THE U.K. AND ITS LEGAL SYSTEM NOTE DE CURS AN I, … · Galateanu, Georgiana, Ecaterina Comisel (f.a.), Gramatica limbii engleze pentru uz scolar, Bucuresti: Ed. Didactica si Pedagogica;

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Universitatea Spiru Haret Bucuresti

Facultatea de Stiinte Juridice si Stiinte Economice, Constanta

Departamentul Stiinte Juridice

LIMBA ENGLEZĂ 1

(Culegere de texte şi exerciţii)

THE U.K. AND ITS LEGAL SYSTEM

NOTE DE CURS

AN I, SEMESTRUL I

Lector univ. dr. Anca Magiru

2017

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INTRODUCTION

A knowledge of the English and American legal systems is important for our full-time

law students at Spiru Haret School of Law and Economics, Constanţa. The coursebook, which is

a collection of authentic legal texts and also an anthology of grammar exercises, gathered and

compiled from different law textbooks and English grammar exercise books, provides an

introduction to the English and American legal systems and the means to develop the language

and analytical skills which form an essential part of the legal study. The book will be used for the

law students of Spiru Haret University and, therefore, the book is not for sale in book stores,

except Spiru Haret University book stores. The double purpose of this coursebook is: 1.to

provide factual knowledge by exploring legal texts, and 2.to develop the necessary language and

analytical skills for part-time law students of English to whom it specifically addresses.

Information is given on basic grammatical areas which arise from texts and on

vocabulary (word formation and use of legal vocabulary). Activities concentrate on reading,

writing and study skills with some work on oral functions. In gathering the texts for this

coursebook, the author took into account the requirements laid down in the Analytical Program

for the part-time law students at Spiru Haret University School of Law and Public

Administration.

The coursebook comprises 14 units each unit dealing with an individual subject. The

broad subject-matter of each unit is broken down into two parts to provide a structured approach

to the subject.

The factual content, in VOLUME I, THE FIRST YEAR OF STUDY, is presented

through extracts from authentic texts, in the Reading Section, which is followed by

comprehension questions and exercises included in the Assessment and/or Self-assessment Tests

Section. Part One introduces some general features of the English law and legal system which

will provide a background to the following topics: 1.The British Constitution and

Government, 2.The British Legal System, 3.The English Criminal Courts, 4.The English

Civil Cases, 5.The Legal Professionals (I). Lawyers, 6.The Legal Professionals (II).

Magistrates and Judges, 7.The Legal Professionals (III). The Crown Prosecution

Service.Tribunals. Ombudsmen. This Section is followed by the Grammar Section containing

a set of activities meant to brush up the students’ English grammar.

VOLUME II, THE SECOND YEAR OF STUDY is concerned with legal texts about the

American law and legal system. The Reading Section of this Part also introduces some general

features of the American law and legal system which will provide a background to the following

topics: 1.The U.S. Constitution. The Role of the Constitution, 2.The U.S. Legal System. The U.S.

Legal Professionals, 3.The U.S. Department of Justice, 4.The U.S. Courts, 5.Trials Procedures,

6.Interrogations and Confessions. Miranda Warnings, 7.The Law and the Civil Liberties.The Bill

of Rights. This Section is followed by the Grammar Section containing a set of activities meant to

brush up the students’ English grammar, as well. Both PARTS, as far as grammar is concerned,

focus on tenses, modal verbs, moods, conditionals, passive voice, in short, a revision of the

English verb.

The book also contains a list of irregular verbs, a list of language notes, grammatical

terms, and vocabulary, and the bibliography used.

The author hopes that her effort to have this coursebook published will be fully

appreciated and successfully used by the part-time students who really take an interest in English

for Law.

The Objectives of the Coursebook

The main objectives of this coursebook are:

1.to provide factual knowledge by exploring authentic legal texts;

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2.to develop the necessary language and analytical skills for part-time law students of English to

whom it specifically addresses;

3.to improve their grammar, expand their vocabulary, refine their pronunciation;

4.to help students to speak naturally.

The Competences of the Coursebok

At the end of this coursebook, the students will be able to develop their abilities and practical

skills in English. They are expected:

1. to use correctly the English verb (tenses, moods, voice, modal verbs), in writing and speaking;

2.to apply grammar rules and notions to ensure the correctness of speaking, writing, translating,

explaining;

3.to understand the English and American legal content;

4. to understand the language content;

5.to get familiar with all the topics discussed;

6.to read, translate, comment on different types of legal documents.

7.to get familiar with the basic history of the U.S.A., the U.K.; to learn more about their cultures,

lives and civilizations.

Means and Teachings Aids

The main working instrument will be the coursebook. The author would like to mention that

the following means and teaching aids are not only necessary but compulsory. There follows two

lists:

1. a list of compulsory materials for students such as: an English-English law dictionary, a

Romanian-English, English-Romanian dictionary of law terms, the Romanian Constitution, a

PC/laptop; Constantin Paidos, Gramatica limbii engleze, Teorie şi practică, volumes I,II,III,

Institutul European, Iaşi, 1995.

2.and a list of materials for instructors, such as: laptop, internet, the flags of the U.S.A., of

the U.K., and of Romania, the Constitution of the U.S.A., some British constitutional texts, the

Holy Bible, books on American and British law, life, culture, civilization; American and British

newspapers containing articles on different types of crimes; books containing American and

English case studies, real and hypothetical; the maps of U.S.A. and of the U.K.; books containig

humouristic articles on law and/or law quotations; detective short stories, films and

documentaries on crimes.

The Structure of the Coursebook

The coursebook contains two parts, (corresponding to the first year of study, and

respectively, to the second year of study), and 7 learning units, each:

YEAR 1: THE U.K. AND ITS LEGAL SYSTEM

Part One: The U.K. and Its Legal System:

Learning Unit # 1.

1st YEAR: SEMESTER I THE BRITISH CONSTITUTION AND

GOVERNMENT ( 8 classes)

Learning Unit # 2.

THE BRITISH LEGAL SYSTEM (8 classes)

Learning Unit # 3.

THE ENGLISH CRIMINAL COURTS (8 classes )

Learning Unit # 4.

1st YEAR: SEMESTER II THE ENGLISH CIVIL CASES (8 classes)

Learning Unit # 5.

THE LEGAL PROFESSIONALS (I). LAWYERS (8 classes)

Learning Unit # THE LEGAL PROFESSIONALS (II) MAGISTRATES

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6. AND JUDGES (8 classes) Learning Unit #

7. THE LEGAL PROFESSIONALS (III). CROWN

PROSECUTION SERVICE. TRIBUNALS. OMBUDSMEN (OPTIONAL)

Part Two: The U.S. and Its Legal System:

Learning Unit # 1.

2nd YEAR , SEMESTER I THE U.S. AND ITS LEGAL SYSTEM THE U.S. CONSTITUTION. THE ROLE OF THE

CONSTITUTION (8 classes)

Learning Unit # 2.

THE U.S. LEGAL SYSTEM. THE U.S. LEGAL PROFESSIONALS (8 classes)

Learning Unit # 3.

THE U.S. COURTS (8 CLASSES)

Learning Unit # 4.

2nd YEAR SEMESTER II THE U.S. DEPARTMENT OF JUSTICE (8 classes)

Learning Unit # 5.

THE U.S. CIVIL AND CRIMINAL TRIALS AND THEIR STAGES (8 classes)

Learning Unit # 6.

INTERROGATIONS AND CONFESSIONS. MIRANDA WARNINGS (8 classes)

Learning Unit # 7.

THE LAW AND THE CIVIL LIBERTIES. THE BILL OF RIGHTS (OPTIONAL)

Assignments

The students are given assignments after each Learning Unit. They are supposed to solve all the

assessment and self-assessment tests by themselves making use of the answer section and also

write and present and/or speak of the following topics after each Learning Unit, namely:

Volume One / The First Year of Study

1.The Constitution of the U.K..The British Cabinet

2.Statute Law. Common Law. The European Union Law

3.Magistrates’ Courts. Crown Courts. Criminal Offences

4.The English Civil Cases. The English Civil Courts

5.The English Lawyers: a. Barristers; b.Solicitors; c. Paralegals

6.The English Magistrates.The English Judges

7.The Crown Prosecution Service (CPS). Tribunals. Ombudsmen

Volume Two / The Second Year of Study

1.The U.S. Constitution. The Roel of the Constitution

2.The U.S. Judges. The U.S. Jury. The U.S. Attorneys

3.The Attorney General. The Solicitor General. FBI

4.The Federal Courts. The State Courts. The Supreme Courts

5.The Civil Trials. The Criminal Trials

6.Miranda Warnings

7.The Bill of Rights. The American Civil Liberties

Compulsory Bibliography

Lister, Ronald, Klemens Veth, (2010), Dicţionar juridic, englez-român, român-englez, Bucuresti:

Ed. Niculescu

Magiru, Anca, (2013), Limba engleză, (Curs în tehnologie ID/IFR), Bucureşti: Editura Fundaţiei

România de Mâine;

Magiru, Anca, (2011), English for Law Students, Bucuresti, Ed. Universitara;

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Magiru, Anca, (2011), English for Public Administration Students, Bucuresti, Ed. Universitara;

Magiru, Anca, (2010), American Criminal Law, An Introduction for Law Students of English,

Bucuresti: Ed. Universitara.

Optional Bibliography

Paidos, Constantin, (1995), Gramatica limbii engleze, Teorie şi practică, vol. I,II,III Iaşi:

Institutul European;

Voiculescu, Cecilia, (2005), Dicţionar juridic, englez-român, român-englez, & terminologia UE-

SUA, Bucureşti: Ed.Niculescu.

Brookes, Michael, Christiane Treutenare, (2002), 1000 de cuvinte in Drept, Bucuresti: Compania;

Champion, Dean J., (1998), Dictionary of American Criminal Justice. Key Terms and Major

Supreme Court Cases, Minot State University, London, Chicago: Fitzroy Dearborn Publishers;

Constitutia Romaniei, (2004), Bucuresti: Ed. All Beck;

The Constitution of the United States and the Declaration of Independence, Reprinted 2001 by

the Supreme Court Historical Society, 2001;

Galateanu, Georgiana, Ecaterina Comisel (f.a.), Gramatica limbii engleze pentru uz scolar,

Bucuresti: Ed. Didactica si Pedagogica;

Martin, Elizabeth A., 2003, A Dictionary of Law, Oxford: Oxford University Press;

Hanga, Vladimir, Rodica Calciu, (1994/2007), Dictionar juridic englez-roman si roman-englez,

Bucuresti, Ed. Lumina Lex.

Assessment Methods

The final examination is an electronic multiple choice test. The instructor will also take into

account the students’ seminar activities and also the assessments during the academic terms.

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CONTENTS

INTRODUCTION………………………………………………………………………………………..

PART ONE, THE FIRST YEAR OF STUDY: THE U.K. AND ITS LEGAL SYSTEM

SEMESTER I

Learning Unit # 1

THE BRITISH CONSTITUTION AND GOVERNMENT

1.1. Introduction

1.2. The Objectives and Competences of Learning Unit #1

1.3. The Contents of Learning Unit #1:

A.Reading Section: The British Constitution and Government

1.3.1.The British Constitution

1.3.2.The British Government

B.Grammar Section: Tense Revision

1.3.3.The Present Simple Tense and the Present Continuous Tense

1.4. Key Answer Guide for Self-assessment Activities

1.4.1.Compulsory Bibliography

1.4.2.Bibliographical References

Learning Unit # 2

THE BRITISH LEGAL SYSTEM

2.1. Introduction

2.2. The Objectives and Competences of Learning Unit #2

2.3. The Contents of Learning Unit # 2:

A.Reading Section: The British Legal System

2.3.1.Statute Law

2.3.2.Common Law

2.3.3.European Union Law

B.Grammar Section: Tense Revision:

2.3.4.The Past Simple Tense and the Past Continuous Tense




Learning Unit # 3

THE ENGLISH CRIMINAL COURTS

3.1. Introduction

3.2. The Objectives and Competences of Learning Unit # 3 – time assigned

3.3. The Contents of Learning Unit # 3:

A.Reading Section: The English Criminal Courts

3.3.1.Magistrates’ Courts

3.3.2.Crown Courts

3.3.3.Criminal Offences

B.Grammar Section: Tense Revision

3.3.4.The Present Perfect Simple Tense and the Present Perfect Continuous Tense




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PART ONE/THE FIRST YEAR OF STUDY:THE U.K. AND ITS LEGAL SYSTEM

SEMESTER I

Learning Unit # 1


For every person who wants to teach,

there are approximately thirty who don’t

want to learn ... much. W.C.Seller and R.J.Yeatman, British authors

SUBIECTUL LECTIEI

1.1. Introduction 1.2. The Objectives and Competences of Learning Unit #1 1.3. The Contents of Learning Unit #1:

A.READING SECTION: The British Constitution and Government

1.3.1. The British Constitution

1.3.2. The British Government

B.GRAMMAR SECTION: Tense Revision & Consolidation 1.3.3. The Present Simple Tense and the Present Continuous Tense

C.PRACTICE SECTION: 1.4.1. Key Answer Guide for Self-assessment Activities



1.1. Introduction

The rules and practices that determine the composition and

functions of the organs of central and local government in a state

and regulate the relationship between the individual and the state is

called constitution. Most states have a written constitution. The

constitution of the U.K. is largely unwritten. It consists partly of

statutes, common law rules and constitutional conventions.

(Adapted and abridged from Oxford Dictionary of Law, Ed. by Elizabeth

A. Martin, Oxford University Press, c 2003)

OBIECTIVELE LECTIEI

1.2. The Objectives and Competences of Learning

Unit #1

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The Objectives of Learning Unit # 1:

O1 to understand the legal content:

O1a.to examine the constitutional framework of the English legal

system;

O1b.to provide an introduction to the concepts which form the basis

of the system of government in the United Kingdom;

O1c.to test the students’ legal knowledge

O2 to understand the language content:

O2a.to revise the form and use of the Simple Present Tense and the

Continuous Present Tense;

O2b.to test the students’ grammar knowledge

O2c.to make students check the meaning of the words by using a

law dictionary

The Competences of Learning Unit #1:

C1. getting familiar with the constitutional framework of the English

legal system, namely the constitution and government;

C2. using correctly the Present Simple Tense and the Present

Continuous Tense in writing and speaking; applying grammar rules

and notions to ensure the correctness of speaking, writing, translating;

C3. reading, translating, commenting different types of legal

documents.

The time assigned for Unit # 1: 8 classes

CONTINUTUL LECTIEI

1.3. The Contents of Learning Unit # 1

A.READING SECTION:

The British Constitution and Government

1.3.1. The British Constitution

Read and learn the following language notes, grammatical terms

and vocabulary:

rule = (n) normă, principiu, regulă

practice = (n) practică

to regulate, d, d = (v) a organiza, a controla, a regla

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individual = (n) individ, om, persoană fizică

statute = (n) statut, lege, reglementare, protocol, regulament

statute law = jurisprudenţă, drept statutar

law that is enacted by legislature, Acts of Parliament;

convention =(n) convenţie, înţelegere

Head = (n) şef;

sovereign, king, queen, prince, princess, emperor, empress, regent

official = (n) funcţionar

Cabinet = cabinet, guvern

the Executive = is a broad term which includes the officials of

government departments, but in the United Kingdom, the collective

name for the principal executive body is the Cabinet which is made

up of ministers of the Crown; the part of the constitution with

responsibility for administering the laws. In England, this is Her

Majesty’s Government.

legislation = (n) the body of law created by Parliament

the legislature = the body responsible for creating statute law. In

England, this is the two Houses of Parliament; for legislature, it is

Parliament. Individual members of the legislature are called

Members of Parliament.

the judiciary = the judges who have the responsibility for

interpreting the law and resolving disputes between litigants; all

judges;

puterea judecătorească, magistraţi, corpul judecătoresc

the monarch = the king or queen

monarchy = the system in which a country is ruled by a king or

queen; Britain is a constitutional monarchy.

a constitutional monarchy = a monarchy where the king or queen

has limited constitutional powers, and most power is in the hands of

an elected legislature and the government is headed by a

democratically elected Prime Minister.

that is to say = ceea ce înseamnă

to be reduced to writing = a aşterne ceva pe hârtie, a consemna

ceva în scris

further = in addition, also;

în plus, suplimentar

act = (n) lege, act, hotărâre, edict, rezoluţie a Parlamentului sau a

justiţiei

Act of Parliament = a bill that has passed through Parliament and

received the Royal Assent;

act al Parlamentului; lege votată de Parlament

to safeguard, -ed, -ed = (v) a proteja

subject = (n) cetăţean, suspus

remedy = (n) măsură, remediu

to be embodied = a fi reprezentat

enactment = (n) lege, text de lege

Bill of Rights = Carta/Declaraţia drepturilor omului (1688 în Marea

Britanie); Declaraţia drepturilor omului (1791, cele 10

amendamente ale Constituţiei SUA referitoare la drepturile

fundamentale ale omului)

to set out, set out, set out = (v) a stabili

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to lay down, laid down, laid down = (v cu participiu adverbial) a

alcătui

to be carried = a fi aplicat

Read and translate the following text into Romanian:

The British Constitution

Definition and purpose

A constitution is a set of rules which define the relationship between

the various organs of government and between government and

citizens of a country. Its purpose is to set the criteria of the

governmental power and the rights and duties of the citizens.

Therefore, the constitution of any individual country will determine

the system of government in that country. By “organs” or

“institutions” of government we mean the executive, the legislative

and the judiciary. In the United Kingdom, the monarch has an

important constitutional role as head of state.

The main characteristics of the British Constitution

The British constitution is not ‘written’ ; that is to say, it has never

been wholly reduced to writing. Further, since Parliament is

‘sovereign’, it can, without any special procedure, and by a simple

Act, alter any law, at any time, however fundamental it may seem to

be. Although the British courts have always been careful to safeguard

the rights of the subject and certain legal remedies are designed to

protect him, yet, under the British constitution there are no

guaranteed rights similar to the fundamental liberties safeguarded by

the U.S. Constitution. The statement that the British Constitituion is

not ‘written’, does not mean that the British possess no important

constitutional documents ; it simply means that the constitution is not

embodied in any single document, or series of documents, containing

the British essential constitutional laws. Thus, the British have many

enactments which are of great importance. Let us cite as examples,

Magna Carta (1215) which is the first document with constitutional

value, (It guaranteed the freedom of the church, restricted taxes and

fines, and promised justice to all.) the Bill of Rights (1688), which

sets out the principle rights gained by Parliament and the nation as

the result of the 17th century constitutional struggles, the

Parlamentary Act 1911 (and 1949).

The Constitution of the United States (see Part Two, Learning Unit

#1 : The U. S. Constitution and Government) was reduced to writing

in 1787. The document which comprises it lays down the

fundamental law of the America, today. Further, the U.S.

Constitution cannot be altered easily. A constitutional amendment

can only be carried if a very substantial majority, both in Congress

and in the individual states, approve it.

(Adapted and abridged from P.S.James, Introduction to English Law,

Butterworths 1985, pp.115-116, in Frances Russell, Christine Locke,

English Law and Language, An Introduction for Students of English,

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Published by Phoenix, ELT, 1995)

1.3.2The British Government


and vocabulary:

Cabinet = Guvern, Cabinet, Consiliu de Miniştri

policy = (n) linie politică, diplomaţie, tactică, metodă, dibăcie

to carry, carried, carried into effect = a pune în aplicare/practică,

a efectua, a realiza

Parliament = The legislature of England and Wales; the House of

Commons and the House of Lords under the Queen/King.

Parliament is regarded as sovereign, which means that there is no

higher power. This is not, however, strictly true since in certain

areas European Union law is superior to that of Parliament.


The British Government

The group of people who govern a country or state is called

government. (Longman Dictionary of Contemporary English, Longman

Dictionaries, c 1995)

The British Cabinet is a body of ministers, normally about

20, consisting mostly of heads of chief government departments but

also including some ministers with few or no departmental

responsibilities. It is headed by the Prime Minister. Its function is to

formulate government policy and to carry it into effect. All members

should fully support Cabinet decisions. A member who disagrees

with a decision must resign. If the government loses a vote of

confidence, or suffers any other major defeat in the House of

Commons, the whole Cabinet must resign. (Adapted and abridged from

Oxford Dictionary of Law, Ed. by Elizabeth A. Martin, Oxford University

Press, c 2003)

B.GRAMMAR SECTION:

Tense Revision & Consolidation

1.3.3. The Present SimpleTense and the Present Continuous

Tense

1.THE PRESENT SIMPLE TENSE

Form

The Present Simple Tense has the same form as the short infinitive

(e.g.: come, be, go, sing, etc.), but adds –“s” or –“es”, for the third

person singular (meaning “he”, “she”, “it”)

For the interrogative and negative forms, we use the auxiliaty verb

“to do”.

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to play, played, played = a se juca

Affirmative Interrogative Negative

S + V+S/ES (IIIsg.) Do/Does +S+V S+do/does+not+V

I play = eu mă joc Do I play? I do not play

You play = tu te joci Do you play? You do not play

He plays = el se joacă Does he play? He does not play

She plays = ea se joacă Does she play? She does not play

It plays = el/ea se joacă Does it play? It does not play

We play = noi ne jucăm Do we play? We do not play

You play = voi vă jucaţi Do you play? You do not play

They play =ei/ele se joacă Do they play? They do not play

The negative short form:

do not = don’t

does not = doesn’t

Use

The Present Simple Tense is used to express:

1. Repeated/habitual/permanent actions (+ adverbs such as:

often, usually, never, always, sometimes, seldom, every day, in the

morning, on Mondays, in winter, constantly, normally, regularly,

etc.)

E.g.:

1.Willy usually doesn’t wake up before 10:00 in the

morning.(habitual action)

2.John and Anne travel a lot.(repeated action)

3.Camelia’s boyfriend doesn’t eat meat.(permanent)

4.Andreea works in an office.(permanent)

5.Grace never smoke.(habitual action)

2.General truths or characteristics: E.g.:

1. The Sun rises in the east.

2. The Earth moves round the sun.

3. Two and two makes/make/is/are four.

4. Water boils at 100 degrees C.

5. Birds fly.

3. Instantaneous Simple Present (momentary actions completed

almost at the same time they are performed in contexts such as:

cooking, demonstrations, ceremonial utterances, stage directions,

radio or TV commentaries, announcements, headlines).

E.g.:

1. The goal-keeper misses the ball.

2. I now mix the butter and the eggs.

3. I put the tray in the oven.

4. Here comes our teacher!

5. There goes our bus!

6. Jane enters the living-room, then draws the curtains!

7 .He pronounces them man and wife.

4. Planned future actions, when the future action is considered part

of an already fixed programme, with verbs of movement, such as:

come, go, leave, leave for, arrive, begin, start, end, finish. The

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adverbials indicating future time are obligatory.

E.g.:

1. They leave San Antonio at 11 a.m. next Sunday and arrive in

Bucharest at 4 p.m. local time.

2. Our next Spanish lesson is on Friday.

5.In temporal and conditional clauses replacing the future tense,

when there is a future/present/imperative in the main clause:

E.g.:

1. Have something to eat before you go!

2. He will come if he has time.

3. He will come when he has time.

2.THE PRESENT CONTINUOUS TENSE

Form: BE + V + ING

The Present Continuous Tense is formed with the present tense of

the verb to be and the –“ing” form (the present participle) of the

main verb. (BE + V+ING)

to play, ed, -ed = a se juca

Affirmative Interrogative

I am/I’m playing = eu mă joc. Am I playing?

You are /You’re playing. Are you playing?

He is /He’s playing. Is he playing?

She is/She’s playing. Is she playing?

It is/It’s playing. Is it playing?

We are/We’re playing. Are we playing?

You are/You’re playing. Are you playing?

They are/They’re playing. Are they playing?

Negative I am not / I’m not playing. You are not / aren’t playing.

He is not / isn’t playing.

She is not / isn’t playing.

It is not / isn’t playing.

We are not / aren’t playing.

They are not / aren’t playing.

Use

The Present Continuous Tense is used to express:

1.An action taking place at the moment of speaking. The action

has duration and is not complete, it lasts.

E.g.:

1.Look! It’s snowing!

2.I’m wearing my coat as it is cold.

2.An action that extends over a period of time, not necessarily

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including the moment of speaking.

E.g.:

1.I am reading a novel by John Fowles.

2.Mother is studying the Bible.

3.A temporary action/behaviour (+ an adverbial phrase indicating

limited present time.)

E.g.:

1.Why are you being so rude these days? You’re usually so polite.

2.I live in Edinburgh, but I am living in Glasgow this year.

3.He usually walks to school, but today, he is going by bus.

4.I teach English, but this year, I’m teaching Spanish.

5.I wear red colours, but today, I’m wearing blue.

4. A frequently repeated action which annoys the speaker (+adverbs of frequency)

E.g.:

1.My daughter is constantly losing her keys.

2.He is always ringing me up at 2 a.m.

5.A definite action planned for the near future

E.g.:

1.We’re leaving for Freiburg on Monday.

2.What are you doing tonight? We are meeting Adina.

3.VERBS WHICH ARE NOT NORMALLY USED IN THE

CONTINUOUS TENSE

They refer to:

1.feelings and emotions (like, dislike, love, adore, desire, mind,

hate, detest, fear, prefer, want, wish, refuse, regret, loathe, care for)

E.g.:

1.I like icecream.

2.You hate soup.

3.He loves her.

2.thinking/believing (think, understand, know, mean, realize,

recognize, remember, forget, remind, hope, imagine, presuppose,

suppose, suspect, guess)

E.g.:

1.Remind him to bring the book tonight!

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2.I know the truth about that family.

3. Do you understand her now?

Note! “think” may be used in the countinuous tense when no

opinion is given:

E.g.:

1.I’m thinking of my future Fulbright grant. (a se gândi);

2.I think that you are right. (a crede) (this is my opinion)

3.perception (see, hear, smell, taste, feel, notice, observe, sound)

E.g.:

1.I (can) see a car now!

Note! Several of these verbs may be used in the continuous tense

with a change of meaning:

E.g:

SEE

1.I’m seeing John tonight. (to meet)

2.They are seeing the sights. (to visit)

3.Tom is seeing to some coffee. (to make)

4.You will be hearing from her. (You will get news from her).

SMELL, TASTE, FEEL may be used in the continous tense when

they denote a voluntary action. Compare the following pairs of

sentences:

E.g.:

1.a.This rose smells nice. (involuntary activity)

1.b.I’m smelling the rose. (voluntary activity)

2.a.The soup tastes nice. (involuntary activity)

2.b.I’m tasting the soup. (voluntary activity)

3.a.The material feels rough. (involuntary activity)

3.b.The doctor was feeling mother’s hand. (voluntary activity)

4.having and being, mixed verbs (be, have, cost, resemble, own,

possess, belong to, include, contain, consist of, matter, deserve,

depend on, require, apply to, concern, involve)

E.g.:

1.a.This book costs $4.

1.b.But: Books are costing more and more nowadays.

2.a.Raluca resembles Nicholas.

2.b.But: Raluca is resembling Nicholas more and more.

16

Note! Have and Be

HAVE may be used in the continuous tense when its meaning is

not: to own/possess:

E.g.:

1.They are having dinner out. (to eat)

2.She is having a shower. (to wash)

BE may be used in the continuous tense to show a temporary state

as opposed to a usual characteristic:

E.g.:

1.He is such a good boy but now he is being naughty.

2.I think you are being rather mean about this.

(Adapted and abridged from:1. Sinteze de gramatică engleză, Georgiana

Gălăţeanu-Fârnoagă, Ed. Albatros, Bucureşti, 1987; 2. Gramatica limbii

engleze, volumul I,Constantin Paidos Institutul European Iaşi, 1995)

1.4. C.PRACTICE SECTION:

Key Answer Guide for Self-assessment Activities

The Synthesis of Learning Unit #1 through Self-assessment Tests:

INTREBARI SI TESTE DE EVALUARE SI AUTOEVALUARE

A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. THE BRITISH CONSTITUTION.

Circle the correct answer. Only one answer is correct.

1.Define the term constitution.

a. A constitution is a set of rules which define the relationship between the various organs of

government and between government and citizens of a country.

b. A constitution is a set of games which define the relationship between the various organs of


c. A constitution is a set of jokes which define the relationship between the various organs of


2.Explain the purpose of the constitution.

a. Its purpose is to set the criteria of the governmental power.

b. Its purpose is to set the criteria of the governmental power and the rights and duties of the

citizens.

c. Its purpose is to set the criteria of the rights and duties of the citizens.

3.What will the constitution of any individual country determine?

a. The constitution of any individual country will determine the system of education in that

country.

b. The constitution of any individual country will determine the medical system in that country.

17

c. The constitution of any individual country will determine the system of government in that

country.

4.Name the organs or institutions of government.

a. The executive, the legislative and the judiciary.

b. The legislative and the judiciary.

c. The executive and the legislative.

5.What kind of role does the U.K. monarch have?

a. In the United Kingdom, the monarch has a republican role.

b. In the United Kingdom, the monarch has a constitutional role.

c. In the United Kingdom, the monarch has a presidential role.

6.When was the American constitutio first written?

a.1587; b.1687; c.1787

7.Can the American constitution be changed?

a.Yes, it can, but by a complex predetermined procedure.

b.Yes, it cannot, but by a complex predetermined procedure.

c.No, it cannot be changed.

8.Does the United Kingdom have a written constitution as the US does?

a.No, it does, although certain elements of the constitution are contained in a number of different

documents.

b. No, it doesn’t, although certain elements of the constitution are contained in a number of

different documents.

c. No, it doesn’t, although certain elements of the constitution are not contained in a number of

different documents.

9.Who can alter the rules of the British constitution?

a.The Monarch b.The Prime Minister c. The Parliament

2.Self-assessment Test on Legal Knowledge. THE BRITISH GOVERNMENT.


1.Define government.

a. The group of people who govern a country or state is called government.

b. The group of people who rob a country or state is called government.

c. The group of people who lie to a country or state is called government.

2.What is the British Cabinet?

a. The British Cabinet is a body of liers.

b. The British Cabinet is a body of ministers.

c. The British Cabinet is a body of thieves.

3.By whom is the British Cabinet headed?

a. It is headed by the Speaker.

b. It is headed by a Member of Parliament.

c. It is headed by the Prime Minister.

4.What is the function of the British Cabinet?

a. Its function is to formulate government policy and to carry it into effect.

b. Its function is to formulate government politics and to carry it into effect.

c. Its function is to formulate government police and to carry it into effect.

5.Who should fully support the British Cabinet decisions?

a.all citizens; b.all members; c. All Americans

6.What must do a member who disagrees with a decision of the British Cabinet?

a. A member who disagree with a decision must resign.

b. A member who disagrees with a decision must resigns.

c. A member who disagrees with a decision must resign.

7.Who must resign from the British Cabinet?

18

a. A member who disagrees with a decision must resign.

b. A citizen who disagrees with a decision must resign.

c. An American who disagrees with a decision must resign.

8.What happens if the British Government loses a vote of confidence?

a. If the government loses a vote of confidence, the Monarch must resign.

b. If the government loses a vote of confidence, the whole Cabinet must resign.

c. If the government loses a vote of confidence, the Prime Minister must resign.

9.When must the whole British Cabinet resign?

a. If a citizen loses a vote of confidence, the whole Cabinet must resign.

b. If a tourist loses a vote of confidence, the whole Cabinet must resign.

c. If the government loses a vote of confidence, the whole Cabinet must resign.

B.GRAMMAR SECTION:


3.Self-assessment Test on Grammar Knowledge. The Present Simple Tense and the Present

Continuous Tense

Activity I

Choose the correct verb form in each of the following sentence. Remember to look for clues

that will make your choice.

1. Amber and Alice always … (go/are going) to the parolees at the end of the week.

2. The warden … (fixes/is fixing) the broken window glass now.

3. Her pistol never … (works/is working).

4. The Dean of the School of Law … (invites/is inviting) us to a party every month.

5. The President of the U.S.A. … (speak/ am speaking)! Could you please, pay attention?

6. When … (do/are) you …(leave/leaving) for the police station every morning?

7. Jane Doe …(plays/is playing) in a new TV detective serial.

8. Our Dean … (writes/is writing) a report that he will submit to the board.

9. Our Dean … (writes/is writing) reports that he submits to the board. (Adapted and abridged from English for the Real World, Andrea Penruddocke, Christopher A. Warnasch,

A Random House Company, 2004)

Keywords to be remembered: the British constitution, the British Cabinet, the Present Simple

Tense, the Present Continuous Tense

Comprehension Check:

Activity 1

A.Read the following words and learn their meanings.

Chancellor of the Exchequer = Ministrul de Finanţe

Speaker = Preşedintele Camerei Comunelor

Ombudsman = avocatul poporului

Home Secretary =Ministrul de Interne (B.E.); Minister for Internal Affairs (Am.E.)

Lord Chancellor = Ministrul Justiţiei, Preşedintele Camerei Lorzilor

Prime Minister = Primul Ministru

Foreign Secretary = Ministrul de Externe

civil servant = funcţionar public

life peer = pair pe viaţă

Lords Spiritual = arhiepiscopi/episcopi, membri în Camera Lorzilor, membrii de drept

Lords Temporal/Law Lords = membrii nereligioşi din Camera Lorzilor, pairi ereditari sau pe

viaţă

19

Lords of Appeal in Ordinary/Law Lords = membrii din Camera Lorzilor, investiţi cu puteri

judecătoreşti, magistraţi

standing committee = comisie permanentă însărcinată cu examinarea unui vechi proiect de lege

B.Circle the correct answer. Only one answer is correct. Read and translate the following

sentences into Romanian.

1.The minister responsible for law and order in England and Wales is ... .

a.Home Secretary b.civil servant c.Lord Chancellor

2.A member of the administrative and executive staff of government departments is a ... .

a.Foreign Secretary b.civil servant c.Chancellor of the Exchequer

3.The head of the judiciary is the ... .

a.Speaker b.Ombudsman c.Lord Chancellor

4.The minister in charge of dealings with other countries is the ... .

a.Foreign Secretary b.Prime Minister c.life peer

5.The Cabinet minister who is the political head of the Treasury and is responsible for the

control of public finances is the ... .

a.Law Lords b.Chancellor of the Exchequer c.standing committee

6.The person who presides over the House of Commons is the ... .

a.Lords Spiritual b.Lords of Appeal in Ordinary c.Speaker

7.An independent official who investigates complaints against the malfunctioning of

government departments is the ... .

a.Ombudsman b.Law Lords c.Lords Temporal

8.The head of government is the ... .

a.Lords Temporal b.Prime Minister c.life peer

9.A peer who may not pass on his title to his children is a ... .

a.standing committee b.Speaker c.life peer

C.Read and translate the following sentences into Romanian.

1.A generic term referring to hereditary or life peers as well as the Lords of Appeal in

Ordinary is Law Lords/Lords Temporal.

2.A permanent committee of MPs entrusted with the examination of Bills on specific matters is a

standing committee.

3.Archbishops and bishops of the Church of England that sit in the House of Lords are Lords

Spiritual.

4.Up to 11 holders of high judicial office who carry out the judicial functions of the Upper

House also called Law Lords are Lords of Appeal in Ordinary. (Adapted from: Brookes, Michael, Christiane Treutenare, (2002), 1000 de cuvinte-cheie în Drept,

Bucureşti:

Compania)

Activity 2.

A.Read the following words and learn their meanings.

Cabinet = Cabinet, Guvern, Consiliu de Miniştrii

Shadow Cabinet = cabinet fantomă

Bill = proiect de lege

hereditary peerage = rang/titlu de pair/nobil ereditar; titlu nobiliar ereditar; aristocraţie

Lower House = Camera Inferioară

Green Paper = schiţa unui proiect de lege (de origine guvernamentală)

White Paper = proiect de lege, raport de politică generală asupra unei probleme

delegated legislation = dispoziţii/ prevederi regulamentare

reading = citirea în Parlament a unui proiect de lege

20

recess = vacanţă judecătorească/parlamentară

Statute Book = registru cu legile din Parlament

Hansard = jurnalul oficial al Parlamentului britanic

B.Circle the correct answer. Only one answer is correct. Read and translate the following

sentences into Romanian.

1.A body made up of some of the members of the main opposition party meeting from time

to time and ready to take office is the ... .

a.shadow cabinet b.Cabinet c.reading

2.A body of ministers (presided over by the Prime Minister) which formulates government

policy, sees that this policy is carried out, and initiates legislation is the ... .


3.The formal presentation of a Bill to the House of Commons is the ... .


4.An official document issued by the government as a statement of policy is the ... .

a.White Paper b.Bill c.recess

5.Draft of an Act of Parliament that must be passed by both Houses before becoming law


6.The holiday period for MPs meaning Members of Parliament is a ... .


7.A compilation of law enacted in the Houses of Parliament is the ... .

a.Statute Book b.hereditary peerage c.Green Paper

8.A title of nobility that is passed from one generation to another is ... .


9.A discussion document from the government on proposals for a new law to be debated in

Parliament is a ... .


C.Read and translate the following sentences into Romanian.

1.The House of Commons is the Lower House.

2.Orders (having the power of Acts of Parliament) which are passed by a Minister to whom

Parliament has delegated its authority is the delegated legislation.

(Adapted from: Brookes, Michael, Christiane Treutenare, (2002), 1000 de cuvinte-cheie în Drept,

Bucureşti: Compania)

Topics for Presentation:

1.The Constitution of the U.K.

2.The British Cabinet.

Assessment and Self-assessment Tests

Activity I.

Translate the following sentences into English:

1.Ea întotdeauna urmăreşte filmul serial, “In mintea crimnalului”. Nu ştiu de ce, astăzi, se uită la

“Crimele din Midsummer”.

2.Ascultă! Inculpatul spune iarăşi minciuni.

3.Acest martor un minte niciodată. Nu-i place.

4.Ce faceţi în seara aceasta? Mergem să vizităm Penitenciarul de la Poarta Albă.

5.Cât costă aceste pistoale? Nu ştiu cât costă dar am nevoie de unul bun.

6.Aşteptăm avionul cu prizonieri, de la Atlanta. De obicei soseşte la timp.

7.Englezii spun mereu că dreptul lor diferă de dreptul american.

8.Vincent se uită de obicei la filmul documentar despre femei criminale, lunea.

21

9.Cu ce ajungi la secţia de poliţie dimineaţa? (Adapted and abridged from: English Practical Course,

Camelia Boarcăş, Anca Magiru, (2002), Constanţa: Europolis.)

Activity II

Choose the most suitable word or phrase to complete each sentence:

1.What exactly ...?

a. is this job involving b.does this job involve

2.Who exactly ... ?

a.does own this car b.does this car belong to

3. ... that we have been here for six months already

a.Do you realise b.Are you realising

4.I’d like to stay longer. But ... just for the weekend.

a.I come b.I’ve come

5.This new teaching job is really difficult, but ... .

a.I survive b.I’m surviving

6.What ... on that notice?

a.does it write b.does it say

7.Ladies and gentlemen, I ... this ship Queen Mary.

a.name b.am naming

8.Absolutely! I ... with you completely.

a.agree b.am agreeing

9. ... this car. Do you want to buy it?

a.I sell b.I’m selling

REVISION I

Learning Unit # 1



1.Define the term constitution.

a.A constitution is a set of rules which define the relationship between the various organs

of government and between government and citizens of a country.

b.A constitution is a set of games which define the relationship between the various

organs of government and between government and citizens of a country.

c.A constitution is a set of jokes which define the relationship between the various

organs of government and between government and citizens of a country.


2.Explain the purpose of the constitution.

a.Its purpose is to set the criteria of the governmental game between Jane and Emma.

b.Its purpose is to set the criteria of the governmental power and the rights and duties of

the citizens.

c.Its purpose is to set the criteria of the rights and duties of John and Mary.


3.What will the constitution of any individual country determine?

a. The constitution of any individual country will determine the system of education in Romania.

b. The constitution of any individual country will determine the medical system in Israel.

c. The constitution of any individual country will determine the system of government in that country.


4.Name the organs or institutions of government.

a. The executive, the legislative and the judiciary.

b. The legislative and the judiciary.

c. The executive and the legislative.


22

5.What kind of role does the U.K. monarch have?

a. In the United Kingdom, the monarch has a republican role.

b. In the United Kingdom, the monarch has a constitutional role.

c. In the United Kingdom, the monarch has a presidential role.


6.When was the American Constitution first written?

a.That American Museum was built in 1587.

b.That Castle was built in 1687.

c.The American Constitution was first written in 1787.


7.Can the U.S. Constitution be changed?

a.The U.S. Constitution can be changed, but by a complex predetermined procedure.

b.You can smoke in here, but you may not.

c.You cannot enter this territory without permission.


8.Does the United Kingdom have a written Constitution as the U.S. does?

a.No, you are not allowed to use this dictionary during the examination.

b.No, it doesn’t, although certain elements of the constitution are contained in a number of different documents.

c.No, the defendant’s rights haven’t been read to him.


9.Who can alter the rules of the British Constitution?

a.Raymond Chandler

b.Agatha Christie

c.The British Parliament


10.Define government.

a.The group of people who govern a country or state is called government.

b.The group of people who rob a country or state is called government.

c.The group of people who lie to a country or state is called government.


11.What is the British Cabinet?

a. The British Cabinet is a body of liers.

b. The British Cabinet is a body of ministers.

c. The British Cabinet is a body of thieves.


12.By whom is the British Cabinet headed?

a. It is headed by William and Mike.

b. It is headed by Kitty and Lidia.

c. It is headed by the Prime Minister.


13.What is the function of the British Cabinet?

a. Its function is to formulate government policy and to carry it into effect.

b. Its function is to play tennis every day.

c. Its function is to go shopping in the centre of London.


14.Who should fully support the British Cabinet decisions?

a.The British Cabinet decisions should be fully supported by all the boys and girls under 14.

b.The British Cabinet decisions should be fully supported by all its members;

c.The British Cabinet decisions should be fully supported by John, Anne, Amber and Freddy.


15.What must do a member who disagrees with a decision of the British Cabinet?

a. A member who disagrees with a decision must stand up and recite a poem.

23

b. A member who disagrees with a decision must play hide-and-seek.

c. A member who disagrees with a decision must resign.


16.Who must resign from the British Cabinet?

a. A member who disagrees with a decision must resign.

b. Charles must resign.

c. Annette must resign.


17.What happens if the British Government loses a vote of confidence?

a. If Tony loses the keys of the house, Camelia will be angry.

b. If the government loses a vote of confidence, the whole Cabinet must resign.

c. If Henry misses the plane, he will have to come back home.


18.When must the whole British Cabinet resign?

a. If Lawrence loses a vote of confidence, the whole Cabinet must resign.

b. If Ralph loses a vote of confidence, the whole Cabinet must resign.

c. If the government loses a vote of confidence, the whole Cabinet must resign.

ANSWERS FOR THE ASSESSMENT, SELF-ASSESSMENT TESTS, ACTIVITIES

LEARNING UNIT # 1: THE BRITISH CONSTITUTION AND GOVERNMENT

1.4.Key Answer Guide for Self-assessment Activities

A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. THE BRITISH CONSTITUTION

1A; 2B; 3C; 4A; 5B; 6C; 7A; 8B; 9C.

2.Self-assessment Test on Legal Knowledge. THE BRITISH GOVERNMENT 1A; 2B; 3C; 4A; 5B; 6C; 7A; 8B; 9C.

B.GRAMMAR SECTION

3.Self-assessment Test on Grammar Knowledge

Activity I.1.go; 2.is fixing; 3.works;4.invites; 5.is speaking; 6.do …leave; 7. is playing; 9.is writing; 10 writes.

Comprehension Check

Activity 1

1.A; 2.B; 3.C; 4.A; 5.B; 6.C; 7.A; 8.B; 9.C.

Activity 2

1.A; 2.B; 3.C; 4.A; 5.B; 6.C; 7.A; 8.B; 9.C.

Assessment and Self-assessment Tests

Activity I.1.She always watches the serial film, „The Mentalist”. I don’t know why she’s watching „The Midsummer

Crimes”, today. 2.Listen! The defendant is telling lies again. 3.This witness never lies. He/She doesn’t like it.He/She

hates it. 4.What are you doing tonight/this evening? We are going to visit Poarta Albă Prison (B.E.)/Penitenciary

(Am.E.) 5.How much do these pistols cost?/How much are these pistols? I don’t know how much they cost/how much

they are but I need a good one. 6.We are waiting for the plane with prisoners from Atlanta. It usually lands/arrives on

time. 7.The English always say that their law differs from the American law. 8.Vincent usually watches the

documentary film on criminal women, on Mondays. 9.My fiance is always bringing me plastic flowers. I hate plastic

flowers. 10.How do you get to the police station (B.E.)/district/precinct (Am.E.) in the mornings?

Activity II. 1.B; 2.B; 3.A; 4.B; 5.B; 6.B; 7.A; 8.A; 9.B.

1.4.1. Compulsory Bibliography

1. Lister, Ronald, Klemens Veth, (2010), Dicţionar juridic, englez-român, român-englez, Bucuresti: Ed.

Niculescu;

2. Magiru, Anca, (2013), Limba engleză, (Curs în tehnologie ID/IFR), Bucureşti: Editura Fundaţiei România de

Mâine;

3. Magiru, Anca, (2011), English for Law Students, Bucuresti, Ed. Universitara;

4. Magiru, Anca, (2011), English for Public Administration Students, Bucuresti, Ed. Universitara;

5. Magiru, Anca, (2010), American Criminal Law, An Introduction for Law Students of English, Bucuresti: Ed.

Universitara.


1. Paidos, Constantin, (1995), Gramatica limbii engleze, Teorie şi practică, vol. I, II, III Iaşi: Institutul

European;

24

2. Voiculescu, Cecilia, (2005), Dicţionar juridic, englez-român, român-englez, & terminologia UE-SUA,

Bucureşti: Ed.Niculescu.

3. Brookes, Michael, Christiane Treutenare, (2002), 1000 de cuvinte in Drept, Bucuresti: Compania;

4. Champion, Dean J., (1998), Dictionary of American Criminal Justice. Key Terms and Major Supreme Court

Cases, Minot State University, London, Chicago: Fitzroy Dearborn Publishers;

5. Constitutia Romaniei, (2004), Bucuresti: Ed. All Beck;

6. The Constitution of the United States and the Declaration of Independence, Reprinted 2001 by the Supreme

Court Historical Society, 2001;

7. Galateanu, Georgiana, Ecaterina Comisel (f.a.), Gramatica limbii engleze pentru uz scolar, Bucuresti: Ed.

Didactica si Pedagogica;

8. Martin, Elizabeth A., 2003, A Dictionary of Law, Oxford: Oxford University Press;

9. Hanga, Vladimir, Rodica Calciu, (1994/2007), Dictionar juridic englez-roman si roman-englez, Bucuresti,

Ed. Lumina Lex.

1.4.2. Bibliographical References

1. Boarcăş Camelia, Anca Magiru, (2002) , English Practical Course, Constanţa: Europolis;

2. Brookes, Michael, Christiane Treutenare, (2002), 1000 de cuvinte-cheie în Drept, Bucureşti: Compania;

3. Gălăţeanu-Fârnoagă, Georgiana, (1987), Sinteze de gramatică engleză, Bucureşti: Ed. Albatros;

4. Longman Dictionary of Contemporary English, (c.1995), Longman Dictionaries;

5. Oxford Dictionary of Law, (c.2003), Ed. by Elizabeth A. Martin, Oxford: Oxford University Press;

6. Paidos, Constantin, (1995), Gramatica limbii engleze, volumul I, Iaşi: Institutul European;

7. Penruddocke, Andrea, Christopher A. Warnasch, (2004), English for the Real World, A Random House

Company.

Learning Unit # 2

THE BRITISH LEGAL SYSTEM

25

The minute you read something you

can’t understand, you can almost be

sure it was drawn up by a lawyer. Will Rogers, American entertainer

SUBIECTUL LECTIEI

2.1. Introduction 2.2. The Objectives and Competences of Learning Unit # 2 2.3. The Contents of Learning Unit # 2:

A.READING SECTION: The British Legal System

2.3.1. Statute Law

2.3.2. Common Law


B.GRAMMAR SECTION: Tense Revision 2.3.4. The Past Simple Tense and the Past Continuous Tense

C.PRACTICE SECTION: 2.4. Key Answer Guide for Self-assessment Activities



2.1. Introduction

Statute Law. The body of law contained in Acts of Parliament.

Common Law. The part of English law based on rules developed by

the royal courts during the first three centuries after the Norman

Coquest in 1066 as a system applicable to the whole country, as

opposed to local customs. (Adapted and abridged from Oxford Dictionary

of Law, fifth edtion, edited by Elizabeth A. Martin, Oxford University Press)

OBIECTIVELE LECTIEI

2.2. The Objectives and Competences of

Learning Unit # 2



O1a.to study the main types of English law: statute law, common

law, European Union law;

O1b. to test the students’ legal knowledge;


26

O2a.:to revise the form and use of the Simple Past Tense and the

Continuous Past Tense;

O2b. to test the students’ grammar knowledge;

O2c.:to rise the students’ interest in working with a good law

dictionary.

The Competences of Learning Unit # 2:

C1. getting familiar with the main types of the English law: statute

law, common law, European Union Law;

C2. using correctly the Past Simple Tense and the Past Continuous

Tense in writing and speaking; applying grammar rules and notions

to ensure the correctness of speaking, writing, translating;


documents.


CONTINUTUL LECTIEI


A.READING SECTION:

The British Legal Sysytem

2.3.1. Statute Law


and vocabulary:

Statute Law = 1.Law that is enacted by the legislature, Acts of

Parliament (Seely, John, Law in Everyday Life, 2003, Oxford University

Press); 2.The body of Law contained in Acts of Parliament (Oxford

Dictionary of Law, Ed. By Elizabeth A. Martin, Oxford University Press,

2003); SYN. statutory law;

drept statutar; jurisprudenţă; lege adoptată de parlament, text

legislativ, drept statutar, drept scris, drept legislativ

the Legislature (n) = puterea legislativă

to administrate ,-d, -d (v) =a aplica, a administra

the Executive (n) = puterea executivă

the Judiciary (n) = puterea judecătorească

bill (n) = act normativ; proiect de

lege/legislativ; the wording of a law while it is passing through

27

Parliament. It does not become the law of the land until it has

received the Royal Assent. At this point it becomes an Act.

to draft ,-ed, -ed (v) = (d.acte, documente, contracte) a

schiţa, a elabora, a concepe; a redacta, a propune

to initiate, -d, -d (v) = a începe, a iniţia, a inaugura

reading (n) = lectură/prezentare a unui proiect de

lege în parlament

to scrutinize, -d, -d (v) = (d. persoane, fapte, obiecte, acte) a

cerceta, a inspecta, a examina atent/minuţios

to amend, -ed, -ed (v) = (d. un act normativ, proiect, un

document juridic), a amenda, a revizui

to pass, -ed, -ed on (v) = (d. rezoluţii, propuneri legislative) a

vota, a adopta, a promulga, a ratifica; a da/pronunţa o sentinţă/o

hotărâre

royal assent = acord/consimţământ regal/prin care

Guvernul consimte la adoptarea unei legi; aprobare regală

(obligatorie în Marea Britanie);

when a bill has gone through all its stages in Parliament, it has to

be approved by the Queen (receive the Royal Assent) before it

becomes an Act and the law of the country

Act of Parliament = act al Parlamentului

the law of the land = legislaţia unei ţări

wording = exprimare în scris, redactare


2.3.1.Statute Law

The Legislature (Parliament) makes laws which are

administered by the Executive (Her Majesty’s Government) and

when there are disputes, they are decided upon by the Judiciary (the

judges and the courts). It is an important principle that the judiciary

is completely independent of the Executive.

Most new laws are initiated by the Government, although a

few come from individual Members of Parliament. A bill is drafted

and placed before Parliament. It receives three ‘readings’ in the

House of Commons, during which it is scrutinized in detail and

amended, before passing on to the House of Lords which examines

it in similar detail and may reject it all or in part. If this happens, it

returns to the Commons, which may accept the Lords’ decision, or

may insist that they reconsider. The lords cannot prevent the

Commons from passing a bill, but they can delay the process even

to the extent that the bill is lost through lack of time. Once a bill has

passed through all its stages in Parliament, it goes to the Queen for

the Royal Assent. At this point it becomes an Act of Parliament and

the law of the land. (Adapted and abridged from: Seely, John, 2003, Law

in Everyday Life, Oxford University Press)

28

2.3.2.Common Law

Read and learn the following language notes: grammatical terms

and vocabulary:

Common law = Law that has developed from the decisions of

judges, also called case law. Case law is the type of law that has

been developed over the centuries by the accumulation of decisions

by judges and courts. It is contrasted with statute law which is law

enacted by Parliament. (Seely, John, 2003, Law in Everyday Life,

Oxford University Press);

drept comun/cutumiar, sistem de drept practicat în Anglia bazat pe

precedent

to arise-arose-arisen (v) = a apărea

dispute (n) = dispută, litigiu, conflict (între vecini,

respectiv între state), ceartă, controversă

to adjudicate, -d, -d (v) = a judeca, a pronunţa o hotărâre, a

judeca un conflict; a se pronunţa, a emite o sentinţă

to make, made, made a judgment = a da o sentinţă, hotărâre

judecătorească, decizie, verdict

litigant (n) = parte litigantă, parte în litigiu/în

proces; someone engaged in litigation either on their own account

or through the services of a barrister or solicitor

litigation = (n) litigiu, proces, caz; taking leagl action

ruling (n) = hotărâre judecătorească

to overturn, -ed, -ed (v) = (d.decizii, hotărâri) a revoca, a nula, a

invalida; a respinge, a răsturna, a da peste cap

statute (n) = lege, statut


Common Law

Much of the English constitution is unwritten, having developed in

response to events over the centuries. Something similar is true of

the common law. As situations have arisen in which people have

been in dispute, judges have been asked to adjudicate. If no law

exists covering the exact details of the case, they make a judgment

based on cases that are comparable. These written judgments have

accumulated to form the common law. Where a litigant is unhappy

with the judge’s ruling, he/she may appeal to a higher court. If this

makes a different judgment, then that in turn, becomes part of the

law. A lower court cannot overturn the judgment of a higher court.

The judgments of the highest court in the land, the House of Lords,

are always supreme. The only way in which its judgments can be

overturned is by the passing of a new statute by Parliament.

(Adapted and abridged from: Seely, John, 2003, Law in Everyday Life,

Oxford University Press)


29


and vocabulary:

the Commission (n) = Comisia Uniunii Europene/Comisia

Europeană

commissioner (n) = comisar;comisar european

to obey, -ed, -ed (v) = a respecta

to lie, lay, lain with (v) =a rezida în, a sta în puterea

to break-broke-broken a law = a încălca o lege

to be referred to (v) = a fi deferit, a fi trimis

guidance (n) = conducere, călăuzire

regulation (n) = regulament


European Union Law

In 1972 the United Kingdom entered the European Union.

European Union law is superior to national law, namely to the

legislation passed by Parliament.

European Institutions

There are four E.U. institutions involved in European law:

The Commission, The European Parliament, The Council of

Ministers, The European Court of Justice.

The Commission

It is the E.U.’s civil service. It is headed by twenty four

Commissioners appointed by the member states. Each

Commissioner takes responsibility for a particular department. The

Commission’s role is to prepare legislation for debate and decision

by the Council of Ministers. The Commission also has

responsibility for checking that member states obey E.U. laws.

The European Parliament

Members of Parliament are elected by the citizens of the

E.U. The Parliament is consulted about proposed legislation by the

Council of Ministers, but it has very limited power to change

legislation. It has power to accept or reject the annual budget.

The Council of Ministers

The real power lies with the Council of Ministers which

debates and passes legislation. Each member state appoints a

minister to represent it at its meetings, normally, but not always, the

foreign minister. States have a number of votes proportionate to

their size.

The European Court of Justice

If states break E.U. law they can be referred to the

European Court of Justice. The Court makes judgments in disputes

between European institutions, between these institutions and

member states, and between member states. It also provides

guidance to the courts of individual states on matters of European

law.

European Law

30

It is the court of the European Community which hears

cases relaing to E.U. law. European Union law is superior to the law

of individual member states; in other words, if there is a conflict

between the law of a state and that of the E.U., then the E.U. has to

be obeyed. European law can take four forms: Treaties,

Regulations, Directives, Decisions of the European Court of Justice.

(Adapted and abridged from: Seely, John, 2003, Law in Everyday Life,

Oxford University Press)

B.GRAMMAR SECTION:


2.3.4. The Past Simple Tense and the Past Continuous

Tense

THE PAST SIMPLE TENSE

Form

The Past Simple Tense of the regular verbs is formed by adding –ED

to the short infinitive. Irregular verbs vary considerably in their

simple

past forms and must be learnt by heart.

to play- played-played

to see-saw-seen


S+V+ED/II FORM DID+S+SHORT INFINITIVE

I played. I saw. = M-am jucat. Am văzut.

Did I play? Did I see?

You played. You saw. Did you play? Did you see?

He played. He saw. Did he play? Did he see?

She played. She saw. Did she play? Did she see?

It played. It saw. Did it play? Did it see?

We played. We saw. Did we play?Did we see?

You played. You saw. Did you play?Did you see?

They played. They saw. Did they play?Did they see?

Negative

S+DID + NOT + SHORT INFINITIVE

I did not play. I did not see. I didn’t play/see

You did not play. You did not see. You didn’t play/see

He did not play. He did not see. He didn’t play/see

She did not play. She did not see. She didn’t play/see

It did not play. It did not see. It didn’t play/see

We did not play. We did not see. We didn’t play/see

You did not play. You did not see. You didn’t play/see

They did not play. They did not see. They didn’t play/see

Use

The Past Simple Tense is used:

1.when both actions and time are finished.

31

E.g.:

1.They arrived here at 10 a.m. yesterday.

2.It took them twenty minutes to get there.

3.They e-mailed their papers yesterday.

4.He wrapped her present in paper.

5.We didn’t talk at all last night.

2.You don’t use did for questions or the negative of be:

E.g.:

1.He wasn’t at the office yesterday.

2.Weren’t you two best friends?

3.The Past with Used to + short infinitive

USED TO can introduce an action that was habitual, regular, or

customary in the past.

E.g.:

1.Ralph used to share a room with his brother when he was a boy.

2.When they lived in Texas, the Johnsons used to drive a lot more

that they do now.

3.I think it used to snow more when a I was a kid.

4.They used to walk to school every day.

Note! The question and the negative forms of this construction are:

use to

E.g.:

1.Did you use to share a room when you were a boy?

2.They didn’t use to drive more when they lived in Texas.

3.It didn’t use to snow more when you were a kid.

4.Did they use to walk to school every day or take the bus?

4.The Past with Would+short infinitive

Another way to talk about habitual past, especially when you want

to talk about repeated actions, is to use WOULD:

E.g.:

1.Every day she would walk into the office with a big smile and say

“Good morning!” to all of us.

2.Every Christmas my brothers and I would try to stay awake to see

Santa Claus. (Adapted and abridged from: English for the Real World,

Andrea Penruddocke, Christopher A. Warnasch, A Random House

Company, 2004)

THE PAST CONTINUOUS TENSE

Form: BE + V + ING

The Past Continuous Tense is formed by the past tense of the verb

BE and the –ING form (present participle) of the main verb.

to play, played, played


I was playing = mă jucam Was I playing?

You were playing Were you playing?

He was playing Was he playing?

She was playing Was she playing? It was playing Was it playing?

32

We were playing Were we playing?

You were playing Were you playing?

They were playing Were they playing?

Negative

Long form Short form

I was not playing I wasn’t playing

You were not playing You weren’t playing

He was not playing He wasn’t playing

She was not playing She wasn’t playing

It was not playing It wasn’t playing

We were not playing We weren’t playing

You were not playing You weren’t playing

They were not playing They weren’t playing

Use

The Past Continuous Tense is used to express an action in progress

in the past, whose exact limits are not known and are not

important.

It expresses:

1.activities in progress at a particular time in the past (at two

o’clock, (at) this time yesterday, all night, etc.):

E.g.:

1.He was playing tennis at this time yesterday.

2.She was reading a magazine at two p.m. yesterday.

3.They were talking when the phone rang.

2.continuous activities during a definite period of time

(temporary past):

E.g.:

1.We were playing tennis from 10 a.m. till noon.

2.She was having a bath between 9 a.m. and 10 a.m.

3.parallel continuous actions in the past:

E.g.:

1.I was listening to music while my mother was cooking dinner.

2.The students were writing something down and talking at the

same time.

4.definite future arrangements made in the past:

E.g.:

1.She put on an elegant dress as she was meeting the president at

seven.

2.Our friends refused the invitation because they were leaving for

Vienna tomorrow.

5.Other uses:

a.Polite inquiries: e.g.:

I was wondering whether you could give me a lift.

b.Reapeted annoying actions: e.g.:

When I worked here, I was always making mistakes.

c.Incomplete actions in the past: e.g.:

They were reading about it somewhere recently.

d.Casual past actions: e.g.:

I was talking to mom the other day.

33



The Synthesis of Learning Unit # 2 through Self-assessment Tests:


A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. Statute Law.

Activity I


1.The Legislature makes laws which are administered by:

a.the Executive and by the Judiciary. b.the Executive c.the Judiciary

2.Most new laws are initiated by:

a.the Queen b.the Speaker c.the Government

3.A bill drafted and placed before Parliament receives:

a.two readings b.three readings c.four readings

4.A bill goes to the Queen for:

a.Royal Assent b.Royal Approval c.Royal Thanks

2.Self-assessment Test on Legal Knowledge. Common Law.

Activity II


1.Common law is the type of law that has developed over the centuries by:

a. the accumulation of decisions by judges and courts.

b. the accumulation of sentences.

c.the accumulation of litigants.

2.The written judgments have accumulated to form:

a.the common law b.the civil law c.equity

3.The highest court in England is:

a.the House of Commons b.the House of Lords c.the Court of Appeal

3.Self-assessment Test on Legal Knowledge. European Union Law

Activity III


1.European Union Law is:

a.superior to national law. b.inferior to national law. c.inferior to Parliament.

2. There are … E.U. institutions involved in European law

a.three b.four c.five

3. European Union Law is … to the law of individual member states

a.equal b.inferior c.superior

B.GRAMMAR SECTION:

34


4.Self-assessment Test on Grammar Knowledge. The Past Simple Tense and the Past

Continuous Tense.

Activity I.

Rewrite the following sentences in the past tense. For example, if you see, “I go to the movies”,

you’d rewrite the sentences as “I went to the movies:

1.Jill thinks about her life in prison.

2.The advertising department spends a lot of money on commercials with criminals.

3.Harry e-mails ex-convict about the trip.

4.They do community service for nine hours.

5.Annette takes the bus to go to the Government headquarters.

6.Julie starts working in that prison on Tuesday.

7.We don’t take the bus to Law School every day.

8.Annette sees this prisoner a lot.

9.Emily does her shopping in the shopping area near the Houses of Parliament.

10.Charles Dickens describes the obscure legal system in his time in his novel Bleak House. (Adapted from: English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random

House Company, 2004)

Activity II.

Answer each of the following questions using the cues provided.

1.Would you wake up early to work every morning on the farm? (Yes …)

2.Did you use to live in a house or an apartment? (house)

3.Where did you use to go to school when you were a kid? (Kennedy Elementary School)

4.Did he use to see his friends every weekend? (No …)

5.Where did you use to go on vacation as children? (to the beach)

6.What would your professor wear to class every day? (the same hat)

7.Did you use to live in a small town or a city before you came here? (small town)

8.What would they eat for breakfast every day? (cereal)

9.When did she use to wake up before she got a job? (10:00)

10.When did they use to go for a walk together? (every morning) (Adapted from: English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random


NOTIUNI CHEIE

Keywords to be remembered: Statute Law, Common Law, European Union Law, the Past

Simple Tense, the Past Continuous Tense


Activity 1.

Put the verbs in brackets into the Simple Past or Past Continuous:

1.We … in our house when the phone … . (work, ring)

2.Vincemt … the book and … to read. (open, start)

3.Jude and Sue … the film when suddenly the electricity … off. (watch, go)

4.When I … the doorbell, I … downstairs. (hear, run)

5.Everyone … quietly. Suddenly the door … open. (talk, burst)

6.She … at over 100 mph when the fatal accident … . (drive, happen)

7.The burglers … while we … . (break in, sleep)

8.I … in C&A in Basel when I … my purse. (shop, lose)

9.John … tennis and he … his wrist. (play, break)

10.Someone … our clothes while we … in the lake. (steal, swim)

35

(Adapted from English Practical Course, Camelia Boarcăş, Anca Magiru, Constanţa: Europolis, 2002)

Topics for presentation:

1.Statute Law.

2.Common Law.

3.The European Union Law.

Assessment and Self-assessment Test

Activity 1.


1.Făceam o prăjitură când s-a stins lumina. A trebuit să o termin pe întuneric.

2.Ea nu vroia sa se întâlnească cu Robert, aşa că atunci când el a intrat în cameră, ea a plecat.

3.Sora mea făcea baie cand a sunat soneria. Foarte nervoasă, ea a ieşit din baie şi s-a dus să

răspundă la uşă.

4.In timp ce traversa strada, Jill a călcat pe o coajă de banană şi a căzut.

5.Unchiul meu era foarte politicos. De câte ori soţia lui intra în cameră, el se ridica în picioare. (Adapted and abridged from: English Practical Course, Camelia Boarcăş, Anca Magiru, Constanţa:

Europolis, 2002)

REVISION II:

Learning Unit # 2: THE BRITISH LEGAL SYSTEM

I. TEST YOUR LEGAL KNOWLEDGE

Revise: A.READING SECTION


1.The Legislature makes laws which are administered by:

a.the Executive and the Judiciary

b.the Executive and William

c.the Judiciary and Mary


2.Most new laws are initiated by:

a.the Spanish boy

b.the Government

c.the teacher of German


3.A bill drafted and placed before Parliament receives

a.three boxes of chocolates

b.three blouses

c.three readings


4.A bill goes to the Queen for:

a.Royal Assent

b.Royal Bank of Scotland

c.Royal Thanks


5.Common law is the type of law that has developed over the centuries by

a.the accumulations of flowers.

b.the accumulations of decisions by judges and courts.

c.the accumulations of law books on the benches in parks.


6.The written judgments have accumulated to form

a.a house

b.a university

36

c.the common law


7.The highest court of England is:

a.the House of Lords

b.my house

c.a schoolyard


8.European Union Law is

a.inferior to any national law

b.superior to any national law

c.inferior to Parliament


9.There are … E.U. institutions involved in European law:

a.flowers

b.letters

c.four


10.European Union Law is … to any national law.

a.superior

b.equal

c.inferior


11.Jill thought about her life in prison, … .

a.now

b.at this time, yesterday

c.tomorrow


12.Faceam o prajitura cand s-a stins lumina.

a.You and Amber baked a cake when the light went off.

b.John and Harry were baking some cakes when the light went off.

c.I was baking a cake when the light went off.


13.A trebuit sa termin prajitura pe intuneric.

a.I had to finish the cake in the dark.

b.You and Amber had to finish the cake in the dark.

c.John and Harry had to finish the cake in the dark.


14.Ea nu vroia sa se intalneasca cu Robert, asa ca atunci cand ea a intrat in camera, el a plecat.

a.Susan didn’t want to meet William, therefore, when he entered the room, she left.

b.She didn’t want to meet Robert, therefore, when he entered the room, she left.

c.Celia didn’t want to meet Billy, therefore, when he entered the room, she left.


15.Sora mea facea baie cand a sunat soneria.

a.My mother was having a bath when the doorbell rang.

b.My father was having a bath when the doorbell rang.

c.My sister was having a bath when the doorbell rang.


16.In timp ce traversa strada, Jill a calcat pe o coaja de banana si a cazut.

a.While Jill was crossing the street, she stepped on a banana skin and fell.

b.While Willy was crossing the street, he stepped on a banana skin and fell.

c.While Roger was crossing the street, he stepped on a banana skin and fell.

37


17.De cate ori sotia lui intra in camera, el se ridica in picioare.

a.Whenever his mother entered the room, he used to stand up.

b.Whenever his wife entered the room, he used to stand up.

c.Whenever his father entered the room, he used to stand up.


18.Obisnuiam sa beau ceai cu lapte cand locuiam in Scotia.

a.I used to drink tea and milk while I was living in Israel.

b. I used to drink tea and milk while I was living in Texas.

c.I used to drink tea and milk while I was living in Scotland.

ANSWERS

LEARNING UNIT # 2: THE BRITISH LEGAL SYSTEM


A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. Statute Law

1.a; 2.c; 3.b; 4.a

2.Self-assessment Test on Legal Knowledge. Common Law 1.a; 2.a; 3.b

3.Self-assessment Test on Legal Knowledge. The European Union Law

1.a; 2.b; 3.c

B.GRAMMAR SECTION:

Activity I. 1.Jill thought about her life in prison. 2.The advertising department spent a lot of money on commercials

with criminals.3.Harry e-mailed that ex-convict about the trip.4.They did community service for nine hours.5.Annette

took the bus to go to the Government headquarters. 6.Julie started working in that prison on Tuesday.7.We didn’t take

the bus to Law School every day. 8.Annette saw this prisoner a lot.9.Emily did her shopping in the shopping area near

the Houses of Parliament. 10.Charles Dickens described the obscure legal system, in his time, in the novel, Bleak

House.

Activity II. 1.Yes, I would wake up early to work every morning on the farm. 2.I used to live in a house. 3.I used to go

to Kennedy Elementary School when I was a kid. 4.No, we didn’t use to see his friends every weekend. 5.We used to

go to beach on vacation as children. 6.My professor used to wear the same hat to class every day. 7.I used to live in a

small town before I came here. 8.They would eat cereal for breakfast every day. 9.She used to wake up at 10:00 before

she got a job. 10.They used to go for a walk together every morning.

Comprehension check:

Activity I. 1.were working; rang; 2. opened, started; 3. were watching, went; 4.heard, ran; 5.was talking, burst; 6.was

driving, happened; 7.broke in, were sleeping; 8.was shopping, lost; 9.was playing, broke; 10.stole, were swimming.

Assessment and Self-assessment Test:

ActivityI. 1.I was baking a cake when the light went off. I had to finish it in the dark. 2.She didn’t want to meet Robert,

therefore when he entered the room, she left. 3.My sister was having a bath when the doorbell rang. Very upset, she left

the bathroom and went to answer the door. 4.While Jill was crossing the street, she stepped on a banana skin and fell.

5.My uncle was very kind. Whenever his wife entered the room, he used to stand up.


Compulsory Bibliography

1. Lister, Ronald, Klemens Veth, (2010), Dicţionar juridic, englez-român, român-englez, Bucuresti: Ed.

Niculescu

2. Magiru, Anca, (2013), Limba engleză, (Curs în tehnologie ID/IFR), Bucureşti: Editura Fundaţiei România de

Mâine;

3. Magiru, Anca, (2011), English for Law Students, Bucuresti, Ed. Universitara;

4. Magiru, Anca, (2011), English for Public Administration Students, Bucuresti, Ed. Universitara;

5. Magiru, Anca, (2010), American Criminal Law, An Introduction for Law Students of English, Bucuresti: Ed.

Universitara.


1. Paidos, Constantin, (1995), Gramatica limbii engleze, Teorie şi practică, vol. I,II,III Iaşi: Institutul European;


Bucureşti: Ed.Niculescu.

3. Brookes, Michael, Christiane Treutenare, (2002), 1000 de cuvinte in Drept, Bucuresti: Compania;

4. Champion, Dean J., (1998), Dictionary of American Criminal Justice. Key Terms and Major Supreme Court

Cases, Minot State University, London, Chicago: Fitzroy Dearborn Publishers;

5. Constitutia Romaniei, (2004), Bucuresti: Ed. All Beck;

38

6. The Constitution of the United States and the Declaration of Independence, Reprinted 2001 by the Supreme

Court Historical Society, 2001;

7. Galateanu, Georgiana, Ecaterina Comisel (f.a.), Gramatica limbii engleze pentru uz scolar, Bucuresti: Ed.

Didactica si Pedagogica;

8. Martin, Elizabeth A., 2003, A Dictionary of Law, Oxford: Oxford University Press;

9. Hanga, Vladimir, Rodica Calciu, (1994/2007), Dictionar juridic englez-roman si roman-englez, Bucuresti,

Ed. Lumina Lex.

2.4.2. Bibliographical References:

1. Boarcăş, Camelia, Anca Magiru,(2002), English Practical Course, Constanţa: Europolis;

2. Gălăţeanu-Fârnoagă, Georgiana, (1987), Sinteze de gramatică engleză, Bucureşti: Ed. Albatros;

3. Longman Dictionary of Contemporary English, (c.1995), Longman Dictionaries;

4. Oxford Dictionary of Law, (c.2003), Ed. by Elizabeth A. Martin, Oxford University Press;

5. Paidos, Constantin, (1995), Gramatica limbii engleze, volumul I, Iaşi: Institutul European;

6. Penruddocke, Andrea, Christopher A. Warnasch, (2004), English for the Real World, A Random House

Company;

7. Ronald Lister, Klemens Veth, 2010, Dicţionar juridic, englez-român, român-englez, Bucureşti: Ed.

Niculescu;

8. Seely, John, (2003), Law in Everyday Life, Oxford University Press;


Bucureşti, Ed.Niculescu.

39

Learning Unit # 3


In Germany, under the law, everything is

prohibited, except that which is permitted. In

France, everything is permitted, except that which is

prohibited. In the Soviet Union, everything is

prohibited, including that which is permitted. And

in Italy, everything is permitted, especially that

which is prohibited. Newton Minow

SUBIECTUL LECTIEI

3.1. Introduction 3.2. The Objectives and Competences of Learning Unit #3 3.3. The Contents of Learning Unit #3:

A.READING SECTION: The English Criminal Courts

3.3.1. Magistrates’ Courts

3.3.2. Crown Courts


B.GRAMMAR SECTION: Tense Revision 3.3.4. The Present Perfect Simple Tense and the Present Perfect Continuous Tense

C.PRACTICE SECTION: 3.4. Key Answer Guide for Self-assessment Activities



3.1. Introduction

Criminal Court. A court exercising jurisdiction over criminal rather

than civil cases. In England all criminal cases must be initiated in the

magistrates’ courts. Summary offences and some indictable offences

are also tried by magistrates’ courts; the more serious indictable

offences are committed to the Crown Court for trial. (Adapted and

abridged from Oxford Dictionary of Law, fifth edtion, edited by Elizabeth A.

Martin, Oxford University Press)

OBIECTIVELE LECTIEI

3.2. The Objectives and Competences of Learning

Unit #3


40


O1a.to provide a factual account of the structure of the English

courts based on the distinction between civil and criminal courts,

and courts of first instance and applellate courts;

O1b.to test the students’ legal knowledge;


O2a.:to revise the form and use of the Present Perfect SimpleTense

and the Present Perfect Continuous Tense;

O2b.to test the students’ grammar knowledge

O2c.:to rise the students’ interest in reading legal texts making use

of a law dictionary

The Competences of Learning Unit #3:

C1. getting familiar with the structure of the English courts;

C2. using correctly the Present Perfect Simple Tense and the Present

Perfect Continuous Tense in writing and speaking; applying

grammar rules and notions to ensure the correctness of speaking,

writing, translating;


documents.


CONTINUTUL LECTIEI


A.READING SECTION:

The English Criminal Courts

3.3.1. Magistrates’ Courts


and vocabulary:

Magistrates’ Court =instanţă de fond; judecătorie;

the lowest level of court in which cases are heard by magistrates

magistrate (n) = magistrat, judecător, ofiţer de poliţie;

someone who hears cases in a Magistrates’ Court. Magistrates are

unpaid, but receive some training, and work on a part-time basis

lay magistrate = judecător laic/ neprofesionist;

Most magistrates are unpaid and have no formal legal qualification

( lay). A few are paid and legally qualified (stipendiary). To be a lay

magistrate you must be between the ages of twenty-one and sixty-

41

five, live within range of the Magistrates’ Court, and be prepared to

serve at least twenty-six days a year.

standing = (n) poziţie, vechime

district judge (= stipendiary magistrate) = judecător/magistrat

plătit de stat; judecător de carieră/profesionist; magistrat de carieră

care îşi exercită profesia în oraşele mari din Anglia;

a barrister or solicitor of not less than seven years’standing,

appointed by the Lord Chancellor to sit in a Magistrates’ Court on

a full-time salaried basis; formerly (before August 2000) called a

stipendiary magistrate.

panel of magistrates = comisie de magistraţi/judecători

Justice of the Peace (JP) = judecător de pace, judecător cu

autoritate administrativă/cu competenţe limitate;

a magistrate

the Prosecution = (n) acuzarea, parchetul;

when someone is charged with a crime, the case is heard in court.

The English system is adversarial, meaning a verbal battle between

two sides; the prosecution argues that the defendant is guity, while

the defence attempts to prove that this is not the case.

solicitor = (n) notar, avocat; consilier juridic;

A qualified lawyer providing advice and legal services on all

aspects of the law. Solicitors have usually spent three years at

university leading to a law degree, plus a year’s legal practice

course, leading to an examination. After they have spent a further

period employed under a training contract before becoming fully

qualified solicitors. In 2003, there were approximately 85,000

practising solicitors in England and Wales. In the past, they could

not act as advocates, but now, they can do so, working

indepedndently or with a barrister. They may still not however,

appear in the higher courts. Many solicitors provide advice and

services over the whole range of legal problems faced by clients.

Increasingly, today, they specialize in one or more aspects of the

law. This is particularly the case in large companies and

partnerships, where clients will be directed to the solicitor

specializing in the field that is relevant to their needs.

advocate = avocat, susţinător/apărător al unei cauze

barrister = (n) avocat pledant;

A lawyer who has qualified and gained the right to present a case in

any court. Barristers have to be members of one of the Inns of

Court. Barristers work as advocates, pleading a case, but are also

asked to provide opinions – detailed advice on the legal aspects of a

situation and of what might happen if it went to court. Members of

the public cannot approach a barrister directly, but have to go

through a solicitor. After ten years’ experience, a barrister can

apply to the Lord Chancellor’s department to become

Queen’s/King’s Counsel (QC/KC). If successful, they are known as

„silks”, because of the gowns they wear, and are likely to be offered

bigger cases.

gown = (n) robă de avocat/magistrat/judecător

silk = (n) avocatul Coroanei/Reginei/Regelui în Marea Britanie

Crown Prosecution Service =(CPS), Procuratura britanică;

42

Serviciul de cercetare penală al Coroanei;

The organization responsible for organizing the prosecution in

criminal cases. Its head is the Director of Public Prosecutions. The

CPS is independent of the police, whose job is to assemble evidence

and then present the case to them for consideration.

to outline,-d, -d (v) = a prezenta în linii generale

to cross-examine,-d, -d (v)=(d.martori) a interoga, a chestiona de

către partea adversă

the defence = (n) apărarea

defendant = in a criminal trial, the person being tried for a crime;

in a civil trial, the person being sued by the claimant;

acuzat, inculpat

plaintiff = the older term for claimant;

reclamant; parte vătămată

to enter,-ed, -ed a plea = a declara

mitigation = (n) circumstanţă atenuantă, reducere, micşorare,

diminuare, limitare

to enter,-ed, -ed a plea in mitigation = a cere atenuarea

condamnării

plea = (n) pledoarie, argument, pretext, scuză

record = (n) cazier judiciar

medical report = raport medical

social (inquiry) report = evaluare sociologică a unui

condamnat/inculpat

the Crown Court =TribunalulCoroanei/Regal/Tribunalul Penal;

A court in which criminal cases are heard by a judge. The verdict is

the responsibility of a jury


Magistrates’ Courts

These are local courts where cases are heard by a panel of

magistrates, or Justices of the Peace. They are lay people (i.e. they

do not have any legal qualifications) who give their time voluntary

to determine certain types of case. The prosecution, represented by a

solicitor or barrister from the Crown Prosecution Service, outlines

the case and then call witnesses to prove it. Witnesses can be cross-

examined by the defence. The defence then presents its case in a

similar way, after which the magistrates give their verdict. Between

a guilty verdict and the sentence, the defence can enter a plea ‘in

mitigation’, a reasoned request that the sentence should not be too

harsh because of the defendant’s previous good record and/or

present circumstances. The magistrates may then call for medical or

social reports before passing sentence. Then they either pass

sentence themselves, or, if they think it merits a more severe

sentence than they can pass the case on to the Crown Court for

sentencing. (Adapted and abridged from Law in Everyday Life, John

Seely, Oxford University Press, 2003)

43

3.3.2.Crown Courts


and vocabulary:

electoral register = registru electoral/al alegătorilor/al membrilor

colegiului electoral; listă electorală

advocate (n)=avocat, susţinător/apărător al unei cauze

to reiterate, -d, -d (v) = a repeta, a reitera

to sum, -ed, -ed up (v) = (d.un avocat, magistrat) a rezuma, a

concluziona

relevant (adj) = relevant, pertinent, important, răspunzător,

competent

to dismiss, -ed, -ed (v) = a demite, a destitui, a respinge, a da afară


Crown Courts

In a Crown Court, cases are heard by a judge and a jury of

twelve adults whose names are taken from the electoral register. As

in Magistrates’ Court, the prosecution case is followed by the

defence case. Witnesses may be called, examined, cross-examined,

and re-examined. After the two sides have been presented, each

advocate has a chance to speak to the jury, reiterating the main

features of the case. The judge then sums up the facts of the case

and explains the relevant law to the jurors. The jury then retires to

consider its verdict. This should be unanimous but, if that proves

impossible, the judge may allow a majority verdict, with which at

least ten of the twelve must agree. If even that proves impossible,

then the jury are dismissed and a fresh trial becomes necessary.

(Adapted and abridged from Law in Everyday Life, John Seely, Oxford

University Press, 2003)


Read and learn the following language notes: grammatical terms

and vocabulary:

criminal offence = infracţiune, delict, crimă

summary offence = contravenţie, delict minor, faptă cu pericol

social redus;

a criminal offence that must be tried in a Magistrates’ Court.

Summary offences are the least serious charges.

serious arrestable offence/ indictable offence = infracţiune

deosebit de gravă, faptă gravă/delict pentru care o persoană

poate fi pusă sub acuzare;

The most serious type of criminal offence: e.g.: rape, robbery with

violence, murder,arson, which must be tried in a Crown Court.The

44

police have greater powers when investigating these and can

request a longer period in which to interrogate suspects (up to 96

hours, instead of 24).

offence triable either way = infracţiune pentru judecarea căreia

componenţa aparţine Curţii Magistraţilor sau Tribunalului Coroanei;

faptă ilicită care poate fi judecată în oricare procedură, fie ea scurtă,

în faţa Curţii Magistraţilor, sau acuzatorie, de către instanţa de drept

comun; SYN either-way offence, hybrid offence;

a case that can be heard either in a Magistrates’ Court or in a

Crown Court

triable = (adj) care poate fi judecat/adus în faţa justiţiei; care este

de competenţă judecătorească

summary justice = judecată rapidă, proces rapid

assault (n) = atac fizic/corporal, asalt, agresiune fizică, molestare;

Behaving in such a way that the person whom you assault is

reasonably afraid that you are going to do violence to them.

Examples could be raising your fist to strike them, throwing

something at them, or threatening them with a gun. Assault is a

criminal offence and does not require any physical contact,

although it cannot be purely verbal. If there is contact, then the

offence becomes battery. Assault and battery often occur together.

battery = (n) maltratare, molestare, violenţă corporală;

Causing criminal violence to someone, for example by hitting or

stabbing them or by throwing something at them.

drink/drunken driving = şofat/conducere a maşinii în stare de

ebrietate/sub influenţa alcoolului

driving without insurance/licence = conducere a maşinii fără

permis/fără asigurare

careless/dangerous driving/driving without due care and

attention = conduită periculoasă/imprudentă la volan

The full definition of careless driving is driving without due care

and attention, or without reasonable consideration for other

persons using the road. If convicted, the driver may be punished by

disqualification from driving, and get a fine up to £2,500 (although

something in the region of £200 is more common).

criminal damage = prejudiciere a proprietăţii ca rezultat al

comiterii unei infracţiuni

If a person deliberately damages property belonging to someone

else, or if they cause damage by behaving recklessly, they are guilty

of criminal damage and, if found guilty, can be punished by up to

ten years in prison.

recklessly = imprudent, nechibzuit, neglijent


Criminal Offences

Criminal offences are divided into three categories:

summary offences, indictable offences, offences triable either way.

Summary offences

‘Small’ or summary offences receive the summary justice of

45

the Magistrates’ Court. These include: common assault, drink

driving, driving without insurance, careless driving criminal damage

up to £5.000

Serious arrestable offences/Indictable offences

They are serious offences such as robbery with violence,

rape and murder. These have to be tried in a Crown Court in front of

a jury.

Offences triable either way

These are offences which can be tried either in a

Magistrates’Court, or a Crown Court. These include dangerous

driving, theft, assault causing bodily harm. The defence and the

prosecution both have the right to say in which type of court they

think the case should be tried.

If the accused is found guilty, then he/she may have the

right to appeal to the next court as in the following:

Magistrates’Court, Crown Court, Court of Appeal, the House of

Lords. (Adapted and abridged from Law in Everyday Life, John Seely,

Oxford University Press, 2003; Bebeşelea, Mihaela, (2010), Fluxul

financiar-contabil al impozitelor şi taxelor în România, Cluj-Napoca: Ed.

Alma Mater; Bebeşelea, Mihaela, (2009), Gestiunea financiară a

instituţiilor publice, Ed. a II-a revizuită şi îmbunătăţită, Constanţa:

Europolis)

B.GRAMMAR SECTION:

Tense Revision:

3.3.4.The Present Perfect Simple Tense and the Present

Perfect Continuous Tense

THE PRESENT PERFECT SIMPLE TENSE

Form

The Present Pefect Simple Tense is formed with the present tense of

HAVE and the past participle of the main verb.


Affirmative

S+HAVE/HAS +V+IIIrd FORM


I have played I’ve played = m-am jucat

You have played You’ve played

He has played He’s played

She has played She’s played

It has played It’s played

We have played We’ve played

You have played You’ve played

They have played They’ve played

Interrogative

HAVE/HAS+S+V+IIIrd FORM

46

Have I played?

Have you played?

Has he played?

Has she played?

Has it played?

Have we played?

Have you played?

Have they played?

Negative

S + HAVE/HAS + NOT + IIIrd FORM


I have not played I haven’t played

You have not played You haven’t played

He has not played He hasn’t played

She has not played She hasn’t played

It has not played It hasn’t played

We have not played We haven’t played

You have not played You haven’t played

They have not played They haven’t played

Use

The Present Perfect Simple Tense is used to express:

1.past actions completed in an unspecified time:

E.g.:

1.It has rained.

2.We have moved to Rome.

3.I have met Harry.

2.past actions completed in an unfinished period of time (today,

this year/week/month, etc.)

E.g.:

1.It has rained today.

2.We have moved to Rome this year.

3.I have met Harry this week.

3.recently finished actions ( just, lately, recently)

E.g.:

1.It has just rained.

2.We have moved to Rome recently/lately.

3.I have met Harry recently.

4.future actions in time clauses

E.g.:

1.You can go after he has come back.

2.Don’t ask any questions until you have read the whole book.

THE PRESENT PERFECT CONTINUOUS TENSE

Form: BE + V + ING

The Present Perfect Continuous Tense is formed by the present

perfect of the verb BE and the –ING form (present participle).


47

Affirmative

S+HAVE/HAS+BEEN+V+ING


I have been playing I’ve been playing = mă joc

You have been playing You’ve been playing

He has been playing He’s been playing

She has been playing She’s been playing

It has been playing It’s been playing

We have been playing We’ve been playing

You have been playing You’ve been playing

They have been playing They’ve been playing

Interrogative

HAVE/HAS+S+BEEN+V+ING

Have I been playing?

Have you been playing?

Has he been playing?

Has she been playing?

Has it been playing?

Have we been playing?

Have you been playing?

Have they been playing?

Negative

S+HAVE/HAS +NOT+BEEN+V+ING

I have not been playing I haven’t been playing

I’ve not been playing

You have not been playing You haven’t been playing

You’ve not been playing

He has not been playing He hasn’t been playing

He’s not been playing

She has not been playing She hasn’t been playing

She’s not been playing

It has not been playing It hasn’t been playing

It’s not been playing

We have not been playing We haven’t been playing

We’ve not been playing

You have not been playing You haven’t been playing

You’ve not been playing

They have not been playing They haven’t been playing

They’ve not been playing

Use

It is used to express:

an action begun in the past, that continues in the present and

that can go in the future:

E.g.:

I have been reading for two hours. Citesc de două ore.

Acţiunea a început acum două ore, este în plină desfăşurare în

momentul prezent, nu s-a încheiat şi poate să continue până în

viitor.

48



The Synthesis of Learning Unit # 3 through Self-assessment Tests:


A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. Magistrates’ Courts.

Activity 1


1.By whom are the cases heard in the local courts?

a.They are heard by a panel of magistrates or Justices of the Peace.

b.They are heard by stipendiary magistrates.

c.They are heard by the Lord Chancellor.

2.Who are the Justices of the Peace?

a.They are lay people. b.They are witnesses. c.They are solicitors.

3.Who are the lay magistrates?

a.They are barristers.

b.They are lay people who give their time voluntary to determine certain types of cases.

c.They are full-time paid magistrates.

4.Who is the prosecution represented by?

a.The prosecution is represented by the defence witnesses.

b.The prosecution is represented by a solicitor/barrister from the CPS.

c.The prosecution is represented by lay magistrates.

2.Self-assessment Test on Legal Knowledge. Crown Courts.

Activity 2


1.By whom are the cases heard in a Crown Court?

a.In a Crown Court cases are heard by a panel of magistrates or Justices of the Peace.

b.In a Crown Court cases are heard by stipendiary magistrates.

c.In a Crown Court cases are heard by a judge and a jury of twelve adults.

2.The prosecution case is followed by:

a.the defence case. b.the sentence. c.the witnesses.

3.Who has a chance to speak to the jury?

a.each juror b.each judge c.each advocate

4.Who sums up the facts of the case?

a.each advocate b.the judge c.witnesses

3.Self-assessment Test on Legal Knowledge. Criminal Offences

Activity 3.

49


1.Name the three categories of offences.

a.summary, indictable, triable either way

b.small, summary, indictable

c.either-way offence, hybrid offence, offence triable either way

2.Give an example of summary offence.

a.dangerous driving b.criminal damage c.drink driving

3.Give an example of indictable offence.

a.assault causing bodily harm b.murder c.driving with a licence

4.Give an example of hybrid offence.

a.theft b.careless driving c.roberry

B.GRAMMAR SECTION:


3.Self-assessment Test on Grammar Knowledge. The Present Perfect Simple Tense and the

Present Perfect Continuous Tense.

Activity I.

Fill in each of the following blanks using the correct form of the verb in parentheses.

1.Has your brother … to school yet, kids? (go)

2.Dana and Nick … a lot this summer. (swim)

3.What have you … so far during your Fulbright scholarship to San Antonio? (do)

4.We’ve … Museum McNey, the Sophia Orthodox Church and the big Texas HEB Mall. (see)

5.How many times have they … about the proposal? (talk)

6.Have you … for breakfast yet? (pay)

7.Terry has … a hole in the table cloth. (tear)

8.Has the play … yet? (begin)

9.You, kids, have already … too much television! (watch)

10.What have you … from the wine list? (choose)

11.It’s really … cold these past few days. (get)

12.Wow! I’ve never … so alive! (feel)

13.Has anyone … a law book? (lose)

14.Have you … your painting ? (finish)

15.I’ve never … someone so interesting. (know)

16.Has Ann ever … a bike before? (ride)

17.Becky has already … out the mail. (send)

18.The play hasn’t … yet. (start)

19.I haven’t … anyone their gifts yet. (give)

20.They’ve already … their names on the test papers. (write) (Adapted from English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random


Activity II.

Use the clues provided to change each of the following sentences from the present simple or

continuous tense to the present perfect continuous tense.

1.I am reading. (for twenty minutes)

2.They are waiting for a table. (since 8:00)

3.The family lives on Cherry Tree Lane, in London. (since 2002)

4.Terry waches the news. (for twenty-fve minutes)

5.Monica is going to college. (for the past two years)

6.Are you living alone? (for the past four months?)

50

7.Who is talking on the phone? (for so long?)

8.I am working on the computer. (since I got home)

9.The neighbor’s dog barks. (for hours)

10.The child is coughing and sneezing. (since yesterday morning)

11.We’re walking on the beach. (for the whole morning)

12.The couple next door argues. (all night)

13.The sun is shining. (all day)

14.The brothers don’t speak to each other. (since they got into a fight last week)

15.Is he working on the same project? (since the last time I spoke to him) (Adapted from: English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random


Keywords to be remembered: magistrate, Justice of the Peace (JP), Crown Prosecution Service

(CPS), Crown Court, the Present Perfect Simple Tense, the Present Perfect Continuous Tense


Activity 1.

Complete each of the following sentences with the correct form of the verb given in

parentheses. Choose either the simple past, present perfect or present perfect continuous tense.

In some cases, there will be two correct answers.

1.Alice … here three times before. (be)

2.Richard and Ann … home at 8:00 last night. (go)

3.Anne … on the project since 7a.m. this morning. (work)

4.John and Ann … the film yet, so they’re eager to go to the movies. (not see)

5.Were you speaking? I’m sorry, I … . (not listen)

6.Do you want to stop again? We … three times already! (stop)

7.You … German for four years in college? You must speak well! (study)

8.Raluca and Andreea still … up their minds. (not make)

9.We … to San Antonio in 2008. (move)

10.Our baby … for two hours. (sleep)

11.He … Mr. Johnson yet today. (not see)

12.They … the news from her last night. (hear) (Adapted from: English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random


Topics for presentation:

1.Magistrates’ Courts.

2.Crown Courts.

3.Criminal Offences.


Activity 1.


1.Ei sunt aici de joi, nu-i aşa?

2.Ei stau la voi de la Crăciun.

3.Ce-ai vrut să spui aseară?

4.Ea a fost împuşcată în timp ce încerca să scape.

5.Intotdeauna mi-am dorit să vizitez Ierusalimul.

6.Mi-ai comandat micul dejun?

7.Ce i s-a întâmplat fratelui tău săptămâna trecută?

51

(Adapted and abridged from: English Practical Course, Camelia Boarcăş, Anca Magiru, Europolis,

Constanţa, 2002)

REVISION III

Learning Unit # 3:



1. By whom are the cases heard in the local courts?

a. They are heard by a panel of magistrates or Justices of the Peace.

b. They are heard by Romanian stipendiary magistrates.

c. They are heard by the Lord Chancellor.


2. Who are the Justices of the Peace?

a. They are Romanians.

b. They are lay people.

c. They are Americans.


3. Who are the lay magistrates?

a. They are Barry and Harry.

b. They are full-time students of law.

c. They are lay people who give their time voluntary to determine certain types of cases.


4. Who is the prosecution represented by?

a. The prosecution is represented by a solicitor/barrister from the CPS.

b. The prosecution is represented by William and Kate.

c. The prosecution is represented by Lillian and Carmen.

2.Self-assessment Test on Legal Knowledge. Crown Courts.


5. By whom are the cases heard in a Crown Court?

a. In a Crown Court cases are heard by Anna and John.

b. In a Crown Court cases are heard by a judge and a jury of twelve adults.

c. In a Crown Court cases are heard by Michael and Gabriel.


6. The prosecution case is followed by:

a. Dan and Flora

b. Luke and Matthew

c. the defence case


7. Who has a chance to speak to the jury?

a. each advocate

b. each mother

c. each father


8. Who sums up the facts of the case?

a. mother

b. the judge

c. wives and husbands



9. Name the three categories of offences.

a.Somerset, William, Jane

b.Mark, John, Peter

52

c. summary, indictable, triable either way


10. Give an example of summary offence.

a.drink driving

b.Billy

c.Paul


11. Give an example of an indictable offence.

a. Inspector Japp

b.murder

c. Captain Hastings


12. Give an example of a hybrid offence.

a.Grace

b.Charles

c.theft


13. Ei sunt aici de joi, nu-i aşa?

a.They have been here since Thursday, haven’t they?

b.John and Raluca have been here since Thursday, haven’t they?

c.Sergiu and Rodica have been here since Thursday, haven’t they?


14.Ei stau la voi de la Crăciun.

a. Nick and Dana have been staying with you since Christmas.

b. They have been staying with you since Christmas.

c. Simon and Mr. Bean have been staying with you since Christmas.


15.Ce-ai vrut să spui aseară?

a.What did Mom want to tell last night?

b.What did Roger want to tell last night?

c.What did you want to tell last night?


16.Ea a fost împuşcată în timp ce încerca să scape.

a. She was shot while trying to escape.

b. Lillian was shot while trying to escape.

c. Elizabeth was shot while trying to escape.


17.Intotdeauna mi-am dorit să vizitez Ierusalimul.

a. Ralph has always wanted to visit Jerusalem.

b. I have always wanted to visit Jerusalem.

c. Rudolph has always wanted to visit Jerusalem.


18.Mi-ai comandat micul dejun?

a.Has Joe ordered my breakfast?

b.Has Vincent ordered my breakfast?

c.Have you ordered my breakfast?

ANSWERS

LEARNING UNIT # 3: THE ENGLISH CRIMINAL COURTS


A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. Magistrates’ Courts

1.a; 2.a; 3.b; 4.b

53

2.Self-assessment Test on Legal Knowledge. Crown Courts

1.c; 2.a; 3.c; 4.b


1.a; 2.c; 3.b; 4.a

B.GRAMMAR SECTION:

4.Self-assessment Test on Grammar Knowledge

Activity I. 1.gone; 2.swum; 3.done; 4.seen; 5.talked; 6.paid; 7.torn; 8.begun; 9.watched; 10.chosen; 11.got/gotten;

12.felt; 13.lost; 14.finished; 15.known; 16.ridden; 17.sent; 18.started; 19.given; 20.written.

Activity II. 1.I have been reading for twenty minutes. 2.They have been waiting for the table since 8:00. 3.The family

has been living on Cherry Tree Lane, in London, since 2002. 4.Terry has been watching the news for twenty-five

minutes. 5.Monica has been going to college for the past two years. 6.Have you been living alone for the past four

months? 7.Who has been talking on the phone for so long? 8.I have been working on the computer since I got home.

9.The neighbor’s dog has been barking for hours. 10.The child has been coughing and sneezing since yesterday

morning. 11.We’ve been walking on the beach for the whole morning. 12.The couple next door has been arguing all

night. 13.The sun has been shining all day. 14.The brothers haven’t been speaking to each other since they got into a

fight last week. 15.Has he been working on the same project since the last time I spoke to him?

Comprehension Check

Activity I. 1.has been/was; 2.went; 3.has been working/has worked; 4.haven’t seen; 5.haven’t been listening/wasn’t

listening; 6.have stopped; 7.studied; 8.haven’t made; 9.moved; 10.has been sleeping; 11.haven’t seen; 12.heard


ActivityI. 1.They have been here since Thursday, haven’t they? 2.They have been staying with you since Christmas.

3.What did you want to say last night? 4.She was shot while trying to escape. 5.I have always wanted to visit

Jerusalem. 6.Have you ordered my breakfast? 7.What happened to your brother last week?

3.4.1. Compulsory Bibliography

1.Lister, Ronald, Klemens Veth, (2010), Dicţionar juridic, englez-român, român-englez, Bucuresti: Ed. Niculescu

2.Magiru, Anca, (2013), Limba engleză, (Curs în tehnologie ID/IFR), Bucureşti: Editura Fundaţiei România de Mâine;

3.Magiru, Anca, (2011), English for Law Students, Bucuresti, Ed. Universitara;

4.Magiru, Anca, (2011), English for Public Administration Students, Bucuresti, Ed. Universitara;

5.Magiru, Anca, (2010), American Criminal Law, An Introduction for Law Students of English, Bucuresti: Ed.

Universitara.


1.Paidos, Constantin, (1995), Gramatica limbii engleze, Teorie şi practică, vol.I, II, III Iaşi: Institutul European;

2.Voiculescu, Cecilia, (2005), Dicţionar juridic, englez-român, român-englez, & terminologia UE-SUA, Bucureşti:

Ed.Niculescu.

3.Brookes, Michael, Christiane Treutenare, (2002), 1000 de cuvinte in Drept, Bucuresti: Compania;

4.Champion, Dean J., (1998), Dictionary of American Criminal Justice. Key Terms and Major Supreme Court Cases,

Minot State University, London, Chicago: Fitzroy Dearborn Publishers;

5.Constitutia Romaniei, (2004), Bucuresti: Ed. All Beck;

6.The Constitution of the United States and the Declaration of Independence, Reprinted 2001 by the Supreme Court

Historical Society, 2001;

7.Galateanu, Georgiana, Ecaterina Comisel (f.a.), Gramatica limbii engleze pentru uz scolar, Bucuresti: Ed. Didactica

si Pedagogica;

8.Martin, Elizabeth A., 2003, A Dictionary of Law, Oxford: Oxford University Press;

9.Hanga, Vladimir, Rodica Calciu, (1994/2007), Dictionar juridic englez-roman si roman-englez, Bucuresti, Ed.

Lumina Lex.

3.4.2.Bibliographical References:

1.Boarcăş, Camelia, Anca Magiru,(2002) , English Practical Course, Constanţa: Europolis;

2.Gălăţeanu-Fârnoagă, Georgiana, (1987), Sinteze de gramatică engleză, Bucureşti, Ed. Albatros;

3.Leech, Geoffrey, N., (1971), Meaning and the English Verb, London: Longman;

4.Longman Dictionary of Contemporary English, (c.1995), Longman Dictionaries;

5. Oxford Dictionary of Law, (c.2003), Ed. by Elizabeth A. Martin, Oxford University Press;

6.Paidos, Constantin, (1995), Gramatica limbii engleze, volumul I, Iaşi, Institutul European;

7.Penruddocke, Andrea, Christopher A. Warnasch, (2004), English for the Real World, A Random House Company;

8.Ronald Lister, Klemens Veth, 2010, Dicţionar juridic, englez-român, român-englez, Bucureşti: Ed. Niculescu;

9.Seely, John, (2003), Law in Everyday Life, Oxford University Press;

10. Voiculescu, Cecilia, (2005), Dicţionar juridic, englez-român, român-englez, & terminologia UE-SUA, Bucureşti,

Ed. Niculescu.

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THE U.K. AND ITS LEGAL SYSTEM NOTE DE CURS AN I, … · Galateanu, Georgiana, Ecaterina Comisel (f.a.), Gramatica limbii engleze pentru uz scolar, Bucuresti: Ed. Didactica si Pedagogica;