THE U.S. & ITS LEGAL SYSTEM NOTE DE CURS AN II, SEMESTRUL I · 2 INTRODUCTION A knowledge of the English and American legal systems is important for our full-time law students at

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Universitatea Spiru Haret Bucuresti

Facultatea de Stiinte Juridice si Stiinte Economice, Constanta

Departamentul Stiinte Juridice

LIMBA ENGLEZĂ

(Culegere de texte şi exerciţii)

THE U.S. & ITS LEGAL SYSTEM

NOTE DE CURS

AN II, SEMESTRUL I

Lector univ. dr. Anca Magiru

2018

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INTRODUCTION

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Administration.

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

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

to the subject.

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

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

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

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

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

2.The British Legal System, 3.The English Criminal Courts, 4.The English Civil Cases, 5.The

Legal Professionals (I). Lawyers, 6.The Legal Professionals (II). Magistrates and Judges, 7.The

Legal Professionals (III). The Crown Prosecution Service.Tribunals. Ombudsmen. This Section

is followed by the Grammar Section containing a set of activities meant to brush up the students’

English grammar.

VOLUME TWO/THE SECOND YEAR OF STUDY is concerned with legal texts

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

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

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

System. The U.S. Legal Professionals, 3.The U.S. Department of Justice, 4.The U.S. Courts,

5.Trials Procedures, 6.Interrogations and Confessions. Miranda Warnings, 7.The Law and

the Civil Liberties.The Bill of Rights. This Section is followed by the Grammar Section

containing a set of activities meant to brush up the students’ English grammar, as well. Both

PARTS, as far as grammar is concerned, focus on tenses, modal verbs, moods, conditionals,

passive voice, in short, a revision of the English verb.

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

terms, and vocabulary, and the bibliography used.

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

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

for Law.

The Objectives of the Coursebook

The main objectives of this coursebook are:

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

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

whom it specifically addresses;

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

4.to help students to speak naturally.

The Competences of the Coursebok

At the end of this coursebook, the students will be able to develop their abilities and practical skills in English. They

are expected:

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

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

3.to understand the English and American legal content;

4. to understand the language content;

5.to get familiar with all the topics discussed;

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

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

Means and Teachings Aids

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

means and teaching aids are not only necessary but compulsory. There follows two lists:

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

English-Romanian dictionary of law terms, the Romanian Constitution, a PC/laptop; Constantin Paidos, Gramatica

limbii engleze, Teorie şi practică, volumes I,II,III, Institutul European, Iaşi, 1995.

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

Romania, the Constitution of the U.S.A., some British constitutional texts, the Holy Bible, books on American and

British law, life, culture, civilization; American and British newspapers containing articles on different types of crimes;

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

containig humouristic articles on law and/or law quotations; detective short stories, films and documentaries on crimes.

The Structure of the Coursebook

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

year of study), and 7 learning units, each:

Part One: The U.K. and Its Legal System: Learning Unit # 1.

1st YEAR, SEMESTER I: THE BRITISH CONSTITUTION AND

GOVERNMENT ( 8 classes) Learning Unit # 2. THE BRITISH LEGAL SYSTEM (8 classes) Learning Unit # 3. THE ENGLISH CRIMINAL COURTS (8 classes ) Learning Unit # 4. 1st YEAR: SEMESTER II

THE ENGLISH CIVIL CASES (8 classes) Learning Unit # 5. THE LEGAL PROFESSIONALS (I). LAWYERS (8

classes) Learning Unit # 6. THE LEGAL PROFESSIONALS (II) MAGISTRATES

AND JUDGES (8 classes) Learning Unit # 7. THE LEGAL PROFESSIONALS (III). CROWN

PROSECUTION SERVICE. TRIBUNALS. OMBUDSMEN (8 classes) (OPTIONAL)

Part Two: The U.S. and Its Legal System: Learning Unit # 1.

2nd YEAR: SEMESTER I THE U.S. CONSTITUTION. THE ROLE OF THE

CONSTITUTION (8 classes) Learning Unit # 2. THE U.S. LEGAL SYSTEM. THE U.S. LEGAL

PROFESSIONALS (8 classes) Learning Unit # 3. THE U.S. COURTS (8 classes) Learning Unit # 4. 2nd YEAR: SEMESTER II

THE U.S. DEPARTMENT OF JUSTICE (8 classes) Learning Unit # 5. TRIAL PROCEDURES (8 classes) Learning Unit # 6. INTERROGATIONS AND CONFESSIONS. MIRANDA

WARNINGS (8 classes) Learning Unit # 7. THE LAW AND THE CIVIL LIBERTIES. THE BILL

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OF RIGHTS (8 classes)(OPTIONAL)

Assignments

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

and self-assessment tests by themselves making use of the answer section and also write and present and/or

speak of the following topics after each Learning Unit, namely:

Part One/The First Year of Study

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

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

3.Magistrates’ Courts. Crown Courts. Criminal Offences

4.The English Civil Cases. The English Civil Courts

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

6.The English Magistrates.The English Judges

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

Part Two/The Second Year of Study

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

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

3.The Attorney General. The Solicitor General. FBI

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

5.The Civil Trials. The Criminal Trials

6.Miranda Warnings

7.The Bill of Rights. The American Civil Liberties

Compulsory Bibliography

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

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

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

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

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

Universitara.

Optional Bibliography

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

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

Ed.Niculescu.

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

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

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

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

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

Historical Society, 2001;

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

si Pedagogica;

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

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

Lumina Lex.

Assessment Methods

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

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

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CONTENTS

PART TWO/THE SECOND YEAR OF STUDY: THE U.S. AND ITS LEGAL SYSTEM

SEMESTER I

Learning Unit # 1

THE U.S. CONSTITUTION. THE ROLE OF THE CONSTITUTION

1.1. Introduction

2.2. The Objectives and Competences of Learning Unit # 8 – time assigned

3.3. The Contents of Learning Unit # 8:

A.Reading Section: The U.S. Constitution. The Role of the Constitution

3.3.1.The U.S. Constitution. The Role of the Constitution

B.Grammar Section: Voice Revision

3.3.2.The Passive Voice

3.4. Key Answer Guide for Self-assessment Activities

3.4.1.Compulsory Bibliography

3.4.2.Bibliographical References

Learning Unit # 2

THE U.S. LEGAL SYSTEM. THE U.S. LEGAL PROFESSIONALS

2.1. Introduction

2.2. The Objectives and Competences of Learning Unit # 2 – time assigned


A.Reading Section: The U.S. Legal System. The U.S. Legal Professionals

2.3.1. The U.S. Legal System. The U.S. Legal Professionals

B.Grammar Section: Verbs Revision

2.3.2.The Modal Verbs




Learning Unit # 3

THE U.S. COURTS

3.1 Introduction

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

3.3 The Contents of Learning Unit # 3

A.Reading Section: The U.S. Courts

3.3.1.The U.S. Courts

B.Grammar Section: Mood Revision

3.3.2.The Conditional Mood




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Learning Unit # 1


God Examines Our Actions

For wisdom is a spirit that loves mankind.

But she will punish a blasphemer because of his words;

For God is the witness of this thoughts,

The true examiner of his heart, and

the hearer of his tongue.

(The Wisdom of Solomon, 1:6)

„Inţelepciunea este duh iubitor de oameni

şi nu lasă nepedepsit pe cel care huleşte prin vorbele sale;

căci Dumnezeu este martor gândurilor celor mai ascunse şi

pătrunde fără greş inimile şi aude toate cuvintele.”

(Cartea Inţelepciunii lui Solomon)

SUBIECTELE LECTIEI 1.1. Introduction

1.2. The Objectives and Competences of Learning Unit # 1

1.3. The Contents of Learning Unit #1:

A.READING SECTION: The U.S.Constitution. The Role of the Constitution

1.3.1. The U.S.Constitution. The Role of the Constitution

B.GRAMMAR SECTION: Voice Revision

8.3.2. The Passive Voice

C.PRACTICE SECTION: 1.4.Key Answer Guide for Self-assessment Activities



1.1. Introduction

The Constitution of the United States of America

Equal Justice Under Law. These words, which affirm that

the United States is a nation governed according to law and that that

law protects and directs the actions of all people equally, are carved

in marble, high overhead, on the front of one of the most significant

buildings in Washington, D.C. The four-storey marble building, in

the style of an ancient Greek temple, is the one in which the

Supreme Court of the United States does its work.

The Supreme Court consists of a chief justice and eight

associate justices, and the responsibility and power of these nine

people are extraordinary. The Supreme Court decisions can affect

the lives of all Americans and can change society significantly. This

has happened many times in the course of the American history. In

the past, the Supreme Court rulings halted actions by some

American presidents, declared unconstitutional, and therefore void,

laws passed by the Congress (the government’s lawmaking body),

freed people from prison and gave new protection and freedom to

black Americans and other minorities.

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The Supreme Court is the court of final appeal and it may

rule in cases in which someone claims that a lower court ruling on a

Federal law is unjust or in which someone claims there has been a

violation of the United States Constitution, the nation’s basic law.

(Adapted and abridged from: Richard Pawelek, Educational Writer, The

American Political System, USIA, 1986)

OBIECTIVELE LECTIEI


The Objectives of Learning Unit # 1:

O1 to understand the legal content:

O1.a.to examine the constitutional framework of the American legal

system;

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

system of government in the United States;

O1.c.to test the students’ legal knowledge;

O2 to understand the language content: O2a.:to revise the Active Voice and the Passive Voice;

O2.b.to test the students’ grammar knowledge;

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

The Competences of Learning Unit # 1:

C1. getting familiar with the constitutional framework of the American

legal system and the concepts which form the basis of the system of

government in the United States;

C2. using correctly the Passive Voice in writing and speaking; applying

grammar rules and notions to ensure the correctness of speaking, writing,

translating;

C3. reading, translating, commenting different types of legal documents.

The time assigned for Unit # 1: 8 classes

CONTINUTUL LECTIEI

8.3. The Contents of Learning Unit # 1

A.READING SECTION:

The U.S.Constitution. The Role of the Constitution

1.3.1. The U.S.Constitution

Read and learn the following language notes, grammatical terms

and vocabulary:

A.justice = (n) judecător

A judge, particularly a Supreme Court judge. An ideal concerning

the maintenance of right and the correction of wrong in the

relations of human beings.

associate justice = membru al completului de judecată la Curtea

Supremă de Justiţie sau la Curţile de Apel

to rule, -d, -d = (v) a conduce, a dispune, a ordona; a respinge

ruling = (n) hotârâre judecătorească

framework = bază, cadru, fundament

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to set up, set up, set up = (v) a întemeia, a fonda, a iniţia, a

institui

to provide, -d, -d = (v) a prevedea, a stipula

to deal with, dealt with, dealt with = (v) a se ocupa de to seize,-d, -d = (v) a lua în stăpânire, a prelua

to guard,-ed, -ed, against = a păzi, a ocroti, a feri de

to counteract, -ed, -ed = (v) a contracara, a neutraliza, a reacţiona

la

to take away, took away, taken away = (v) a răpi, a fura

to run, ran, run = (v) a conduce, a administra

provided that = (conj) dacă, cu condiţia (ca) să

welfare = (n) bunăstare, prosperitate, fericire

B.checks and balances = (USA) control, echilibru al puterilor

apointment = (n) numire

official = (n) oficial, funcţionar

Read and translate the following texts into Romanian:

A. The U.S. Constitution

American concern for justice is written into the basic law of

the land, the United States Constitution, which establishes the

framework for the federal government and guarantees rights,

freedom and justice to all. The Constitution was written in 1787, in

a very simple language. The Constitution set up a federal system

with a strong central government. A federal system is one in which

power is shared between a central authority and its constitutent

parts, with some rights reserved to each. It provided that federal

laws would be made only by a Congress made up of representatives

elected by the people. It also provided that the national court system

be headed by a Supreme Court.

In writing the Constitution, the delegates had to deal with

two main fears shared by most Americans. 1.One fear was that one

person or group, including the majority, might become too powerful

or be able to seize control of the country and create a tyranny. To

guard against this possibility, the delegates set up a government

consisting of three parts, or branches, the executive, the legislative

and the judicial. Each branch has powers that the others do not have

and each branch has a way of counteracting and limiting any

wrongful action by another branch. 2.Another fear was that the new

central government might weaken or take away the power of the

state governments to run their own affairs. To prevent this, the

Constitution specified exactly what power the central government

had and which power was reserved for the states. The states were

allowed to run their own governments as they wished, provided that

their governments were democratic.

To emphasize its democratic intent, the Constitution opens

with a statement, called a Preamble, which makes it clear that the

government is set up by, “We, the People”, and its purpose is to

“promote the general welfare and secure the blessings of liberty to

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ourselves and our posterity”.

Representatives of various states noted that the Constitution

did not have any words guaranteeing the freedoms or the basic

rights and privileges of citizens. Therefore, a “Bill of Rights” was

added to the Constitution. (Adapted and abridged from: Richard

Pawelek, Educational Writer, The American Political System, USIA, 1986)

B.The Role of the Constitution

American concern for justice is written into the basic law of

the land, the United States Constitution, which establishes the

framework for the federal government and guarantees rights, freedom

and justice to all.

The Constitution, written in 1787, established a government of

three branches. One of these is the judicial branch, and the Supreme

Court of the United States is the most powerful part of it.

The other two branches of the national government are the

legislative, which consists of a Congress of elected representatives of

the people, and the executive, headed by the President as chief of

state. The people who designed this government and wrote the

Constitution distributed power among the three branches so that no

one person or group of people in the government could exercise

enough power to control the others. The procedure for naming

justices to the Supreme Court is one example of how this distribution

of powers, called checks and balances, works.

The chief justice and the associate justices are named by the

President. This authority represents great power, considering the

major effect court decisions have on the legal system and on society

in general. The writers of the Constitution tried to make certain,

however, that presidents would name only qualified justices and also

they could not remove justices with whose decisions they disagreed.

This insures the independence of the judicial branch. For that reason,

no one can become a member of the court unless the Upper House of

the Congress, the United States Senate, approves. The Senate does

not approve an appointment until its members are satisfied that the

candidate is qualified. Once approved, a justice cannot be removed

by either the President or the Congress without very good reason, nor

can the salary of the justices be reduced. The chief justice and

associate justices, therefore, serve on the court for life and need not,

and should not, take into consideration political issues or the opinions

of officials in the other branches of government when making legal

decisions. (Adapted and abridged from: Richard Pawelek, Educational

Writer, The American Political System, USIA, 1986)

1.2. The Objectives and Competences of Learning

B.GRAMMAR SECTION:

Voice Revision:

1.3.2.THE PASSIVE VOICE

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The Passive Voice is formed with an appropriate tense form of the

verb to be combined with the Past Participle of the active verb.

Form

To be + verb (Past Participle)

Active and Passive Verb Forms

Verb Forms Active Passive

Infinitives:

Present Infinitive (to) write (to) be written

Perfect Infinitive (to) have written (to) have been written

Participles and Gerunds

Present Participle & Gerund writing being written

Perfect Pparticiple & Gerund having written having being written

Active Voice Passive Voice

1.Present Tense Present Tense

Sue writes a letter weekly. A letter is written by Sue

weekly.

2.Past Tense Past Tense

Sue wrote a letter yesterday. A letter was written by Sue

yesterday.

3.Present Perfect Present Perfect

Sue has written a letter. A letter has been written by Sue.

4.Past Perfect Past Perfect

Sue had written a letter by 5 p.m. A letter had been written by Sue by 5

p.m.

5.Future Simple Future Simple

Sue will write a letter tomorrow. A letter will be written by Sue

tomorrow.

6.Future Perfect Future Perfect

Sue will have written a letter by 3p.m. A letter will have been written

by 3 p.m.

Remember!

1.The Passive Voice uses the Continuous Aspect only with present

and past tenses.

e.g.:The room is being cleaned.The room was being cleaned when

we arrived.

2.The agent is not used in the following cases:

a). when we do not know it:

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e.g.: My father was killed in the war.

b).when the agent is well-known:

e.g.: The thieves were caught and punished.

c).when we are not interested in the agent:

e.g.: A doctor has been sent for.

d.when the agent is a pronoun or the word “people”:

e.g.:

1.The book was written. (by him/her/somebody).

2.He was called a liar. (by people/them)

e). when we do not want to mention the agent:

e.g.: A secret plan has been entrusted to him.

3.In English, there are some verbs which can take two objects

(usually an animate one and an inanimate one): ask, call, declare,

make, teach, offer, cause, command, give, say, tell, etc.

e.g.:

1.He gave me a book.

2.A book was given to me.

3.I was given a book.

4.There is a category of intransitive verbs which are used in the

Active Voice. They have a passive meaning and are translated into

Romanian by passive-reflexive constructions. They are called

Passivals in English.

e.g.:

1.This book sells well. (Cartea se vinde bine.)

2.This cake cuts easily. (Prăjitura se taie uşor.)

C.PRACTICE SECTION :


The Synthesis of Learning Unit # 8 through Self-assessment Tests:

INTREBARI SI TESTE DE EVALUARE SI AUTOEVALUARE

A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. The U.S.A. Constitution and Its Role.

Activity 1 Answer the following questions:

1.What are the words which affirm that the U.S. is a nation governed according to law?

2.Where are the words, Equal Justice Under Law, carved?

3.What does the Supreme Court consist of?

4.What kind of a court is the Supreme Court?

5.What is the basic law of America?

6.When was the U.S. Constitution written?

7.What does the Constitution set up?

8.When are the American states allowed to run their own governments as they wish?

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9.Where are the freedoms, rights and privileges of the citizens written?

B.GRAMMAR SECTION: Voice Revision & Consolidation

2.Self-assessment Test on Grammar Knowledge. The Passive Voice

Activity I.

Rewrite the following active sentences using the passive construction. Only use the word „by” if it is

written in parentheses after the sentence.

1.Somebody took my wallet off my desk.

2.People grow oranges in Florida.

3.A friend of mine made this film three years ago. (by)

4.A drunk driver hit my car this morning. (by)

5.A person is watching us.

6.They produce a lot of excellent wine in California.

7.The cat or the dog has broken Mom’s favorite vase. (by)

8.High winds and flooding damage a lot of homes in hurricanes. (by)

(Adapted and abridged from: English for the Real World, Andrea Penruddocke, Christopher A. Warnasch,

A Random House Company, 2004)

Activity II.

Change the following sentences into the Passive Voice. Omit the “by” phrase when the active subject is a

pronoun or the word “people”: 1.The teacher explained the new words.

2.Nobody has seen that play before.

3.People often consult me.

4.Mother boiled the eggs.

5.He has cleaned his shoes.

(Adapted and abridged from: English Practical Course, Camelia Boarcăş, Anca Magiru, Europolis,

Constanţa, 2002)

NOTIUNI CHEIE

Keywords to be remembered: constitution, executive, legislative, judicial, congress, federal court, the

Passive Voice

Comprehension Check:

Answer the following questions:

1.What are the three branches of government?

2.To what branch of the Government does the Supreme Court belong to?

3.What does the legislative branch consist of?

4.By whom is the executive headed?

5.Who names the Chief Justice and the eight associate justices in the Supreme Court?

Topics for presentation:

1.The U.S.Constitution

2.The Role of the U.S. Constitution

Assessment and Self-assessment Tests

Activity 1.

Give two passive alternatives to the following sentences:

1.I gave her flowers.

2.Grandma told them a fairy-tale.

3.They sent me some postcards.

4.I offered her a present.

5.The postman has delivered us some letters.

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

Activity 2.

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Change the following sentences into the Active Voice:

1.His brother was run over by a car.

2.Her remarks were received by the audience with loud applause.

3.Millions of tons of coal have been exported by Great Britain this year.

4.Tom has been made captain by the children of his team.

(Adapted and abridged from: English Practical Course, Camelia Boarcăş, Anca Magiru, Europolis,

Constanţa, 2002)

REVISION I

Learning Unit # 1


Circle the correct answer. Only one answer is correct.

1.What are the words which affirm that the U.S. is a nation governed according to law?

a.Equal Justice Under Law

b.Equal Justice Under Sun

c.Equal Justice Under Table


2.Where are the words, Equal Justice Under Law, carved on?

a.They are carved on the Post Office building.

b.They are carved on the Supreme Court building.

c.They are carved on San Antonio Airport building.


3.What does the Supreme Court consist of?

a.It consists of thieves.

b.It consists of eight criminals.

c.It consists of a Chief Justice and eight associate justices.


4.What kind of a court is the Supreme Court?

a.It is the court of final appeal.

b.It is a garden of flowers.

c.It is a kitchen garden.


5.What is the basic law of America?

a.The basic law of America is the Romanian Constitution.

b.The basic law of America is the U.S. Constitution.

c.The basic law of America is the British Constitution.


6.When was the U.S. Constitution written?

a.Their house was built in 1878.

b.This museum was built in 1778.

c.The U.S. Constitution was written in 1787.


7.What does the Constitution set up?

a.It sets up a federal system with a central government.

b.It sets up a German federal system.

c.It sets up a Russian central government.


8.When are the American states allowed to run their own governments as they wish?

a.They are allowed to do this provided their governments are socialist.

b.They are allowed to do this provided their governments are democratic.

c.They are allowed to do this provided their governments are fascist.

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9.Where are the freedoms, rights and privileges of the citizens written?

a.They are written in the Richard of Rights.

b.They are written in the George of Rights.

c.They are written in the Bill of Rights.


10.The lawyer gave Mary a letter.

a.A letter was given to Mary given by the lawyer.

b.Flowers were given to her.

c.She was given flowers.


11.The Dean of the Law School delivered the law students a speech.

a.A fairy-tale was told to them by grandma.

b.The law students were delivered a speech by the Dean of the Law School.

c.They were told a fairy-tale by grandma.


12.They sent me some books on American Criminal Law.

a.I was sent some postcards.

b.Some postcards were sent to me.

c.I was sent some books on American Criminal Law.


13.I sent her an invitation to a meeting with some FBI Agents.

a.She was sent an invitation to a meeting with some FBI Agents.

b.She was offered a present.

c. A present was offered to her.


14.The postman has delivered the suspects letters of invitation to the police station.

a.We have delivered pizza and cakes.

b.The suspects have been delivered letters of invitation to the police station.

c.We have been delivered some detective books.


15.Philip Marlowe, the famous private detective, was run over by a car, yesterday.

a.A car ran over Raymond Chandler, yesterday.

b.A car ran over Robert Brown, yesterday.

c.A car ran over Philip Marlowe, the famous private detective, yesterday.


16.The Judge’s remarks were received by the audience, with loud applauses, yesterday.

a.The audience received the Judge’s remarks with loud applauses, yesterday.

b.The audience received Robin’s remarks with loud applauses, yesterday.

c.The audience received Jane’s remarks with loud applauses, yesterday.


17.Millions of guns have been introduced, illegally, in our country, by terrorist groups.

a.Great Britain has exported millions of tons of coal.

b.Terrorist groups have introduced, illegally, millions of guns, in our country.

c.Romania has exported millions of tons of vegetables.


18.Tom has been promoted a CIA Agent by his Chief.

a.The children of Tony’s team have made him captain.

b.The children of Thomas’ team have made him captain.

c.Tom’s Chief has promoted him a CIA Agent.

ANSWERS FOR THE ASSESSMENT, SELF-ASSESSMENT TESTS, ACTIVITIES

LEARNING UNIT # 1: THE U.S. CONSTITUTION. THE ROLE OF THE CONSTITUTION

A.READING SECTION: 1.Self-assessment Test on Legal Knowledge. The U.S. Constitution and Its Role

15

1.a; 2.b; 3.c; 4.a; 5.b; 6.c; 7.a; 8.b; 9.c.

B.GRAMMAR SECTION: 2.Self-assessment Tests on Grammar Knowledge:

Activity I.1.My wallet was taken off my desk. 2.Oranges are grown in Florida. 3.This film was made by a friend of

mine three years ago. 4.My car was hit by a drunk driver this morning. 5.We’re being watched. 6.A lot of execellent

wine is produced in California. 7.Mom’s favourite vase has been broken by the cat or the dog! 8.A lot of homes are

damaged in hurricanes by high winds and flooding.

Activity II.1. The new words were explained by the teacher. 2.That play has not been seen before. 3.I am often

consulted. 4.The eggs were boiled by mother. 5.His shoes have been cleaned.

Comprehension Check: 1.The executive, the legislative, the judicial. 2.The judicial branch. 3. A Congress of elected

representatives of the people. 4.The executive is headed by the President. 5. They are named by the President.

Assessment and Self-assessment Tests ; Activity I.1.She was given flowers. Flowers were given to her. 2.They were

told a fairy-tale by Grandma. A fairy-tale was told to them by Grandma. 3.I was sent some nice postcards. Some nice

postcards were sent to me. 4.She was offered a present. A present was offerd to her. 5.We have been delivered some

letters. Some letters have been delivered to us by the postman. Activity II.1.A car run over his brother. 2.The audience

received her remarks with loud applause. 3.Great Britain has exported millions of tons of coal. 4. The children of

Tom’s team have made him captain.

1.4.1. Compulsory Bibliography






Universitara.




Ed.Niculescu.








si Pedagogica;



Lumina Lex.

1.4.2. Bibliographical References:

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

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


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

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

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

6.Pawelek, Richard, Educational Writer, (1986,revised 1991), The American Political System, USIA;

7.Pawelek, Richard, Educational Writer, (1992), The Law and the Judiciary, USIA

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

9.Ronald Lister, Klemens Veth, 2010, Dicţionar juridic, englez-român, român-englez, Bucureşti: Ed. Niculescu;


Historical Society, 2001.

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

Ed. Niculescu.

16

Learning Unit # 2


Love righteousness, you who judge on

the earth.

(The Wisdom of Solomon, 1:1)

„Iubiţi dreptatea, judecători ai pământului.”

(Cartea Inţelepciunii lui Solomon, 1:1)

SUBIECTE LECTIE

2.1. Introduction



A.READING SECTION: The U.S. Legal System.The U.S. Legal Professionals

2.3.1. The U.S. Legal System.The U.S. Legal Professionals

B.GRAMMAR SECTION: Verbs Revision

2.3.2.The Modal Verbs

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



2.1. Introduction

Attorney, lawyer, counsel. Anyone trained in the law who

has received a law degree from a recognized university and who is

authorized to practice law in a given jurisdiction.

Counsel. A lawyer who represents a party in either a civil or

criminal matter.

Judge. A political officer who has been elected or appointed

to preside over a court of law, whose position has been created by

statute or by constitution and whose decisions in criminal and

juvenile cases may only be reviewed by a judge or a higher court and

may not be reviewed de novo. (Champion, Dean J., 1998, Dictionary of

American Criminal Justice, Key Terms and Major Supreme Court Cases,

Minot State University, Fitzroy Dearborn Publishers, Chicago, London) OBIECTIVELE LECTIEI




O1a.to study the similarities and differences between the British legal

system and the American one

O1.b.to test the students’ legal knowledge

O2 to understand the language content:

O2a.:to revise the characteristics, forms and uses of the Modal Verbs

O2.b.to test the students’ grammar knowledge O2c.:to rise the students’ interest in working with a good law dictionary.


C1. getting familiar with the similarities and differences between the British

legal system and the American one;

C2. using correctly the modal verbs in writing and speaking; applying

17


translating;

C3. reading, translating, commenting different types of legal documents.


CUPRINSUL LECTIEI


A.READING SECTION:

The U.S. Legal System. The U.S. Professionals

2.3.1. The U.S. Legal System. The U.S. Professionals


and vocabulary:

in many ways = în multe privinţe

impeachment = (n) acuzare a unui funcţionar public

as a whole = în ansamblu, în totalitate

to involve, -d, -d = (v) a implica, angaja, a angrena

to hold, held, held office = a deţine o funcţie, a fi în funcţie

fair = (adj) corect

cross-section = (n) secţiune transversală

task = (n) sarcină, îndatorire

to pass,-ed, -ed a sentence = a da o sentinţă

attorney = (n) avocat al statului, împuternicit,

mandatar

to afford, -ed, -ed = (v) a-şi permite

to charge, -d, -d with = (v) a acuza de

plea bargain/bargaining = negociere de comutare a pedepsei,

înţelegere, acord între inculpat şi procuror prin care inculpatul se

declară vinovat şi se obligă să dea informaţii despre alte persoane

implicate în săvârşirea infracţiunii în schimbul unei anumite

pedepse

Read and the translate the following text into Romanian:

The U.S. Legal System. The U.S. Legal Professionals

The legal system in the United States is similar in many

ways to the English system. One of the main differences is the

existence of the United States Constitution which is interpreted by

the Supreme Court. The nine Supreme Court judges, who are

appointed by the President and approved by the Senate, can only be

removed from office by impeachment.

Judges

Federal judges are appointed for life by the President. They

deal with Federal Law, which applies to the country as a whole, and

with important cases involving citizens from different states. State

judges hear cases involving the law of a particular state. They hold

office for 10 years and are elected in office by election.

18

The jury

The number of people who make up the jury varies from

state to state, but efforts are made to ensure that they represent a fair

cross-section of the society. Both the defence and the prosecution

are allowed to reject a certain number of jury candidates. Except in

minor cases, the defendant in a criminal case has the right to be

tried by a jury, and many civil cases are also heard by a jury. In

most states, the task of the jury is only to decide whether the

defendant is innocent or guilty, while it is the judge who passes the

sentence.

The attorneys

The attorneys, who represent clients in court, have been

trained at law schools and are licensed to practise only in certain

states. If they wish to practise in a different state, they may have to

take another exam. In a criminal case, the prosecution attorney is

appointed by the District Attorney to prosecute the defendant. The

defence attorney will be provided by the Public Defender’s Office if

the defendant cannot afford to engage his/her own lawyer. The

prosecution may agree to charge the defendant with a less serious

offense if he/she agrees to plead guilty. This is known as plea

bargaining.

(Adapted from Oxford Advanced Learner’s Dictionary, Oxford University

Press, 1995, în Emanuel Merealbe, 1998, Engleza pentru jurişti, Bucureşti:

Ed. Eficient)

B.GRAMMAR SECTION:

Verbs Revision and Consolidation

9.3.2.THE MODAL VERBS

1. CAN / COULD

2. MAY / MIGHT

3. MUST / HAVE TO / HAVE GOT TO

4. SHALL / SHOULD

5. WILL / WOULD

6. OUGHT TO

7. DARE

8.USED TO

They express modality, capability, possibility, necessity and

obligation.

Characteristics:

1. They are defective verbs (they lack some forms). They do not

have: long infinitive; ing forms; forms for all tenses (they use

substitutes).

2. They get no –s in the 3rd

person singular, present tense simple.

19

e.g.: She can sing. Harry must go.

3. The negative form is made by adding the negative particle not

after the modal verb.

e.g.: You must not smoke in here.

Exception: I cannot do it.

4. The question form is made by inversion.

e.g.: Can he help you? May they come? Must we go?

5. They are followed by short infinitives.

e.g.: She can sing. Harry must go.

Exceptions: have to, ought to, used to

Notes!

1. could, might, should, would are not past tense forms. They

may refer to present tense or future tense.

2. The Past Tense of any modal verb is made up by adding

Perfect Infinitive (= have+past participle)

e.g: Present Forms Past Tense Forms

can write can have written

could write could have written

may write may have written

might write might have written

She could come tomorrow. (Ar putea / S-ar putea să vină mâine).

She can come tomorrow. (Se poate / Poate să vină mâine).

He says she can/could come. He said she could come.

(El spune că ea se poate / s-ar putea să fi venit).

He said she can/could have come here. (El a spus că ea se poate / s-

ar putea să fi venit).

1.CAN / MAY / COULD is used to express permission.

Uses and Examples

Similarities and differences

Can is used in spoken English (with family, friends).

E.g.:Can I borrow your car on Sunday?

May is used in formal English (with colleagues, chiefs, teachers)

E.g.:Each student may take only one book at home.

Can / Could are used when we ask for something.

E.g.: Can/Could you wait till next week?

Could is more polite.

May not is considered rude. We use must not instead.

20

E.g.: You must not use your dictionaries during the test.

2.MAY / MIGHT = to be allowed to / to be permitted to

Uses and Examples

1. permission in formal English:

E.g.: We are told that, on Sundays, we may stay in bed till late.

2.a possibility

E.g.: He may / might come. (might is more uncertain)

3.we use might when the verb in the main clause is in the Past

Tense

E.g.:

He says he may / might come.

He said he might come.

He said he may / might have come.

4.Must not is used instead of may not which is rude.

A: Can I smoke here?

B: Yes, you can, but you may not.

3.CAN /COULD / CAN’T /COULDN’T = to be able to

Uses and Examples

1.Can / Could+Present Infinitive is used to express permission

(questions) and prohibition (in negative sentences)

A: Can he come, too?

B: No, he can’t.

2.Can/Could + Present Infinitive is used to express present and past

abilities (positive sentences) and the lack of ability (in negative

sentences)

E.g.:

I could ski when I was a child.

I couldn’t sky when I was a child.

3.Can/Could+Perfect Infinitive is used to express past unused

ability, sometimes with a nuance of reproach.

E.g.: He could have come earlier, but he didn’t want to.

4.Can/Could + Present Infinitive is used to express negative

present deduction:

E.g.: It can’t be Nick. He is too short to be Nick.

5.Can/Couldn’t + Perfect Infinitive is used to express negative

deduction about the past.

21

e.g.: She couldn’t have studied the lesson. She didn’t learn

anything.

4.COULD or TO BE ABLE TO?

Could is used to express past ability.

He could skate when he was six.

To be able to is used to express past achievement.

He was able to skate even if the ice was melting.

5.MUST = to have to

Uses and Examples

1. advice. E.g.: He must be more careful.

2.a necessity imposed by the speaker on himself or others.

e.g.:

I must help him.

You must stay here.

3.some very emphatic advice.

E.g.: You must see that film.

4.an urgent obligation.

E.g.: I must be here at seven. It’s really important.

5.rules, regulations

E.g.: You must have a driving licence if you want to drive a car.

6.logical deduction.

E.g.: You must be Harry.

6.MUST / HAVE TO

Uses and Examples

1.Must is used to express present and future actions.

E.g.: I must help my mother today/tomorrow.

2.Have to is used to express past actions.

E.g.:

A: Why did you go to Sue’s last Friday?

B: Because I had to take her to hospital.

7.MUSTN’T / NEEDN’T

Uses and Examples

Mustn’t indicates prohibition.

22

E.g.: You mustn’t smoke. = You are forbidden to smoke.

Needn’t indicates absence of obligation.

E.g.: You needn’t come. = It is not necessary for you come.

8.MUST / NEED

Uses and Examples

In questions, must and need are often similar in meaning, but need

cannot be used after question words.

E.g.:

Must/Need I take this exam this term? No, but next term you must.

When using need the speaker hopes for a negative answer.

E.g.:Where must I put the ashtray?

Need I do the shopping today, mother? I have a lot of homework to

do.

9.MUST / HAVE TO / HAVE GOT TO

Uses and Examples

Must expresses an obligation imposed by the speaker.

E.g.: You must talk to him at once.

Have to suggests an obligation imposed by external authority or

circumstances as well as a habitual necessity.

E.g.: I have to be at my office at eight every day.

Have got to conveys a sense of urgency and refers to single or

limited obligations.

E.g.:I have got to be at my office at seven today.

10.WILL

Uses and Examples

Will expresses:

1.an invitation.

E.g.:Will you come in?

2.a request.

E.g.:Will you make me some coffee?

3.a formal impersonal command.

E.g.: You will come to the meeting at six.

4.habitual will.

E.g.: He will watch TV for hours on Sundays.

23

5.determination.

E.g.: I will help you.

6.something unavoidable.

E.g.: Children will be children.

7.volition, intention.

E.g.: If you will come, I’ll send the car for you.

8.supposition.

E.g.: That will be our hotel.

11.WON’T (present) or WOULDN’T (past)

Uses and Examples

1.refusal to perform an action

E.g.: I asked him to tell me the truth but he wouldn’t.

2.failure of things to perform their functions.

E.g.: The door won’t open.

12.SHALL

Uses and Examples

1.asking for an opinion.

E.g.: Which one shall I buy?

2.in the 2nd

and the 3rd

person, it expresses a promise/decision to

perform an action (formal English)

E.g.:You shall have the bicycle.

3.a threat.

E.g.: He shall pay for it.

4.rules, regulations, legal documents.

E.g.: Each prisoner shall wear a number.

13.WOULD

Uses and Examples

1.volition, intention in Reported Speech

E.g.: I will come back soon. He said he would be back soon.

14.SHOULD

Uses and Examples

1.polite advice.

24

E.g.: You should read that book. It’s really good.

2.astonishment, indignation.

E.g.: How should I know?

3.something reasonably expected.

E.g.:They should be at home by now.

4.a very unlikely condition.

E.g.: If he should phone, tell him to wait for me.

5.after verbs of order or command: order, command, ask,

demand, insist, suggest,etc.

E.g.: He suggested that we should go.

6. after in order that, in case, lest.

E.g.: He hurried lest he should be late.

15.OUGHT TO / MUST / HAVE TO / SHOULD

Uses

ought to expresses obligation or duty

must expresses speaker’s authority, strong advice

have to expresses external authority

should expresses moral obligation, polite advice

16.USED TO vs. TO BE USED TO

Uses and Examples

1.used to expresses past repeated actions

E.g.: I used to drink tea and milk while in Scotland.

2.to be used to + v +ing means to be accustomed to

E.g.: I was used to listening to my nieces’ complaints.

17.DARE vs. TO DARE

Uses and Examples

1.dare as a modal verb has the meaning of to have the courage or

impudence to (= a avea curajul sau neruşinarea să)

E.g.: Dare you make such a promise?

2.to dare as a regular verb has the meaning of to venture, to

challenge (a îndrăzni, a provoca)

E.g.: Did he dare to ask the question once again?

(Adapted and abridged from Limba engleză, (1978), Bucureşti: Ed.

Didactică şi Pedagogică)

25

C.PRACTICE SECTION :



A.READING SECTION:

INTREBARI SI TESTE DE EVALUARE SI AUTOEVALUARE

1.Self-assessment Test on Legal Knowledge. The U.S. Legal System. The U.S. Legal

Professionals.

Activity 1

Check your understanding of the text by answering the following questions:

1.Is the legal system in the United States different from the English system?

2.Name one of the main differences between the two legal systems.

3.What authority interprets the United States Constitution?

4.How many Supreme Court judges are there?

5.Who appoints the nine Supreme Court judges?

6.Who approves the Supreme Court judges?

7.How can they be removed from office?

8.Who appoints Federal judges for life?

9.What do Federal judges deal with?

10.What does Federal law apply to?

11.What do Federal judges also deal with?

12.What cases do State judges hear?

13.How long do Federal judges hold office?

14.How are they usually elected or confirmed in office?

15.Is the number of jurors the same in each state? (Limba engleză pentru jurişti, Emanuel Merealbe, Ed. Eficient, Bucureşti, 1998)

B.GRAMMAR SECTION

Verbs Revision & Consolidation

2.Self-assessment Test on Grammar Knowledge. The Modal Verbs.

Activity I

Rewrite each of the following sentences using “may” or “might”. Use the clues provided to

help you make your choice.

1.The sky is very cloudy. It … rain. (It’s very possible.)

2.The sky is clear, but it still … rain. (There’s a small chance.)

3.John has been very sick today, so he … may not come to work tomorrow. (There’s a good

chance he won’t.)

4.Susan said she thinks she’ll be able to meet us tonight, but she … be a bit late. (There’s a small

chance that she’ll be late.)

5.No one’s answering the phone. Do you think they … have gone out to eat? (It’s not very likely.)

6.It’s late. They … already have gone to sleep. (It’s likely.)

7.It doesn’t look like it, but it … snow tomorrow. (There’s a small possibility.)

8.Grace isn’t sure yet, but she … go to Costa Rica on vacation. (There’s a small chance.)

9.I didn’t sleep well at all last night; I … take a little nap. (It’s probable.)

10.It’s already 8:30; the store … be closed. (There’s a good chance.) (English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random House Company,

2004)

Activity II.

Rewrite each of the following sentences using „must”.

1.I assume that you are John.

26

2.It’s probably very cold outside.

3.I’m sure that she’s our new manager.

4.I assume that you work in the sales division.

5.It’s probably snowing in the mountains.

6.I’m sure that they’re getting home right now.

7.I assume that you’re my new neighbor.

8.It’s certain that the kids are upset about the rain on their vacation. (English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random House Company,

2004)

Activity III

Fill in the blanks with: can, can’t, may, could, expressing permission.

1. ... I borrow your car on Sunday?

2.He ... leave till 5 p.m. It was settled before.

3.Each student ... take only one book home.

4. ... you wait till next week? Yes, of course, I ... .

5.We are told that on Saturdays we ... stay in bed till nine a.m.

6. ... I borrow your pen? Yes, you ... .

7.He ... smoke now, the children have left the room.

Activity IV

Fill in the blanks with: may, might, must not.

1.I ... have been asleep when you arrived. I didn’t hear the bell ring.

2.Father said that it ... rain later.

3.You ... not bring dictionaries into the examination room.

4.I can’t find the meat. The cat ... have stolen it.

Activity V

Fill in the blanks with: can, could, can’t, couldn’t.

1.I ... carry this suitcase anymore. It’s too heavy.

2.Tom ... read and write when he was only five.

3.He ... be in the street now. It’s raining heavily.

4. ... we stop for a minute?

5.You ... have done such a thing. I don’t believe you.

6. ... you show me the way to the railway station, please?

7.She ... have helped me, but she said she hadn’t got enough time.

8.Henry ... speak three languages fluently.

Activity VI

Underline can/could expressing permission, with one line, and can/could expressing

possibility, with two lines.

1.You can ski in the mountains from November on. 2.On Sundays, the students could stay in bed

till nine. 3.You could bathe here in summer. 4.Can you lend me your dictionary for a week?

5.I’m afraid you can’t stay any longer.

Activity VII

Fill in the blanks using can for present, could for past and, shall/will be able to for future

actions.

1. ... you ride a bicycle yet? No, but I ... ride one by this time next year. 2.When he was younger,

he ... swim like fish. 3.We ... get out if we don’t look for the key. We are locked in. 4.When she

27

has passed her driving test, she ... start driving her car. 5. ... you play football? I ... when I was at

school, but I ... now.

Activity VIII

Fill in the blanks with: could or be able to.

1.She ... reach the shore before she collapsed. 2.I ... read when I was four. 3.When the coach

plunged into the river, only five tourists ... get out. 4.He was as strong as a horse; he ... work all

day and dance all night.

Activity IX

Rewrite the following sentences using must.

1.Probably it was already late. 2.I’m sure you are cold. 3.Where are the students now? They are

not in the classroom. I’m sure they are having their Physical Education lesson in the gym.

4.Look! I can see light in Mary’s window. I feel sure she is at home.

Activity X

Fill in the blanks with must, the future and past tense of have to.

1.I ... write to my father today. 2.Why did he go to town last Friday? Because he ... take the car to

the garage. 3.If she buys a car, she ... learn to drive.

Activity XI

Fill in the blanks with must or need.

1. ... I take the exam this term? No, but next term, you must. 2.Where ... I put the ashtray? 3. ... I

do the shopping today, mother? I have a lot of homework to do! 4.When ... I meet her tomorrow?

5. ... we hurry? Yes, it’s quite late. 6. ... I pay the telephone bill today?

Activity XII

Fill in the blanks with must, have to, have got to.

1.You ... read this book. It’s really excellent. 2.Pupils ... wear uniforms at school. 3.A: Why did

she say she wouldn’t come to the cinema tonight? B: She ... write a composition. 4.He ... attend a

meeting once a week. 5.A: Why is she going downtown today? B: Because she ... do the

shopping. 6.A: Why are you in such a hurry? B: I ... must be at the railway station at 5 p.m. as my

friend is arriving from the country today.

Activity XIII

Fill in the blanks with won’t (present) and wouldn’t (past).

1.I expected him to be reasonable, but he ... listen to me. 2.I want to give him a chance, but he ...

take it. 3.A: I expected her to come, too. B: She wanted to, but I ... let her. 4.No matter how hard I

try, this engine ... start. 5.Can you lend me your pen? Mine ... write. 6.I wanted to leave, but she

... hear of it.

Activity XIV

Rewrite the following sentences beginning with: He said ... ; He didn’t know ... .

Model:

A: What will John do about it?

B: He didn’t know what John would do about it.

1.I will leave for the seaside tomorrow. 2.I’ll be glad if you will come. 3.Will you have dinner

with me tomorrow? 4.The window won’t close. 5.Will you marry Jim? 6.I will help you.

Activity XV

Insert should or would in the blanks, in the following sentences.

28

1.She was a very obstinate wife who ... never follow the simplest advice and ... argue every point

of it. 2.When the clock struck midnight, she began to worry lest he ... have met with some

accident. 3.The traveller insisted that they ... have dinner together. 4.He was astonished that you

... suggest such a solution. 5.He said he ... try to put up with it. 6.If you ... kindly wait here, I’ll

look for him.

Activity XVI

Replace the words in italics by used to or to be used to.

1.At their age they are not accustomed to working three hours on run. 2.Jim was in the habit of

running for half an hour every day. 3.Usually, they went to the University by bus. 4.He always

had a cup of coffee after lunch. 5.I’m not accustomed to being spoken in this way.

Activity XVII

Replace the words in italics by the verbs dare or to dare.

1.Did he venture to ask the question once again? 2.Have you enough courage to make such a

promise? 3.Did you challenge me to dance all night? 4.I wouldn’t have the courage to ask him.

5.Do you have the impudence to call me a liar? 6.I think you would be afraid to face him. (The activities III – XVII are adapted and abridged from Limba engleză, (1978), Bucureşti: Ed. Didactică şi

Pedagogică)

NOTIUNILE CHEIE

Keywords to be remembered: judge, jury, attorney, the modal verbs


Activity 1.

Check your understanding of the text by answering the following questions:

1.What are both the defence and the prosecution allowed to do?

2.Except in minor cases, what right does the defendant have?

3.By whom are many civil cases also heard?

4.What is the only task of the jury, in most states?

5.What is the task of the judge?

6.Who represents clients in court?

7.Where have the attorneys been trained?

8.Are the attorneys licensed to practice in all the States of the United States?

9.What must the attorneys do if they want to practise in a different state?

10.Who is appointed by the District Attorney to prosecute the defendant in a criminal case?

11.If the defendant cannot afford to engage his/her own lawyer, what office will provide the

defence attorney?

12.If the defendant agrees to plead guilty, what may the prosecution agree? (Limba engleză pentru jurişti, Emanuel Merealbe, Ed. Eficient, Bucureşti, 1998)


1.The U.S. Judges

2.The U.S. Jury

3.The U.S. Attorneys


Activity 1.

Complete each of the following sentences with: must, need to, have to, had better, should:

1.People … (have to/should) drink water in order to live. 2.You … (have to/had better) turn the

key to get the car to start. 3.You, kids, … (had better/should) clean the house before your mother

29

gets home, or she’ll be very angry! 4.He … (must not/doesn’t have to) show ID to get into the

building. 5.You really … (don’t have to/shouldn’t) eat that last piece of cake; don’t forget you’re

on a diet. 6.I don’t want to work, but I … (have to/should) if I want to pay the rent! 7.I … (must

not/don’t have to) finish the project tonight. I can work on it tomorrow. 8.I haven’t spoken to my

sister for months. I … (must/had better) give her a call this weekend. 9.Jason has an interview on

Monday, but his clothes are no good! He … (needs to/must) go to a clothing store. 10.Yolanda is

lonely, living on her own. She … (must/should) get a dog. (English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random House Company,

2004)

Activity 2.

Complete each of the following sentences with: can or may.

1. … I please, go to the bathroom? 2. … you carry all of those suitcases by yourself? 3. … I help

you? 4. John’s strong; he … help you lift those boxes. 5.Jennifer … afford a much bigger

apartment. She earns a lot of money. 6.No, you … not eat dinner in bed, children! 7. … I

interrupt for a second? 8. … I take your coat? 9. … they finish the work by themselves? 10.

Geoffrey … not make it to the reception tonight. (English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random House Company,

2004)

REVISION II

Learning Unit # 2


1.Circle the correct answer. Only one answer is correct.

Is the legal system in the United States different from the English legal system?

a.The legal system in the United States is similar in many ways to the English system.

b.The legal system in the United States is similar in many ways to the Romanian system.

c.The legal system in the United States is similar in many ways to the Russian system.


Name one of the main differences between the United States legal system and the United Kingdom legal system.

a.One of the main differences is that the Americans do not celebrate Saint Nicholas’ Day.

b.One of the main differences is the existence of the United States Constitution.

c.One of the main differences is the celebration of the Thanksgiving Day.


What authority interprets the U.S. Constitution?

a.The White House

b.Scotland Yard

c.The Supreme Court


Who appoints the nine Supreme Court judges?

a.The President

b.Michael and Gabriel

c.Peter and Paul


Who approves the Supreme Court judges?

a.The Johnson family

b.The Senate

c.The Brown family


What is the task of a jury in the United States?

a.The task of a jury is to decide whether Jim is innocent or guilty.

b.The task of a jury is to decide whether Lawrence and Mary are innocent or guilty.

30

c.The task of a jury is to decide whether the defendant is innocent or guilty.


What is task of an American judge?

a.To pass the sentence.

b.To play tennis in the court.

c.To read fairy-tales to the offenders.


Who represents clients in the U.S. courts?

a.Bill

b.The attorneys

c.Larry


Where have the attorneys been trained?

a.They have been trained in High Schools.

b.They have been trained in Medical Schools.

c.They have been trained in Law Schools.


Each student … take only one book home.

a.may

b.can

c.dare


We are told that on Sundays we … stay in bed till nine a.m. .

a.can

b.may

c.dare


I assume that you are my neighbour.

a.You might be John.

b.You should be Grace.

c.You must be my neighbour.


I am sure that the policemen are getting home now.

a.The policemen must be getting home.

b.Ralph and Mary must be getting home.

c.Amy and Alice must be getting home.


When he was younger, this C.I.A. agent … swim like a fish.

a.can

b.could

c.will be able to


I am sure that those detective in the yard are cold.

a.You should be cold.

b.You must have been cold.

c.You must be cold.


She began to worry lest he … have met with some traffic accident.

a.should

b.would

c.should not

31


I … drink tea and milk while I was in Scotland.

a.am used to

b.used to

c.was used to


I … listening to their gossip.

a.used to

b.am used to

c.was used to

RASPUNSURI LA EXERCITII

LEARNING UNIT # 2: THE U.S. LEGAL SYSTEM. THE U.S. LEGAL PROFESSIONALS

2.4.Key Answer Guide for Self-assessment Activities

A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. The U.S. Legal System. The U.S. Legal Professionals

1.The legal system in the United States is similar in many ways to the English system. 2.One of the main differences is

the existence of the U.S.Constitution. 3.The U.S.Constitution is interpreted by the Supreme Court. 4.There are nine

Supreme Court judges. 5.They are appointed by the President. 6.They are approved by the Senate. 7.They can be

removed from office only by impeachment. 8.They are appointed by the President. 9.They with Federal law. 10.Federal

law applies to the country as a whole. 11.They also deal with important cases involving citizens from different states.

12.State judges hear cases involving the law of a particular state. 13.They hold office for ten years. 14.By election.

15.The number varies from state to state.

B.GRAMMAR SECTION:

2.Self-assessment Tests on Grammar Knowledge

Activity I.1.may; 2.might; 3.may; 4.might; 5.might; 6.may; 7.might; 8.might; 9.may; 10.may.

Activity II.You must be John. 2.It must be very cold outside. 3.She must be our new manager.4.You must work in the

sales division.5.It must be snowing in the mountains. 6.They must be getting home right now. 7.You must be my new

neighbour. 8.The kids must be upset about the rain on their vacation.

Activity III.1.can; 2.can’t; 3. may; 4.can/could; 5.may; 6.may/can; 7.may/can.

Activity IV.1.may/might; 2.might; 3.must not; 4.may/might

Activity V.1.can’t; 2. could; 3.can’t; 4.can/could/can’t/couldn’t; 5.can’t/ couldn’t; 6.can/could; 7.could; 8.can

Activity VI.1, 3, 6 – possibility; 2,4,5 - permission

Activity VII. can’t; will/shall be able to; 2. could; 3.will/shall not be able; 4.will be able to; 5.can; could; can’t

Activity VIII. 1.was able to; 2.could; 3. was able to; 4. could

Activity IX. 1.It must have been already late. 2.You must be cold. 3.They must be having their Physical Education

lesson. 4.She must be at home.

Activity X.1.must; 2.had to; 3. will have to

Activity XI. 1.must/need; 2. must; 3.need; 4.must; 5.need/must; 6.need

Activity XII.1.must; 2.have to/must; 3.has got to; 4.has to ; 5.has got to; 6.must

Activity XIII.wouldn’t; 2.won’t; 3.wouldn’t; 4.won’t; 5. won’t; 6.wouldn’t

Activity XIV. 1.He said he would leave … . 2.He said he would be glad if you would come. 3.He didn’t know if he/she

would have dinner with him. 4.He said the window wouldn’t close. 5.She didn’t know if she would marry him. 6.He

said he would help me.

Activity XV.1 would; would; 2.should; 3.should; 4.would/should; 5.would; 6.would

Activity XVI.1. are not used to; 2.used to run; 3.They use to go; 4.He used to have; 5.I am not used to

Activity XVII.1.Did you dare to ask … (regular verb); 2.Dare you make such … ? (modal verb); 3.Did you dare me to

… ? (regular verb); 4.I wouldn’t dare to ask him (modal verb); 5.Dare you call me … ? (modal verb); 6.I think you

wouldn’t dare to face … . (regular verb).

Comprehension Check

1.They are allowed to reject a certain number of jury candidates. 2.The defendant in a criminal case has the right to be

tried by a jury. 3.By a jury. 4.The task of the jury is only to decide whether the defendant is innocent or guilty. 5.It is

the judge who passes the sentence. 6.The attorneys. 7.At law schools. 8.They are licensed to practice only in certain

states. 9.They have to take another exam. 10.The prosecution attorney is appointed by the District Attorney to

prosecute the defendant. 11.He will be provided by the Public Defender’s Office. 12.The prosecution may agree to

charge the defendant with a less serious offence, the procedure being known as plea bargaining.

Assessment and Self-assessment TestsActivity I.1.have to; 2.have to; 3.had better; 4.doesn’t have to; 5.shouldn’t;

6.have to; 7.don’t have to; 8.had better; 9.needs to; 10.shouldActivity II.1.May; 2.Can; 3.May; 4.can; 5.can; 6.may;

7.May; 8.May; 9.Can; 10.can

32







Universitara.




Ed.Niculescu.








si Pedagogica;


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

2.4.2.Bibliographical References:


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

3.Limba engleză, (1978), Bucureşti: Ed. Didactică şi Pedagogică;


5.Merealbe, Emanuel, (1998), Limba engleză pentru jurişti, Bucureşti, Ed. Eficient;

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

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



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

Ed. Niculescu.

33

Learning Unit # 3

THE U.S. COURTS

I shall pursue my enemies and overtake them;

And I shall not turn back untill they faint;

I shall wound them untill they cannot stand;

They shall fall under my feet. (Psalm 17, 38-39)

Urmări-voi pe vrăjmaşii mei şi-i voi prinde

Pe dânşii şi nu mă voi întoarce până ce se vor sfârşi;

Zdrobi-i-voi pe ei şi nu vor putea să stea,

Cădea-vor sub picioarele mele. (Psalm 17, 41,42)

SUBIECTELE LECTIEI


A.READING SECTION: The U.S. Courts

3.3.1. The U.S. Courts

B.GRAMMAR SECTION: Mood Revision

3.3.2.The Conditional Mood

C.PRACTICE SECTION: 4.4.Key Answer Guide for Self-assessment Activities



3.1. Introduction

„The United States prides itself on being a nation of laws. The

Supreme Court, which considers cases involving the interpretation of

the meaning of the U.S. Constitution, is the country’s highest and

most powerful court”. (James K.W. Atherton, The Washington Post)

The Court System. There are many federal courts in the

system which has the Supreme Court as its head. In addition, each

state within the United States has established a system of courts,

including a state supreme court, to deal with civil, criminal and

appellate proceedings. There are also county and city courts. Even

many of the smallest villages, those in which only a few hundred

people live, have a local judge, called a „justice of the peace”, who

handles minor legal matters. There are separate military courts for

members of the armed forces and other specialized courts to handle

matters ranging from tax questions to immigration violations.

In the United States, a person accused of a crime is

considered to be innocent until he/she is proven guilty. The

Constitution requires that any accused person must have every

opportunity to demonstrate his/her innocence in a speedy and public

trial, and to be judged innocent or guilty on the basis of evidence

presented to a group of citizens, called a jury. A person who has been

judged guilty must still be treated justly and fairly, as prescribed by

law. A person treated unjustly or cheated by another or by a

government official must have a place where he/she can win justice.

That place, to an American, is a court.” (Richard Pawelek, Educational

34

Writer, The Law and the Judiciary, USIA, 1992) OBIECTIVELE LECTIEI




O1a.to provide a factual account of the structure of the American courts

based on the distinction between civil and criminal courts, the courts of

first instance and appellate courts;

O1b. to test the students’ legal knowledge;

O2 to understand the language content:

O2a.:to revise the forms and uses of the Present Conditional Tense and the

Past Conditional Tense; to revise the types of If Clauses;

O2b. to test the students’ grammar knowledge;

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

and an English grammar book.


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

C2.using correctly the Present Conditional Tense and the Past Conditional

Tense, the tenses in the „If Clauses” in writing and speaking; applying


translating;

C3.reading, translating, commenting different types of legal documents.


CUPRINSUL LECTIEI


A.READING SECTION:

The U.S. Courts

3.3.1.The U.S. Courts


and vocabulary:

court = (n) curte; tribunal; instanţă judecătorească; judecătorie

to hear, heard, heard = (v) a auzi, a audia

criminal = (adj) penal, criminal

case = (n) caz, cauză, proces, speţă

to involve, -d, -d = (v) a implica, a angaja, a angrena

party = (n) parte la un contract, proces

amount = (n) sumă, cantitate, volum, grad

dispute = (n) dispută, litigiu

district court = tribunal districtual/federal

trial court = tribunal, tribunal de fond

to appeal, -ed, -ed to = (v) a apela la, a face apel la

circuit court = curte de apel; instanţă regională; district

judecătoresc

most systems = majoritatea sistemelor, cele mai multe

sisteme

35

county court = instanţă locală/regională; tribunal

local/regional

to deal, dealt, dealt with = (v) a se ocupa cu/de

area = (n) domeniu

probate = (adj) de validare

small claims = pretenţii materiale de valoare mică

family/domestic court = instanţă de dreptul familiei; tribunal

specializat în dreptul familiei

custody = (n) custodie, tutelă; încredinţare, protecţie

juvenile = (adj/n ) juvenil, minor, adolescent

fight = (n) ceartă, bătaie

within = (prep) în , în cadrul

violation = încălcare a legii

jail = (n )închisoare, puşcărie, temniţă

offense (AE)/offence(BE) = (n) ofensă, contravenţie, infracţiune,

culpă

felony = (n) infracţiune gravă, delict major; crimă(cu cel

puţin un an de închisoare pedeapsă, de exemplu pentru viol)

misdemeanour(BE)/misdemeanor(AM) = (n) delict minor,

contravenţie; infracţiune cu grad redus de pericol social

to handle, -d, -d a case = (v) a instrumenta un caz, a conduce, a

trata

will = (n) testament

estate = (n) avere, proprietate, bunuri, succesiune

individual = (n) persoană fizică, individ; persoană

to bring, brought, brought a case = (v) a intenta proces

lawyer = (n) avocat, jurist, consilier juridic

fee(şi pl fees) = (n) taxă, onorariu, comision

it can be appealed no further = nu se mai poate face apel de la

el/ea

highest = (adj )suprem, cel mai înalt

to have, had, had the final say = a avea ultimul cuvânt

issue = (n) chestiune, problemă, act, fapt, litigiu

Read and translate the following text into Romanian:

The U.S.Courts

In the United States, there are two separate court systems:

1.federal and 2.state. Federal courts hear criminal and civil cases , or

cases involving parties from different states when the amount in

dispute is more then $10,000. Federal trial courts are known as

U.S.District Courts. If you lose a trial in the U.S.District Court, you

may be able to appeal to the U.S.Circuit Courts in your region. The

court of final appeal is the U.S. Supreme Court.

The state court system copy the federal courts in structure

and procedure. The state trial courts are: superior courts, county

courts, district courts, or municipal courts, depending on the state.

State courts are specialezed to deal with: family, traffic, criminal,

probate, and small claims.

Family or domestic relations courts may hear actions

36

involving divorce, separation, and child custody, or cases involving

juveniles and fights within families. Sometimes cases involving

juveniles are heard in a special juvenile court. Traffic courts hear

actions involving violations while driving a car. Criminal courts

hear cases involving violations of laws for which a person could go

to jail. Criminal court cases are divided between felony and

misdemeanor cases. Probate courts handle cases involving wills and

claims against the estates of persons who die with or without a will.

Small claims courts hear cases involving small amounts of money.

Individuals may bring cases here without lawyers and the court fees

are low.

If you lose your case in the trial court, you may appeal to an

intermediate court of appeals. In some states, the appeal goes

directly to the state supreme court. Each state’s highest court has

the final say on interpretation of state laws and the state constitution.

If a state supreme court decision involves some federal law or

constitutional issue, it can then be appealed to the U.S. Supreme

Court.(Adapted and abridged from Engleza pentru jurişti, Emanuel

Merealbe, Ed. Eficient, Bucureşti,1998)

B.GRAMMAR SECTION

Mood Revision & Consolidation

11.3.2.THE CONDITIONAL MOOD

There are no verb forms specifically inflected for expressing

condition in English. With this end in view, either different tenses of

the Indicative Mood or some auxiliaries or modal verbs (will,

would, should, could, might) are employed.

Before specifying what tenses must be used in conditional

sentences, we have to see what the Present Conditional and the Past

Conditional forms look like.

THE PRESENT CONDITIONAL TENSE

Form: should/would +short infinitive

37

Affirmative Short from

I should/would play =m-aş juca I’d play should =’d; would=’d

You would play You’d play

He would play He’d play

She would play She’d play

It would play It’d play

We should/would play We’d play

You would play You’d play

They would play They’d play

Interrogative

Should/Would I play?

Would you play?

Would he play?

Would she play?

Would it play?

Should/Would we play?

Would you play?

Would they play?

Negative

I should not/would not play;

should not=should’t; would not=wouldn’t

You would not play

He would not play

She would not play

It would not play

We should not/would not play

You would not play

They would not play

THE PAST CONDITIONAL TENSE

Form: should/would + have +the third form(past participle)

Affirmative

Long form Short form

I should/would have played = m-aş fi jucat

I should’ve/would’ve played

You would have played You would’ve played

He would have played He would’ve played

She would have played She would’ve played

It would have played It would’ve played

We should/would have played We should’ve/ would’ve

played

You would have played You would’ve played

They would have played They would’ve played

Interrogative

Should/Would have I played?

Would you have played?

Would he have played?

Would she have played?

Would it have played?

38

Should/Would we have played?

Would you have played?

Would they have played?

Negative

I should not /would not have played;should not have = shouldn’t have

You would not have played would not have = wouldn’t have

He would not have played

She would not have played

It would not have played

We would not have played

You would not have played

They would not have played

THE THREE CLASSICAL TYPES OF CONDITIONAL

SENTENCES

IF CLAUSES

TYPE I

E.g.: Jim will buy the book if he finds it. (Jim va cumpăra cartea

dacă o va găsi.)

Main Clause If Clause

Future Simple Tense Present Tense

TYPE II

E.g.:Jim would buy the book if he found it. (Jim ar cumpăra cartea

dacă ar găsi-o.)


Present Conditional Past (Tense) Subjunctive

(be =were with all persons)

TYPE III

E.g.:Jim would have bought the book if he had found it. (Jim ar fi

cumpărat cartea dacă ar fi găsit-o.)


Past Conditional Past Perfect Subjunctive

THE USE OF MODAL VERBS IN CONDITIONAL CLAUSES

Will, would, should are never used in a conditional clause.

Exceptions:

1.will (type I), would (type II) =a vrea

E.g.: If you will/would help me, I’ll/I’d repair my car this afternoon.

2.will =obstinate insistence

E.g.:If you will go there, you will be sorry.

3.will, would =polite request

E.g.: If you will/would show me the way, I’ll/I’d be very grateful to

you.

4.should +infinitive =highly improbable condition

E.g.:If he should come, tell him to wait for me. (Dacă se întâmplă

/dacă prin absurd vine … )

39

The Omission of “If”. It occurs only in Type II and Type III, only

when the conditional clause precedes the main clause.

E.g.: Were the weather fine, we should go for a walk. (II)

Had the weather been fine, we should have gone for a

walk. (III)

A conditional clause may be introduced by: if, unless(+verb in the

affirmative), but for, provided/providing (that):

if, unless

E.g.:

They will go out if it doesn’t rain/unless it rains.

but for is used in Type II and Type III (dacă nu ar fi/dacă nu ar fi

fost) only if but for conditional sentence precededs the main clause.

E.g.:

If it were not for John, she would starve.

But for John, she would starve.

If it hadn’t been for John, she would have starved.

But for John, she would have starved.

provided/providing that = cu condiţia să

E.g.: I shall lend you the books provided you return them in time.

C.PRACTICE SECTION



A.READING SECTION:

TESTE SI INTREBARI DE AUTOEVALUARE SI DE EVALUARE

1.Self-assessment Test on Legal Knowledge. The U.S. Courts.

Comprehension questions:

1.How many court system are there in the United States and what are they?

2.What cases do federal courts hear?

3.What are federal trial courts known as?

4.If you lose a trial in the U.S. District Court, what court may you be able to appeal to?

5.What is the court of final appeal?

6.In what do most state court systems resemble the federal courts?

7.What are the state trial courts called, depending on the state?

8.What are state courts often specialized to deal with?

9.What may family or domestic courts hear?

10.Where are cases involving juveniles sometimes heard?

B.GRAMMAR SECTION

Mood Revision & Consolidation

2.Self-assessment Test on Grammar Knowledge. The Present Conditional Tense, the Past

Conditional Tense, If Clauses.

Activity 1

Underline the Present Conditional and the Past Conditional forms of the verbs in the following

text.

If Steve left home in time, he wouldn’t miss the plane. He wouldn’t arrive in time unless he took

a taxi. If the plane were on the runway, he would get on it on the spot. He would have a nice

flight if the weather were fine.

40

If the tiger hadn’t come close to his car, Steve wouldn’t have been frightened. If he hadn’t been

frightened, he wouldn’t have climbed up the tree. If the tiger hadn’t seen him in the tree, it

wouldn’t have climbed after him. If his friends hadn’t come back, they wouldn’t have been able

to save him. If they hadn’t had a gun, they wouldn’t have succeeded in killing the tiger. If Steve

hadn’t been in danger, they wouldn’t have used the gun. If they hadn’t succeeded in killing the

tiger, they wouldn’t have been so happy.

Activity 2

Complete each of the following sentences by choosing the right words for each blank.

1.If he … (spoke/speaks) Russian, he would travel to Moscow.

2.If you … (take/took) the train to work, you wouldn’t worry about traffic.

3.If they … (live/lived) in the country, they would have a bigger house.

4.If I … (was/were) a better cook, I would make dinner for you.

5.If he … (were/was) a friend, he would tell you the truth.

6.If they … (studied/study) more, they would get better grades.

7.If we … (eat/ate) in a restaurant every night, we would have no money!

8.If they … (came/come) on time more often, we wouldn’t have to wait so long!

9.If she … (was/were) a better driver, I wouldn’t be afraid to ride in her car!

10.If Frank … (was/were) a stronger employee, he would get a raise. (English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random House Company,

2004)

Activity 3

Now make positive conditional sentences using the following negative clues. For example, if

you see:

E.g.: Sarah does not have experience. She does not have an impressive C.V.

You would form the sentence:

If Sarah had experience, she would have an impressive C.V.

1.John does not work for my company. I do not know him.

2.They do not have good benefits. I do not want to work for them.

3.You are not my boss. I do not report to you.

4.They do not have the money. They will not go to Spain for vacation.

5.We do not have the time. We will not stay longer.

6.I am not afraid. I will not go to bed early.

7.I do not speak Italian. I do not understand the movie.

8.We do not leave the apartment at 8:30 every morning. We do not always get to work on time.

9.Sarah does not leave close to the office. She doesn’t walk to work.

10.Becky isn’t going to the party. You will not see her later. (English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random House Company,

2004)

Activity 4

Build the other two types of conditional clauses for the following sentences.

A.1.He’ll write to you if you write to him.

2. ............................................................................................................................ .

3. ............................................................................................................................. .

B.1.If I were you, I should/would lend a helping hand.

2. ............................................................................................................................. .

3. ............................................................................................................................. .

C.1.He would have told the truth if he hadn’t been afraid.

2. .............................................................................................................................. .

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3. .............................................................................................................................. .

Activity 5

Circle the correct tense of the verbs in brackets. 1.I should knit another sweater if I ( to have) more wool.

a.had b.have c.will have

2.If you (to be) in, I should have given it to you.

a.were b.had been c.would be

3.If you don’t shut the windows, we all (to die) of cold.

a. would die b.died c.will die

4.If Jimmy (to eat) another cake, he’ll be ill.

a.eats b.ate c.will eat

5.I shouldn’t do that to Lucy if I (to be) you.

a.will be b.were c.would be

6.You (to be) ill again if you eat too much.

a.would be b.were c.will be

Activity 6

Choose the most suitable tense.

1.If you help me/had helped me with this exercise, I will do/would have done the same for you

one day.

2.According to the timetable, if the train leaves/left on time, we will/would arrive at 5.30.p.m.

3.I don’t like this flat. I think I am/I’d be happier if I live/lived in a house in the country.

4.Why didn’t you tell me? If you told/had told me, I had helped/would have helped you.

5.Let me give you some advice! If you smoked/would smoke less, you didn’t feel/wouldn’t feel so

tired.

6.If you invited/had invited me last week, I was able/would have been able to come.

Activity 7

Put each verb in brackets into a suitable tense.

1.Why didn’t you phone? If I (to know) you were coming, I (to meet) you at the airport.

2.If we (to have) some tools, we (to be) able to repair the car, but we haven’t got any with us.

3.It’s a beautiful house, and I (to buy) it if I have the money, but I can’t afford it.

4.If I (to phone) you tonight, will you be in?

5.It rained every day on our holiday. If we (not to take) the television set with us, we (not to have)

anything to do.

6.John is so untidy! If he (to buy) some new clothes, he (not to look) so bad.


Answer the following questions:

1.What actions do traffic courts hear?

2.What cases do criminal courts hear?

3.Between what are criminal court cases divided?

4.What cases to probate court handle?

5.What cases to small claims courts hear?

6.If you lose your case in the trial court, what court may you appeal to?

7.In some states, where does the appeal go to?

8.If a states supreme court decision involves one state law, can it be appealed to any further?

9.What court has the final say on interpretation of state laws and the state constitution?

10.If a state supreme court decision involves some federal law or constitutional issue, what court

can it then be appealed to?

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1.Federal Courts

2.State Courts

3.The Supreme Courts


Activity 1

Rewrite each of the following sentences in the past tense. Use the right forms of the verbs

provided, and don’t forget to use had and would have!

1.If we (go) to the beach, we (get) a tan.

2.If you (leave) earlier, you (make) your flight.

3.If Harry (study) harder, he (get) a better grade.

4.If Gerard (come) with us, he (have) a good time.

5.If they (go) to bed earlier, they (wake) up in a better mood.

6.If you (take) the subway to work, you (not enjoy) the spring morning.

7.If it (snow) more, they (cancel) school.

8.If Sarah (choose) a different route, she (not miss) the traffic.

9.If we (eat) a little bit earlier, we (leave) the house already.

10.If Wally (finish) his work yesterday, he (stay) home today. (English for the Real World, Andrea Penruddocke, Christopher A. Warnasch, A Random House Company,

2004)

Activity 2

Translate the following sentences into English.

1.Ce vei face dacă ea va pleca în Statele Unite fără tine?

2.Nu te-aş fi invitat dacă nu ai fi acceptat invitaţia mea.

3.Ar fi putut să îţi scrie dacă i-ai fi dat adresa.

4.Dacă nu am fi avut ajutorul tău, nu am fi cumpărat casa.

5.Dacă ai citi cartea, ai ştii numele personajelor.

6.Dacă vine diseară, îl luam cu noi la film.

7.Voi veni mâine cu tine în excursie dacă voi fi liberă.

8.Dacă ar fi ştiut adevărul nu i-ar fi pus întrebarea aceea.

9.Ce ar face fratele tău dacă nu l-ai aştepta la aeroport?

10.Dacă domnul acesta va aştepta câteva minute, îl vom ruga pe director să vorbească cu el.

11.Dacă aş fi în locul tău, aş încerca să o înţeleg mai bine.

12.Dacă prietenul meu ar fi muncit mai mult, el şi-ar fi terminat proiectul până acum.

13.Iţi voi împrumuta dicţionarul meu cu condiţia să mi-l dai înapoi până la sfârşitul săptămânii.

14.Ar face progrese la limba engleză dacă ar studia mai mult.

15.Alison ar fi cumpărat noul roman dacă l-ar fi găsit în librărie.

16.Mâncarea va avea un gust mai bun dacă vei adăuga puţină sare.

17.Dacă aş avea bani, aş mânca la restaurant în fiecare zi.

18.Dacă îl căutai, îl găseai. (Dacă l-ai fi căutat, l-ai fi găsit.

19.Dacă nu mă va găsi acasă, va reveni pe la ora 9.

20.Dacă aş fi ştiut cine sună la uşă, nu deschideam.

21.Dacă el ar fi mers în Scoţia, ar fi vrut să vadă o stafie.

22.Iţi voi aduce cartea aceea dacă voi veni la tine.

23.Dacă aş fi miliardar, aş cumpăra un castel în Spania.

24.Dacă nu plouă, plecăm de îndată.

25.Dacă v-aţi strădui mai mult, aţi termina exerciţiul mai repede.

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REVISION III

Learning Unit # 3

THE U.S. COURTS

I. TEST YOUR LEGAL KNOWLEDGE

Revise: A.READING SECTION


How many court systems are there in the United States and what are they? a.In the United States, there are two separate court systems: federal and state.

b.In the United States, there are two separate court systems: garden and park.

c.In the United States, there are two separate court systems: backyard and Scotland Yard.


Federal courts hear: a.Romanian cases.

b.criminal cases, civil cases, cases involving parties from different states when the amount in

dispute is more than $10,000.

c.German cases.


The federal trial courts are known as:

a.The United Kingdom District Courts

b.The European Union District Courts

c.The United States District Courts


If you lose a trial in the United States District Court, what court may you be able to appeal to?

a.The United States Circuit Courts

b.The United Kingdom Circuit Courts

c.The European Union Circuit Courts


What is the United States court of final appeal?

a.The United Kingdom Supreme Court is the court of final appeal.

b.The United States Supreme Court is the court of final appeal.

c.The European Union Supreme Court is the court of final appeal.


Family and domestic courts hear: a. all actions involving violations while driving a car.

b.all actions involving murder.

c.all actions involving divorce.


Traffic courts hear:

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a.all actions involving violations while driving a car.

b.all actions involving divorce.

c.all actions involving murder.


Criminal courts hear all cases involving violation of laws for which a person could go:

a.shopping.

b.to jail.

c.on a trip.


Name criminal court cases.

a.Friends and relatives.

b.Students and parents.

c.Felony and misdemeanor cases.

II. TEST YOUR LANGUAGE KNOWLEDGE

Revise: B.GRAMMAR SECTION: THE CONDITIONAL MOOD. IF CLAUSES

10. Circle the correct answer. Only one answer is correct.

Ce vei face dacă ea va pleca în Statele Unite fără tine? a.What will you do if she leaves for the United States without you?

b.What would you do if she left for Predeal without you?

c.What would you have done if she had left for Constanta without you?


Nu te-aş fi invitat dacă nu ai fi acceptat invitaţia mea.

a.Mary wouldn’t invite Ralph if he didn’t accept her invitation.

b.I wouldn’t have invited you if you hadn’t accepted my invitation.

c. Jane won’t invite John if he doesn’t accept her invitation.


El ar fi putut să îţi scrie dacă i-ai fi dat adresa.

a.Sue could write to you if you gave her your address.

b.Thomas can write to you if you give him your address.

c.He could have written to you if you had given him your address.


Dacă nu am fi avut ajutorul tău, nu am fi cumpărat casa. a.But for your help, we wouldn’t have bought the house.

b.If George and Liz hadn’t had Nick’s help, they wouldn’t have bought the house.

c.If Jude didn’t have your help, he wouldn’t buy the house.


Dacă ai citi cartea, ai ştii numele personajelor.

a.If Georgiana had read the book, she would have known the names of the characters.

b.If you read the book, you would know the names of the characters.

c.If Paul reads the book, he will know the names of the characters.


Dacă vine diseară, îl luam cu noi la film.

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a.If Jane came to our place tonight, Mr. Bingley would take her with him to the film.

b.If Mr. Darcy had come to Mr. Bennet’s place yesterday, they would have talked about the film.

c. If he comes to our place tonight, we will take him with us to the film.


Voi veni mâine cu tine în excursie dacă voi fi liberă. a.I will come with you on the trip, tomorrow, if I am free.

b.Mary and Kate would come with you on the trip, tomorrow, if they were free.

c.Lillian would have come with you on the trip, tomorrow, if she had been free.


Dacă ar fi ştiut adevărul, nu i-ar fi pus întrebarea aceea. a.If Aunt Jill knows the truth, she won’t ask him that question.

b.If he had known the truth, he wouldn’t have asked him that question.

c.If Vincent knew the truth, he wouldn’t ask him that question.


Ce ar face fratele tău dacă nu l-ai aştepta la aeroport? a.What will Freddy do if you don’t wait for him at the airport?

b.What would your sister have done if you hadn’t waited for her at the airport?

c.What would your brother do if you didn’t wait for him at the airport?

RASPUNSURILE LA EXERCITII

LEARNING UNIT # 3: THE U.S. COURTS

Key Answer Guide for Self-assessment Activities

A.READING SECTION:

1.Self-assessment Test on Legal Knowledge. The U.S. Courts

1.There are two court systems: federal and state. 2.Federal courts hear criminal and civil cases.3.They are known as

U.S.District Courts. 4.The U.S.Circuit Court of Appeals.5.The U.S.Supreme Court. 6.In structure and procedure.

7.Superior courts, county courts, district courts, or municipal courts. 8.Specific areas of law: family, traffic, criminal,

probate, small claims.9.All actions involving divorce, separation, child custody.10.In a special juvenile court.

B.GRAMMAR SECTION:

2.Self-assessment Tests on Grammar Knowledge

Activity 2

1.spoke; 2.took; 3.lived; 4.were; 5.were; 6.studied; 7.ate; 8.were; 9.came; 10.were.

Activity 3

If John worked for my company, I would know him. 2.If they had good benefits, I would want to work for them. 3. If

you were my boss, I would report to you. 4. If they had the money, they would to Spain for vacation. 5.If we had the

time, we would stay longer. 6. If I were tired, I would go to bed early. 7.If I spoke Italian, I would understand the

movie. 8.If we left the apartment at 8:30 every morning, we would always get to work on time. 9.If Sarah lived close to

the office, she would walk to work. 10.If Becky were going to the party, you woul see her later.

Activity 5

1.a; 2.b; 3.c; 4.a; 5.b; 6.c.

Activity 6

1.you help; I will do; 2.leaves; will arrive; 3.I’d be; I lived; 4.you had told; I would have helped; 5.you smoked; you

wouldn’t feel; 6.you had invited; I would have been able.

Activity 7

1.had known, would have met; 2.have, will be able; 3.will buy; 4.phone; 5.had not taken, would not have had;

6.buys/bought, will not look/wouldn’t look


1.All actions involving violations while driving a car. 2.All cases involving violation of laws for which a person could

go to jail. 3.Felony and misdemeanor cases. 4.Wills and claims against the estates of persons who die with or without a

will. 5.Cases involving small amounts of money. 6.An intermediate court of appeal. 7.Directly to the state supreme

court. 8.It can be appealed to no further. 9.Each state’s highest court. 10.The U.S.Supreme Court.

Assessment and Self-assessment Test

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Activity I.If we had gone to the beach, we would have got/gotten a tan. 2.If you had left earlier, you would have made

your flight. 3.If Harry had studied harder, he would have got/gotten a better grade. 4.If Gerard had come with us, he

would have had a good time. 5.If they had gone to bed earlier, they would have woken up in a better mood. 6.If you

had taken the subway to work, you would not have enjoyed the spring morning. 7.If it had snowed more, they would

have cancelled school. 8.If Sarah had chosen a diferrent route, she wouldn’t have missed the traffic. 9.If we had eaten a

little bit earlier, we would have left the house already. 10.If Wally had finished his work yesterday, he would have

stayed home today.

Activity II.

1.What will you do if she goes to the United States without you?

2.I wouldn’t have invited you if you hadn’t accepted my invitation.

3.He could have written to you if you had given him your address.

4.If we hadn’t had your help, we wouldn’t have bought the house. /But for your help, we wouldn’t have bought the

house.

5.If you read the book, you would know the names of the characters.

6.If he comes to our place tonight, we will take him with us to the film.

7.I will come with you, on the trip, tomorrow, if I am free.

8.If he had known the truth, he wouldn’t have asked that question.

9.What would your brother do if you didn’t wait for him at the airport?

10.If this gentleman will be as kind as to wait for a couple of minutes, we will ask the manager to talk to him.

11.If I were you, I would try to understand her better.

12.If my friend had worked harder, he would have finished his project by now.

13.I shall lend you my dictionary provided that you bring it back to me by the end of the week.

14.He would make progress with the English language if he studied harder.

15.Alison would have bought the new novel if she had found it in the libraries.

16.The food will taste better if you add some salt.

17.If I had money, I would eat at a restaurant every day.

18.If you had looked for him, you would have found him.

19.If he does not find me at home, he will come back at about 9.

20.If I had known who rang the doorball, I would have opened the door.

21.If he had gone to Scotland, he would have wanted to see a ghost.

22.I shall bring you that book if I come to your place.

23.If I were a multi-millionaire, I would buy a castle in Spain.

24.If it doesn’t rain, we shall leave at once.

25.If you did your best/tried hard, you would finish the exercise faster.







Universitara.




Ed.Niculescu.








si Pedagogica;



Lumina Lex.

3.4.2.Bibliographical References:


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


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4.Merealbe, Emanuel, (1998), Limba engleză pentru jurişti, Bucureşti: Ed. Eficient;

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

6.Pawelek, Richard, Educational Writer, The Law and the Judiciary, USIA, 1992;



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

Ed. Niculescu.

Documents

THE U.S. & ITS LEGAL SYSTEM NOTE DE CURS AN II, SEMESTRUL I · 2 INTRODUCTION A knowledge of the English and American legal systems is important for our full-time law students at