A1. Read the following sentences with idiomatic expressions. If you fail to understand them at once there are explanations in the brackets. Try to give literary translation to the sentences. 1) The General Knowledge examination was terribly easy. It was a piece of cake. (something very easy to do, requiring little or no effort) 2) This is much too difficult for me. Do you mind if I pick your brains? (to enlist the aid of someone more clever or expert in a given problem) 3) However carefully the student spoke, the teacher jumped down his throat. (to criticize someone for some trifling mistake) 4) We were all expecting him to fail, but he passed with flying colours. (with great success) 5) Oxford and Cambridge are still creaming off the most brilliant scholars, despite the social changes that have taken place since the end of the war. (to take the best0 6) Peters success at college cut no ice with the selection committee. They were not impressed with academic attainments but wanted a man with practical experience. (to make no impression at all) 7) Im afraid youll never get that lad into the university, however much time you spend on him. You cant make a silk purse out of

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a sows ear. (its not possible to make something fine out of inferior material) If you want a specialist in tax law, I would suggest we brief Mr. Williams QC; he is in a class of his own. (to be incomparably better than ones companions in particular subject) They talked advanced mathematics together. It was completely over my head. (intellectually too difficult to grasp) I didnt understand a single word. It was all double Dutch to me. (nonsense, meaningless words) He seemed to be in a brown study and I thought he hardy heard what we were saying. (to be deep in thought) He has parliamentary procedure and the rules and traditions of the House of Commons at his fingerprints. (to be an expert in a subject, to know it to perfection)

8) 9) 10) 11) 12)

B. READING, DISCUSSION AND RENDERING B1. As you read, think about the answers to these questions. 1) Why do different countries have different methods of education? 2) What are the advantages and disadvantages of different teaching methods? 3) What is the system of education like in Russia? Which system do you prefer? Why? METHODS OF EDUCATION: EAST VERSUS WEST In a society such as the United States or Canada, which has many national, religious, and cultural differences, people highly value individualism the differences among people. Teachers place a lot of importance on the qualities that make each student special. The educational system in these countries shows these values. Students do not memorize information. Instead, they work individually and find answers themselves. There is often discussion in the classroom. At an early age, students learn to form their own ideas and opinions. In most Asian societies, by contrast, the people have the same language, history, and culture. Perhaps for this reason, the educational system in much of the Orient reflects societys belief in group goals and purposes rather than individualism. Children in China, Japan, and Korea often work together and help one another on assignments. In the classroom, the teaching methods are often very formal. The teacher lectures, and the student listen. There is not much discussion. Instead, the students recite rules or information that they have memorized.

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There are advantages and disadvantages to both of these systems of education. For example, one advantage to the system in Japan is that students there learn much more math and science than American students learn by the end of high school. They also study more hours each day and more days each year than North Americans do. The system is difficult, but it prepares students for a society that values discipline and self-control. There is, however, a disadvantage. Memorization is an important learning method in Japanese schools, yet many students say that after an exam, they forget much of the information that they have memorized. The advantage of the educational system in North America, on the other hand, is that students learn to think for themselves. The system prepares them for a society that values creative ideas. There is, however, a disadvantage. When students graduate from high school, they havent memorize as many basic rules and facts as students in other countries have. B2. Render the text and express your opinion on the problem given. Compare the principles of education presented in the text with the ones you experience in your country. LESSON 8 A. REVISION A1.Match the people (1-10) on the left with a definition (a-j) from the right 1.graduate 2. lecturer 3. principal 4. scholar 5. staff 6. student 7. tutor 8. undergraduate 9. dean 10. instructor all the people who work at a school, college or university b) a person who studies an academic subject (e.g. Greek), and knows a lot about it c) a person who is at the head of a faculty d) a student who has completed a first degree course at a university or college e) either a teacher at a university who teaches small group of student or someone who privately teaches pupils at home f) a person who teaches large groups of student on particular subject g) a person who is studying at a college or university a)

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h) the person in charge of a school or college i) a student at a college or university who is studying for his or her first degree j) a teacher of a technical or practical subject A2. Odd one out 1. a) essential 2. a) exam 3. a) reflection 4. a) research 5. a) wrong 6. a) equity 7. a) require 8. a) maintain 9. a) enable 10. a) applicant 11. a) academic b) principal b) timetable b) meditation b) aim b) offence b) justice b) repeal b) keep b) allow b) course b) learned c) diligent c) lecture c) speculation c) purpose c) penalty c) loyalty c) cancel c) provide c) gain c) curriculum c) tutorial d) important d) seminar d) ignoration d) goal d) tort d) fairness d) abolish d) enroll d) permit d) programme d) scientific

A3. Write the missing words in the sentences below Choose from the following list. Make changes where necessary. take/ sit; pass (v); assignment; play truant; mark (n); term; specialize in; fail (v); tutorial; enroll; vacation; staff; academic; opportunity; circumstances 1. This course is very popular. If toy want a place on it youd better _______ today. 2. He was very upset when he _______ his exams, especially as he thought he had done so well. 3. Were going to _______ the Cambridge First Certificate examination at the end of next month. 4. To __________ means to stay away from school without permission. 5. She was extremely intelligent and found it very easy to _____ all her exams. 6. When he went to the College he decided to _______ the European Law. 7. The teacher gave her a very high _____ for her essay. 8. When he was a student at university he used to work during the summer _______ as a waiter. 9. You dont usually talk about homework at university. You use the word ________ instead.

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10. In Britain _______ year starts in September and ends in July. It is divided into three _______ . 11. A _______ is when a teacher at a university gives an individual lesson to one or more students. 12. Its getting more and more difficult to recruit the experienced _______ . 13. He never had the _______ to go to the university when he was younger. 14. In some _______ you may have to work on Saturdays. B. WRITING B1. Write a composition about law faculty at your university. Throw light on the following points: - how old is your faculty? - how many students are enrolled in it? - what law degrees are you offered? - what can you say about the curriculum and academic staff? - what teaching methods are applied to students? Which ones do you like (do not like)? - what skills and abilities are you supposed to achieve? - what would you like to change if you could? C. PROJECT WORK. C1. Imagine you were asked to design the new web-site of your university. Look through the different sites of foreign universities, note the principles of their structuring. Work out the layout of your site. Choose the information about your university which you would like to place there. Present the final version to the group.

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APPENDIX 1 applicant (n) assistant professor assignment (n) adjunct professor attitude (n) achieve (v) assessment (n) attainment (n) apply to appreciate bar (n) appropriate (adj) academic (adj) class (v) curriculum (n) collaboration (n) cope with (v) concept (n) contradiction (n) devote (v) current (adj) circumstance (n) degree in (n) draft (v) diligent (adj) department (n) WORDS TO KNOW: enter (v) emphasize (v) entrance exams enable (v) enroll (v) environmental law examine (v) to take an exam full-time student evolve (v) graduate (n) to sit an exam part-time student grasp (v) undergraduate (n) to pass an exam first-year student impart (n) instructor (n) to fail an exam investigation (n) relevance (n) lecturer (n) to give a pass legal studies reflection (n) tutor (n) to miss classes learned (adj) seek (v) record book to attend classes scientific (adj) (yearly) paper (n) to play truant scholarly (adj) thesis to keep pace with opportunity (n) subject (n) to gain training negotiate (v) timetable (n) to be expelled respond (v) research (n/v) undertake (v) skills (n) staff (n) value (n) LLM JD

APPENDIX 2 Key to module 4 Lesson 1. C1. 1d 2c 3a 4f 5b 6e 7g 8j 9i 10h 11k Lesson 2. A4. a) sit again, b) quit, c) competitive, d) recruit, e) pastime, f) staff, g) concept, h) survey, i) doodle, j) attitude Lesson 3 B5. 1) solid curriculum, 2) practical skills and habits of mind, 3) who pride themselves on taking personal interest, 4) devote considerable effort, 5)

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starting point, 6) the attainment of justice, 7) a grounding in civil law, 8) of publishable quality Lesson 4. A3. 1) enter the university, 2) examination, 3) education, 4) widely used, 5) to attend, 6) skills, 7) sciences, 8) level of ability, 9) degree, 10) to practice, 11) require, 12) grades, 13) academic, 14) hold jobs Lesson 5. B3 1) come face to face, 2) resolving disputes, 3) current legal problems, 4) teaching methods, 5) provide a solution, 6) value of constructive criticism, 7) to conduct independent legal research APPENDIX 3 SOURCES: I. 1) .., .. . . ., 2000. 2) ., . . . . ., 2002. 3) .. Further steps to more effective communication. ., 2003. 4) Povey J.,Walshe I. An English Teachers handbook of Educational Terms. Moscow, 1975. 5) McCarthy, ODell. English Vocabulary in Use. Cambridge, 1994. 6) KingsburyR.,Wellman G. Longman Advanced English Coursebook, !985. 7) Kirn E., Hartmann P. Interactions II. A reading skills book. McGraw Hill, 1990. 8) Watcyn-Jones P. Target Vocabulary 2. Penguin books, 1994. II. 1) Longman Essential Activator, 1997. 2) Hornby A.S. Oxfoed Advanced Learners Dictionary of Current English Oxford, Moscow, 1982. 3) 21st Century Synonym and Antonym Finder. N.York, 1993. 4) The Penguin Dictionary of English Idioms. 1986. 5) . . .,2003. 6) The Oxford Dictionary of Thematic Quotations. N.York,2000. III. 1) Sussex University, 2003. 2) Stevenson D. American Life and Institutions. Stuttgart, 1987.

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....................................................................................................................... 3 MODULE 1. THE NEED FOR LAW Lesson 1 ........................................................................................................................ 4 Lesson 2 ....................................................................................................................... 9 Lesson 3....................................................................................................................... 14 Lesson 4 ..................................................................................................................... 19 Lesson 5 ..................................................................................................................... 23 Lesson 6 ...................................................................................................................... 28 Lesson 7 ..................................................................................................................... 32 Lesson 8 ...................................................................................................................... 35 Appendix .................................................................................................................... 41 MODULE 2. LAW AND SOCIETY .......................................................................... 44 Lesson 1 ...................................................................................................................... 44 Lesson 2 ...................................................................................................................... 51 Lesson 3 ..................................................................................................................... 55 Lesson 4 ..................................................................................................................... 58 Lesson 5 ..................................................................................................................... 62 Lesson 6 ..................................................................................................................... 67 Lesson 7 ..................................................................................................................... 71 Lesson 8 ..................................................................................................................... 75 Appendix .................................................................................................................... 79 MODULE 3. KINDS OF LAW ................................................................................ 83 Lesson 1 ...................................................................................................................... 83 Lesson 2 ..................................................................................................................... 85 Lesson 3 ..................................................................................................................... 88 Lesson 4 ..................................................................................................................... 92 Lesson 5 ..................................................................................................................... 94 Lesson 6 ..................................................................................................................... 97 Lesson 7 ................................................................................................................... 100 Lesson 8 ................................................................................................................... 103 Appendix ................................................................................................................. 108 MODULE 4. ENTERING THE LEGAL PREOFESSION ...................................... 111 Lesson 1 .................................................................................................................... 111 Lesson 2 ................................................................................................................... 115 Lesson 3 ................................................................................................................... 119 Lesson 4 ................................................................................................................... 122 Lesson 5 ................................................................................................................... 125 Lesson 6 ................................................................................................................... 129 Lesson 7 ................................................................................................................... 131 Lesson 8 ................................................................................................................... 133 Appendix ................................................................................................................. 136

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ENGLISH FOR LAW STUDENTS 1 YEAR. PART 1 1 . 1

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13.07.09. 6084 1/16. . . . 8,7. 200 . 456. - . . 191023, -, ., . 21.