ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ

ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ

ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
«САНКТ-ПЕТЕРБУРГСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ
ЭКОНОМИКИ И ФИНАНСОВ»

КАФЕДРА АНГЛИЙСКОГО ЯЗЫКА ¹ 1

Н.И. АЛМАЗОВА, М.А. ВАСИЛЬЕВА,

Я.Б. ЖУРАВЛЕВА, Л.И. ШРАМКО

ENGLISH FOR LAW STUDENTS

1 YEAR
PART 1

АНГЛИЙСКИЙ ЯЗЫК
ДЛЯ СТУДЕНТОВ
ЮРИДИЧЕСКОГО ФАКУЛЬТЕТА
1 КУРС
ЧАСТЬ 1

Учебное пособие

ИЗДАТЕЛЬСТВО
САНКТ-ПЕТЕРБУРГСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА
ЭКОНОМИКИ И ФИНАНСОВ
2009
 2

ББК 81.2Англ
А 51

Алмазова Н.И., Васильева М.А., Журавлева Я.Б., Шрамко Л.И.

English for Law Students. 1 year. Part 1. Английский язык для

студентов юридического факультета. 1 курс. Часть 1: Учебное пособие.–
СПб.: Изд-во СПбГУЭФ, 2009.– 139 с.

Предлагаемое учебное пособие предназначено для студентов юридических

специальностей, владеющих английским языком на уровне выпускника средней
школы. Главной задачей пособия является формирование основ эффективной
иноязычной коммуникации в профессионально-ориентированном формате.
Пособие организовано в виде модулей, каждый из которых состоит из
8 уроков; тематика модулей коррелирует с основными темами, изучаемыми на
первом курсе юридических факультетов; отбор языкового и речевого материала
строится на принципе методической целесообразности. Основные умения и
навыки формируются на современном информационном и методическом мате-
риале с использованием новых обучающих технологий, методов и приемов.

Рецензенты: Н.И. Черенкова, канд. филол. наук, доц.,

зав. каф. англ. яз. № 3 СПбГУЭФ;
Г.И. Панкратьева, канд. пед. наук, доц. каф. англ. яз.
для гуманитарных факультетов РГПУ им. А.И. Герцена

© Издательство СПбГУЭФ, 2009

 3

Введение

Предлагаемое учебное пособие по английскому языку ориентиро-

вано на студентов юридических специальностей, владеющих англий-
ским языком на уровне программы средней школы и успешно сдавших
ЕГЭ по английскому языку. Пособие ставит своей задачей подготовить
студентов к коммуникации в условиях иноязычного общения в рамках
тем общеюридического профиля (необходимость закона, закон и обще-
ство, виды законом, профессия юриста, система юридического образо-
вания в России и за рубежом и ряд др.).
Пособие состоит из 4 модулей, каждый из которых имеет 8 уро-
ков, в качестве заключительного занятия предлагается итоговое тесто-
вое занятие (Revision Lesson). Пособие снабжено приложением с клю-
чами, списком слов для активного запоминания и списком источников к
каждому модулю. Языковая и речевая часть пособия нацелены на фор-
мирование профессионально-ориентированного вокабуляра и основ
коммуникативной компетентности, именно поэтому лексические уп-
ражнения на сравнение, поиск синонимов, подбор пар (matching), разви-
тие навыков словообразования, знакомство с профессиональными фра-
зеологизмами, активизацию вокабуляра в коммуникативных ситуациях
и ряд других занимают значительное место в структуре предкоммуни-
кативных упражнений.
Коммуникативный принцип заложен в большинстве дотекстовых
(warming up activities) и послетекстовых упражнений, при этом значи-
тельное место отводится формированию конверсационных стратегий и
тактик, которые активизируются при анализе кейсов, представленных в
заключительном уроке по каждому модулю.
В качестве информационного блока предлагаются переработан-
ные авторским коллективом тексты из современных источников как
энциклопедического, так и специального характера, статьи из толковых
словарей, периодических изданий, материал из справочной литературы.
Особенностью пособия является включение в информационный блок
страноведческого материала, ориентированного на формирование у
студентов основ межкультурной компетентности.
Пособие ориентировано не только на формирование специальных
(лингвистических, коммуникативных) компетентностей, но и на форми-
рование и развитие учебно-познавательных компетентностей, предпола-
гающих самостоятельную творческую и поисковую работу студентов.
С этой целью в пособие включены упражнения под рубрикой «Проект-
ная работа» (Project Work), требующая поисковых и презентативных
навыков обучаемых.
 4

MODULE 1. THE NEED FOR LAW

There are not enough jails, not enough policemen, not enough courts to
enforce a law not supported by the people.
H.Humphrey

LESSON 1
A. LEAD-IN.
A1. Discuss the following.
1. Do we need rules and laws?
2. Why do people sometimes break rules and laws? Have you ever broken
any rules?
3. Read the quotation and discuss it – what does Humphrey mean by it?
4. In your opinion, what is the difference between law and tradition? What
traditions do you know?

B. READING
B1. Read the following text, pay attention to the underlined words, try to
learn them.

KEY VOCABULARY
Descriptive (a) – описательный
describe (v) – описывать
behave (v) – вести себя,
поступать
behaviour(BrE) /
behavior(AmE)(n) – поведение
prescriptive (a) –
предписывающий
prescribe (v) – предписывать
regulation (n) – правило,
предписание
define (v) – определять
conduct (n) – поведение
impose upon/on (v) –
навязывать, налагать
enforce (v) – принуждать,
заставлять, обеспечивать
соблюдение
enforcement (n) – давление,
принуждение, осуществление
codify (v) - кодифицировать
enable (v) – давать право,
возможность
punish (v) – наказывать
carry out (v) – выполнять
compulsion (n) – принуждение
obedience (n) – повиновение
prosecute (v) – преследовать в
судебном порядке
order (v) – приказывать, велеть
restitution (n) –возвращение,
возмещение
owner (n) – владелец
obey (v) – повиноваться
penalty – наказание, штраф
underlie – лежать в основе
order (n) – порядок
lay down (v) - устанавливать
 5

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

C. COMPREHENSION
С1. Answer the following questions:
1. In what senses can we use the word “law”?
2. What is the difference between descriptive laws and prescriptive
laws? Give some examples.
3. How is the law of the state defined?
4. What do laws symbolize?
5. What can be used as methods of enforcement?
6. Why do methods of enforcement exist?
7. What is the chief characteristic of law?
 6

8. Explain the notion “compulsion”. Give examples.

9. Identify two main ideas underlying the concept of law.
10. Why do we need law?

C2. Complete the sentences using the text.

1) Descriptive laws usually describe __________ .
2) Prescriptive laws prescribe __________ .
3) The law of a state may be __________ as “the rule of human
__________ , imposed _______ and _________ among the
________ of a given state”.
4) Laws have several __________: first, they symbolize
__________; second, they must be _________ through writing;
third, there must exist methods of _________ that enable
society to ________ or ________ its members.
5) Such enforcement is usually ___________ by the State.
6) If the laws are broken, __________ is used.
7) Two ideas _________ the concept of law: _______ and
_________ .

D. VOCABULARY
D1. Find in the text the English equivalents for the following expressions.
Work in groups: one group is dealing with column A, the second one –
with column B. Check each other using double-way translation.
- постоянный закон гравитации
- менее постоянные законы экономики
- природные явления
- нарушить закон
- истинный владелец
- обеспечивать повиновение
- отказаться подчиниться
- человеческое поведение
- описательные законы
- предписывающие законы
- налагать наказание
- потребовать возмещения/ возвращения
- вести себя в соответствии с личными стандартами морали

D2. a) Note the meaning of the word “law”. Translate the expressions:
LAW
1) ЗАКОН - laws of nature; business law; law on citizenship; law on
universal education; law on public health
 7

2) ПРАВО – commercial law; criminal law; international law

! Don’t confuse with RIGHT (“право”) e.g. human rights; to have no right
to do sth
3) СУД - to go to law (against sb); to be at law with sb; to take the law into
one’s own hand

b) Match the expressions. Make up 5-6 sentences using them.

1. unwritten law a) юридический факультет
2. civil law b) быть равным перед
3. criminal law законом
4. natural law c) гражданское право
5. law of nature d) законодатель
6. Mosaic laws e) теория вероятности
7. law of nations f) доктор юридических наук
8. canon law g) неписанный закон
9. to keep within the law h) судебный процесс
10. to be equal before the i) Моисеевы законы (библ.)
law j) баранья кожа для
11. question of law переплетов юр.
12. doctor of law справочников
13. law of self-preservation k) уголовное право
14. law of probability l) юридический факультет
15. the faculty of law m) естественное право
16. law-book n) международное право
17. law-sheep o) свод законов
18. lawsuit p) инстинкт самосохранения
19. lawmaker (lawgiver) q) вопрос права
r) закон природы
s) каноническое право

E. DISCUSSION
E1. Work in groups. Write definitions of your own of the following
words. Compare your definitions with those given in a dictionary and
decide if you were right or not. Whose definition was most precise?
• society
• obedience
• order
• anarchy
 8

E2. Classify the following situations into three types (see the table
below). In groups think of some more situations for each column.
Compare your answers.
a) don’t cheat
b) “Keep off the grass!”
c) the freezing point of water is 0' Celsius
d) in Britain drive motor cars on the left-hand side of public roads
e) two molecules of hydrogen will combine with two molecules of
oxygen to form two molecules of water
f) if you are invited to someone’s birthday party you should buy a
present

Descriptive laws Prescriptive laws Informal rules

F. TRANSLATION
F1. Translate the sentences into English paying attention to the italicized
words and expressions. Use the key vocabulary and the expressions from
the task D2.
1. Законы и традиции общества определяют поведение людей.
2. Традиции – это неписанные законы, лежащие в основе норм
поведения, взглядов и вкусов любого общества.
3. Законы государства устанавливаются законодателями,
полиция и суды обеспечивают соблюдение законов при помощи
различных методов принуждения.
4. Если человек нарушает закон, он может быть наказан.
5. Законы должен знать каждый человек, но, к сожалению, не
каждый их знает.
6. Особенно пристально законы изучаются на юридических
факультетах университетов, где студенты рассматривают
различные вопросы права, изучают гражданское право,
уголовное право и другие предметы.
7. Предписывающие законы создаются законодателями и могут
быть нарушены, в то время как описательные законы не
созданы законодателями и не могут быть нарушены.
 9

8. Описательными законами являются, например, законы

природы.

F2. Work in pairs:

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

LESSON 2

A. VOCABULARY REVISION
A1. Complete the text with the words from the box below and translate
the text.

Respect (n), immoral, governments, legal actions, break the rules,

societies, behave, penalty, moral choice, prescriptive laws, instructions,
informal rules, experience

Law, morality and custom.

In all __________ relations between people are regulated by__________.
Some of them are customs – that is, _________ of social and moral
behaviour. Customs need not to be made by________, and they need not to
be written down. We learn how we are expected to _____ in society through
the _________ of family and teachers, the advice of friends, and our own
______ in communication with other people. Thus moral rules and ethics
remind us that it is _______ to covet, to tell lies, or to defame the dead.
Sometimes we can break these rules without suffering any_________. But if
we continually________, or break a very important one, we may lose our
friends or their _______ . The law, however, is not concerned with these
matters and leaves them to the individual’s ________ and the pressure of
public opinion results no______.

A2. Match the words with their meanings, in case you fail, consult a
dictionary:
 10

a) conduct (n) 1. A punishment for breaking a rule or

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

A3. Word formation. Study the patterns, give the Russian equivalents
for them and translate the sentences.
1. describe (v) – description (n) – descriptive (a)
a. Words cannot describe the beauty of the place.
b. Пожалуйста, опишите, что вы видели.
c. He’s not very good at description.
d. Вы можете дать описание этого человека?
e. His poetry skillfully incorporates descriptive details.
f. В романах Толстого есть прекрасные описательные сцены.
2. behave (v) – behaviour (Br)/ behavior (Am) (n) – behavioral; well(bad)-
behaved (a)
a) The next time I saw him, Frank behaved as if nothing had
happened.
b) Как мой сын ведет себя в школе?
c) Can I bring my dog? She’s very well-behaved.
d) Какие хорошо воспитанные дети!
e) This kind of behaviour is not acceptable.
f) Поведение Эрика очень удивило меня.
g) I’ve read the article about death penalty in “Behavioral Sciences
and Law”.
3. define (v) – definition (n) – definite (=clear)/ definitive (=final) (a)
a. The powers of a judge are defined by law.
b. Я хочу, чтобы Вы четко определили мои обязанности.
c. I want a definite answer: “yes” or “no”.
 11

d. Давайте встретимся в определенном месте и в определенное

время.
e. To give a definition of a word is more difficult than to give an
example of its uses.
f. Дайте определение слову «закон».
g. The police have no definitive proof of her guilt.
4. compel (v) – compulsion (n) – compulsory (a)
a) His conscience compelled him to confess.
b) Все юноши деревни были принуждены работать в поле.
c) A defeated country usually signs a treaty of peace under
compulsion.
d) Государство использует методы принуждения для
соблюдения закона.
e) It is compulsory for all drivers to have insurance.
f) Обязательное образование было введено в 1870 году.
g) A compulsive habit is something that you do a lot because you
want to so much that you cannot control yourself.
5. obey (v) – obedience (n) – obedient (a)
a. Soldiers must always obey their commanding officer. (Don’t say
“obey to the officer”, say “obey the officer”)
b. Ты можешь научить свою собаку подчиняться простым
командам.
c. Bruno was a quiet and obedient little boy.
d. Я бы хотел, чтобы мои дети были более послушными.
e. The General demanded absolute obedience from his men.
f. Она требует абсолютного подчинения правилам.
6. punish (v) – punishment (n) – punishable/ punitive (a)
a) This man was never punished for his crime.
b) Как бы вы наказали кого-нибудь за кражу?
c) Some people are demanding the return of capital punishment for
murder.
d) Ему удалось избежать наказания.
e) A punitive expedition is a military expedition with the purpose of
punishing rebels.
f) Drug dealing is punishable by death in some countries.

B. GRAMMAR REVISION. PASSIVE VOICE.

B1. Find in the text 1 the sentences in passive voice and change them into
active voice.
E.g. The term “law” is used in many senses. – We use the term “law” in
many senses.
 12

B2. Use the right form of the verbs in brackets.

1) The public (not allow) to drive on the park roads.
2) Smoking only (permit) in the public lounge.
3) Taking photographs in the museum (forbid).
4) In some countries women still (deny) the right to vote.
5) The use of mobile phones strictly (forbid) during take-off and
landing.
6) Many accidents (cause) by careless driving.
7) This entrance may (use) only by authorized personnel.
8) In the United States President (elect) every four years.
9) Many doctors now say that boxing should (ban).

B3. Rewrite these sentences using passive voice.

1) Somebody accused me of stealing money.
2) They are using the computer at the moment.
3) People won’t forget this event.
4) The police have just found the lost children in the park.
5) I didn’t realize that somebody was recording our conversation.
6) The room looked nice. Somebody had cleaned it.
7) The lawyer suggested the new strategy.
8) The police arrested the wrong man mainly because they confused
the names which the witness had given to them.
9) I hope they will have solved this problem by tomorrow.
10) The government has imposed a ban on the hunting and killing of
whales.

C. READING
C1. Study the words below. In pairs decide what Russian equivalents can
be given to them. Check your answers using a dictionary.
maintenance – the process of continuing something - __________
responsibility – something you have to do as a duty –
consideration – something you must think about carefully -
variety – a number of different things, assortment -
marital – relating to marriage -
infraction – situation in which someone breaks a law or a rule -
witchcraft – the practice of black magic -
settle – to end a disagreement, to decide something definitely -
negotiations – formal discussions in which people try to reach an agreement
kin – all people from a family, relatives -
accusation – a claim that someone has done something illegal or wrong -
 13

gossip – trivial talk about people’s private lives -

conformity – action or behavior in agreement with accepted customs, rules,
principles -

C2. Read the text paying attention to the underlined words, scan the
information and answer the questions below.

Order and social control in ethnic groups of American Indians (Navajo*

and Western Apache*)
The principal mechanism for the maintenance of order has always been
the concept of collective responsibility, which makes all members of a
family, or even of a clan, responsible for the good behaviour of any
individual member. Maintaining the good name of the family within the
community is an important consideration for all Navajo. Conflicts between
individuals or families might arise for a variety of reasons. Disputes over the
possessions of farmland and disputes arising from poor marital relations were
especially common in earliest times. All infractions except witchcraft were
considered as private wrongs, to be settled by negotiations between the kin
groups involved. There is a system of Navajo Tribal Courts, but most Navajo
still prefer to settle disputes within their community.
Traditional social control among Apache focused heavily on the threat of
witchcraft accusation. Positive models for behaviour are provided by stories
repeated by elders. Gossip and indirect criticism also are traditional means of
enforcing conformity to accept standards of conduct.
(from Encyclopedia of World’s Cultures. New York, 1999)
-----------------------------------------------------------------
*Navajo – племя индейцев навахо
Western Apache – племя западных апачей

C3. Work in pairs: one student is to answer the following questions,

trying not to look at the text, his/her partner is to commentate.
1) What is the principle mechanism for keeping order among
Navajo?
2) What is a matter of important consideration for all of them?
3) What are the reasons for possible conflicts?
4) How do Navajo prefer to settle disputes?
5) What methods of enforcing conformity exist among Apache?
6) What factors influence social behaviour of Apache?

D. WRITING
 14

D1. Write a short summary of the facts presented in the previous

exercise. Use the questions after the text.

D2. Project-work.
Find in the Internet or an Encyclopedia or other sources some
interesting facts concerning legal regulations in different societies,
different nations, different times. Present this information to the class.

LESSON 3

A. READING
A1. Read the text, pay attention to the underlined words, memorize them
and be ready to discuss the text.
KEY VOCABULARY
legal (a) – правовой, законный,
юридический
substantial (a) – существенный,
важный
provide (v) – давать,
обеспечивать
rival (a) – соперничающий
assert (v) – утверждать
immanent (a) – постоянный
enact (v) – постановлять,
принимать
correspond (v) –
соответствовать
summarize (v) – резюмировать,
подводить итог
unjust (a) – несправедливый
notion (n) – понятие, мнение,
представление
sovereign (n) – монарх,
правитель
back (v) – поддерживать
threat (n) – угроза
set forth (v) – излагать,
формулировать
statute (n) – статут, писанный
закон
profound (a) – глубокий
influence (n) - влияние
influential (a) – влиятельный
Anglophone (a) – англоязычный
argue (v) – утверждать,
доказывать

Philosophy of law
Philosophy of law is a branch of philosophy and jurisprudence
which studies basic questions about law and legal systems, such as “what is
the law?”, “what is the relationship between law and morality?” and many
other similar questions. The question “What is law?” has received the most
substantial attention from philosophers of law. Three schools of thought have
provided rival answers to this question.
 15

Natural theory asserts that there are laws that are immanent in
nature, to which enacted laws should correspond as closely as possible. This
view is frequently summarized by the maxim: an unjust law is not a true law,
in which “unjust” is defined as contrary to natural law.
Legal positivism is the view that the law is defined by the social
rules or practices that identify certain norms as laws. Historically, the most
important part of this theory was developed by Jeremy Bentham, whose
views were popularized by his student, John Austin. Austin’s version of legal
positivism was based on the notion that the law is the command of the
sovereign backed by the threat of punishment.
Legal realism is the view that the law should be understood as it is
practiced in the courts, law offices, and police stations, rather than as it is set
forth in statutes.
In the 20th century, two great legal positivists had a profound
influence on the philosophy of law. On the continent, Hans Kelsen was the
most influential theorist, and his legal views are still influential. In the
Anglophone world, the most influential figure was Herbert Lionel Adolphus
Hart, Professor of Jurisprudence at Oxford University, who is considered one
of the most important legal philosophers. Hart’s most famous work is The
Concept of Law first published in 1961. He argued that the law should be
understood as a system of social rules. Hart’s theory, although widely
admired, was criticized by a variety of late 20th century philosophers of law
(R.Dworkin, J.Finnis, J.Raz)

B. COMPREHENSION
B1. Agree or disagree with the following statements. Make the false
statements true.
1) The text is about philosophers of law.
2) Philosophy of law studies particular differences of legal systems.
3) There are three schools of thought providing identical answers to the
question “What is law?”
4) Natural theory asserts that enacted laws should closely correspond
laws of nature.
5) The most important part of positivist theory was developed by
J.Austin.
6) In the 20th century legal realism had a great influence on the
philosophy of law.
7) The legal views of H.L.A.Hart are still influential.

B2. Complete the sentences using the text.

 16

1. Philosophy of law combines two sciences: _______ and

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

C. VOCABULARY
C1. What is your personal understanding of the following words: RULE,
REGULATION, LAW. Is there any difference in the meaning? Read
and note the following information. Consult a dictionary and write out
the expressions or sentences with these words.

RULE – an instruction that says what people are allowed to do or not

allowed to do (in a game, in a school or organization); a usual or customary
course of behaviour. Rule is not so official as regulation. They may be
written down, may be not. It may be in informal agreement about doing
something.
E.g. It says in the rules that every child has to wear school uniform.

REGULATION – an official rule made by a government (or organization),

which is part of a set of rules. Regulations are usually adopted by officials or
authorities and written down. They are to control conduct of people or
quality of things. For example, army regulations say what soldiers must or
must not do. Planning regulations control process of house building.
E.g.: The new regulations are very strict about what you can and cannot
bring into the country.

LAW – an official rule that all the citizens of a country must obey; also a
code of behaviour or ethics. Laws are written down and enforced among all
members of a state. They also define criminal and non-criminal cases.

C2. a) Work in two groups. Give the Russian equivalents to the

following expressions, use a dictionary, if necessary; compare your
answers with those of your classmates:
 17

Group 1 Group 2
a) legal profession – e) substantial argument –
legal document – substantial improvement –
legal language – substantial sum of money –
legal owner – substantial breakfast –

b) bad (good) influence –

positive (negative) influence – f) to argue logically, sensibly –
powerful, strong influence – to argue passionately –
cultural, moral influence – to argue over/ about something –
sphere of influence – to argue for/ against something –
influential man –
influential circumstances – g) despotic rules -
popular rule -
c) natural laws - home/ foreign rules -
family law - majority / minority rule –
immigration law -
feudal laws - h) hospital regulations -
criminal law - police regulations -
business laws – traffic (road) regulations -
safety regulations -
d) common notion – army regulations -
widespread notion –
strange notion –
b) Use these expressions in sentences of your own:
To take legal advice; to use one’s influence; to strengthen influence; to be
under somebody’s influence; to have no notion of obedience (discipline); to
form a true (wrong) notion of something; a head full of silly notions; to back
a plan; to back an argument with proof; to argue that black is white; to make
a threat; to carry out a threat; to answer threats with threats; his actions do not
correspond his words.

C3. Choose the best word (law, rule, regulation) to fill in the blanks:
1. There is a……….against cruelty to animals.
2. In some organizations safety ……….are very strict.
3. Do you want me to explain you the ……….of the game?
4. The ……….of gravity was explained by Newton.
5. If you put a plural verb with a singular noun, you’re breaking a basic
……….of grammar.
6. Everyone is equal under the …………
 18

7. He makes it a ……….to do an hour’s work in the garden every day.

8. You can’t smoke in here – it’s against the ………. .
9. I asked my secretary to get copies of all prison ………. .
10. Health and safety ……….are enforced by inspectors.
11. He lives with his own ……….about washing and mealtimes.
12. This ……….doesn’t apply to graduate students.
13. Each family has its own ………about bedtime.
14. We shall need more stringent ……….against pollution.

D. TRANSLATION
D1. Translate the following text into English. Use the helpful vocabulary
from the box below if necessary.

Helpful vocabulary
by nature, companionship, primitive, to form, tribe, self-protection, by reason
of, to assert, order, sovereign, duty, to obey, to argue, influential, substantial,
to lay down, to impose on, to back, threat, punishment, to provide, the
larger…the more complex…

Человек является по природе социальным существом,

желающим дружеских отношений с другими людьми. В ранние времена
люди создавали племена, группы, общества или для самозащиты или по
причине социального инстинкта. Философ Джон Остин утверждал, что
ранние законы являлись приказами правителя, и что обязанностью
граждан было повиноваться этим приказам. Другие философы
доказывают, что влиятельные мужчины и женщины в первобытных
обществах создавали многие важные правила сами, и только потом эти
правила были приняты правителем и навязаны обществу. Они
поддерживались угрозой наказания. Следовательно, правила и законы
были созданы для того, чтобы обеспечить мирную жизнь всем членам
общества. Чем больше общество, тем более сложными будут правила и
законы.

D2. IT IS INTERESTING TO KNOW.

Read the following information and say whether this information is
known to you or if you can add to it more interesting facts:

Jeremy Bentham (1748-1832) was an English gentleman, jurist, philosopher,

legal and social reformer. He argued in favour of individual and economic
freedom, including the separation of church and state, freedom of expression,
equal rights for women, animal rights, the end of slavery, the abolition of
 19

physical punishment, the right to divorce, free trade, and no restriction on

interest. But he supported inheritance tax, restrictions on monopoly power,
pensions and health insurance.
As requested in his will, his body was preserved and stored in a
wooden cabinet, termed his “Auto-Icon”, at University College London. The
Auto-Icon has always had a wax head, as Bentham’s head was badly
damaged in the preservation process. The real head was displayed in the
same case for many years, but became the target of repeated student ranks
including being stolen on more than one occasions. It is now locked securely.

D3. PROJECT-WORK
Using information sources find some more facts about most prominent
people in the sphere of law, legal actions, social reforms. Present your
information in the form of a report to the class.

LESSON 4

A. VOCABULARY
A1. Do you know the meaning of the words in the box? Match the word
and its definition.
Security insecurity threat destruction protection
a) the possibility that something bad is going to happen
b) the process of keeping someone or something safe
c) safety from attack, damage, harm; also a feeling of safety
d) the act of destroying something
e) a feeling of being not safe or protected

A2. There are some expressions from the text below. Try to match them
to their Russian equivalents.

- their lot in life - постоянный

- personal insecurity
- imaginary threat
- large-scale violence
- deliberate destructions
- deepening economic
recession
- declining world trade
- accustomed life-style
экономический спад
- воображаемая угроза
- привычный образ жизни
- преднамеренные
разрушения
- личная небезопасность
- спад мировой торговли
 20

- насилие в широких - их удел в жизни

масштабах

B. READING AND COMPREHENSION

B1. Read the text, give a title to it and answer the questions after the text.
_______________________
Human beings have always wanted security in their lives and yet
almost everywhere their lot in life is insecurity. What is “personal
insecurity”? It is the threat, direct or indirect, imaginary or real, posed for
individuals by other people. And in what ways can human society make a
threat to the personal safety of individuals? Some scholars consider that there
are three kinds of possible threats to person’s secure life.
In the first place is a phenomenon of large-scale organized violence and
deliberate destructions of human lives. This may involve international
conflicts and armed civil conflicts. Nobody doubts that war is the greatest
threat to personal security.
The second threat to personal security is the global phenomenon of
deepening economic recession, declining world trade, the growing gap
between rich and poor. People feel themselves insecure in their accustomed
life-style, hopes and expectations.
The third problem of personal security in society is in the threat posed to
individuals by other people who live in the same social world; it is person-to-
person direct threat to individual’s life, health, tranquility and possessions.

Questions:
1. What is the definition of personal insecurity given in the text?
2. Can you think of some examples of direct threat? Indirect threat?
3. Can you explain what imaginary threat is?
4. What are three kinds of threats noted in the text? Do you agree with
given classification?
5. Do you personally feel secure (or insecure) in your life?
6. Do you agree that laws make people feel safe?

C. DISCUSSION
C1. Discuss in small groups:
1) interview your group mates about their personal feeling of security
(insecurity) concerning such spheres of life as food, environment, crime,
financial stability, medical services, etc. Summarize the results of your
interview.
2) what aims, or functions laws should have to make people feel safe and
secure. Think about the following:
 21

- what should laws forbid

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

D. READING
D1. Read the following text, pay attention to the underlined words and
be ready to discuss the text.

KEY VOCABULARY
Be concerned with (v) – иметь отношение к чему-либо
enable (v) – давать право, возможность
flourish (v) – процветать
framework (n) – структура, рамки, пределы
disobey (v) – не подчиняться
forbid (v) - запрещать
require (v) – требовать
provide (v) – обеспечивать
facilities (n) - возможности
arrangement (n) – соглашение
settle (v) – решать
restriction (n) – ограничение
Aims of law
As it is known, law has several aims which are mainly concerned
with making society more stable. Laws enable people to flourish and feel
secure in their lives. To achieve this purpose it is necessary to set up an
official framework of compulsion. So the first aim of law is to forbid certain
ways of behaving, like murder, terrorism, or smoking in public places, and to
require other ways of conduct, like paying income tax. If people disobey the
rules the law may threaten them with something unpleasant - often called a
sanction - like being imprisoned or having to pay compensation. This aim
serves to the idea that within this framework of do’s and don’ts people can
live more securely.
The second aim of law is to provide facilities for people to make
their own arrangements. Laws should guarantee to people who buy and sell
goods, form companies, sign contracts, take employment, and so on that the
state will protect or enforce these arrangements.
The third aim of law is to settle disputes among citizens about what
the law is and whether or not it was broken. If we take these three aims
together, we may see that law not only threatens those who break it (that
means they do what the law forbids) but promises to protect people’s
 22

interests. The law imposes restrictions on people but also gives them certain
guarantees.

E. VOCABULARY
E1. Find in the text the equivalents for the following expressions:
- давать возможность процветать
- установить рамки
- определенный образ поведения
- платить налоги
- не подчиняться правилам
- в рамках «можно и нельзя»
- наниматься на работу
- обеспечивать соблюдение соглашений
- разрешать спорные вопросы
- налагать ограничения
- давать гарантии

E2. Note the meaning of the word “PROVIDE”. Make the translation.
1) to provide smth. for (to) smb.; to provide smb. with smth.
cнабжать, обеспечивать, предоставлять, давать
The hotel provides a playroom for children.
The lecture provided him with an opportunity to meet one of his
heroes.
We provide legal advice to our clients.
2) to provide for smth.(smb.) обеспечивать (средствами),
предусматривать, обуславливать
She has always provided for her children.
The budget provides for a salary increase after one year.
3) provided (that) если, при условии, что…
You can go out provided that you finish your work first.
This dog will never bite you provided you let it alone.
4) to provide against smth.принять меры против чего-либо, запрещать
This contract provides against the resale of the house.

E3. Translate the sentences.

1. He has a large family to provide for.
2. He died without providing for his widow.
3. I am provided with everything I need.
4. She could not provide her children with food and clothes.
5. The warrant (ордер) provided for his arrest.
 23

6. A clause in the agreement provides that you shall bear the cost of
all repairs to the building.
7. They deal with general inquiries, and also provide free legal advice.
8. Free parking is provided for hotel guests.
9. You may remain provided you keep silent.
10. I shall give you my dictionary provided that you return it tomorrow.
11. We made certain provisions against theft.

12. Он предоставил все необходимые сведения.

13. Я не знаю, кто должен предоставить им жилье.
14. Приказ предусматривал создание нового отдела.
15. Закон должен предусматривать возможные нарушения.
16. Агентство предоставляет гражданам все виды юридической
помощи.
17. Мой отец снабдил меня деньгами для путешествия.
18. Этот пункт соглашения предусматривает обязанности сторон.
19) По закону работодатель должен обеспечить безопасные условия
для работы.

LESSON 5

A. GRAMMAR REVISION
A1. Choose and underline the correct item.
Muslim law.
The Koran is the basic/ basis/ bases of Islamic law, the sharia. All/
all of/ everything activity of the Muslim built/ is built/ will be built into the
framework of the sharia, which discusses the believer’s/ believers/
believers’ duties to/ toward/ of God and his fellow beings.
The sharia must/ can/ should be described as “the entirety* of
Divine commands concern/ concerned/ concerning human actions”, from/
for/ while God is a/ the/- sole lawgiver. Muslims soon felt that it is/ was/
will be impossible to fulfill all the requirements of the sharia. But to deny the
validity* of the sharia is not permit/ permitted/ permission.
Forming the practical aspect of Muhammad’s religious teaching, the
sharia transmitted/ has transmitted/ has been transmitted across/
through/ during the centuries from generation to generation. The juridical
part of the sharia codified/ is codified/ was codified for the first time in the
Ottoman Empire in/ at/ on 1869. In the juridical parts of the sharia a high/
higher/ highly complex law of inheritance* attracts/ attracting/ is
attracted the scholar’s attention. In contrast of/ to/ with ancient Arabian
 24

practices, according with/ to/ by which only male* relatives could inherit,
Islam gave women certain rights, therefore/ nevertheless/ although
daughters receive a small/ smaller/ smallest part than sons.
------------------------------------------------------------
*entirety – полнота, цельность
validity – действительность
inheritance – наследование
male - мужской

B. VOCABULARY REVISION
B1. Complete the sentences with the suitable words from the box:

Obedient; compulsory; substantial; rival; immanent; unjust; profound;

influential; secure; legal
1) He is probably the most __________ member of the finance
committee.
2) They are very _________ workers and always do what they are told
to.
3) You should have taken _________ advice before signing the
contract.
4) Military service is still _________ in many countries of the world.
5) She wanted a job with a more ________ future.
6) Don’t confuse ________ with imminent which means happening
really soon, or with eminent which means well known.
7) Each paragraph of your composition should have at least three
________ facts to support your thesis.
8) It is ________ that our side of the story was never heard.
9) There is a strong competition between ________ companies Coca-
Cola and Pepsi-Cola.
10) He takes a _________ interest in financial standing of his son’s
company.

B2. Match the words in the box with their definitions.

 25

a) arrangement 1. a structure for supporting something; or a set

b) compulsion of principles or rules;
c) notion 2. aids, circumstances which make it easy to do
d) restriction things; also places or services that are
e) restitution provided to people;
f) influence 3. an agreement or plan that you make with
g) sovereign someone else;
h) threat 4. something that limits what you can do;
i) facilities 5. an obligation to do something;
j) conduct 6. the way someone behaves;
k) framework 7. something that is regarded as a possible
danger;
8. an idea, opinion;
9. a ruler, usually a king or queen;
10. the effect that a person or thing has on someone (or something) else;
11. the act of restoring something to the rightful owner.

B3. Which verb do the following sentences define?

1. To provide a short conclusion of the most important facts of something
a) define b) provide c) summarize
2. To give someone the ability or opportunity to do something
a) forbid b) enable c) codify
3. To be very successful; also to grow well and be healthy
a) lay down b) flourish c) argue
4. To deliberately not pay attention or break a rule, an order
a) restrict b) compel c) disobey
5. To support a person, organization or a plan
a) require b) underlie c) back
6. To tell someone to do something in a way that shows that you have
authority
a) prosecute b) order c) correspond
7. To make people obey a law, a rule, etc.
a) enforce b) enact c) set forth
8. To state that something is true
a) assert b) threaten c) describe
9. To do something unpleasant to someone because they have done
something bad or illegal
a) impose b) obey c) punish
10. To end an argument or legal disagreement
a) behave b) settle c) carry out
 26

B4. Study the following expressions, find the Russian equivalents for
them. Translate the sentences using them:
according to the law against the law
the letter of the law force of the law
by law in the name of the law
the spirit of the law law in force
within the law in the eyes of the law
the law says
1. Не беспокойся о контрактах, все абсолютно в рамках закона.
2. По закону необходимо использовать ремни безопасности в
автомобиле.
3. Закон гласит, что каждый гражданин имеет право на юридическую
помощь (legal assistance).
4. В глазах закона ваши действия будут рассматриваться как
неправомерные.
5. Через два дня это постановление (resolution) будет иметь законную
силу.
6. Их предложение противоречит (to contradict) духу закона.
7. Я не позволяю себе отступать от буквы закона.
8. Именем закона, откройте дверь!
9. Нарушать порядок в общественных местах противозаконно.
10.Закон об охоте является действующим на этой территории.

B5*. Work in pairs. There are the main meanings of the word ORDER.
Read the examples and try to match them with the proper meaning.

examples
1) chronological order ; the order
of the seasons;
to change the natural order of
events;
2) the machine is in good working
order;
the car got out of order;
3) the army restored public order;
to maintain peace and order;
4) one point of order; the
discussion is out of order;
sessional orders ;
5) to give orders; oral order;
doctor’s order;
meanings
a) permission
b) the state, working condition
of a thing;
c) a command, instruction given
by authority;
d) logical sequence,
arrangement, way in which
things are placed;
e) rules accepted at a public
meeting;
f) request to supply goods, also
an amount of goods;
g) group of people belonging to
a special class;
 27

6) the order of baronets; all orders h) obedience to law, rules,

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

C. TRANSLATION
C1. Below you see a fragment from “The concept of law” by H.L.A.Hart,
in which he reflects on the origin of rules. Make a literary translation in
a written form paying attention to grammar structures. Use a dictionary
if necessary.

Rules may originate in different ways and may have very different
relationships to the conduct with which they are concerned. Some rules are
made by legislation; others are not. Some rules are mandatory in the sense
that they require people to behave in certain ways ( e.g. people should pay
taxes, whether they wish or not); other rules such as those prescribing the
procedures, formalities, and conditions for the making of marriages, wills, or
contracts indicate what people should do to give effect to the wishes they
have.
In England there is a rule that a man must not wear a hat in church or that
one must stand up when “God Save the Queen” is played. Most people
generally do these things. Most people also may regularly drink tea at
breakfast or go weekly to the cinema, and yet there is no rule in England that
everyone “must” or “should” go to the cinema each week. But there is a rule
that a man must bare his head in church. What then is the difference between
habitual behaviour in a social group and the existence of a rule of which the
words “must”, “should” and “ought to” are often a sign? Even skilled lawyers
have felt that, though they know the law, there is much about law and its
relations to other things that they cannot explain and do not fully understand.
( from “The concept of law” by H.L.A Hart)
 28

LESSON 6

A. READING
A1. Read the following text, pay attention to the underlined words and
be ready to discuss the text.
KEY VOCABULARY
just (a) – справедливый,
разумный
justice (n) – справедливость
protect (v) – защищать
harm (v) – наносить вред
harmful (a) – вредный
damage (v) – наносить ущерб,
повреждать
code (n) – кодекс, законы,
принципы
treat (v) – обращаться (с кем-л.)
mistreat (v) – плохо обращаться
prevent (v) – предотвращать,
не допускать
disobedience (n) –
неповиновение
deliberate (a) – намеренный
violation (n) – нарушение
violence (n) – насилие, сила,
ярость
violent (a) – насильственный,
сильный
means (n) - средство
oppose (v) – противостоять
injustice (n) – несправедливость
equality (n) – равенство
hire (v) – нанимать (на работу)
demand (n) – требование
assassinate (v) – совершать
убийство по политическим
мотивам
conscience (n) – совесть,
сознание
in order to – для того чтобы

Unjust laws
Laws can be either just or unjust. Just laws protect human rights, and
disobeying just laws for personal gain or of personal disagreement is wrong
because it may harm security of other members of a community. The Greek
philosopher Socrates claims that someone who breaks the law is “a destroyer
of the laws”. Since laws are pillars of society, breaking those laws damages
society. But some people believe that certain laws are unjust and should no
longer exist.
What is an “unjust law”? According to M.L.King, it is “a code that
is out of harmony with the moral law…it is a law that degrades human
personality”. Unjust laws are laws that compel some people to obey while not
requiring others to do the same. These laws are often used by one group to
mistreat another group. Some people think that unjust laws should not be
obeyed. While it is better to prevent unjust laws from being made, there are
 29

many methods by which people can act to change them after they have been
enacted. One of these methods is civil disobedience, the deliberate and public
violation of an unjust law as a means of protest.
“An unjust law is no law at all”, said St.Augustine, providing the
foundation of civil disobedience movement across the globe. During the
1960-70s there were a civil rights movement, an anti-war movement and
other several movements in which people claimed that obeying the laws was
harmful because the law itself was wrong. The chief theoretician of civil
disobedience was Henry David Thoreau, and among its courageous
practitioners we know such people as Mahatma Gandhi in India who, while
opposing British colonial rule, set formal rules of non-violent civil resistance;
or Jamaica singer Bob Marley who saw the injustices taking place in South
Africa during 1970s and made his opinion heard through his songs which
were very influential.
In the United States the famous leader of civil rights movement was
Martin Luther King, who promoted non-violent methods for racial equality.
He organized marches for black’s right to vote, fair hiring, desegregation*
and other rights. He was arrested and in his famous “Letter from the
Birmingham Jail” he called on all Americans to actively but peacefully
oppose laws that were morally wrong. Most of the demands were later
enacted into the US law. In 1964 King won the Nobel Peace Prize, in 1968 he
was assassinated.
“An individual who breaks a law that conscience tells him is unjust
and who willingly accepts the penalty of imprisonment in order to arouse the
conscience of the community over its injustice is in reality expressing the
highest respect for the laws.” (M.L.King)
---------------------------------------------------------------------
desegregation – уничтожение системы разделения людей по расовым
признакам

B. COMPREHENSION
B1. Answer the questions:
1. How many definitions of unjust law can you find in the text?
Which one seems to you the best?
2. What may unjust laws be used for?
3. According to the text, what is civil disobedience?
4. Who was the chief theoretician of civil disobedience movement?
5. What famous activists of this movement are mentioned in the text?
Have you ever heard about those people?
6. What were the most important merits of Martin Luther King?
 30

C. VOCABULARY
C1. Find in the text the following expressions:
1. для личной выгоды
2. столпы общества
3. наносить вред обществу
4. плохо обращаться с другими людьми
5. лучше не допускать создания несправедливых законов
6. дать основание для движения гражданского неповиновения
7. ненасильственное гражданское сопротивление
8. преднамеренное нарушение
9. движение в защиту гражданских прав
10. активно, но мирно противостоять несправедливым
законам
11. большинство требований были узаконены
12. добровольно принять наказание
13. поднимать сознание общества
14. выражать глубочайшее уважение законам

D. DISCUSSION
D1. Discuss the questions below:
1. Do you agree that unjust law should be disobeyed? Why (why not)?
2. What may be the reasons for creating unjust laws?
3. Can you think of any other methods of changing unjust laws?
4. What would happen to the society if everyone who thought a law
was unjust broke it?
5. Have you ever taken part in civil disobedience actions?
6. Can you give an example of an unjust law?
7. Give your comments on the King’s statement presented in the last
paragraph of the text.

E. LANGUAGE STUDY. SPEAKING ABOUT JUSTICE.

E1. When we speak about justice or fairness we may say that something
is:
FAIR (честный, справедливый) a fair decision, a fair judge
(правильный, законный) fair demands, fair terms of a contract
(безупречный) – fair name, fair reputation
JUST (справедливый, разумный) – just dealings, just punishment,
just opinion
RIGHT (правый, справедливый) – do what is right, to be right
RIGHTFUL (законный, правомерный) – rightful heir, rightful act,
rightful cause
 31

RIGHTEOUS (праведный) righteous anger, righteous indignation

OBJECTIVE (непредубежденный, беспристрастный, объективный)
objective opinion, objective judgment
IMPARTIAL (беспристрастный, справедливый)
impartial opinion, impartial decision
UNPREJUDICED (лишенный предрассудков, непредубежденный)
unprejudiced judge

E2. Think of some things that are just (unjust), fair (unfair), right
(wrong) in your opinion. Give reasons. Example:
It’s unfair that old people are often discriminated against. They find it
difficult to get jobs and some have to live in special homes because their
children don’t want to look after them.
Write 5-7 sentences.

F. PHRASEOLOGY
F1. There are also some idiomatic expressions. Look at them and try to
match with the meanings:
1. to cry for justice e) разборчивый почерк
2. poetical justice f) взывать к
3. Miss (Mr.) Right справедливости
4. historic impartiality g) любыми средствами
5. by fair means h) честный и прямой
6. by fair means or foul i) идеальная (Божья)
7. fair handwriting справедливость
8. fair-copy j) беспристрастный суд
9. fair and square истории
10. he did justice to a dinner k) ненадежный друг
11. the fair sex l) прекрасный пол
12. fair-weather friend Note also:
a) будущая жена (муж) Jeddard (Jedwood) justice – суд
b) он отдал должное после расправы (в шотландском
обеду городе Jedburgh вершили
c) честным путем быстрый суд над бандитами и
d) чистовик ворами)

F2. Translate into Russian:

1) Please, make a fair copy of this letter.
2) This might start further accusations, but we don’t care any more. We
won fair and square.
3) A fair face may hide a foul heart (a proverb)
 32

4) To every bird his nest is fair (a proverb)

5) The case of Lord Byron was harder. True Jedwood justice was dealt
out to him. First come the execution, then the investigation, and last
of all, or rather not at all, the accusation.
6) Bill wouldn’t help me. He’s just a fair-weather friend.
7) It was poetic justice that, after refusing his best friend a loan of £50,
Mason was mugged on his way home and was robbed of twice that
amount.
8) “We must now examine whether just people also live better and are
happier than unjust ones. I think it’s clear already that this is so.”
(Plato, Greek philosopher)
9) “Perhaps it is better to be irresponsible and right than to be
responsible and wrong.” (W.Churchill, English Prime Minister)
10) “You must not miss Whitehall. At one end you will find a statue of
one of our kings who was beheaded; at the other, a monument to the
man who did it. That is just one example of our attempts to be fair to
everybody.” (E.Appleton, English physicist)
11) –Now, Watson, the fair sex is your department. (C.Doyle)
12) “We must be impartial in thought as well as in action.” (M.Wilson,
Canadian Minister)

LESSON 7

A. READING
A1. Read the newspaper article. Find structures in passive voice.
VOCABULARY
Warn (v) - предостерегать арестованному при
convict (v) – признавать задержании
виновным, осуждать offence (BrE)/ offense (AmE) (n)
obstruct (v) – чинить - правонарушение
препятствия commit an offence – совершать
execution (n) – исполнение правонарушение
ban (v) – налагать запрет offender (n) - правонарушитель
costs (n) – судебные издержки, court (n) - суд
расходы magistrate (n) – судья (мировой)
attempt (v) – пытаться fine (n) – штраф
reduce (v) – сократить, net (v) – поймать в сети,
снизить ловушку
caution (v) – делать revenue (n) – доход
предупреждение
 33

uncalled-for (a) – ничем не оправданный

Pensioner is banned over speed trap alert.

A pensioner who warned motorists of a police speed trap was convicted of
obstructing a constable in the execution of his duty, banned from driving and
ordered to pay £364 costs yesterday.
Stuart Harding, 71, was attempting to slow motorists down as they
approached a Sunday morning car boot sale* where many people were
crossing the road. Noticing that police were parked nearby with an officer
using a hand-held laser speed camera, he decided that a warning stating
“Speed Trap – 300 yards ahead” would be the most effective way of getting
drivers to reduce their speed. But as soon as the officer noticed his placard he
was cautioned for committing an offence.
Harding said: “ I have been convicted of breaking the law because I
was trying to stop others from doing so. It is totally unjust.” Harding also said
he had stood at the same spot on previous Sundays warning drivers of the car
boot sale, and had received a thumbs-up sign from a passing police car. But
the attitude of officers changed when he warned drivers of the speed camera.
Sergeant Sarah Cashman told the court that when she cautioned
Harding and confiscated the sign he told her ”I stop people speeding down
here. I am only doing what I think is right”.
Banning Harding for a month, Alex Wyman, the magistrate, said:
“The use of the sign was a deliberate act and by use of the words ‘speed trap’
you were assisting speeding motorists from being prosecuted”. The court also
confiscated Harding’s sign and ordered it to be destroyed.
After the case he said that he had been told that fines collected from
speeding motorists on that stretch of the road had netted £12,000 in one
morning alone. “It seems to be more about raising revenue than road safety.
I’m just so angry and upset about driving ban. It was totally uncalled for
because this wasn’t a motoring offence”, he said.
__________________________
*car boot sale – an informal market, often in a field, where people sell things
from the backs of their cars. People usually sell books, clothes, children’s
toys, etc. which they no longer want. Car boot sales are very popular in
Britain and take place regularly in many parts of the country.

B. COMPREHENSION
B1. Answer the questions:
1. What was the pensioner convicted of?
2. What was he doing and why?
3. Explain what actions were regarded as an offence.
 34

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

C. DISCUSSION
C1. Give your opinion:
1. Whose actions were fair and just (or unfair, unjust) – of the police
officers or of Mr. Harding?
2. Do you agree that the pensioner committed an offence?
3. Was he given fair punishment?
4. In your opinion, what preventive measures would be best to slow
drivers down?

D. VOCABULARY
D1. Find in the text the English equivalents to the following:
1. ему запретили вождение автомобиля
2. приближаться к месту распродажи
3. машина была припаркована неподалеку
4. ручное устройство для определения скорости
5. предупреждающая надпись
6. одобряющий знак
7. преднамеренный поступок
8. помогать водителям избежать преследования по закону
9. собирать штрафы
10. дорожное правонарушение

D2. Translate the following expressions into Russian:

a) to damage a house; his reputation was damaged; to do a damage
to something; the fire caused great damages to the building; to pay the
damages; to do much harm to the health; it hasn’t harmed me; to warn on the
danger; a warning look; pay no attention to warnings;
b) to protect one’s own interests; under the protection of the law;
legal protection; protective measures; protective arrest; protected state;
protecting state; to prevent an accident; nothing shall prevent me from doing
my duty; preventive measures; prevention of crime;
c) fair demand; public demand; high in demand; to satisfy
somebody’s demands; to demand an answer (a payment); the operation
demands great care; means of protection; to find (a) means to do something;
by fair means; by no means; you must do it by all means;
 35

d) minor offence; criminal offence; an offence against the law; to

offend against custom; first-time offender; heavy fine; to impose a fine; to
ban a meeting (a newspaper); to be under a ban; execution of the plan; to
execute somebody’s commands;
e) violation of military discipline; violation of fundamental
principles; deliberate violation; to violate rules; violence of emotions (of the
wind and waves); to attack an enemy with violence; to use violence; robbery
with violence; to enter a house by violence; violent means; violent death; he
became violent;
f) to treat somebody badly (kindly); to treat somebody like dirt (like
a dog); don’t treat him as a child; please treat this information as strictly
private; to oppose the enemy (the rival); to oppose a plan; if they win our
party will oppose them; to meet with opposition; to hold opposite opinions.

E. SPEAKING OUT
E1. Agree or disagree with the following statements. Prove your point of
view.

1. The execution of the laws is more important than the making of

them. (T. Jefferson)

2. The good of the people is the highest law. (Cicero)

3. Public opinion is always in advance of the law. (J. Galsworthy)

4. Even when laws have been written down, they ought not always to
remain unaltered. (Aristotle)

F. WRITING
F1. Project work.
Choose the statement you like most of all and write a short composition.

LESSON 8
A. REVISION
A1. Match the synonyms. Use a dictionary if necessary.
1. conduct 6. penalty
2. various 7. definite
3. society 8. definitive
4. custom 9. carry out
5. enforce 10. underlying
 36

11. assert f. public

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

A3. Choose the correct form and translate the sentences:

1) I regret that you do not have the qualifications requirement/
requiring/ required for this job.
2) Under the new rules working time is restrictive/ restricted/
restriction to 45 hours a week.
3) We may speak about the relate/ related/ relative advantages of
different methods of transporting goods.
4) It is difficult to relate/ related/ relative these results to any known
phenomenon.
5) You ought to settlement/ settled/ settle your affairs before you go
into hospital.
6) The terms of settlement/ settled/ settle seem just.
7) He was sentenced for a serious offender/ offend/ offence.
8) At the moment the law gives women little protected/ protect/
protection/ protective from violent/ violated husbands.
9) There were reports that some people had been prevented/
preventive/ prevention from voting in the elections.
10) We have opposed/ opposite/ opposition opinions on almost
everything.
11) But there are, of course, provisions governing compulsory/compel/
compulsion education.
 37

12) The majority of people were obedience/ obediently/ obedient to

the King, not questioning his government.

A4. Choose the suitable word to complete the sentences:

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

A5. Translate the following text into English:

В современном обществе люди постоянно сталкиваются с
правилами и нормами, зафиксированными в законах и постановлениях.
Везде мы сталкиваемся с требованиями, запретами и дозволениями, с
необходимостью соблюдения правил и законов, с теми последствиями,
которые возникают при их нарушении. Каждое государство
устанавливает в общественных отношениях определенный порядок,
который обеспечивает и защищает эти отношения. Закон охватывает
 38

многие сферы человеческой жизни и является основой безопасности

общества.
Законодатели – это люди, которые создают законы. В древние
времена законы создавались из старинных обычаев, и иногда
кодифицировались сильным правителем. Правонарушители
наказывались, и таким образом общество было принуждено
повиноваться. В современном мире создание законов предполагает у
законодателей не только общую культуру, но требует от них также
специальных знаний. Правовая культура законодателей должна
включать понимание действительности, ее истории и дальнейшего
развития, а также специальные знания о праве и законах.
-------------------------------------------------------
сталкиваться – to face
последствия - consequences
действительность - reality

B. CASES
B1. Read the following situations. Give your comments on each of the
situations. How would you judge the behaviour of people in each of the
cases?

Case 1
Angela K., 29, is engaged to an old friend of hers. She is going to get married
in a few months’ time. John S., her fiancé, is a bright, educated man who
works as a top-manager of a huge corporation. He seems to adore her,
satisfying every wish of hers. Suddenly you find out that she is seeing
another young man secretly, although has no intention to break the
engagement. John has no idea about her affair. Both Angela and John are
your friends.
How would you behave (talk to Angela, talk to John, pretend you don’t
know, etc.)? Would your attitude to your friends change? Is Angela breaking
any rules?

Case 2
Yesterday’s football match between Solsdale and Milenton (the UK amateur
football league) ended in a huge scandal. The first period ended in a 1:1
draw, the second period began with a foul committed by Milenton’s defender
Gill T. , who bumped into Solsdale’s forward Ken B., the latter answered by
kicking him secretly on the ankle. The defender returned and took revenge by
kicking the lying forward on the stomach. When the referee ordered him out
 39

of the pitch, the rebellious defender refused to go claiming that the decision
was unfair. The Solsdale’s captain tried to help the referee and pushed the
protesting defender out of the pitch, the action caused a huge dissatisfaction
among Milenton’s players who eagerly joined the conflict. The poor referee
wanted to stop the fight but was knocked out by an unidentified player. The
linesmen didn’t dare to interfere and called the police. By their arrival about a
half of spectators were participating in the fight. The League’s officials are
now investigating the case to take proper measures.
What legal offences or violation of rules can you identify in the case? Was
the referee’s decision fair? Comment upon the scale of guilt of each of the
participants. What moral norms were violated?

Case 3
The Dean of Law Faculty of Michigan University is now investigating the
details of cheating on Midterm exams. Two students were asked to leave the
exam room when the professor noticed they were using their mobiles while
filling the exam tests. The students claim they were only trying to switch the
mobiles off and were not using them for cheating. They also insist that they
saw some other students using hand-held computers and the professor left
that cheating unnoticed. They are even ready to name the cheating students.
Are the students breaking any rules, if “yes”, which rules do they break? Was
the professor’s decision fair? Comment upon the wish of the students to
disclose the secret of cheating in class.

Case 4
Part 1
Your friend Emily is rather well-off. She works as a brand manager with the
annual salary of about $40,000. She had a happy childhood (though being a
single a single child in the family she is a bit spoilt) and never experienced
financial problems. Still she has a bad habit that annoys some of her friends
very much. When she does the shopping in huge supermarkets or
hypermarkets she usually steals some trifle like a pack of chewing gum or a
chocolate bar. You are in a supermarket and you see she’s just stolen a pack
of candies.
What would you do? Would you talk to her, pretend you saw nothing, pay for
the stolen article, etc.? How would you call her behaviour? Would your
attitude to this person change?
Part 2
That time you told her nothing, the next time she did it you asked her about
her behaviour but it did not help. Emily just replied she was not stealing, she
just checked the security system o the shop. Once you went shopping and as
 40

usual she stole a bottle of beer. Unfortunately that action was not left
unnoticed and you both were detained by the shop’s security guards.
Are their actions legitimate? What might the penalty be? Is it fair that they
detained you too?

Case 5
Amira Sinch, 23, is from India, but studied abroad for more than 5 years. Last
year she graduated from Oxford and returned to India to work as a senior
manager of a huge Indian corporation. On her return she found out that her
parents had already arranged her marriage to a person she had never seen.
Amire refused to get married to an unknown man but her parents insisted and
even arranged a date of a formal engagement. Her father even threatened to
make her leave her job. Amira is afraid to lose her job and spoil the
relationship with her family, however, she is definitely against her parents’
decision.
What do you think about the situation? What can you advise her? Do her
parents have a right to make her marry the man they want?

Case 6
Ginny S. was a star of an incredibly successful TV soap opera “Sweet
Mothers”. She was extremely popular and served as an example of an ideal
mother for millions of TV viewers. Three months ago one of the leading US
tabloids published an article where they claimed that the “ideal mother” had
had an abortion at the age of 15. After the revelation the show’s rating fell,
the producers broke the contract and replaced her by another actress who, as
they explained, had a better reputation and could pull in the viewers. Ginny
wants to sue the newspaper for defamation and the show’s producers for
breaking the terms of the contract. She is sure that the affairs of her past are
not for public scrutiny. Besides, she claims that the rumors about her abortion
are groundless.
Do you think she’ll be successful in the lawsuit? Were the actions of the
producers legitimate? Comment on the attitude of the public to the situation.
Who do you support in the case? Would your vision of the situation change if
it turns out that the information about the abortion was truthful? Would you
agree that pop stars have the same right for privacy as ordinary people? Do
you read articles about celebrities in yellow press?

Case 7
James A., 46, from Great Britain lived and worked in his native country for
all his life. Last year, however, he was offered a good job in Germany and
moved to Hamburg. James is an experienced driver, but the first attempt of
 41

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

APPENDIX 1
VOCABULARY TO LEARN

according to demand legal

argue descriptive mistreat
arrangement disobey non-violent
assassinate disobedience notion
assert enable obey
attitude enact obedience
ban enforce obedient
back (v) enforcement objective
behave equality obstruct
behaviour execution offence
break (rules) facilities offend
carry out fair offender
caution fine (n) oppose
codify flourish opposition
community forbid order (v/n)
compel harm (v/n) penalty
compulsion harmful prescribe
compulsory hire prescriptive
concern illegal prevent
conduct impartial profound
conscience impose on/ upon protect
convict influence protection
correspond influential protective
court injustice prosecute
crime insecurity provide
criminal just punish
damage (v/n) justice punishment
deliberate lay down reduce
 42

regulate safety threaten

regulation secure treat
require security underlie
requirement set forth unfair
restitution settle unjust
restrict society unprejudiced
restriction statute violation
right substantial violence
rule summarize violent
safe threat warn

APPENDIX 2 Keys to module 1

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

Lesson 3
C2.
1. law 8. rules/ regulations
2. regulations 9. regulations
3. rules 10. laws
4. law 11. rules
5. rule 12. regulation
6. law 13. rules
7. rule 14. laws

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

Lesson 6.
F1. 1f 2i 3a 4j 5c 6g 7e 8d 9h 10b 11l 12k
 43

APPENDIX 3

SOURCES:
1. Учебники и учебные пособия:
1) Николаева А.В., Разуваева Т.Н. Английский для юристов. М.-
Ростов н/Дону, 2003.
2) Оксюкевич Е.Д. Законодатели. Книга для чтения по
правоведению. Пособие на англ.яз. М.,2005
II. Словари и справочники:
1) Longman Essential Activator, 1997.
2) The American Heritage Dictionary. Laurel, 1983.
3) The New English Penguin Dictionary, 1986.
4) The Macmillan English Dictionary, 2003.
5) Oxford Advanced Learner’s Dictionary of Current English. Oxford,
Moscow, 1982.
6) Chamber’s Dictionary of Quotations. New York, 1999.
7) Бенсон М., Бенсон Э., Илсон А. Комбинаторный словарь англ.
языка. М.,1990.
8) Карпентер Э. Часто смешиваемые слова. М.,2003
9) Новый большой англо-русский словарь: в 3-х т./ Апресян Ю. и
др. М.,1993
10) Кунин А.В. Англо-русский фразеологический словарь. М.,1984.
11) Гринбаум С., Уиткат Дж. Словарь трудностей англ. языка.
М..1990.
12) Сборник цитат и изречений на англ. языке. М.,1964.
III. Прочие источники:
1) Berki R.N. Security and society: Reflections on law, order and
ethics. Oxford, 1991.
2) Hart H.L.A. The Concept of Law. Oxford, 1993.
3) Padfield C.F. Law made simple. London, 1985.
4) Encyclopedia of World’s Cultures. New York, 1999.
5) Daily Telegraph, June 3, 2004.
6) BBC news on-line
7) Cambridge Dictionary Online.
8) http://en.wikipedia.org
 44

MODULE 2 LAW AND SOCIETY

Every law is an evil, for every law is an infraction of liberty.

J.Bentham
LESSON 1

A. LEAD-IN
A1. Read the quotation above and express your opinion.
A2. How many rules and regulations can you think of for each of the
following situations?
Make a list.
In the university
Until you are 18 years old
If you are in a foreign country
Compare your lists in groups. How many of the rules on your lists are
the same? Are there any that you would like to change?

B. READING
B1. Read the text about some strange laws in the past and think of the
title to it.

KEY VOCABULARY
Peculiar (adj) – странный, resign (v) – уходить в
особенный отставку, отказываться от
allow (v) – позволять, должности
разрешать offense (n) – правонарушение
tax (n) – налог acceptable (adj) – приемлемый
vehicle (n) – транспортное curious (adj) – любопытный,
средство странный
concerning (prep)– prohibit (v) – запрещать
относительно, касательно prohibition (n) – 1) запрет 2)
odd (adj) – странный, запрещение продажи спиртных
необычный напитков
permit (v) – позволять, consume (v) – потреблять
разрешать cause (v) – причинять
permission (n) – разрешение amendment (n) – поправка
originate (v) – происходить to get rid of (v) – избавляться
от чего-либо
 45

Laws of the past

Different countries had different laws in the past. Sometimes these
laws were strange, or at least they seem now to be strange. The following
information illustrates some peculiar laws adopted in various countries years
ago.
Everyone knows that in the times of Peter the Great in Russia
noblemen weren’t allowed to have beards. If they were against the law, or
they didn’t obey it, and still wanted to keep their beards, they had to pay a
special tax to the Tsar’s government.
Some singular laws were introduced in eighteenth-century England.
How strange it might seem now, people had to pay “window tax” for each
window in their house. Later, this law was changed because many poor
people chose to live in houses without windows just so that they didn’t have
to pay. Another law was no less funny. If you traveled in any motor vehicle
in nineteenth-century Britain, the law said that someone had to walk in front
of you waving a red flag, or at night time a red lamp. This meant, in practice,
that you couldn’t travel at more than about 8 kilometers per hour! Some other
British laws concerning social behaviour were very strict. For example, until
recently pubs in Britain weren’t allowed to stay open all day. They opened at
eleven in the morning and had to shut again at three in the afternoon. In the
evening they closed at half past ten. On Sundays the laws were stricter.
The USA are also famous for their quite odd laws. For example, in
Illinois animals could go to jail, in Florida you had to wear clothes in the
bath, in Kansas you were not permitted eat snakes in public, in North
Carolina you could not drink milk on train, in Idaho you could not buy a
chicken at night without the sheriff’s permission. Such bizarre laws originate
from the fact that each state was ruled by its own government, which enacted
laws according to political, economical, or religious reasons. Geographical
position and natural resources might also influence legal rules. Modern
feminist-oriented women would be struck to know that in the 19-th century,
female teachers in the USA couldn’t get married, or even go out with men. If
they got engaged, they had to resign from their job immediately. Male
teachers, on the contrary, could get married and have children without any
problem! Or in Montana it was a criminal offense for a wife to open a
telegram sent to her husband. However it was perfectly acceptable for a
husband to do the same.
One more curious law in the Midwest of the USA in the 1880s was
that you were not allowed to eat ice-cream sodas on a Sunday. Restaurant
owners managed to solve this problem by serving ice-cream without soda,
which became known as a “Sunday” or a “Sundae”. In the beginning of the
20-th century drinking of alcoholic beverages was prohibited in the USA. A
 46

new word –“prohibition”- appeared: it meant that you could not produce or
consume alcoholic drinks. Prohibition was not popular, and it was too
expensive to make sure that the law was obeyed. So later the prohibition law
was changed, because it was causing terrible crime, and people were drinking
more alcohol than they had done before! Prohibition amendment was the
only repealed amendment to the US Constitution.
Some American laws served their function at some point of time, but
outlived their usefulness. However, they are still on the books…may be
because no one can be bothered to get rid of them. In Michigan, for example,
a woman is breaking a law if she cuts her hair without getting her husband’s
permission, because in this state a man legally owns his wife’s hair.
Similarly, in Kentucky lady must have her husband’s permission to buy a hat.
These days the state laws are becoming more and more similar
across the country, but there are still different laws in different states
concerning age limits for driving cars, getting married, having guns, etc.
In other European countries there were also many unusual laws
which arose from country’s policy of that time. For example, during the
French Revolution, people could not use the polite form of “you” (“vous”),
because this was the word servants used to speak to their masters. Instead
everyone had to use “tu”, the familiar form. Or in Italy in the 1930s when
Mussolini ruled the country, Italians weren’t allowed to use foreign words.
That’s why Italian is one of the few languages which doesn’t use the
international word “football”: they use their own word “calcio”.

C. COMPREHENSION
C1. Agree or disagree with the following statements on the text:
1. Noblemen in Russia had to pay special taxes for wearing moustache.
2. Two centuries ago people had to pay “door taxes” in England.
3. In Britain you were allowed to travel in a motor vehicle with a red
flag on it.
4. Different laws in the USA originate from various political, religious
or other reasons.
5. In the USA all teachers were allowed to get married and have
children without any problem.
6. in the Midwest of the USA in 1880s people were not allowed to eat
ice-cream sodas on Mondays.
7. In 1920 in the USA “prohibition” meant that you were not permitted
to produce or consume cigarettes.
8. Some curious American laws are still on the books, perhaps,
because nobody got rid of them.
 47

9. In America there were different laws in different states in the past,

but now laws in all states are similar.
10. Italian is one of the few languages which doesn’t use the word
“football”.

C2. Complete the sentences:

a) If noblemen wanted to keep their beards they had to pay ………
b) Poor people in England didn’t want to pay “window tax”, so they
…….
c) Until recently pubs in Britain ……..to stay open all day.
d) State governments adopted laws according to …….
e) Female teachers in the USA had to …..immediately in case they got
married.
f) In Montana it was …..for a husband to read a telegram sent to his
wife.
g) In the beginning of the 20-th century drinking of alcohol ……in the
U.S.
h) The government had to change this law because …….
i) In European countries many unusual laws originate from …….
j) During the French Revolution people couldn’t use …….because
……..

D. VOCABULARY
D1. Translate the following expressions using the text:
1) странные (необычные) законы в разных странах
2) дворянам не позволялось иметь бороды
3) люди должны были платить “оконный налог”
4) они предпочитали жить без окон
5) законы, имеющие отношение к общественному поведению
6) географическое положение могло влиять на законы
7) однако, это было совершенно приемлемо для …
8) удалось решить эту проблему
9) это являлось причиной преступности
10) некоторые законы изжили себя

D2. Give the opposites to the words below:

different – famous – buy –
usual – acceptable – send –
polite – useful – appear –
poor – allow – keep –
funny – obey – permission -
 48

D3. Write out from the text all the words with the meaning “странный,
причудливый, необычный”.

D4. Complete the sentences using the words from the box.

Allow, tax, permission, originate, resign, acceptable, prohibit,

cause
1) That kind of behaviour is not ……… in public place.
2) She is very strict with her children and …….. them to watch
television only at weekends.
3) Bad weather in Spain continues to ……. problems for travellers.
4) You are not allowed to camp here without …….
5) Smoking is ……. inside the building.
6) He makes it clear that he doesn’t want to …….. from active politics.
7) The government promised not to increase …….. on petrol.
8) Although the technology ……..in the UK, it has been developed in
the US.

D5. Word study. Pay attention to the following information.

a) The verb cause involves the meaning “cause a bad situation, cause
something bad”. The following nouns are often used with cause:
Cause: alarm, anxiety, concern, confusion, damage, distress, harm,
problems, pain, suffering, trouble, etc.
b) Cause, followed by an infinitive, is used mostly in formal or technical
language. The usual and less formal verb for saying that one thing makes
another thing happen is make.
Translate the sentences:
1) Smoking causes cancer.
2) A lot of traffic accidents are caused by carelessness.
3) Robert’s behaviour is causing his family a lot of anxiety.
4) Inflation has caused fuel prices to rise sharply in recent month.
5) Petra’s new hairstyle makes her look a lot younger.
6) Stop doing this – you’re making me nervous.
7) His actions made him widely respected.

E. DISCUSSION
E1. Discuss the questions below. Provide arguments for your opinion.
Which of the laws from the text do you find: a) the most strange? b) the most
funny? c) the most unfair? d) the most reasonable?
 49

E2. Work in pairs. Below the text you can find some possible reasons
why some of the laws were introduced. Match the reason and the law.
The town council of Widnes, Lancashire, England introduced a fine
of £5 for those who made a habit of falling asleep in the reading
rooms of libraries.
In Switzerland it is an offence to mow* grass on your lawn on
Sunday.
In New York city there is still a law which makes it illegal for
women to smoke in public.
In 1659 it became illegal to celebrate Christmas in Massachusetts.
In New York State you are not allowed to shoot at a rabbit from a
moving trolley car. You have to get off the car, or wait for it to come
to a complete stop, then fire away.
It is illegal to hunt camels in the state of Arizona, USA.
In Indiana, USA, it is against the law to travel on a bus within four
hours of eating garlic.
In Alabama it is not allowed to wear a fake moustache in church.
In Singapore chewing gums are not allowed.

1. Because it makes their breath smell.

2. Maybe they’re an endangered species*.
3. It doesn’t give the animal a sporting chance.
4. Because it may cause laughter, but they must take their religious
ceremonies very seriously.
5. Because it distracted people from the true meaning of their
religion.
6. Maybe because it was considered unsuitable behaviour for a
lady.
7. In case people snored*.
8. They want their streets to be clean.
9. Because it causes too much noise.
-----------------------------------------------------------------
mow- косить
endangered species – вымирающие виды
snore - храпеть

F. TIME FOR FUN

F1. Try to do this quiz just for fun. The answers you can see at the end of
this module.
 50

QUIZ 1. Dumb American laws

1. In Sarasota, Florida, while wearing a bathing suit in a public

place it is illegal:
- to shower
- to eat
- to dance
- to sing
2. In Baltimore, Maryland, it is illegal to take to the movies…
- your mother-in-law
- a swarm of bees
- a lion
- a drink
3. In Lexington, Kentucky, it is illegal to carry in your pocket…
- a slice of pizza
- an ice-cream cone
- a small animal
- eggs
4. Which of these in Utah is NOT a law?
- you can have the nuclear weapons, but you cannot detonate
them
- it is illegal to fish from horseback
- no one may have sex in the back of an ambulance if it is
responsible to an emergency
call
- it is against the law to drink milk
5. In Ohio it is illegal to sell beer while wearing…
- a bathing suit
- religious garb
- nothing
- a Santa suit
6. In Idaho you can not give it to someone if it weighs over 50
pounds.
- a box of candy
- a Christmas present
- a sack of potatoes
- a book
7. In Atlanta, Georgia, it is illegal to do this to a lamp post or
street light;
- dance with it
- tie a giraffe to it
 51

- stand under it at night

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

LESSON 2

A. GRAMMAR REVISION
A1. Complete the following table using the words given below:

Must; mustn’t; can; can’t; have to; don’t have to; be allowed to; be not
allowed to; should; shouldn’t; ought to; need; need not
 52

a) it is necessary or b) it is okay/ permitted c) it is a good idea

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

A2. Choose the best form.

1. You mustn’t/needn’t smoke in the classroom.
2. You mustn’t/needn’t make your report tomorrow.
3. (Formal) Whoever commits robbery shall/should be punished
with rigorous imprisonment.
4. If you see anything unusual you shall/should call the police.
5. You shouldn’t/needn’t talk too loud; you’ll wake the baby.
6. You shouldn’t/needn’t talk so loud; I can hear you.
7. The doctor says you should/can stop smoking.
8. The doctor says you should/can go out.
9. We have to/must send these VAT forms back before the end of
the month: we are required to do so by law.
10. You have to/must phone home: it’s urgent.
11. You cannot/mustn’t smoke here (you are not allowed).
12. You cannot/mustn’t smoke here (you are forbidden to).

A3. Make up sentences of your own to say what people must do, can do,
must not do. Use different language structures.

B. LANGUAGE STUDY. EXPRESSING MORAL AND LEGAL

OBLIGATION
B1. We can express moral and legal obligations not only with modal
verbs. Learn the following patterns by heart:
1) with verbs (often in passive):
Visitors are not permitted to picnic on the grass.
Smoking on this premises is strictly forbidden.
Chewing gum has been banned from the canteen area.
Guests are required to vacate their rooms by midday.
You’re not expected to leave a tip.
You’re not obliged to pay to go into the gallery.
You’re supposed to smile at all of your clients.
2) with adjectives:
Military service is still compulsory in many countries.
Joining the union is not obligatory.
 53

Is her evidence permissible in court?

He was sent off for illegitimate use of the elbow.
There has been talk of an illicit liaison.
3) with nouns:
It’s your duty to help him.
You have an obligation to support your family.
There is no need to feel guilty.
It’s your choice, nobody’s forcing you.
4) with prepositional phrases:
You’re under no obligation to say anything if arrested.
It’s up to you to tell him – he’s your brother.
It’s all down to you to decide if you do it (you must decide).

B2. In the chart below there is the information about some things people
cannot do in various countries. Make up sentences using the expressions
from the previous exercise.
e.g. Swaziland: (for young girls) to shake hands with men – Young girls are
not permitted to shake hands with men. Or, It is not permissible for young
girls to shake hands with men.

Country It is illegal for people:

Switzerland, Australia to forget car-keys inside a car and leave

the car open
Turkey (for married women) to have a job
without their husband’s permission
Great Britain to leave baggage unattended
Mexico to shout offensive words in any public
place
Sweden to repaint a house without the
government’s permission
Greece to play all electronic games
Zimbabwe to make offensive gestures at a passing
state motorcade
Israel to raise Rotweiller dogs
South Africa (for young people) to sit less than 12
inches apart while wearing bathing suits
Germany, Denmark to wear a mask
France to take photos of police officers or police
vehicles, even if they are in the
background
 54

C. DISCUSSION
C1. Here are some reasons why some laws (from the chart above) were
adopted. Find in the chart the laws corresponding to the following
reasons:
1) During an unruly riot or demonstration, police may sometimes need
to arrest persons breaking the law, and they can do so more easily if
person’s identity is not concealed*.
2) The law was introduced as an attempt to restrain gambling*.
However, all games were banned since the government could not
distinguish between harmless Internet chess and other games it
considered illegal.
3) Many terrorists favour the practice of placing bomb in a bag to
explode later. Since this became a real threat, this law was passed.
------------------------------------------------------------------
*conceal – скрывать, утаивать
*gambling – азартная игра, игра на деньги
Can you think of any reasons why the other laws were introduced?

D. TRANSLATION
D1. Translate the sentences using the words in brackets.
1) Мне строго запрещено курить: это опасно для моего здоровья.
(forbid)
2) Многие произведения мировой литературы были запрещены по
политическим причинам. (ban)
3) Контрабандная торговля возникла много лет назад и
существует до сих пор. ( illicit)
4) Вы же не требуете, чтобы я сделал эту работу в один день, не
так ли? (expect)
5) Предполагается, что ученый знаком (=знает) с новейшими
трудами по своей специальности. (expect)
6) Вы позволите мне взять это у вас? (allow)
7) Это твой долг исполнить его просьбу. (duty)
8) От вас требуется повиноваться судебному решению. (require)
9) Закон обязывает родителей отправлять детей в школу. (oblige)
10) Судья (referee) дисквалифицировал спортсмена за
использование запрещенного приема. (forbidden)
11) На экзамене будет три обязательных вопроса. (compulsory)
12) Этот преподаватель требует от студентов обязательного
посещения своего предмета. (obligatory)
 55

13) Такое поведение в общественном месте является

недопустимым. (not, permissible)

LESSON 3
A. READING
A1. Read the text below, define its main ideas. Pay attention to the
underlined words. What might be the title of the text?
burglary (n) – кража со begging (n) – выпрашивание
взломом милостыни
robbery (n) – грабеж issue (n) – спорный вопрос
minor (adj) – мелкий, outline (v) – обрисовывать в
незначительный общих чертах
anxiety (n) – тревога. disperse (v) – разгонять
беспокойство fireworks (n) – фейерверк
loiter (v) – слоняться без дела hoax (n) – розыгрыш,
harassment (n) – беспокойство подшучивание
impact on (v) – влиять issue (v) – выпускать, издават
damage (v) – причинять вред
ь
_____________________
In the past ten years criminal incidents in Great Britain have become
rarer. Burglary and car crime are about half as common as they used to be
earlier, robbery has fallen by a fifth. Instead of calming down, though, the
public seems to have become more troubled by minor offences being
committed by young people. Concerns about anti-social behavior are more
widespread than anxieties about crime. More people see loitering teenagers
as a problem these days, they believe anti-social behaviour in the streets to be
a big problem in their area.
What does anti-social behaviour mean? It causes or is likely to cause
harassment, alarm, or distress and covers a wide range of anti-social actions
which impact on individuals and damage the wider community. Anti-social
behaviour may be both criminal and non-criminal and includes such actions
as, for example, attacks, begging, drug dealing, hate behaviour, threatening
behaviour, prostitution, graffiti, shouting and public disorder, racism,
vandalism, under age drinking, verbal abuse, street robberies, vehicle crime,
etc.
Having identified anti-social behaviour as a problem issue, the UK
Government published a White Paper* called “Respect and Responsibility”
which outlined the strategy to deal with the problem. In January 2004 Anti-
 56

Social Behaviour Bill became a law and came into force introducing a whole
lot of new laws aimed to reduce a wide-range of low-level crime from noisy
neighbours to graffiti and litter. Here are some of new laws:
11) police are given the power to disperse groups of to or more people
from an area if they are behaving or have the potential to behave in
an anti-social manner;
12) 16 and 17 year-olds may also be given on-the-spot fine for such
offences as throwing fireworks and making hoax 999 calls*;
13) police can take home under-16s if they are out on the streets after 9
p.m. without an adult;
14) accredited private security firms have police powers to issue £30 on-
the-spot fine to cyclist for riding on the pavement;
15) local authorities have new powers to shut down noisy pubs and
clubs, and even to fine noisy neighbours (up to £100) or to
confiscate their stereos;
16) people aged 16 or over who are found drunk and disorderly in a
public place can be fined for £40
However, the new Act has come in for criticism and provoked much debate
in the media because of certain aspects that will impact on the lives of young
people. Some people consider this Act to be a political trick of the
government to win popularity. They think this Act in practice will criminalize
and victimize young people without giving them the support they need to
help them to change their behaviour.
-----------------------------------------------------------------
*White Paper – (in Britain) an official report presenting the government’s
policy on a particular question to be discussed in Parliament
*999 calls – people dial this number when they want to report about a crime
being committed

B. COMPREHENSION
B1. Agree or disagree with the following statements:
1. Criminal situation in Great Britain has become harder.
2. The British public is much worried about behaviour of young
people.
3. People do not like the loitering youngs and see them as a problem
these days.
4. Anti-social behaviour is considered criminal in Great Britain.
5. The British Government introduced a new law concerning criminal
behaviour.
6. The British police are now given more powers than earlier.
7. All people are happy to have the new law on anti-social behaviour.
 57

2. Answer the questions on the text.

1. What is the reason for anxiety of the British people?
2. Why do people see loitering young people as a problem?
3. What does anti-social behaviour mean?
4. What kinds of actions are considered as anti-social ones?
5. What steps did the British Government take to deal with this
problem?
6. What can police do with those who behave in an anti-social manner?
7. Why do some people strongly disagree with the new Act?

C. VOCABULARY
C1. Which words do the following sentences define? Underline the
correct word.
1. The crime of stealing money or other things from a bank, shop, etc,
especially by using threats or violence. (burglary/ fine/ hoax/
robbery)
2. Not very important, less serious or dangerous. (widespread/ minor/
compulsory/ peculiar)
3. To make something happen, especially something bad. (issue/
originate/ cause/ damage)
4. To give the main ideas of something, summarize. (outline/ permit/
disperse/ oblige)
5. Something that you have to do as a duty or a job. (security/ anxiety/
responsibility/ begging)
6. To make something smaller or less in amount, importance, price,
etc., to cut down (provoke/ resign/ reduce/ consume)
7. To have an effect or influence on someone or something. ( require/
commit/ forbid/ impact on)

C2. Translate the following expressions and sentences using the text
a. криминальные происшествия стали вполовину меньше
обычного, чем были раньше;
b. мелкие правонарушения, совершаемые молодыми людьми;
c. анти-социальное поведение вызывает беспокойство и
тревогу среди широкой публики;
d. документ обрисовывает в общих чертах стратегию решения
этой проблемы;
e. комплекс новых законов, направленный на то, чтобы
сократить уровень незначительных преступлений;
f. молодые люди могут быть оштрафованы на месте;
 58

g. политический трюк правительства, чтобы завоевать

популярность

D. DISCUSSION
D1. Think about the following:
a) Will new anti-social behaviour laws protect young people or
discriminate against them?
b) Can you think of some reasons why people (usually young ones)
behave antisocially?
c) Will the laws tackle the root causes of anti-social behaviour or are
just a trick to win over voters?
d) Is this Act a response to a moral panic or a threat to society?
e) Will the new laws save the Government money or hit the taxpayers
harder?

LESSON 4

A. LANGUAGE STUDY. CONVERSION.

A1. Conversion is a process of making words of one category of parts of
speech from words of another one (for example, making verbs from
nouns, and vice versa)
e.g. ban – to ban conduct – to conduct
tax – to tax cause – to cause
order – to order sentence – to sentence
In English it is a highly-productive, simple and easy way of enriching the
vocabulary with new words. Find cases of conversion in the following
sentences and translate them into Russian.
1. The clerk was eyeing him expectantly.
2. An aggressive man battled his way to Stout’s side.
3. I was to room with another girl called Jessie.
4. The leaves yellowed.
5. This is the queerest do I’ve ever come across.
6. He has still plenty of go at his age.
7. Charlie went on wolfing the chocolate.
8. I pity any detective who would have to dog Charlie through those
twenty months.
9. “If anybody oranges me again tonight, I’ll knock his face off!” (says
the annoyed hero of a story by O’Henry when a shop-assistant offers
him oranges for the tenth time in one night instead of peaches for
which he is looking)
 59

10. Joke: “Mother”, said Johnny, “is it correct to say you “water a
horse” when he’s thirsty?” – “Yes, quite correct”. – “Then I’m going
to milk the cat”. (The joke is based on the mistaken association: to
water a horse means to give him water, but to milk implies getting
milk from an animal – to milk a cow)

A2. Now decide what grammar category the italicized words belong to
and translate the sentences.
1) He began to nose about like an old bloodhound.
2) People all over the world protest against the cruelties in Chile.
3) Newspaper reports resulted in serious damage to his reputation.
4) Newspaper reports about latest news.
5) Our boss suspects him to be a liar.
6) Are political suspects kept under police observation in your
country?
7) What causes crime?
8) What causes for complaint have you got?
9) If a judge sentences someone he (she) says what punishment for
their crime will be.
10) He places everything in the right order.

B. DISCUSSION
B1. As you know some things are allowed in one country, but are banned
in other country. Work in pairs to decide whether the following things
are allowed or banned in your country.
smoking
consuming alcohol
abortion
hunting
euthanasia
gay families
death penalty
If some of the things are legal, do you think they should be banned?

C. READING
C1. Read these short texts and answer the questions below them.

SHOULD IT BE BANNED?
The remote Himalayan kingdom of Bhutan is thought to be the first
country to introduce a total ban on tobacco sales. All shops, hotels,
restaurants and bars are no longer allowed to sell tobacco products, with
 60

severe penalties imposed on those who flout the law, including a fine and the
loss of their business license. Foreigners selling tobacco to locals will also be
punished. A tax is being levied on all tobacco products brought into the
country for personal consumption by Bhutanese. The government eventually
wants Bhutan to be a smoke-free nation.
As for the USA, new anti-smoking laws introduced in the country
have provoked a strong debate. Some bar owners say their business are
suffering and smokers say their rights also being infringed, while non-
smokers delight in a fresh environment. The state of California has some of
the toughest and most extensive anti-smoking legislation anywhere in the
world: smoking is prohibited in any workplaces, bars, restaurants,
playgrounds and other public places, also smoking is forbidden within 20 feet
of all entrances, exits, open windows and ventilation systems. Violation will
carry a fine of $100.

a) Is it allowed to smoke cigarettes in Bhutan?

b) What penalty is imposed on those who sell tobacco products in
that country?
c) What can you say about anti-smoking policy in the United
States?

In 2005 Iranian parliament liberalized the country’s abortion laws.

Previously, abortion was only allowed if the mother’s life was proven to be in
danger. Now a pregnancy can be terminated in the first four months if the
fetus is mentally or physically handicapped. Both parents must give their
agreement and three doctors have to confirm that the fetus is damaged. Under
this bill, even if a woman is pregnant as a result of rape she still doesn’t have
the right to an abortion. An illegal abortionist and the mother in question can
be sentenced to between 3 and 10 years in jail.

a) On what condition can a pregnancy be terminated under the

Iranian law?
b) What penalty threatens those who break the law?
c) How do you understand the expression “the mother in
question”?

When people talk of somebody being nannied they mean that they
are being looked after too carefully and are overprotected, as if they were a
young child. Some people believe Britain has become a nanny state in which
the government goes too far in its efforts to look after people’s interests and
does not allow them to make decisions for themselves. Examples of state
 61

interference have included the proposed banning of unpasteurized milk, the

banning of the sale of beef on the bone, and campaigns to reduce smoking.
Some people in the USA are also worried about the government
making too many rules, although this is not referred to as the nanny state and
has not produced the same amount of public annoyance as in Britain. But
some businesses are so afraid of being sued and having to pay heavy costs
that they limit their own activities without waiting for the government to
make laws. For example, some restaurants refuse to serve alcoholic drinks to
women who are pregnant, since alcohol could hurt the baby and they could
then be sued as a result.

a) What does it mean when somebody is being nannied?

b) Why are British people annoyed with their government’s certain
actions?
c) What are some American businessmen afraid of?

D. DISCUSSION
D1. Discuss the following questions relating to the above-mentioned
issues. Use the helpful expressions below to say what you think.
1. What do you think about the anti-smoking laws in Bhutan and
California? Do you think the government infringes smokers’ rights,
or it protects the nation’s health?
2. Concerning the abortion problem, do you agree with the statement
that an unborn child has rights (the right for life, particularly) which
must be protected? Are you pro-life (against abortion) or pro-choice
(in favour of a woman’s right to make a choice)?
3. In your opinion, how far should the government decide what is the
best for us, and how far should we have the right to control our
lives?
USEFUL LANGUAGE
Personally, I think (don’t think) it’s a good idea because …
I am deeply, morally against/ for …
I don’t see anything wrong with …
I think it depends on …
It seems to me that …
I agree (don’t agree) with this law because
I think everyone should have right to …
People should be free to …
I think it’s wrong to …
This shouldn’t be allowed because …
On the one hand …, but on the other hand …
 62

I don’t really have any strong opinion …

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

LESSON 5
A. DISCUSSION
A1. Discuss the following:
1. What is the law in your country concerning both possession of drugs
and drug dealing?
2. Do you know what soft drugs and hard drugs are?

B. READING
B1. Read the text. Define the main idea of each of the three parts,
summarize it in a few words, and give a title for each part.
KEY VOCABULARY
Misuse (n) – злоупотребление relax (a law) (v) – ослаблять,
possession (n) – владение, смягчать
обладание license (v) – давать разрешение,
supply (v) – поставлять, право
снабжать abuse (v) – злоупотреблять
harm (n) – вред addictive (adj) – вызывающий
imprisonment (n) – тюремное зависимость, привыкание
заключение require (v) – требовать
fine (n) – штраф submit (v) – подвергать
life sentence – пожизненное random test – выборочное
заключение тестирование
 63

recruitment (n) – прием на infringement (n) – нарушение

работу

1. ________________________
Legal drugs like alcohol, cigarettes and solvents* are the most
popular ones. But there are still rules about who can buy them and how they
can be used. Certain drugs are controlled by the law. Illegal drugs like speed,
cannabis, crack, ecstasy*, heroin, LSD, magic mushrooms, etc. are controlled
under a law called the Misuse of Drugs Act. People who have these drugs in
their possession, use them or supply them to other people are committing a
criminal offence. The law puts illegal drugs into three classes: A,B, and C –
according to the harm that they can do to you. Class A is the most harmful.
Maximum penalty under the Misuse of Drugs Act for possession of class A
drugs is seven-years’ imprisonment plus fine, for supply of these drugs – life
sentence plus fine. Maximum penalty that can be given for possession of
class C drugs is two-years-imprisonment plus fine, and 14 years plus fine for
supply of such drugs.
2. _________________________
Some people including police officers and politicians, have recently
been suggesting that the laws for some drugs like cannabis should be relaxed.
The US government has made some changes to the law on cannabis, but it
still remains an illegal drug.
In the Netherlands, for example, people are permitted to carry small
amount of cannabis or other “soft” drugs, but only for their personal use. The
Dutch government went further and allowed special cafes, but only those
which are licensed by local authorities, to sell “soft” drugs. They believe that
such approach may help to control the abuse of “hard” drugs.
In the USA some politicians also agree that some “soft” drugs, like
marijuana, should be made legal. The reason for that they see in the fact, that
cancer patients buy it for pain relief and, therefore, marijuana actually does
some good in comparison with alcohol and cigarettes which are more
addictive and more harmful but are legal. Some people think that legalizing
drugs could make the job of law officers much easier. Other people strongly
oppose legalizing drugs, they believe this would worsen the drug problem.
3. ________________________
Many private companies in United Kingdom and in the United
States are adopting drug-testing practices and require workers to submit to
random test, or even incorporate it into recruitment procedure. Civil liberties
groups suggest it may be an infringement of human rights in cases where
recreational drug use has no effect on work performance and safety.
----------------------------------------------------------------
 64

solvent – растворитель
speed, cannabis, crack, ecstasy – виды наркотиков (гашиш, крэк, экстази)

C. COMPREHENSION
C1. According to the text, which of these statements are true?
1. Alcohol, cigarettes and solvents are legal drugs. Anyone can buy
them without restrictions.
2. Only hard drugs are controlled by law.
3. Drugs are divided into classes according to a harm they can do.
4. In the Netherlands anyone can use or sell cannabis.
5. Certain drugs can help people who are ill.
6. The US government has made cannabis legal drug.
7. Legalizing “soft” drugs will make the job of police officers easier.
8. Alcohol and cigarettes are less addictive and harmful than drugs.
9. Many British and American companies want their workers to pass
drug tests.

D. VOCABULARY
D1. Find in the text the following expressions:
1) контролироваться законом
2) совершать уголовное преступление
3) максимальное наказание
4) законы должны стать менее строгими
5) контролировать злоупотребление сильных наркотиков
6) алкоголь и сигареты вызывают большую зависимость
7) включать тест на употребление наркотиков при приеме на
работу
8) группы по защите гражданских свобод
9) нарушение прав человека
10) не оказывать влияния на выполнение работы

D2. Translate the sentences paying attention to the words in bold type.
HELPFUL VOCABULARY
Criminal, fine, harm, imprisonment, infringement, life sentence,
possession, recruitment, relax, require, sentence (v), submit, supply,
violation
1) К сожалению, мы больше не имеем этих записей в нашем
распоряжении.
2) Они использовали деньги, чтобы обеспечить школу новыми
учебниками.
 65

3) Принятие этого закона может серьезно навредить репутации

президента.
4) Многие школы смягчили правила касающиеся ношения
школьной формы.
5) Я должен был заплатить большой штраф за нарушение правил
парковки.
6) Ситуация требует того, чтобы я там присутствовал.
7) Одного из преступников приговорили к 10 годам лишения
свободы, другому дали пожизненное заключение.
8) Во время приема на работу многие люди подвергаются
проверке на употребление наркотиков. Они считают это
нарушением их гражданских свобод.

D3. Word study: MISUSE and ABUSE

Misuse (v) – to use something in the wrong way or for the wrong purpose.
Misuse (n) – when something is used in the wrong way or for the wrong
purpose.
Politicians misused public money on entertaining their business guests.
Opponents of genetic engineering see it as a misuse of scientific knowledge.
She was accused of misusing company funds.
This new computer system is completely unnecessary and a misuse of
taxpayer’s money.
Abuse (v) – 1. to use something for a bad purpose, especially in a way that is
unfair or that harms other people. – 2. to treat someone in a bad, dishonest or
harmful way.
Abuse (n) – 1. when something is used in a bad, dishonest, or harmful way. –
2. cruel, violent, or unfair treatment.
Local politicians abused their privileges to make themselves rich.
Don’t abuse the confidence they have placed in you.
There is wide spread abuse of power in many countries.
Drugs and alcohol abuse contributed to his early death.

E. DISCUSSION
E1. Work in groups of 3-4. Find out how many of you agree or disagree
with the following specific statements:
• Most crime is caused by drug use.
• Alcohol and cigarettes cause more problems than illegal drugs.
• Experimenting with drugs is not very dangerous. You just need to
know when to stop.
• Students who bring drugs in college or university must be
expelled.
 66

• Cannabis use should be made legal.

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

E2. Work in pairs. Discuss the following situations (they take place not in
the Netherlands) to decide if these people are breaking the law. First say
your opinion, then see the right answers in the end of the module.
1. Pete is having a party in his flat. There is a lot of booze and some
people are smoking cannabis. Pete is not smoking himself but
knows it is going on. Is Pete breaking the law?
2. David smokes cannabis but claims he can’t be punished by law
because he is a Rastafarian*. His religion approves smoking of
marijuana. Is he breaking a law?
3. Mary is 14 and she goes into her local shop to buy some cigarettes.
Is she breaking the law?
4. Richard and his friends put their money together to buy some
cannabis. Richard takes the money and buys it from a man he
knows. When he returns he shares the cannabis out with his friends
Can Richard be arrested for being a drug dealer?
-------------------------------------------------------
Rastafarians – a religious group which originated in Jamaica. They
gather to smoke marijuana and discuss ethical, social and religious
matters.

F. WRITING. Project-work.
F1. Here is an opinion of a young American concerning drug laws. Read
it and write to him an answer giving your vision of the problem.
“ Some politicians on Capital Hill want to deprive us Americans of our rights
and freedoms. These politicians promote the fiction that drug laws help and
more drug laws would help more. They all stand guilty of fostering public
hysteria about drugs. In all and all, the drug laws are hurting more people
than the drugs themselves. If drugs were legal, the average person could
walk into a corner store and buy a bag of weed like it was a pack of
cigarettes or a pack of chewing gum. They wouldn’t have to go to a dealer
and purchase it illegally. If the government was smart it would see that it
could profit a lot from the sale of drugs. Just like they have from the sale of
 67

tobacco products. The government could control it just like tobacco

companies. If they would put heavy taxes on it they would make a huge profit
and be making Americans happy at the same time.”

LESSON 6
A. VOCABULARY
A1. Do you know these words? Match the words with their definitions:
Suicide homicide assassination euthanasia
manslaughter murder
a. the killing of an important person deliberately, especially for
political reasons;
b. the crime of killing someone;
c. the crime of deliberately killing someone;
d. the crime of causing someone’s death without intention;
e. the action of deliberately killing yourself;
f. the practice of killing a very old or a very ill person in order to stop
them from suffering

B. READING
B1. Before you read the text, try to match the following expressions with
their meanings:
a. legitimation of
euthanasia
b. terminally ill patient
c. suicide act
d. codification of the
norms
e. be guilty of murder
f. to release liability
g. the right of subsistence
h. alleviate suffering
i. to try someone’s best
1. право на существование
2. пытаться сделать все
возможное
3. быть виновным в убийстве
4. облегчать страдания
5. узаконивание эвтаназии
6. снять ответственность
7. безнадежно больной пациент
8. кодификация норм
9. акт самоубийства

The right to die or the right to live?

The debate on euthanasia has lasted for many years. There is much
research on euthanasia no matter in jurisprudence or medical areas and there
are many different opinions on it. People who support the legitimation of
euthanasia believe that we should respect patients to choose how to die and
that it also meets the principle of humanitarianism. In the Netherlands, the
 68

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

C. COMPREHENSION
C1. Answer the questions on the text.
1. According to the text, why do some people support euthanasia?
What are the reasons for their support?
2. Why do other people oppose euthanasia? What are their arguments
against it?
3. Is euthanasia legal in the Netherlands? What is the basic document
governing this matter?
4. Did euthanasia exist in the Netherlands before the enactment?
5. What is the attitude of the British people to this problem?
6. Does the practice of euthanasia exist in China? Is it legal?

D. VOCABULARY
D1. Find in the text the following expressions:
a) поддерживать узаконивание эвтаназии
b) соответствовать принципу гуманитаризма
 69

c) закон вступил в силу 1 апреля 2002 года

d) самоубийство, совершаемое с чьей-либо помощью
e) иметь выход (из тяжелого положения)
f) лишать права существования
g) давать обезболивающие средства

D2. Match the definitions with the words.

Debate, deprive, echo (v), fear, humanitarianism, meet, oppose,
physician, recent, request, research, respect, warn, will

1) the detailed study of something in order to discover new facts:

2) a discussion in which people or groups state different opinions about a
subject:
3) a feeling of alarm that something bad or unpleasant might happen:
4) the attitude that someone is important and you should treat them politely:
5) to take something away from somebody:
6) mental power by which a person can direct his thoughts and actions:
7) to tell about a possible problem, to inform in advance what may happen:
8) something happening or starting a short time ago:
9) an act of asking for something:
10) to disagree with something, try to stop it:
11) people’s efforts to help those who live in bad conditions:
12) to express the same words or ideas that someone else has expressed:
13) a person who practice medicine:
14) to satisfy, be adequate:

E. DISCUSSION
E1. Work in groups. Read the story from the real life and discuss the
questions below.
From when he was a young man, Dr. Carrington had suffered from a chronic
lung* illness. Pneumonia had followed pneumonia. Despite his disease*, he
had still managed to practice psychiatry with some success; but finally, the
progressive nature of his condition meant that he needed treatment in an
intensive care unit* with 24-hour-a-day supervision, breathing only with the
aid of a respirator. He had intravenous lines* in his arms; he had many blood
tests drawn; he had a breathing tube attached into his neck, and all these
things were uncomfortable. Besides that, not sleeping and pain. Finally, the
patient himself asked that the doctors kill him: “Doctor, will you help me to
die?” They did so – through a drug overdose.
lung – легкие
disease – болезнь
 70

intensive care unit – отделение интенсивной терапии

intravenous lines – внутривенные трубки

Questions for discussion:

1. Were the actions of the doctors ethical, moral, lawful?
2. Should the patient’s request to die have been respected?
3. Or was it a request made in a moment of desperation and to be
ignored?
4. If you were a wife (a friend, a son) of this man, what would you do?

F. SPEAKING OUT
F1. Are you a supporter or an opposer of euthanasia? Give your opinion
concerning legitimation of euthanasia. Consider the following reasons
for and against it:
Voluntary euthanasia is unnecessary because alternative
treatment exists.
Euthanasia violates historically accepted codes of medical
ethics.
It may give too much power to doctors.
Emotional state of a patient does not allow to make right
decision.
Voluntary euthanasia leads to involuntary euthanasia.
It will be difficult to differentiate murders of people with illness
from assisted suicide.
Euthanasia would not only be for people who are “terminally
ill”.
Doctors are motivated by cost factors.
Who decides that there is no hope? Even best doctors may be
mistaken.
People suffer from unbearable pain.
Everyone has a right to commit suicide.
People should not be forced to stay alive.
Government has no right to make people suffer.

G. IT IS USEFUL TO KNOW
G1. Read the following information.
Where are euthanasia and assisted suicide legal?
The state of Oregon, the Netherlands and Belgium are the only jurisdictions
in the world where laws permit euthanasia and assisted suicide.
What is the difference between euthanasia and assisted suicide?
 71

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

LESSON 7

A. READING
A1. Read the text to find out information about laws in Singapore. While
reading think how many parts the text may be divided into.
KEY VOCABULARY
strict (a) – строгий subject to (a) – подлежащий
instill (v) – прививать, tough (a) – жесткий
воспитывать mandatory (a) – обязательный,
cane (v) – бить тростью, принудительный
палкой sentence (n) - приговор
execution (n) – смертная казнь vandalize (v) – бессмысленно
offender (n) -правонарушитель разрушать, варварски
litter (v) – сорить, мусорить относиться к чему-л.

Singapore is one of the safest countries in the world. Both local people and
tourists feel safe there. Laws in Singapore are generally strict and aimed at
instilling a self-disciplined society with restrictions and harsh punishment, for
 72

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

B. VOCABULARY
 73

B1. Translate the following expressions using the text:

1) одна из самых безопасных стран
2) законы нацелены на воспитание самодисциплины в обществе
3) большое множество законов и постановлений
4) суровое наказание
5) нарушать спокойствие
6) люди, нарушающие закон в первый раз
7) люди, нарушающие закон повторно
8) вы получите штраф
9) подлежит большим штрафам
10) исправительные работы
11) для освещения события приглашаются средства массовой
информации
12) общественные помещения (здания)
13) другие товары, которые не могут ввозиться в страну
14) обеспечивается строгое соблюдение законов
15) мелкие правонарушения
16) общественные работы
17) законы, касающиеся более серьезных нарушений
18) значительные усилия
19) приговор не был отменен
20) число ударов было уменьшено

C. DISCUSSION
С1. Do the assignments below:
1. Divide the text into several parts and provide the reasons for your
dividing.
2. How many laws and regulations can you find in the text? Write
them out and decide which laws you consider just, reasonable, odd,
useful, wrong. Say why you think so.
3. Compare Singapore’s laws with similar regulations in your country.
Which country has stricter laws?
4. Do you agree that it is reasonable to have so many fines for almost
everything wrong?

D. ROLE-PLAY.
D1. “LEGISLATORS”. Divide into groups of 3-5 people. Each group
should invent and introduce a new law they consider necessary and
actual. Other groups should try to oppose these laws finding arguments
against them. Each group may then modify or amend the law and
introduce it again. The others vote for or against passing this law.
 74

How many laws have you passed?

E. TIME FOR FUN

E1. Try to do the second quiz just for fun. You can find the right
answers at the end of this module.
QUIZ 2. Dumb laws around the world

1. In Scotland, you may not be in possession of a cow if you are…

- naked
- over 65 years old
- alone
- drunk
2. In France, what can you not call a pig?
- Charles DeGaulle
- Napoleon
- Gerard Depardieu
- Jerry Lewis
3. In Haifa, Israel, it is forbidden to bring to the beach…
- alcohol
- bears
- food
- pigs or bacon products
4. In Finland, you must have a license for which of the following?
- a computer
- a house pet
- a television
- a tomato plant
5. In Singapore, it is illegal to do this in an elevator:
- to talk
- to sneeze
- to pee
- to cough
6. How many years is a “life sentence” in Australia ?
- 50 years
- 1,000 years
- 100 years
- 25 years
7. In Canada it is illegal to kill a sick person by doing what to them?
- making them tired
- tickling them
- frightening them
 75

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

LESSON 8

A. REVISION
A1. Which word do the following sentences define? Chose the right
word.
1. To give up a position or job:
a) resign b) consume c) cause d) own
2. To order that something shall not be done, not to allow:
a) get rid of b) expect c) loiter d) forbid
 76

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

A2. Write a prefix that makes the following words negative. Example:
legal – illegal
Use the prefixes below:
Un- ir- il- im- in- dis-
____lawful ____essential ____formal
____moral ____important ____honest
____legal ____acceptable ____fair
____rational ____loyal ____just
____necessary ____natural ____reliable
____ethical ____logical ____possible
____responsible ____safe ____perfect
 77

A3. Write out from the box the words with the same meaning as the
words below:
Admire, analyze, argue, arise, authorized, begin, bizarre, capitulate, come
from, confront, contemporary, contribute, counter (v), curious, current,
deliver, examine, explore, fresh, give up responsibility, honour (v),
insignificant, late, lawful, leave, licit, look into, odd, peculiar, permissible,
present-day, protest, provide, queer, quit, recognize, regard (v), resist, retire,
rightful, sanctioned, singular, small, speak against, study, trivial, unfamiliar,
unimportant, value (v)

a) strange (adj): f) oppose (v):

b) legal (adj): g) respect (v):
c) minor (adj): h) originate (v):
d) recent (adj): i) resign (v):
e) research (v): j) supply (v):

A4. Choose the right word.

Means of social control in Cambodia.
At the community level in Cambodia, social control is damaged/ provided/
banned through socialization from childhood into norms of proper custom/
issue/ conduct and through use of informal sanctions such as gossip* or
ostracism*. Individuals seek to avoid the “embarrassment” or “shame” of
improper law/behaviour/ prohibition, as well as to earn religious merit by
following the major Buddhist taxes/ fines/ rules of conduct (do not lie, steal,
drink alcoholic beverages, fornicate, or kill living creatures). Certain kinds of
obligations/harassment/ misbehaviour are thought to bring punishment/
amendment/ abuse from supernatural beings, usually in the form of illness.
Although police and law courts exist, many people avoid using them except
when absolutely permissible/ compulsory/ necessary. Within the community,
open confrontation/ euthanasia/ recruitment between individuals is rare
because cultural norms discourage aggressive anger and conflict.
------------------------------------------------------------------------
*gossip – болтовня, разговоры, сплетни, слухи
ostracism – остракизм, бойкот, изгнание из общества

B. TRANSLATION
B1. Translate the following text in writing.

Euthanasia.
Formerly called “mercy killing”, euthanasia means to facilitate
someone else’s death intentionally but also compassionately. Euthanasia is
 78

illegal in Britain, but overseas steps have been taken towards legislation in
the Netherlands, the US state of Oregon and the Australian Northern
Territory. Debates over the ethics of euthanasia involve questions concerning
a doctor’s Hippocratic oath, parallels with abortion and suicide, religious
beliefs, uncertainties over the motives of relatives, and the individual’s right
to an easy, painless death.
Orthodox religion condemns euthanasia as the unwarrantable
curtailment of God-given life. The law doesn’t accept euthanasia either. It
denies the validity of “living wills” and threatens with severe penalties (that
are, however, rarely inflicted) those who assist their follows in terminating
their life, even when acting only on an explicit, formally recorded request.
The euthanasia movements commands considerable support and will
probably make further headway as Britain becomes an increasingly
secularized society.

C. CASES
C1. Read the cases, recall what laws were people breaking, in what
countries and at what time did the situation take place?

Case 1
John Smith, a pub owner in London, was fined for a sum of £500 because he
had let the pub visitors stay for the night to celebrate a birthday of one of
them. “I wasn’t doing anything wrong. I just wanted to help people and earn
some money. Now I’ll have to close the pub as the fine is really huge”,
regretted the poor publican.
Do you think the law was fair? What might the reason for introducing such
regulation have been? Can this law be applicable now? (Give arguments to
ground your point of view)

Case 2
Nigel Jones,45, initiated a legal case against his wife Susan, 27. When the
judge read his claim, she and all clerks of the court were first astonished, then
couldn’t stop laughing for almost half a day. It turned out that Mr. Jones was
dissatisfied with the change in his spouse’s appearance that was carried out
without his permission. “I got married to another woman”, explains Mr.
Jones. “She used to wear it long and looked really lady-like. Now she looks
like a teenage boy”, he continues. Judge Reed is at her wit’s end: being
absolutely absurd, the claim still has all legal grounds.
What was the change that Mr. Jones was so dissatisfied with? What do you
think about the claim? What relationships in the family can these people
have? What should the judge do?
 79

Case 3
The principal of Charity school dismissed Miss Carter, one of the teachers.
The only reason for that snap decision was that he once saw her walking
hand-in-hand with a young man. Miss Carter wanted to explain that it was
her cousin but the decisive principal just refused to listen. He said that he
believed his eyes only.
What was the reason for the dismissal? Was it fair? Who would you believe
in that situation? (Give reasons)

Case 4
In the recent interview Hugo Sallivan, 85, a famous restaurateur, confessed
that the starting capital for his business was earned illegally. When he was a
teenager his father was secretly importing whisky into the country. The small
business was successful for half a year, then the father was arrested and
sentenced to a jail term. After that misfortune Hugo inherited the “family
business” and developed it successfully. He was clever enough to stop at the
right time and afterwards opened a café by a petrol station in his native town.
In five years he owned 12 cafes throughout the state, in ten years – a chain of
fast food cafes in many states of the country. Later he invested in various
sphere of business, including a chain of most fashionable restaurants in many
large cities of the world.
Name the crime Hugo’s father was arrested for. Should Mr. Sallivan be
punished for his illegal activity? (Give arguments to ground your answer)
What is your attitude to the law they were breaking?

APPENDIX 1
VOCABULARY TO KNOW:
Abuse compulsory fear
acceptable concern fine
addictive consume forbid (forbade,
allow curious forbidden)
amendment damage get rid of
anxiety debate be guilty
ban deprive harassment
beg/ begging disperse harm
burglary duty illegitimate
cause expect illicit
codification execution impact on
 80

imprisonment offence/offense research

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

APPENDIX 2 KEY TO MODULE 2

Lesson 1.
D2. Possible answers:
different – same, similar
usual – unusual, strange
polite – impolite, familiar, rude
poor – rich, wealthy
funny – serious, sad
famous – unknown, obscure
accept – deny, reject, refuse
useful – useless, worthless
allow – prohibit, forbid
obey – disobey, break
buy – sell
send – receive
appear – disappear, vanish
keep – give up, release, ignore,
break
permission – prohibition

D4. 1) acceptable 2) allows 3) cause 4) permission 5) prohibited 6) resign

7) tax 8) originated

F1. The answers to Quiz 1 “Dumb American laws” :

1. to sing
2. a lion
3. an ice-cream cone
4. to drink milk (actually, it is against the law not to drink the milk)
5. a Santa suit
6. a box of candy
 81

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

Lesson 5.
E2.
1. If Pete knows his flat is used to take drugs and does nothing about it he
could be prosecuted.
2. Membership of a religious group does not override the Drug Laws. He is
at risk of arrest for being in possession of a controlled drug.
3. The shopkeeper is breaking the law, not Mary. Mary is being stupid with
her health.
4. Yes. Although there is no intention to profit personally, he still commits
the offence of supplying drugs to his friends.

Lesson 6.
A1. a) assassination; b) homicide; c) murder; d) manslaughter; e) suicide;
f) euthanasia

D2.
1) research 6) will 11) humanitari
2) debate 7) warn anism
3) fear 8) recent 12) echo
4) respect 9) request 13) physician
5) deprive 10) oppose 14) meet

Lesson 7.
E1. Quiz 2 “Dumb laws around the world”:
1. drunk 7. frightening them
2. Napoleon 8. skirt
3. bears 9. intelligent
4. a TV 10. the death penalty
5. to pee 11. underwear
6. 25 years 12. flush your toilet
 82

APPENDIX 3 SOURCES

I. Учебники и учебные пособия:

1) Cunningham S., Moor P. Cutting Edge (Intermediate)
2) Greenall S. Reward (Upper-intermediate)
3) Side R., Wellman G. Grammar and Vocabulary for Cambridge Advanced
and Proficiency. Longman, 1999.
4) Антрушина Г.Б. и др. Лексикология англ. языка. М.,2000.
5) Долгина Е.А. Краткая грамматика англ. языка. М.,1999.
II. Словари и справочники:
1) Longman Essential Activator, 1997.
2) The American Heritage Dictionary. Laurel, 1983.
3) The New English Penguin Dictionary, 1986.
4) The Macmillan English Dictionary, 2003.
5) Oxford Advanced Learner’s Dictionary of Current English. Oxford,
Moscow, 1982.
6) Chamber’s Dictionary of Quotations. New York, 1999.
7) Бенсон М., Бенсон Э., Илсон А. Комбинаторный словарь англ.
языка. М.,1990.
8) Карпентер Э. Часто смешиваемые слова. М.,2003
9) Новый большой англо-русский словарь: в 3-х т./ Апресян Ю. и
др. М.,1993
10) Кунин А.В. Англо-русский фразеологический словарь. М.,1984.
11) Гринбаум С., Уиткат Дж. Словарь трудностей англ. языка.
М..1990.
III. Прочие источники:
1) The Encyclopedia of World’s Cultures. New York, 1999.
2) The Encyclopedia of Contemporary British Culture. London, New
York, 1999.
3) Kennedy I. Treat me right: Essays in medical law and ethics.
Oxford, 1991.
4) www.answers.com
5) www.cannabisnews.com
6) www.clearwisdom.net
7) www.dumblaws.com
8) www.ethical-perspectives.be
9) www.euthanasia.com
10) www.funtrivia.com/quizzes/world/the_law.html
11) www.minbuza.nl
12) www.talktofrank.com
 83

MODULE 3 KINDS OF LAW

LESSON 1
A. LEAD-IN
A1. Look at the following branches of law and decide what legal matters
they may include. Compare your answers.
e.g. Law of Contract: formation and condition of a contract; who can make a
contract; what happens if a contract is broken; how a contract comes to an
end
Family Law: …….
Roman Law: ……
International Law: ……
Criminal Law: …..
1. What other categories of law are known to you? What kinds of
law will you be taught?
2. Can you say how law is divided into branches in Russia? In other
countries?
3. What do you understand by private law and public law? Can you
give an example of one branch of private law and one of public
law? Is the distinction between private law and public law clear in
Russian legal system? Is the distinction important?

B. READING
B1. Read the text paying attention to the key vocabulary and get the
main idea.
KEY VOCABULARY
establish (v) – устанавливать responsibility (n) –
consolidate (v) – укреплять, ответственность
объединять apply to (v) – применять,
safeguard (v) – охранять употреблять
source (n) – источник punishment (n) – наказание
consist of (v) – состоять из code (n) – кодекс
executive (adj) – taxation (n) – налогообложение
исполнительный distribution (n) - распределение
deal with (v) –иметь дело с …,
заниматься

THE LAW SYSTEM

Law is a system of rules established by the state. The main aim of
law is to consolidate and safeguard the social and state system and its
 84

economic foundation. The system of law in our country consists of different

categories of law.
Constitutional law is a leading category of the whole system of law.
Its principal source is the country’s Constitution. It deals with social
structure, the state system, organization of state power and the legal status of
citizens.
Administrative law is closely connected with constitutional law but
it deals with the legal forms of concrete executive and administrative activity
of a government and ministries.
Criminal law defines the general principles of criminal
responsibility, individual types of crimes and punishments applied to
criminals. Criminal law takes the form of a criminal code.
International law regulates relations between governments and also
between private citizens of one country and those of another.
Financial law regulates the budget, taxation, state credits and other
spheres of financial activity.
Civil law is connected with relations in the economic sphere of life,
with relations involving property, its distribution and exchange. The right in
property is the central institution of civil law.
The rules of employment law include the legislation on the
employment of industrial and office workers and regulate matters arising
from employment relations.

C. COMPREHENSION AND VOCABULARY

C1. Read the text in detail to find the answers to the ten “What”-
questions below.
1) What is law?
2) What is the main aim of law?
3) What categories of law does the system of law in Russia consist
of?
4) What is the principal source of constitutional law?
5) What category of law is closely connected with constitutional
law?
6) What is the central institution of civil law?
7) What does criminal law define?
8) What forms does criminal law take?
9) What is civil law connected with?
10) What rules does employment law include?

C2. Say what category of law

 85

a) is connected with relations involving property; b) is a leading

category of the whole system of law;
c) defines the general principles of criminal responsibility; d)
includes the legislation on the labour of industrial and office
workers; e) deals with administrative activity of government and
ministries;
f) regulates the budget, taxation, state credit

C3. Find the English equivalents to these words and phrases:

1) основной источник права
2) применять наказание
3) отрасль права
4) норма права
5) иметь дело с финансовыми вопросами
6) административная деятельность правительства
7) право на имущество
8) общие принципы уголовной ответственности
9) регулировать вопросы занятости

LESSON 2
A. LANGUAGE STUDY
A1. a) Find in the text the expressions “its principal source”, “the
general principles”. Can you explain the difference in the meaning of
“principal” and “principle’? If not, note the following:

PRINCIPLE (n) = basic truth, general law, rule of behaviour (принцип)

PRINCIPAL (adj) = most important (the principal rivers of Europe)
(главный)
(n) = title of some heads of colleges and other organizations
(the principal of college) (глава, начальник)
PRINCIPALITY (n) = 1) country ruled by a prince (the Principality Wales)
(владения принца, княжество)
2) leading position (господствующее положение)

b) Translate the following sentences:

1. Chamberlain consulted his principal colleagues
2. It seems that some politicians have no principles at all.
3. They arranged with the principal of her school to take time off.
4. Coffee is the principal export of Brazil.
 86

c) Think of some more sentences with these words.

A2. Word study. Look at the examples and make up your own sentences
using the words.

“ГОСУДАРСТВЕННЫЙ”
1) STATE:
state policy
state regulations When you are talking about the
state documents US, Canada, or Australia state
2) FEDERAL (in the USA): may have a different meaning:
federal courts one of the separate parts of the
federal laws country
federal power («штат»)
3) CROWN (in the UK)
Crown courts
Crown colony
crown lawyer (государственный обвинитель)

4) PUBLIC:
public debt Warning: public school in
public lands Britain – частная
public funds привилегированная школа
5) CIVIL:
civil service
civil servant

A3. Project-work
Word partnership. We can use many verbs with the word “law”. Study
the following examples and divide them into groups according to their
meaning. Consult the dictionary. Learn the expressions by heart. Make
up you own sentences with these expressions. Demonstrate your results
to your classmates.
to create to violate
to modify to enforce
to abolish to teach
to apply to study
to observe to disobey
to enact to adopt
to execute to keep within
to break to ignore
 87

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

A4. Translate the following extracts from newspaper articles.

1. “I have been convicted of breaking the law because I was trying to
stop others from doing so. It’s totally unjust.”
2. “Three years ago, Mr. Fforde caused an outcry when he accused the
Scottish Executive of breaching his human rights by abolishing the
feudal system.”
3. “International arbitration is now recognized and can be enforced in
the 132 countries which are members of the New York Convention
of 1958.”
4. “The situation has been considerably simplified with the newly
enacted Russian Code of Arbitration.”
5. “Putin lectured Bush about how Russia’s history dictates that it
adopts a limited form of democracy.”
6. “In order to create a dynamic civil society, it is essential to
guarantee both the liberty of citizens from extortion and the freedom
to protect their private property.”
7. “Most companies involve charges of attempts to buy votes, financial
abuses and violation of electoral law.”

A5. Choose a proper verb.

1) Congress (disobeyed/ adopted/ ignored) a law that allows
women to become pilots in the Air Force.
2) If you don’t buy a ticket before you get on train you are
(passing/ studying/breaking) the rules.
3) Many drivers (keep within/ ignore/ practise) the law and drive
without using safety-belts.
4) When a Bill is (passed/ revoked/ followed) by Parliament and
signed by Sovereign it becomes a law.
5) The British lawyers (lay down/ violate/ rely) mostly on customs,
traditions and precedents.
6) If a man failed to (go in for/ go beyond/ observe) the law he can
be punished.
7) The President (read/ enacted/ enforced) the Bill on animal
rights.
8) A lawyer is a person who (studies/ obeys/ practises) law.
 88

9) We can’t sue him now. He went to Brazil and is (within/

beyond/ in for) the law.

B. WRITING. Project-work
B1. Write a short composition about the “life” of the law, using as many
verbs (from A3) as you can. Write about the following:
- why does the law appear and how?
- who enacts the law?
- who enforces it and how?
- why people may be punished?
- what should they do in order not to be punished?
- if the law is bad or becomes out of date, what would it be then?

LESSON 3
A. READING
A1. Read the text, be sure that you know all the words and expressions,
be ready to discuss it.
KEY VOCABULARY
concern(v) – касаться, иметь
дело
dispute (n) – правовой спор
binding – обязательный,
обязывающий
tort (n) – деликт, гражданское
правонарушение
commit (v) – совершать
wrong (n) – правонарушение
trust (n) – доверительная
собственность
benefit (n) – выгода, польза
harm (n) – вред, ущерб, зло
harm (v) – наносить ущерб,
причинять вред
well-being (n) – благосостояние
codify (v) – кодифицировать
correspond (v) –
соответствовать
inheritance (n) – наследование
legal remedy – средство
правовой защиты
case (n) – судебное дело
equity (n) – справедливость
statute (n) – статут,
законодательный акт
statutory law – статутное
право, «писаный закон»
legislature (n) –
законодательная власть
to obtain justice – добиваться
справедливости
the Court of Chancery – суд
лорда канцлера

KINDS OF LAW
One important distinction made in all countries is between private
(or civil) law and public law. Civil law concerns disputes among citizens
 89

within a country and public law concerns disputes between citizens and the
state, or between one state and another.
The main categories of English civil law are:
Contracts: binding agreements between people (or companies);
Torts: wrongs committed by one individual against another individual’s
person, property, or reputation;
Trusts: arrangements whereby a person administers property for another
person’s benefit rather than his own;
Probate: arrangements for dealing with property after the owner’s death;
Family law: rights and duties of members of a family.
The main categories of public law are:
Crimes: wrongs which, even when committed against an individual are
considered to harm the well-being of society in general;
Constitutional Law: regulation of how the law itself operates and of the
relation between private citizen and government;
International Law: regulation of relations between governments and also
between private citizens of one country and those of another.
In codified systems there are codes that correspond to these
categories, for example, France’s Code Civil and Code Penal. Justinian’s
Roman codes covered such areas of law as contracts, property, inheritance,
torts, the family, unjust enrichment, the law of persons, and legal remedies,
but said little about criminal law. Consequently, most Continental criminal
codes are entirely modern inventions.
Each country in the world, even each state of the United States, has
its own system of law. However it is generally true to say that there are two
main traditions of law in the world. One is based on English Common Law,
and has been adopted by many Commonwealth countries and most of the
United States. Common Law is a legal system based on traditions, customs
and precedents of immemorial antiquity or on the previous judgments and
decrees of the courts. The Common Law is a case-by-case development of
three branches of law (Criminal, Civil, and Equity) and of three sub-branches
of Civil law (Property, Torts, and Contracts). Common Law is understood as
contrasted with or opposed to “Statutory” Law – the body of law created by
legislature.
Equitable Law is a part of English Common Law and it deals with
the cases which are out of common law field. In general sense equity means
fairness, and when petitions from persons are unable to obtain justice in the
common law courts they can be sent to the Court of Chancery, as its special
field is equity. Therefore Equitable law is a kind of supplement to the
Common Law, making the English legal system more complete.
 90

The other tradition, sometimes known as Continental (or

Roman) Law has developed in most of continental Europe, Latin America
and many countries of Asia and Africa, which have been strongly influenced
by Europe.

B. COMPREHENSION AND VOCABULARY

B1. Answer the following questions.
1. What categories of law are there in English legal system?
2. What matters do they deal with?
3. What are “codified systems”?
4. What are the world’s main systems of law? Do you know other
systems?
5. What is Statutory Law? Equitable Law?
6. Do you know any of Commonwealth countries? Why has
English Common Law been adopted by them?
7. What is the special field of the Court of Chancery?

B2. Translate into English using the text:

- обязательное соглашение - гражданский кодекс
- договорное право - средства правовой защиты
- правонарушение - основываться на
- совершить преступление традициях, обычаях и
- причинять вред прецедентах
- как действует закон - добиться справедливости
- соответствовать - своего рода дополнение к…
различным категориям

B3. Decide what category of law would deal with the following crimes:
a) robbery
b) violation of human rights
c) speed limit excess
d) failure to pay customs duties
e) misuse of authority
f) breach of contract
g) unreasonable dismissal

B4. Work in pairs. Choose any 2-3 words from the following list and try
to explain their meaning in English to each other. Your partner should
try to guess the word by its definition.
Well-being, harm, justice, punishment, code, precedent, dispute, property,
custom, statute
 91

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

B5. Match the beginnings and the ends:

1) It is law which is common to the whole country – national law …
2) It is law which is based on judicial decisions (case law) …
3) It distinguishes the common law legal systems based on precedents …
4) It comprises the rules developed by the common law courts …

a) …in contrast to the law which is made by Parliament (statutory law)

b) …from civil law jurisdictions based on civil codes.
c) …in contrast to local law
d) …in contrast to the rules developed by the courts of equity
 92

LESSON 4
A. DISCUSSION*
A1. Read about the advantages and disadvantages of the case law and
think of the advantages and disadvantages of the legal system in your
country. Compare your answers and discuss them.
Professor William Geldart has enumerated the advantages of the case law as:
a) certainty
b) possibility of growth
c) the great wealth of detailed rules
d) the practical character of these rules
The disadvantages, according to the same writer, are:
a) rigidity (“the binding force of precedent is a fetter on the discretion
of the judge’)
b) the danger of illogical distinction (“a judge will often avoid
following a rule which works hardship in a present case by laying
hold of minute distinction”)
c) bulk and complexity: there are over 1,000 volumes of law reports
containing 400,000 cases. These may be regarded as cumbersome
and the legal rules difficult to learn and apply.

B. LANGUAGE STUDY
B1. a) Word formation. Check yourself. Can you form the adjectives
from the words given below? Fill in the table:
Dispute, force, nation, protection, government, harm, custom, equity, law,
execution, supplement, power, decision, value, knowledge, parliament,
accident, peace, legend, president, environment

- al
- able
- ary
- ful
- ive

b) Now form the nouns from the verbs given below using the suffixes -
tion, -ence, - ment.
To adopt, disobey, enact, observe, violate, abolish, enforce, ignore, combine,
defend, exist, examine, connect, correspond
Note the difference:
violation = нарушение, violence = насилие
 93

B2. Word study. Note the difference in the meaning of the words “legal”
and “lawful” and translate the expressions and sentences below.
If some act is LEGAL, it doesn’t conflict with laws and a person can not be
punished for this action by law. “Legal” means “recognized by law” and also
“connected with law”.
E.g. legal formalities, legal profession
LAWFUL also means “permitted by law” and imply conformity with divine
laws or natural justice, and thus may mean “rightful”. Lawful marriage, for
example, is the marriage to which there is no legal impediment. “Lawful” is a
formal word.
E.g. the lawful heir, your lawful Queen

I. a) legal basis, legal possessor, legal force, legal right, illegal

act legal language, legal person
b) to sign legal document, to take legal advice, legal bars to
marriage
c) lawful authority, lawful method, the lawful wife, to reach
lawful age

II. 1) Is it legal to own a pistol in this state?

2) All his activities had been perfectly lawful; he had only
exercised his rights.
3) They used their opportunity, combining both legal and
underground methods.
4) The decisions are all legally correct but as someone once
said, “being legal doesn’t make it right”.
5) The Government aimed to eliminate unofficial strikes by
making them illegal.

B3. Phraseology. Read the English proverbs about law and find their
Russian equivalents or give your own.

1. One law for rich – another a. Обычай старше закона.

for poor. b. Мертвый да богатый не бывает
2. There is no rule without an виноватый.
exception. c. Бедному с богатым судиться –
3. Custom rules the law. лучше в ложке утопиться.
4. So many countries, so d. Большие порядки доводят до
many customs. больших беспорядков.
5. Possession is nine points e. Кто украдет рубль, того дают
of law. под суд, а кто тысяч двести,
 94

6. When in Rome do as того держат в чести.

Romans do. f. Ищи ветра в поле, а правду на
7. Truth lies at the bottom of дне морском.
a well. g. Чей хлеб ешь, того обычай и
8. Laws catch the flies, but тешь.
let hornets go free. h. Не всякий гриб в лукошко
9. The more laws, the more кладут.
offenders. i. У каждой пташки свои
10. Law-makers should not be замашки.
law-breakers.

LESSON 5.

A. DISCUSSION
A1. Read the text below and discuss the following:
a. What did Matt and Luther do wrong?
b. What laws are involved in the story?
c. Which of these are criminal laws? Which are civil laws?

Matt and Luther decide to skip school. They take Luther’s brother’s car
without telling him and drive to a local shopping center. Ignoring the sign
“Parking for Handicapped Persons Only”, they leave car and enter a radio
and TV shop.
After looking around, they buy a portable AM-FM radio. Then they buy
some sandwiches from a street vendor and walk to a nearby park. While
eating, they discover that the radio does not work. In their hurry to return it,
they leave their trash on the park bench.
When Matt and Luther get back to the shopping center, they notice a large
dent in one side of their car. The dent appears to be the result of a driver’s
carelessly backing out of the next space. They also notice that the car has
been broken into and that the tape deck has been removed.
They call the police to report the accident and theft. When the police arrive,
they seize a small clear bag containing illegal drugs from behind the car’s
back seat. Matt and Luther are arrested.

B. TRANSLATION
B1. Work in pairs and play “Teacher-Student” game. Retell the
following information in English to each other paying attention to the
word order and geographical names.
 95

В мировом праве различают четыре основных правовых семьи:

римское, или континентальное, право; английское, или общее, право;
религиозное, или мусульманское право; традиционное, или обычное,
право.
К семье континентального права относятся правовые системы
Италии, Франции, Испании, Германии, Швейцарии и других стран.
Современная правовая система России также родственна этой семье.
Она основывается на кодифицированных правилах (писаных законах),
имеет различные виды кодексов.
К семье общего права относятся правовые системы
Великобритании, США, Канады, Австралии, Новой Зеландии и других
стран, где влияние Великобритании было значительным. В основе
общего права лежит прецедент. Оно не имеет кодифицированных
отраслей права.
К семье религиозного права принадлежат мусульманское право
Ирана, Ирака, Пакистана и индусское право Индии, Сингапура,
Малайзии и других стран. Это право основывается на религиозных
традициях и предписаниях Корана, Сунны, законах Ману и других
источников.
К семье традиционного права относятся правовые системы
Мадагаскара, некоторых стран Африки и Дальнего Востока. Они
основываются на неписаных обычаях и традициях общества и являются
синтезом юридических, моральных и мифологических предписаний.
Каждая из семей имеет свои отличительные особенности, но все
они регулируют общественную жизнь и защищают права граждан.
----------------------------------------------------
мусульманский – Muslim
обычное право – customary law
индусский – Hindu
Коран – Koran
Сунна – Sunna
синтез - combination

C. VOCABULARY.
C1. Word formation
Adjectives of nationality have five different types of ending:
- ese Portuguese, Chinese
-an South African, American
-ian Russian, Austrian
-ish British, Spanish
 96

-i Saudi, Israeli

Work in pairs to form the adjectives of nationality for the following

countries, divide them into five groups.
Finland, Japan, Sweden, Malta, Mexico, Poland, Pakistan, Egypt, Denmark,
Oman, Vietnam, Italy, Morocco, Lebanon, Iraq, Iran, Scotland, Kuwait,
Norway, Cuba, Germany, Yemen, Burma, Venezuela, Brazil.

D. READING.
D1. Read through the text and complete the spaces (1-5) using the
sentences below (a-e)
Customary law.
Customary law is generally derived from custom, meaning long-established
practices that have acquired the force of law by common agreement. It does
not vary. (1)……….. In some tribes, the tribal common law has been set out
in different court decisions and written opinions over time and has become
case law.

Among several Pueblo communities, the matrilineal* system holds that

property belongs to the female. (2)……….. Similarly, Navajo courts
incorporate Navajo common law in decisions in probate, criminal, and child
custody cases, and marital conflicts.

For many tribes along the Northwest coast, such as the Yurok, customary
laws dictate the areas where families can conduct their fishing, hunting, and
gathering. These areas are passed down from one generation to the next.
When someone fishes in another family's area, it is considered an insult to the
entire family. (3)………. Compensation may be with fish, fishing gear,
feathers, hides, beadwork, traditional clothing, or other forms of payment.

Among several Pueblo communities, it is customary for discipline to be

administered by the fiscale, who is responsible for maintaining the peace and
overseeing the welfare of children and youth. (4)………. The fiscale advises
the children about the consequences of their misconduct and may reprimand
them or refer them and their parents to services such as counseling.

In many tribes, information, beliefs, and customs are handed down orally or
by example from one generation to another. For example, in the Minto Tribal
Court of Alaska the resolution process involves a segment dedicated to
''traditional counseling'' by the facilitator* or presiding judge. (5)……….
Often, these are expressed in parables* or creation narratives and beliefs.
 97

Advice is given about harboring hostile feelings, and everyone is encouraged

to renew relationships.
matrilineal – определяемый по женской, материнской линии
facilitator – someone who helps a group of people discuss things with each
other
parable – a short simple story that teaches a moral or religious lesson

a) It is a general practice for parents to summon the fiscale when their

children are unruly or misbehaving.
b) In a divorce or separation, property is divided according to the matrilineal
definitions of property ownership and is written into the decisions of the
traditional or tribal court.
c) This segment is traditionally set aside for the spokespersons or tribal
officials to speak of community values, mores, and the consequences of
misbehavior or misconduct.
d) Tribal common law is based on the values, mores and norms of a tribe and
expressed in its customs, traditions and practices.
e) By custom, the wronged family calls a family forum as the proper way to
handle the matter and to request compensation.

LESSON 6
A. READING.
A1. Before you read, try to match the following words with the proper
meaning:

1. be due to b) ослаблять,
2. widespread ослабевать
3. unified c) распространенный
4. reflect (v) d) удерживать(ся)
5. extensively e) объединенный
6. alongside f) большое количество
7. a great deal of g) быть обязанным
8. interpreting h) обширно
9. weaken (v) i) около, вместе
10. refrain j) толкование,
объяснение
a) отражать
 98

A2. Read the following text and write short headings for each
paragraph.
LEGAL SYSTEMS IN DIFFERENT COUNTRIES (*)
1._______________________
The spread of common law in the world is due both to the once widespread
influence of Britain in the world and the growth of its former colony, the
United States. Political divergence has produced legal divergence from
England. Unified federal law is only a small part of American law. Most of it
is produced by individual states and reflects various traditions. The state of
Louisiana, for example, has a Roman civil form of law which derives from its
days as a French colony. California has a case law tradition, but its laws are
codified as extensively as many Continental systems. Quebec is an island of
French law in the Canadian sea of case law. In India, English common law
has been codified and adopted alongside a Hindu tradition of law. Sri Lanka
has inherited a criminal code from the Russian law introduced by the Dutch,
and an uncodified civil law introduced by the British.
2._________________________
Continental systems have resulted from attempts by governments to produce
a set of codes to govern every legal aspect of a citizen’s life. Versions of
Roman law had long influenced many parts of Europe, including the case law
traditions of Scotland, but had little impact on English law. It is important not
to exaggerate the differences between these two traditions of law. For one
thing, many case law systems, such as California’s, have areas of law that
have been comprehensively codified. For another, many countries can be said
to have belonged to the Roman tradition long before codifying their laws, and
large uncodified areas of the law still remain. French public law has never
been codified, and French courts have produced a great deal of case law in
interpreting codes that become out of date because of social change. The
clear distinction between legislature and judiciary has weakened in many
countries, including Germany, France and Italy, where courts are able to
challenge the constitutional legality of a law made by Parliament.
3.___________________________
Despite a tradition of private law that more closely resembled English
principles of judicial precedent, the law-makers of Meiji Japan decided to
adopt criminal and civil codes closely based on the existing French models.
However, this rapid import of a new system was to a large extent an attempt
to give Japan the appearance of a modernized, even Westernized country, and
the way in which justice was actually administered continued to reflect older
Japanese principles of refraining wherever possible from formal and open
methods of solving disputes. New codes of law developed under the postwar
 99

occupation show some influence from Anglo-American common law

traditions (such as statutory forms of trust).
4._______________________________
Socialist countries in the 20-th century have produced very strong centralized
state institutions and complex legal systems alongside them. The leaders of
the Soviet Revolution, and hence the governments of many nations that came
under Soviet influence, tried to apply socialist ideology to a Continental civil
law tradition in as systematic and comprehensive a way as possible. This
ideology is clearly stated, and socialist law-makers criticized both common
law and previous civil law systems for masking their own capitalist ideology
in apparently neutral, unbiased institutions. In China, law courts are still
primarily regarded as political instruments, used both to control theft and
violence and to deal with political opponents. But recently, citizens in some
areas have been encouraged to seek legal redress in disputes with other
citizens, for example, over consumer matters. Attempts have been made to
codify Chinese law comprehensively, but so far there has been little progress.

B. COMPREHENSION AND VOCABULARY

B1. Answer the questions.
1. What is the reason for spreading of the common law in the world?
2. Are there any differences in legal systems of individual states in
the USA, Canada and India? Give examples of diversity.
3. What countries were influenced by the Continental system of law?
4. Which of the systems influenced socialist countries?
5. What does law court mean for the Chinese?

B2. Match up these words with their definitions.

1) divergence; 2) derive from; 3) inherit; 4) exaggerate; 5) encourage; 6)
comprehensive; 7)impact
a) to say or do something that helps someone feel confident enough to do
something;
b) to originate, have a starting-point, source;
c) the big and permanent changes that happen as a result of something
important;
d) getting father apart from each other
e) including much;
f) to receive some qualities from ancestors;
g) to say that something is much bigger, better, more important than it really
is

B3. Complete the sentences using the text.

 100

1. …… is a small part of American law.

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

LESSON 7

A. LANGUAGE STUDY.
A1. Formal and informal verbs. The social context usually determines
the mode of speech. When placed in different situations, people
instinctively choose different kinds of words and structures to express
their thoughts. All situations can be roughly classified into two types:
- formal ( a lecture, a speech in court, an official letter,
professional communication)
- informal ( an informal talk, a private letter)
Accordingly, words are divided into formal and informal ones.
For example:
formal informal
assist = help
approximately = about
sufficient = enough
commence = start, begin
terminate = finish, be over
In legal language formal style is usually used.
Now find the formal equivalents to the informal words below:
take part - ….. ascertain
ask for - ….. disconnect
say sorry - ….. abolish
put off - ….. participate
find out - ….. occupy
call off - ….. terminate
get - ….. cancel
take up - ….. request
 101

come to an end - ….. obtain

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

A2. Make the underlined words below less formal.

1) If you require any more information, please, call me.
2) I’m trying to ascertain exactly why she’s resigned.
3) I requested a room with a view but they didn’t have any.
4) I think you should apologize to her.
5) They have postponed the conference until later in the year.
6) I’m calling to inform you that I won’t be able to meet you on Friday.
7) Why was the match cancelled?
8) Have you resolve the problem with your computer yet?
9) I’m trying to contact Simona. You don’t know her number, do you?
10) You can obtain copies of the document from our head office.

A3. Fill in the text the suitable formal verbs

Proceed; regarded; instructed; above-mentioned; chambers; request;
attend; acknowledgement
“Dear Sir,
We are (given directions)_______ by Mr. Ernest Freeman, father of the (
named earlier)______ Miss Ernestina Freeman, to (ask)______ you to
attend at these (offices)_______ at 3 o’clock this coming Friday. Your failure
to (come)_______will be (believed)______ as an (agreement)_____ of our
client’s right to (go forward)_______ .”

A4. Phraseology. Read the sentences with the idiomatic expressions. Try
to match phraseological units with their meanings.
1. We must bring these criminals to book; they deserve severe
punishment.
2. The police don’t like private eyes as a rule, but they had to admit
that Hugh was a first-class investigator.
3. I don’t want to name names but I will if the stealing doesn’t stop.
4. Since Alan came out of prison, he hasn’t put a foot wrong.
5. Edward would have been happier in the Civil Service than in
business. Whatever the circumstances, he always go by the book.
 102

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

1. 2. 3. 4. 5. 6. 7. 8. 9. b) to make accusations against

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

B. TRANSLATION. Project-work
B1. Translate the following extract in writing.

Most educated people have the idea that the laws in England form some sort
of system, and that in France or the United States or Soviet Russia and,
indeed, in almost every part of the world which is thought of as a separate
“country” there are legal systems which are broadly similar in structure in
spite of important differences.
The important points of similarity between different legal systems comprise:
1) rules forbidding or enjoying certain types of behaviour under
penalty;
2) rules requiring people to compensate those whom they injure in
certain ways;
3) rules specifying what must be done to make wills, contracts and
other arrangements which confer rights and create obligations;
4) courts to determine what the rules are and when they are
broken, and to fix the punishment or compensation;
5) a legislature to make new rules and abolish old ones.
 103

If all this is common knowledge, how is it that the question “What is law?”
has persisted and so many various answers have been given to it? It is
because there exist also doubtful cases and about their “legal quality” not
only ordinary educated men but even lawyers hesitate. Primitive law and
international law are the foremost of such doubtful cases. International law
lacks a legislature, states can not be brought before international courts
without their prior consent, and there is no centrally organized effective
system of sanctions. Certain types of primitive law similarly lack these
features.
(from The Concept of Law by H. L. A. Hart)

LESSON 8

A. REVISION
A1. Write out synonyms from the words below.
Abolish – create – obey – violate – commit – perform an action – disobey –
cancel – break – nullify – observe – modify – do what is told – abuse – do –
change – repeal – establish – remake – give birth to – follow – execute –
reform – put an end to

A2. Insert the words in the text and translate it in a written form.
Cases, statutes, governments, courts, precedents, a decision, previous,
before, differ from, define or codify

Common law systems, particularly that of England, ________ Continental

law in having developed gradually throughout history, not as the result of
government attempts to _________ every legal relation. Customs and court
rulings have been as important as ________ (government legislation). Judges
do not merely apply the law, in some cases they make law, since their
interpretations may become ________ for other courts to follow. If the
essential elements of a case were the same as those of ________ recorded
cases, then the judge was bound to reach the same decision regarding guilt or
innocence. If no precedent could be found, then the judge made ________
based upon existing legal principles, and his decision would become a
precedent for other ________ to follow when a similar case arose. Sometimes
________ make new laws to modify or clarify the common law, or to make
rules where none existed ________. But even statutes often need to be
interrupted by the courts in order to fit particular ________, and these
interpretations become new precedents.
 104

A3. Find the right word for each definition.

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

B. RENRERING*
B1. Render the following text in English.
СТЕПНОЙ ЗАКОН
Практически все известные на сегодняшний день письменные
источники по обычному праву казахов, киргизов и туркмен – это
документы, созданные российскими чиновниками в XVIII-XIX вв.
Причина этого в том, что адаты (обычаи, древние нормы права) не
имели письменного выражения. Обычное право кочевников
существовало в форме устных преданий и обычаев, которые содержали
способы разрешения споров, расследования преступлений и
восстановления справедливости. Авторитетность норм обычного права
вытекала из уважения к предкам и древним преданиям. Нормы
обычного права действовали не сами по себе (как в европейских судах),
 105

но лишь в случае заинтересованности родственников сторон. Поэтому

обычное право всегда неопределенно и вариативно. Оно постоянно
изменяется, в зависимости от ситуации и времени.
Устный характер суда означал быстроту, гласность и
открытость процесса. Устами старейшин говорил не абстрактный
писаный закон, а обычай, который нельзя было не признавать и не
подчиняться ему. Первое место в нем занимает закон возмездия:
родственники убитого имели право лишить жизни убийцу, а
отрубивший ногу, руку, ухо и пр. должен быть лишен той же части тела.
Хотя наказания могли быть заменены по согласию родственников
платой: убийца мог вернуть себе жизнь, заплатив за убитого
мужчину1000 баранов, а за женщину 500 баранов. Большой палец стоил
100 баранов, мизинец – 20 и т.д.
Вот некоторые примеры законов обычного права киргизов:
обидевший женщину обязан просить у нее прощения, а в случае отказа
– платить;
если кто примет христианскую веру, у того родственники отнимают все
его имение;
за убитую охотничью собаку хозяин может требовать невольника;
если один человек ударит другого (без повреждения членов), или будет
произносить ругательства, то должен отдать обиженному что-либо из
своего имущества (скотом или вещами).
(Степной закон. Обычное право казахов, киргизов и туркмен.)

казахи – the Kazakhs предание - tradition

киргизы – the Kirghiz старейшина - elder
туркмены – the Turkmen возмездие - requital
кочевник – nomad невольник - slave
предок – ancestor

C. CASES
C1. Read the cases. Using the information from the texts and your
background knowledge try to guess what category of law the situation
refers to.

Case 1
Recently a small group of politicians initiated a debate about the principles of
federal structuring of the country. They claimed that a multinational state
should not be in a form of federation as this structuring presents less
opportunities for the nation to choose whether to stay in the federal state or
 106

not. Any nation has a right to form its own state thus the principles of
separatism should be clearly formulated in the state law.
What do you think about the situation? Does this point of view have any
grounds? What principle of state structuring do you consider the best? (Give
reasons to ground your choice)

Case 2
Part 1
James B. broke into the house of Mr. and Mrs. L. (who were on holiday at
that time) and stole $20,000 cash and some expensive jewelry from the safe.
On his way out of the house he upset a coffee table in the lounge and broke
an ancient Chinese vase that cost $230,000. Unfortunately, James did not
notice that the house had a modern security system that informed the police
about his presence in the house. As soon as he left the house he saw two
police officers waiting for him. They handcuffed him and took to the police
station.
What was the crime he was accused of? What might the penalty be?
Part 2
When the L’s were informed about the situation they returned from their trip
to Florida at once. The first thing they noticed, were the remains of the vase
on the floor. Mrs. L. broke into tears: it was a family tradition to give this
vase to girls as a wedding gift. Mr. L. was less emotional. He told that the
vase was the most precious thing in the house and he wished James had
stolen everything but hadn’t touched the vase. Mr. L. is now planning to sue
James to make him pay for the vase.
What kind of lawsuit is it going to be? Do you think the L’s have legal
grounds for suing James? Would they get the money?

Case 3
The Supreme Court is now hearing a case about distribution of authority
among the Ministry Of Defense and the State treasury. The case involves
such administrative functions as ordering different types of weapons for the
national Military Forces and financing all military contracts. The Defense
Minister claims that the Treasury officials who know nothing about military
matters set hurdles to the development of Nation’s Army and Navy. The
spokesman for the treasury reported that the military officials cannot plan the
expenses and are constantly asking for more and more finance giving no
grounds for such increases.
Whose arguments seem more reasonable in the situation? Who should be
responsible for military expenses?
 107

Case 4
Mark H. was sentences to 2 years of prison for shooting a burglar who broke
into his house. The killed man was a habitual criminal who had been released
from jail a couple of months before the misfortune. The prosecutor
considered the verdict fair because the killed criminal was not armed. Mark
does not consider himself guilty and wants to appeal. “I have all legal rights
to protect my family and my property”, he says.
Is the verdict fair? What kind of court will hear the case? What might the
outcome of the situation be?

Case 5
Part 1
K., 95, was lonely for most time of his life. He had no wife and no children.
Unsuccessful in his private life, he was very fortunate in business and at the
time of death he had a fortune of about $400,000. When he died, his distant
relatives (grandchildren of his cousin) wanted to inherit his property,
including the apartment in a prestigious district.
Do they have any legal rights for inheriting the property?
Part 2
Suddenly the relatives found out hat K. had left a will leaving all his property
to a complete stranger. The relatives were shocked and indignant, they were
really sure they had all chances to inherit the money and the flat. M., the
beneficiary of the will, claims that she was helping the old man about the
house and has all the legal and moral rights to get the fortune. The relatives
want to take her to court.
What kind of case is it going to be? Do they have a chance to win and get the
money? (Try to give legal grounds)

Case 6
Anna M., 37, is going to sue her former employer. She was dismissed when
the company she worked for decided to close its subsidiary in her city. About
40 employees are out of job now. Anna says the company has no rights to fire
her as she has three kids. Although her husband works, his salary is not
enough to support the family, and it is highly unlikely that she will find a new
job because of the high unemployment rate in the city.
Were there any legal grounds for her dismissal? Do you think she can
succeed in the lawsuit?

Case 7
N., a Swiss company, sued Russia for breaking the terms of the contract. The
spokesman for the company said that 10 years ago the company won a
 108

governmental contract for importing some goods to the country. They claim
that the country broke the terms of the contract and did not pay the whole
sum. The country’s officials admit that the contract was broken but they
claim that the price of the goods was twice bigger than the market one. They
call the contract fraudulent.
Who is right in the situation? What grounds should each of the sides give to
the court to win the case?

C2. Read the newspaper headlines. What peculiarities of newspaper style

can you notice in the headings? What category of law can they refer to?
Write a newspaper article about one of the situations presented in the
headlines.

Murder Susoect Skips Bail

3rd Amendment to Be Abolished
Labour Units Threaten Immediate Strike
President Testifies to Senate Committee
Gazprom Sues Ukrgaz for Illegal Gas Taking
President Demands More Power
Nurse Inherits $10 bln
Government Announces Income Tax Cuts

APPENDIX 1 WORDS TO KNOW:

abolish (v) deal with (v) executive (adj)
apply (v) disobey (v) legitimate (adj
adopt (v) dispute (n) modify (v)
administer (v) comprehensive observe (v)
break (a law) (v) (adj) exaggerate (v)
benefit (n) establish (v) obey (v)
case (n) enact (v) obtain justice
bind (v) execute (v) pass (a law) (v)
codify (v) derive from (v) encourage (v)
commit (v) enforce (v) principal (adj/n)
concern (v) equity (n) punishment (n)
correspond (v) consist of (v) practise (v)
create (v) divergence (n) impact (n)
code (n) go beyond (v) principle (n)
define (v) harm (n/v) responsibility (n)
consolidate (v) lawful (adj) repeal (v)
 109

inherit (v) trust (n) well-being (n)

revoke (v) violate (v) legal remedy
source (n) interpret (v) reflect (v)
statute (n) violation (n) safeguard (v)
inheritance (n) violence (n)
tort (n) wrong (n)

APPENDIX 2 KEY TO MODULE 3

Lesson 2
A5 1) adopted 2) breaking 3) ignore 4) passed 5) rely 6) observe 7)
enacted 8) practices 9) beyond

Lesson 3
B6 1c 2a 3b 4d

Lesson 4
B3 (answers may vary)
1c; 2h; 3a; 4i; 5e; 6g; 7f; 8b; 9d; 10 no variant

Lesson 5
C1 a)
Japanese Mexican Egyptian Finnish Pakistani
Maltese Moroccan Italian Swedish Omani
Lebanese Cuban Iranian Polish Iraqi
Vietnamese German Norwegian Danish Kuwaiti
Burmese Venezuelan Brazilian Scottish Yemeni
D1 1d; 2b; 3e; 4a; 5c

Lesson 6
A1
1g 2c 3e 4a 5h 6d 7i 8f 9j 10b
B2
1d 2b 3f 4g 5a 6e 7c

Lesson 7
A1
take part – participate; ask for – request; say sorry – apologize; put off –
postpone; find out – ascertain; call off – cancel; get – obtain; take up –
occupy; come to an end – terminate; let smb know – inform; ; get in touch
 110

with – contact; need – require; cut off – disconnect; decide – resolve; put
to an end – abolish; understand – comprehend .
A3
Instructed, above-mentioned, request, chambers, attend, regarded,
acknowledgement, proceed.
A4
1d 2c 3b 4h 5j 6i 7g 8f 9e

APPENDIX 3 SOURCES:
I. Учебники и учебные пособия:
1) Английский для юристов /Сост. Назарова Н.Б., Коробова Е.Б.
М., 2002.
2) Крупченко А.К. Contemporary Law in Russia. М., 2002.
3) Антрушина Г.Б. и др. Лексикология английского языка. М.,
2000.
4) Шевелева С.А. Английский для юристов. М., 2002.
5) Матузов Н.И. Теория государства и права. М., 2004.
6) Farrell M. The World of English. Longman, 1995.
7) Riley A. English for Law.
8) Law Today
9) Padfield C.F. Law made simple. London, 1985.
II. Словари и справочники:
1) Longman Essential Activator, 1997.
2) Hornby A.S. Oxford Advanced Learner’s Dictionary of Current
English. Oxford-Moscow, 1982.
3) The Penguin English Dictionary, !986.
4) The Penguin Dictionary of English Idioms, 1986.
5) 21st Century Synonym and Antonym Finder. Princeton Language
Institute,1993.
6) Гринбаум С., Уиткат Д. Словарь трудностей англ. языка. М.,
1990.
7) Карпентер Э. Часто смешиваемые слова. М., 2003.
8) Кейпл А. и др. Словообразование: Справочник по англ. яз.
М.,2003.
9) Словарь употребительных английских пословиц. М.,1985
10) Longman Dictionary of Contemporary English, 2005
III. Прочие источники:
1) Hart H.L.A. The Concept of Law. Oxford, 1963.
2) Степной закон. Обычное право казахов, киргизов и туркмен.
М., 2000.
3) Newspapers: The Daily Telegraph, The St.Petersburg Times.
 111

MODULE 4. ENTERING THE LEGAL PROFESSION.

“The object of education is to prepare the young to educate themselves
throughout their lives.”
R.M.Hutchins

LESSON 1
A. LEAD –IN
A1. Answer the following questions:
- Why do we need education?
- What levels of education can a person have?
- What is the correlation between the stages of your educational
process and your age?

A2. Discussion. What is the need of university education?

Split into two groups: one group has to provide arguments for university
education, another group thinks up arguments to prove that one can be
successful without it. The group that gives more arguments wins.

A3. Discussion. Look through the list of professions (use a dictionary to

check the meaning of the words you don’t know). What kind of education
does each of them require? What job would probably be impossible for a
person who has no university education? (give reasons to ground your point
of view)

- a mechanic - a police officer

- an engineer - an aircraft pilot
- an accountant - a public defender
- a street vender - a plumber
- an architect - a firefighter
- a sales manager - a surgeon
- a prosecutor - a stockbroker
- a bricklayer - a dentist
- a university professor - a factory worker
- a pop star - a top manager of a
- a carpenter multinational corporation

A4. Express your ideas:

1. Say a few words about your university: say what it is called, speak
about its faculties and their specializations.
 112

2. What is the most interesting for you in your college life? Do you
enjoy it?
3. What examinations did you take to enter the university? Which of
them were the most difficult?
4. Do you remember some differences concerning education in Great
Britain and the USA? Study the following table:

Great Britain United States

School for Secondary school High school (don’t confuse
children aged 11 with higher school)
– 17
Public school One of a number of A school that is paid for by
expensive private schools the government and is
which parents must pay available to all children
for
College A place where people A university where people
study after they leave get degrees
secondary school, but
which does not give
degrees
Student Someone who is studying Anyone who is studying at a
at a university or college school, college, or
(children at school are university
usually called pupils)
Periods of Term – one of the three Semester – one of the two
academic year periods that the year is periods that the year is
divided into divided into at American
schools and universities
To graduate To successfully finish In the US you can graduate
studies at university and either from university or
get bachelor’s degree from high school
Students who Postgraduate students Graduate student
continue (аспирант) (graduate course
education after – аспирантура)
they have got a
degree

B. READING
 113

B1. Read and translate the text. Note the italicized words relating to the
field of education. Explain their meaning. Use the dictionary if
necessary.

COLLEGE LIFE
The merry-go-round of college life is something that one never
forgets. It’s a fascinating, fantastic, fabulous experience, irrespective of the
fact whether one is a full-time or a part-time student.
Who can forget the first day at the university when one turns from
an applicant who has passed entrance exams into a first-year student? I did
it! I entered, I got in to the university! A solemn ceremony in front of the
university building and serious people making speeches. Hey, lad, do you
happen to know who they are? The rector, vice-rectors, deans, subdeans…
and what about those ladies? Heads of departments and senior lecturers?
Some of them must be professors, some – associate or assistant professors,
but, of course, all of them have high academic degrees.
The monitors hand out student membership cards, student record
books and library cards – one feels like a real person. First celebrations and
then days of hard work. So many classes, so many new subjects to put on the
timetable! The curriculum seems to be developed especially for geniuses.
Lectures, seminars and tutorials. Home preparations; a real avalanche of
homework.
If one can not cope with the work load of college he or she
immediately starts lagging behind. It is easier to keep pace with the
programme than to catch up with it later. Everyone tries hard to be, or at
least to look, diligent. First tests and examination sessions. The first
successes and first failures: “I have passed!” or “He has not given me a
pass!” Tears and smiles. And a long-awaited vacation.
The merry-go-round runs faster. Assignments, written
reproductions, compositions, synopses, papers. Works handed in and handed
out, checked up and marked. ”Professor, I have never played truant, I had a
good excuse for missing classes”. Reading up for exams. “No, professor, I
have never cheated – no cribs. I just crammed”.
Junior students become senior. Still all of them are one family –
undergraduates. Students’ parties in the students’ club. Meeting people and
parting with the people. You know, Nora is going to be expelled and Dora is
going to graduate with honours. Yearly essays, graduation dissertations,
finals…and I’ve got a degree! I am happy! It is over! It is over… Is it over?
Oh, no… A postgraduate course, a thesis, an oral, and a degree in Law.
Where are the first-year students of the law faculty? Oh, how nice…
 114

B2. Write out from the text the words relating to the following
categories. Learn them by heart.
KEY VOCABULARY
Students Full-time student,

Academic posts Rector,

Educational Classes,
process
Work to be done Assignments,
by students

C. VOCABULARY
C1. Using the text, match the verbs with the nouns to make 11 word
partners. Learn them by heart.
1. to pass ….. a) speeches
2. to enter ….. b) the work load of
3. to make ….. college
4. to hand out ….. c) the university
5. to cope with ….. d) exams
6. to keep pace with e) the programme
….. f) student membership
7. to give ….. cards
8. to check up ….. g) a pass
9. to miss ….. h) truant
10. to play ….. i) classes
11. to graduate ….. j) homeworks
k) with honours

C2. Explain the difference in the meaning of the following words:

a) full-time student – part-time student
b) graduate – postgraduate
c) curriculum – timetable
d) lecture – seminar
e) to keep pace with programme – to catch up with programme
f) to take/sit an exam – to pass an exam

C3. Find in the text the English equivalents to the following word
expressions:
1) вступительные экзамены 3) торжественная
2) выпускные экзамены церемония
 115

4) дипломная работа 10) быть прилежным

5) зачетная книжка студентом
6) читательский билет 11) первые успехи и неудачи
7) усердная работа 12) долгожданные каникулы
8) начать отставать 13) подготовка к экзаменам
9) наверстывать 14) быть исключенным
программу 15) получить ученую степень

D. SPEAKING
D1. Recall you experience of entering the university. What was the most
difficult thing you had to overcome? The easiest thing you experienced?
Describe your emotions before/ during/ after the exams. Were you sure that
you would pass the exams?

D2. Speak about your studying at the university. Answer the questions
below. Note the helpful vocabulary.
1. Can you remember your feelings and emotions during your first day
in the university? What were they like? How do you feel now?
2. Speak about the educational process you are involved in:
a) In your opinion, is your curriculum perfect/imperfect?
b) What kind of classes have you got? What classes do you
like?
c) Do you try to keep pace with the programme?
d) Can you say that you are a diligent student?

HELPFUL VOCABULARY
Wonderful (deep, strong, strange) feeling; feeling of relief (sadness,
helplessness); mixture of emotions; to feel confused (enthusiastic, excited,
anxious, nervous); hard to express the feelings; to realize a dream (an
ambition); to study hard; to make progress in…; to succeed in…; to find sth
difficult; to have trouble with; to be strong (excellent, poor, weak) student

LESSON 2
A. LANGUAGE STUDY
A1. Study the difference in the meaning of the following words:

UNIVERSITY TEACHER – any person who teaches at a university

(преподаватель)
 116

PROFESSOR – 1) in Britain means a teacher of the highest rank

(профессор)
James Challis is a Professor of Astronomy at Cambridge
Regius Professor ( профессор, кафедра которого учреждена одним из
английских королей, особенно в Оксфорде и Кембридже)
2) in the US means any university teacher of senior academic staff
Everybody seems to have money these days. Except college professors.

LECTURER (Br.E.) – this is the largest group of teachers. They not only
give lectures, but also take classes and seminars (лектор, преподаватель).
David is now a lecturer in Economics at Bristol University.

READER – this grade exists in most English universities. It denotes a

university teacher ranking between lecturer and professor. It is not a large
group; there may be only one reader in a department (лектор,
преподаватель)
Reader in Phonetics at London University (in the University of London).

TUTOR – 1) a teacher who gives lessons to a small group of students

(преподаватель)
2) a member of staff who is responsible for the supervision of a certain
number of students (куратор)
His tutors in English and History give him favourable reports.
3) a private teacher may be also called a tutor (репетитор)
When she was ill she studied at home with a private tutor.

INSTRUCTOR – (BrE) in Britain it isn’t a teacher in a university or college.

An instructor teaches a particular skill (инструктор, тренер)
A swimming instructor; a driving instructor
(AmE) in the USA instructor denotes the first grade of university teacher and
is similar to the Russian “ассистент”.

Compare the positions you’ve studied with the ones in Russia. Can you
name some courses in your university which are conducted by people
who hold those positions?

A2. There are a lot of common expressions based on DO and MAKE.

Learn them and complete the sentences below.

MAKE DO
a mistake lessons/homework
 117

an effort a job
a decision/a choice an exercise
progress the best
a good/bad impression business (with smb)
a promise/an excuse a favour/a service
comment/remark smb’s duty
a speech/a report justice/violence to smb
an example of smb (=to harm/good
punish)

1. Mrs. Thatcher said she could …..business with Mr. Gorbachev.

2. Listen, Sergeant, it’s my duty to …..an example of you, and I’m
going to …..my duty as you have always asked me to.
3. I will …..all my best to help you.
4. …..me a favour, please – turn the radio down while I’m …..my
lessons.
5. Dressing smartly for your exams helps you to …..a good
impression.
6. He still has to …..his military service.
7. Please, …..an effort to arrive early, don’t be late.
8. To …..him justice, we must admit that his intentions were good.
9. You are …..fast progress in your studies.
10. If you keep criticizing people, it can …..a lot of harm.
11. She …..the shortest speech I have ever heard.
12. He decided to study law – I hope he’s …..the right choice.
13. Have you any comments to …..upon my story?
14. At some time in our life we all …..something wrong, and we all
…..mistakes.
15. Eat more fruit: it will …..you good.

B. READING
B1. Read the passage without using a dictionary and say what the main
ideas of the text are. If you fail to guess the meanings of the words in
italics, find their explanation in a dictionary.
It is difficult to get into a top Japanese university, from which most
of the big companies recruit their staffs. Pre-university examinations,
throughout school life, are horrifically competitive. Nine-year-olds have been
treated for ulcers after going to evening classes five nights a week. In one
year, 335 schoolchildren killed themselves through the pressure to succeed.
But once at university, life is a doddle. Exams are easy and can be
sat again. More than 95 per cent of students graduate successfully, often with
 118

a minimum of work. A survey showed that 98 per cent of students own

television sets and refrigerators – and more of them have washing machines
and electric footwarmers than have bookcases. The survey found that
“reading cartoon magazines is the favourite pastime”.
Attitudes were tested in the same survey: the words that Japanese
students like include hometown, femininity, fidelity to parents, virginal purity
and duty. The concepts they most dislike include women’s lib, punk fashion
and datsu-sara (the term means to quit a salaried job in a large corporation,
with guaranteed employment for life). While they wait to join the big
company, Japanese students have a good time.

Did you manage to make some conclusion on what values and believes
your Japanese counterparts have? Do you share any? Is there any
striking difference between Russian and Japanese students?

B2. Word hunting. Find the words in the text which mean the same as
the following expressions:
a) to take an exam once more;
b) to go away from, to stop;
c) this adjective means a situation in which people try hard to do better
than each other;
d) to find new people to work for a company, organization or military
force;
e) an activity that occupies one’s time pleasantly;
f) the personnel of an enterprise, all people who work for a company;
g) a general idea or understanding;
h) an attempt to find out about people’s opinions by asking a set of
questions;
i) (colloquial) a walk;
j) what you think or feel about something or someone, especially when
this is shown in the way you behave

A5. Give your own explanation of the following concepts:

femininity
fidelity to parents
punk fashion
women’s liberation
Think of some other concepts which are popular among students these
days:
_____________
_____________
 119

_____________

C. DISCUSSION.
C1. a) What do you think about the Japanese system of education (pre-
university and university)? Is it the same as in Russia? In what way is it
different? (share your ideas with the class)
b) What is the attitude to studying of the present day young generation? Do
young people value education? Is the attitude the same both in urban and
rural areas of Russia?

D. WRITING. Mini-project.
D1. Write an essay on the interests, concepts, attitudes and ambitions of
students nowadays. Do the concepts, attitudes and interests of law
students differ from those of other students? Do the concepts, attitudes
and interests in this country differ from those of British (American)
students?

LESSON 3
A. READING
A1. Before reading look through the list of key vocabulary and try to
memorize it.
KEY VOCABULARY
bar (n) – коллегия адвокатов
legal studies – юридические
предметы, дисциплины
skills (n) – навыки, умения
enable (v) – давать
возможность
enroll (v) – вносить в список,
регистрировать
environmental law – право
охраны окружающей среды
pride oneself – гордиться чем-
либо
adjunct professor – адъюнкт-
профессор (амер.)
devote – посвящать
research (into/on) (n) – научно-
исследовательская работа
scholarly – ученый, научный
reflection – размышление,
раздумье
seek – пытаться, стараться
impart – сообщать, передавать
attainment – достижение
to gain training – получить
подготовку, пройти обучение
transaction – сделка, деловая
операция
thesis (pl. theses) (n) –
диссертация
LL.M. (Lat. Legum Magister) –
Master of Laws – магистр права
J.D. (Lat. Jurum Doctor) –
Doctor of Laws – доктор права
 120

ST. MARY’S UNIVERSITY SCHOOL OF LAW (USA)

St. Mary’s University School of Law, located in San Antonio,
Texas, was founded in 1927 by the San Antonio Bar Association. It offers a
solid curriculum of traditional legal studies, and teaches its students the
practical skills and habits of mind that enable them to become effective
advocates. The School has also created new courses and seminars in public-
interest law, environmental law, international and comparative law.
Enrollment is limited to about 780 full-time students (the Law
School does not offer a part-time study program). The faculty is composed of
38 full-time professors, who pride themselves on taking a personal interest in
their students’ academic progress and welfare. Each semester, approximately
20 adjunct professors also teach courses of a specialized nature. Members of
the faculty devote considerable effort to legal research and scholarly writing.
Some of their work is published in the St. Mary’s Law Journal, which has
received several awards since its establishment in 1969.
The university is a special place for reflection, dialogue, research,
service, and teaching. The Law School seeks to instill in its students a
knowledge of, and loyalty to principles that should be the basis of any legal
system. Knowledge of the law is essential to the education of a lawyer, but it
is only a starting point. The Law School also seeks to impart to its students a
clear understanding of the true function and aim of a legal system – the
attainment of justice.
In 1969, St. Mary’s established a Master’s degree in International
and Comparative Law. The LL.M. program is designed for U.S. lawyers and
law school graduates who wish to gain specialized training in international or
comparative law. Lawyers who represent clients doing business in Mexico or
Latin America will find courses that provide a grounding in civil law.
Students who plan to focus their legal practice on commercial transactions
involving the European Union or Eastern Europe will be interested in
participating in the St. Mary’s summer program in Innsbruck, Austria. And
law graduates who are drawn to international human rights will find strong
offerings in that area.
Students enrolled in the program are expected to obtain the 24-
credit-hours required for graduation in nine months of full-time academic
work. Students are required to take courses in both public and international
law and basic comparative law, unless they completed such courses in
fulfillment of their J.D. requirements. In addition, each student must write a
three-credit thesis of publishable quality.
 121

B. COMPREHENSION AND VOCABULARY

B1. Decide if the following statements are TRUE or FALSE. Correct
them if necessary.
1. The Law School seeks to instill in its students a loyalty to
principles that should be the basis of any legal system.
2. The School offers new courses and seminars in civil law,
equitable law, financial and political law.
3. The Law School also offers a part-time study program.
4. In 1969, St. Mary’s established a Master’s degree in
Environmental Law.
5. Some students will be interested in participating in the St.
Mary’s summer program in Austria.
6. The university is a special place for relaxation and rest.

B2. Answer the following questions:

1) Where is St. Mary’s University School of Law located?
2) What curriculum does the School offer?
3) How many students are enrolled every year?
4) What can you tell about the staff of the University?
5) What does St. Mary’s University School of Law Journal publish?
6) What are the main branches of knowledge that the School seeks to
impart to its students?
7) What advanced knowledge can be given to students with different
interests and in what faculties?
8) What are the general regulations at St. Mary’s University School of
Law?

B3. Find in the text the English equivalents to the following words:
1. располагаться, находиться 7. прививать верность
2. серьезная программа принципам
3. практические навыки 8. быть важным,
4. проявлять личный интерес существенным
5. преподавать специальные 9. ясное понимание цели
дисциплины 10. разрабатывать программу
6. значительные усилия 11. выполнение требований
12. пригодный для печати

B4. Find the right word for the following expressions:

a) a course of study offered in a school, college, university – c…..
b) a lengthy essay resulting from original academic research – t…..
c) to enter the name of in a register – e…..
 122

d) scholarly or scientific study of a given field or problem – r…..

e) a special ability that you need to learn in order to do a particular
job – s…..
f) to make it possible for someone to do something – e…..
g) thought, meditation, serious consideration – r…..
h) an acquired skill or ability – a…..

B5. Fill in the gaps the following words and word combinations:
A grounding in civil law; of publishable quality; solid curriculum; who
pride themselves on taking a personal interest; the attainment of justice;
starting point; practical skills and habits of mind; devote considerable effort
1) It offers a __________ of traditional legal studies.
2) University teaches its students the __________that enable them to become
effective advocates.
3) The faculty is composed of 38 full-time professors __________in their
students’ academic progress and welfare.
4) Members of the faculty __________ to legal research and scholarly
writing.
5) Knowledge of the law is essential to the education of a lawyer, but it is
only a __________ .
6) The Law School also seeks to impart to its students a clear understanding
of the true function and aim of a legal system - __________ .
7) Lawyers who represent clients doing business in Mexico or Latin America
will find courses that provide __________ .
8) Each student must write a three-credit thesis __________ .

C. PROJECT WORK.
C1. In the text they mention a system of credits typical of foreign
universities. Try to find some information about the education system based
on credits (use books, Internet resources ). Share your knowledge with the
class. Do you think this system can be implemented in Russia? (give reasons)

LESSON 4
A. LANGUAGE STUDY
A1. Word building. Fill in the table and use necessary forms in the
sentences below.

verb Abstract noun A person

1. graduate graduation …..
2. require ….. ×
 123

3. ….. ….. Trainee/ trainer

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

A2. Word study. «НАУЧНЫЙ». Mind the difference between these

words.

SCIENTIFIC (connected with or used in science, especially natural sciences)

scientific methods
scientific classification
scientific film
ACADEMIC (concerning teaching or studying)
academic year
academic work
academic research
academic failure (неуспеваемость, задолженность)
LEARNED (having or showing much knowledge)
learned journal/ article
learned society
learned men
the learned professions (богословие, право, медицина)
SCHOLARLY ( having or showing much learning)
scholarly translation
scholarly dispute
scholarly young woman (эрудированная девушка)
RESEARCH
research assistant/ associate (научный работник)
research professor-профессор, занимающийся научно-
исслед. работой
Make up your own sentences with these words.

A3. Complete the following sentences using the words below.

 124

To practice, enter a university, widely used, grades, level of ability,

sciences, examinations, to attend, hold jobs, a degree, require, education,
academic , skills
AMERICAN EDUCATIONAL STANDARDS.
Those who believe that American schools are more play than work
overlook an important fact: a high school diploma is not a ticket that allows
someone to automatically (1)__________ . Standardized (2)__________ play
a decisive role at almost every level of (3)__________ , especially in the
admission to colleges and universities.
There are two (4)__________ and nationally-administered tests for high
school students who wish (5)__________ a college or university. One is SAT
(Scholastic Aptitude Test) which attempts to measure aptitudes in verbal and
mathematical fields. The other is ACT (American College Testing program),
which attempts to measure (6)__________ in English, mathematics, and the
social and natural (7)__________ . The tests are used by universities as
standards for comparison, but are not in any way “official”.
Many universities publish the average scores achieved on these tests
by the students they admit. This indicates the “quality”, or
(8)__________expected of those who apply. Similar testing programs exist at
higher levels, as well. Someone who has already finished four years of
university and wishes to go to a law or medical school is also required to take
standardized tests which may be quite difficult. Even after someone has
studied for many years and earned a (9)__________ from a university, this
still does not mean that he or she can begin (10)________ in the U.S. The
individual states (11)_________ further examinations.
Most universities have mid-semester and final (end-of-semester)
examinations. It is possible to “flunk out” of a university, that is to be asked
to leave because of poor (12)________ Since tuition fees alone can be
rather high (ranging from over $10,000 for an (13)__________ year at
Harvard or Yale to under $1,000 at small public institutions), a large number
of students (14)__________ besides studying.

A4. Study the adjectives in the table below. Which of them may be
referred: 1) to people (students, teachers); 2) to information (lectures,
classes, etc.)? Divide the words into two groups.
Absent-minded; accurate; authentic; boring; bored; broad-minded; clear;
concise; contradictory; creative; detailed; disorganized ; effective,
efficient; embarrassed; energetic; exceptional; fascinating; fruitless; gifted;
knowledgeable; lengthy; obstinate; obscure; outdated; precise; poor;
relevant; sage; smart; sophisticated; tedious; tiresome; vital; witty ;
worthless
 125

Extract or make your own list of 5-7 qualities which seem to you the
most important. Say why.

A5. PROJECT_WORK.
What do you think about Midterm and Final exams? Is it a good method of
evaluating and controlling your academic success? Imagine you had an
opportunity to change something in the controlling methods of the education
process. Try to come up with some other modern methods of control. What
new, high-tech ways can you suggest? In what way can they be better than
the traditional ones?

B. DISCUSSION
B1. Here are three quotations about education. Read and decide which
one you like (or do not like) most of all. Make a short speech to say why
you agree (or do not agree). Use helpful expressions in the box below.

1. “A good education is not so much one which prepares

a man to succeed in the world, as one which enables him to
sustain a failure” (B.Bell)

2. “Education makes people easy to lead, but difficult to

drive; easy to govern, but impossible to enslave”(Lord Brougham)

3. “The aim of education is the knowledge not of facts,

but of values” ( W.R.Inge )

In my opinion…; As I see it…; Let me give an example…; It seems to

me…; I think/believe/feel…; To illustrate this point…; Let us consider…;
There is no doubt that…; I’m sure/convinced that…; On the one hand…on
the other hand

LESSON 5
A. READING
A1. Study the vocabulary and read the text. What type of text is it? (give
arguments to prove your ideas)
KEY VOCABULARY
contradiction (n) – investigation (n) – исследование
противоречие examine (v) – рассматривать
grasp (v) – схватывать, examination (n) – исследование,
понимать рассмотрение
 126

evolve (v) – развиваться, relevance (n) – уместность,

эволюционировать соответствие
emphasize (v) – подчеркивать, apply (to) (v) – применять,
обращать внимание обращаться
opportunity (n) – возможность appropriate (adj) – подходящий,
current (adj) – текущий соответствующий
mooting (n) – спор appreciate (v) - ценить
negotiate (v) – вести collaboration (n) -
переговоры сотрудничество
achieve (v) - достигать respond (v) – отзываться,
assessment (n) - оценка реагировать, отвечать
undertake (v) - предпринимать draft (v) – составлять
circumstance (n) –
обстоятельство

LAW FACULTY AT SUSSEX UNIVERSITY (GREAT BRITAIN)*

When you study law, you come face to face with human nature in all its
forms and contradictions, its glory and its misery. When you study law, you
grasp the organization of society and all its constituent elements, commercial,
social political and economic relationships, families and associations,
individuals and governments, countries and international organizations. And
when you study law, your imagination is stretched, sometimes to breaking
point, and you have an enormous amount of fun.
At Sussex, the study of law is not only the investigation of the legal
principles for resolving disputes in society; it is also an examination of how
these principles evolved and how this process is a central part of democracy.
At Sussex we emphasize both what the law is and why it is like that, as well
as the events and forces in society that have shaped the law we have today.
With you, we examine such questions as to why certain behaviour is criminal
in one society but not in another; why it was criminal in our society in the
past, but is no longer. At Sussex there are many opportunities to test your
skills in presentation and arguments about current legal problems. You are
also invited to participate in the various skills competitions, in mooting,
client interviewing and negotiating, which begin at Sussex and which,
depending on your success, may develop to national and international stages.
At Sussex, you can take a degree that is exclusively about law, or you can
combine it with one of many other intellectual disciplines, all of which
illustrate how the law and its development are part of a wider context.
You will experience several different teaching methods, for example large-
group lectures as well as small-group seminars. Within these smaller groups
you learn by presentation, discussion, debate and role-playing games, often
 127

on the basis of reading materials prescribed in advance. You are tested by a

variety of assessment methods – for example unseen and open-book exams,
essays, dissertations, projects and coursework.
You will achieve knowledge of the concepts, principles, values and rules of
English law and the ability to draw on the fundamental principles to
undertake in-depth study of specialist areas. When faced with a particular set
of circumstances, you will have the ability to identify the issues of legal
relevance and apply your legal knowledge to provide a solution that carries
the authority of established legal principle. You will also achieve the ability
to bring together material from legal and non-legal sources and apply these so
as to integrate them to illustrate and illuminate legal theory and factual
problems. You will be able to work independently and on your own initiative,
seeking appropriate assistance and appreciating the value of constructive
criticism; but also to work in collaboration with others. You will achieve the
ability to discuss points of law, present an argument for one side in a dispute,
support this with legal authority, employ legal terminology correctly and
respond effectively to contrary views. You will also develop such skills as
the ability to conduct independent legal research, reflect critically on the law,
appreciate where the current law is in need of reform and draft proposals for
appropriate change.

B. COMPREHENSION
B1. Agree or disagree with the following statements:
1. Sussex University is in Australia.
2. When you study law you can understand the organization of society.
3. When you study law your imagination is strongly limited.
4. At Sussex you get information about the events and forces in society
that have shaped the law we have today.
5. If a certain way of behaviour is criminal, it is considered to be like
this in all societies.
6. At Sussex you can take a degree only about law.
7. During your study you’ll experience just large group lectures.
8. At Sussex you are tested by a variety of assessment methods.
9. You will achieve the ability to separate material from legal and non-
legal sources.
10. After your study you’ll be able to work in collaboration with others.

B2. Answer the following questions.

1) What spheres of life do you get acknowledged with studying Law?
2) What constituent elements of society can you mention?
3) What legal principles can you be taught in Sussex?
 128

4) How will your skills be tested at Sussex?

5) What forms of work can you participate in?
6) What kind of degree can you take at Sussex?
7) What are the teaching methods at Sussex? Can you describe them?
8) What knowledge will you achieve at Sussex?
9) What are the main professional skills which Sussex is able to provide
you with?
10) Would you like to study law at Sussex and why?

B3. Think of literary translation to the following word combinations and

then fill them in the sentences given below.
- to conduct independent legal research;
- value of constructive criticism;
- provide a solution;
- teaching methods;
- current legal problems;
- resolving disputes;
- come face to face
1. When you study law, you ___________ with human nature in all its
forms and contradictions.
2. The study of law is not only the investigation of the legal principles
for __________ in society.
3. There are many opportunities to test your skills in presentation and
arguments about __________ .
4. You will experience several different ____________ .
5. You will have the ability to identify the issues of legal relevance and
apply your legal knowledge to __________ .
6. You will be able to work independently but appreciating the
_________ .
7. You will also develop such skill as the ability ___________ .

B4. Translate the following expressions into English:

1) представлять доводы 5) применять юридическую
2) реагировать на терминологию
противоположные 6) работать в
мнения сотрудничестве с
3) проводить независимое другими
расследование 7) работать независимо
4) приобретать 8) предоставить решение
возможность 9) проводить глубокое
изучение
 129

10) пользоваться основными 12) сталкиваться

принципами 13) получить степень,
11) получать знания диплом

C. WRITING. Mini-project.
C1. Write out all the teaching methods and the assessment methods you
can find in the text. Try to describe them in English.

D. RENDERING
D1. Render the text about Sussex University. Write out a plan and useful
words and word combinations.

E. PROJECT-WORK.
E1. Using the text about Sussex University as a model one tell the group
about studying law at any other university which seems most attractive to you
(find the information in books or the Internet). Try to compare the
educational standards and principles of studying at this university with those
at Sussex/ at your university.

LESSON 6
A. DISCUSSION
A1. Read the text about core courses at Sussex University and discuss the
questions below.
CORE COURSES.
In years 1 and 2, you are largely occupied with the core courses
which ensure that you graduate with a qualifying degree.
Year 1.
You study courses in private law, the legal regime that governs the dealings
between individuals, and also in public law, which governs the relationship
between an individual and the state.
Contract (how the laws protect agreements between individuals).
Torts (how society provides compensation for injury or property damage
suffered by someone as a result of the acts of another).
Legal Method (introducing you to the nature of legal sources, helping you to
understand some of the features that are special to law and equipping you
with fundamental mental tools – such as how to read statutes and reports of
cases – that will be in constant use throughout tour time at Sussex).
Public Law, including criminal law, the study of Parliament, the making of
law, the organization of the courts, aspects of the judiciary and matters
relating to the constitution of the United Kingdom and of human rights.
 130

Year 2.
Equity and Trusts (the substantial collection of legal principles that has
grown out of the phenomenon of property being owned by one person not for
that person’s own benefit but for the benefit of another).
Land Law (the collection of legal principles concerned with the ownership
and exploitation of land).
Criminal Law (what conduct should be classed as a crime, what is or should
be the relationship between criminal behaviour and immoral conduct, and
what constitutes the many particular and familiar crimes).
Law and Policy of the EU (how the EU has developed its own public law as
well as its own law dealing with the economic, financial, social and other
laws in matters with which it is principally concerned and the effect this has
on the UK and other member states).
Final year.
You take four of the following optional courses: Civil Liberties in England
and Wales; Commercial Law; Company Law; Comparative Law;
Competition Law; Conflict of Laws; Corporate Governance and Economic
Theory; Criminology; Development of Human Rights; Employment Law;
Environmental Law; Family Law; Forensic Science and the Legal Process;
Healthcare, Law and Ethics; History of English Law; International Litigation;
Intellectual Property; Japanese Law; Law and Culture, etc.

Questions:
1) What area of law interests you most?
2) If you were a student at Sussex University which subject would
you choose to study?
3) What law degrees does your university offer?
4) Give an overview of core courses at your university. Explain
what particular matters each course includes.

A2. Work in pairs. Interview your partner in order to find out what
abilities and skills he (she) thinks are important for a future lawyer. Ask
for the reasons of their opinion (e.g. “A lawyer should be tolerant, because
he has to work and communicate with different people – educated and not
educated, honest and not very honest,…”). Ask your partner if he (she)
thinks that he (she) has these abilities or he has to develop them.
You can use helpful expressions from the box or give your own ideas.

- be able to cope with many different problems simultaneously;

- be calm, stay cool, control emotions;
 131

- be flexible, adaptable to situation;

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

A. WRITING. Mini-project.
B1. Write a short summary of your partner’s opinion. A teacher may
read out some of them and students may guess whose opinion it is.

LESSON 7

A. LANGUAGE STUDY. PHRASEOLOGY

A1. Read the following sentences with idiomatic expressions. If you fail
to understand them at once there are explanations in the brackets. Try
to give literary translation to the sentences.
1) The General Knowledge examination was terribly easy. It was a
piece of cake. (something very easy to do, requiring little or no
effort)
2) This is much too difficult for me. Do you mind if I pick your
brains? (to enlist the aid of someone more clever or expert in a
given problem)
3) However carefully the student spoke, the teacher jumped down
his throat. (to criticize someone for some trifling mistake)
4) We were all expecting him to fail, but he passed with flying
colours. (with great success)
5) Oxford and Cambridge are still creaming off the most brilliant
scholars, despite the social changes that have taken place since
the end of the war. (to take the best0
6) Peter’s success at college cut no ice with the selection committee.
They were not impressed with academic attainments but wanted a
man with practical experience. (to make no impression at all)
7) I’m afraid you’ll never get that lad into the university, however
much time you spend on him. You can’t make a silk purse out of
 132

a sow’s ear. (it’s not possible to make something fine out of

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

B. READING, DISCUSSION AND RENDERING

B1. As you read, think about the answers to these questions.
1) Why do different countries have different methods of education?
2) What are the advantages and disadvantages of different teaching
methods?
3) What is the system of education like in Russia? Which system do
you prefer? Why?

METHODS OF EDUCATION: EAST VERSUS WEST

In a society such as the United States or Canada, which has many
national, religious, and cultural differences, people highly value
individualism – the differences among people. Teachers place a lot of
importance on the qualities that make each student special. The
educational system in these countries shows these values. Students do
not memorize information. Instead, they work individually and find
answers themselves. There is often discussion in the classroom. At an
early age, students learn to form their own ideas and opinions.
In most Asian societies, by contrast, the people have the same
language, history, and culture. Perhaps for this reason, the educational
system in much of the Orient reflects society’s belief in group goals and
purposes rather than individualism. Children in China, Japan, and Korea
often work together and help one another on assignments. In the
classroom, the teaching methods are often very formal. The teacher
lectures, and the student listen. There is not much discussion. Instead, the
students recite rules or information that they have memorized.
 133

There are advantages and disadvantages to both of these systems of

education. For example, one advantage to the system in Japan is that
students there learn much more math and science than American
students learn by the end of high school. They also study more hours
each day and more days each year than North Americans do. The system
is difficult, but it prepares students for a society that values discipline
and self-control. There is, however, a disadvantage. Memorization is an
important learning method in Japanese schools, yet many students say
that after an exam, they forget much of the information that they have
memorized.
The advantage of the educational system in North America, on the
other hand, is that students learn to think for themselves. The system
prepares them for a society that values creative ideas. There is, however,
a disadvantage. When students graduate from high school, they haven’t
memorize as many basic rules and facts as students in other countries
have.

B2. Render the text and express your opinion on the problem given.
Compare the principles of education presented in the text with the ones
you experience in your country.

LESSON 8

A. REVISION
A1.Match the people (1-10) on the left with a definition (a-j) from the
right

1.graduate a)all the people who work at a school, college

2. lecturer or university
3. principal b) a person who studies an academic subject
4. scholar (e.g. Greek), and knows a lot about it
5. staff c) a person who is at the head of a faculty
6. student d) a student who has completed a first degree
7. tutor course at a university or college
8. undergraduate e) either a teacher at a university who teaches
9. dean small group of student or someone who
10. instructor privately teaches pupils at home
f) a person who teaches large groups of student
on particular subject
g) a person who is studying at a college or university
 134

h) the person in charge of a school or college

i) a student at a college or university who is studying for his or her
first degree
j) a teacher of a technical or practical subject

A2. Odd one out

1. a) essential b) principal c) diligent d) important
2. a) exam b) timetable c) lecture d) seminar
3. a) reflection b) meditation c) speculation d) ignoration
4. a) research b) aim c) purpose d) goal
5. a) wrong b) offence c) penalty d) tort
6. a) equity b) justice c) loyalty d) fairness
7. a) require b) repeal c) cancel d) abolish
8. a) maintain b) keep c) provide d) enroll
9. a) enable b) allow c) gain d) permit
10. a) applicant b) course c) curriculum d) programme
11. a) academic b) learned c) tutorial d) scientific

A3. Write the missing words in the sentences below Choose from the
following list. Make changes where necessary.
take/ sit; pass (v); assignment; play truant; mark (n); term; specialize in;
fail (v); tutorial; enroll; vacation; staff; academic; opportunity;
circumstances
1. This course is very popular. If toy want a place on it you’d better
_______ today.
2. He was very upset when he _______ his exams, especially as he
thought he had done so well.
3. We’re going to _______ the Cambridge First Certificate
examination at the end of next month.
4. To __________ means to stay away from school without
permission.
5. She was extremely intelligent and found it very easy to _____ all her
exams.
6. When he went to the College he decided to _______ the European
Law.
7. The teacher gave her a very high _____ for her essay.
8. When he was a student at university he used to work during the
summer _______ as a waiter.
9. You don’t usually talk about homework at university. You use the
word ________ instead.
 135

10. In Britain _______ year starts in September and ends in July. It is

divided into three _______ .
11. A _______ is when a teacher at a university gives an individual
lesson to one or more students.
12. It’s getting more and more difficult to recruit the experienced
_______ .
13. He never had the _______ to go to the university when he was
younger.
14. In some _______ you may have to work on Saturdays.

B. WRITING
B1. Write a composition about law faculty at your university. Throw
light on the following points:
- how old is your faculty?
- how many students are enrolled in it?
- what law degrees are you offered?
- what can you say about the curriculum and academic staff?
- what teaching methods are applied to students? Which ones do you
like (do not like)?
- what skills and abilities are you supposed to achieve?
- what would you like to change if you could?

C. PROJECT WORK.
C1. Imagine you were asked to design the new web-site of your university.
Look through the different sites of foreign universities, note the principles of
their structuring. Work out the layout of your site. Choose the information
about your university which you would like to place there. Present the final
version to the group.
 136

APPENDIX 1 WORDS TO KNOW:

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

APPENDIX 2 Key to module 4

Lesson 1.
C1. 1d 2c 3a 4f 5b 6e 7g 8j 9i 10h 11k

Lesson 2.
A4. a) sit again, b) quit, c) competitive, d) recruit, e) pastime, f) staff, g)
concept, h) survey, i) doodle, j) attitude

Lesson 3
B5. 1) solid curriculum, 2) practical skills and habits of mind, 3) who pride
themselves on taking personal interest, 4) devote considerable effort, 5)
 137

starting point, 6) the attainment of justice, 7) a grounding in civil law, 8) of

publishable quality

Lesson 4.
A3. 1) enter the university, 2) examination, 3) education, 4) widely used,
5) to attend, 6) skills, 7) sciences, 8) level of ability, 9) degree, 10) to
practice, 11) require, 12) grades, 13) academic, 14) hold jobs

Lesson 5.
B3 1) come face to face, 2) resolving disputes, 3) current legal problems,
4) teaching methods, 5) provide a solution, 6) value of constructive
criticism, 7) to conduct independent legal research

APPENDIX 3 SOURCES:
I. Учебники и учебные пособия
1) Меркулова И.М., Филимонова О.Е. и др. Английский язык
для студентов университета. СПб., 2000.
2) Сущинский И., Сущинская С. Практический курс соврем.
Англ. языка для юристов. М., 2002.
3) Алмазова Н.И. Further steps to more effective communication.
СПб., 2003.
4) Povey J.,Walshe I. An English Teacher’s handbook of
Educational Terms. Moscow, 1975.
5) McCarthy, O’Dell. English Vocabulary in Use. Cambridge,
1994.
6) KingsburyR.,Wellman G. Longman Advanced English
Coursebook, !985.
7) Kirn E., Hartmann P. Interactions II. A reading skills book.
McGraw Hill, 1990.
8) Watcyn-Jones P. Target Vocabulary 2. Penguin books, 1994.
II. Словари и справочники
1) Longman Essential Activator, 1997.
2) Hornby A.S. Oxfoed Advanced Learner’s Dictionary of Current
English Oxford, Moscow, 1982.
3) 21st Century Synonym and Antonym Finder. N.York, 1993.
4) The Penguin Dictionary of English Idioms. 1986.
5) Карпентер Э. Часто смешиваемые слова. М.,2003.
6) The Oxford Dictionary of Thematic Quotations. N.York,2000.
III. Прочие источники
1) Sussex University, 2003.
2) Stevenson D. American Life and Institutions. Stuttgart, 1987.
 138

СОДЕРЖАНИЕ

Введение ....................................................................................................................... 3
MODULE 1. THE NEED FOR LAW
Lesson 1 ........................................................................................................................ 4
Lesson 2 ....................................................................................................................... 9
Lesson 3....................................................................................................................... 14
Lesson 4 ..................................................................................................................... 19
Lesson 5 ..................................................................................................................... 23
Lesson 6 ...................................................................................................................... 28
Lesson 7 ..................................................................................................................... 32
Lesson 8 ...................................................................................................................... 35
Appendix .................................................................................................................... 41
MODULE 2. LAW AND SOCIETY .......................................................................... 44
Lesson 1 ...................................................................................................................... 44
Lesson 2 ...................................................................................................................... 51
Lesson 3 ..................................................................................................................... 55
Lesson 4 ..................................................................................................................... 58
Lesson 5 ..................................................................................................................... 62
Lesson 6 ..................................................................................................................... 67
Lesson 7 ..................................................................................................................... 71
Lesson 8 ..................................................................................................................... 75
Appendix .................................................................................................................... 79
MODULE 3. KINDS OF LAW ................................................................................ 83
Lesson 1 ...................................................................................................................... 83
Lesson 2 ..................................................................................................................... 85
Lesson 3 ..................................................................................................................... 88
Lesson 4 ..................................................................................................................... 92
Lesson 5 ..................................................................................................................... 94
Lesson 6 ..................................................................................................................... 97
Lesson 7 ................................................................................................................... 100
Lesson 8 ................................................................................................................... 103
Appendix ................................................................................................................. 108
MODULE 4. ENTERING THE LEGAL PREOFESSION ...................................... 111
Lesson 1 .................................................................................................................... 111
Lesson 2 ................................................................................................................... 115
Lesson 3 ................................................................................................................... 119
Lesson 4 ................................................................................................................... 122
Lesson 5 ................................................................................................................... 125
Lesson 6 ................................................................................................................... 129
Lesson 7 ................................................................................................................... 131
Lesson 8 ................................................................................................................... 133
Appendix ................................................................................................................. 136
 139

Учебное издание

Алмазова Надежда Ивановна

Васильева Мария Александровна
Журавлева Яна Борисовна
Шрамко Людмила Игоревна

ENGLISH FOR LAW STUDENTS

1 YEAR. PART 1
АНГЛИЙСКИЙ ЯЗЫК
ДЛЯ СТУДЕНТОВ ЮРИДИЧЕСКОГО ФАКУЛЬТЕТА
1 КУРС. ЧАСТЬ 1
Учебное пособие

Редактор М.В. Манерова

Подписано в печать 13.07.09. Формат 60х84 1/16.

Усл. печ. л. 8,7. Тираж 200 экз. Заказ 456. РТП изд-ва СПбГУЭФ.

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