Beruflich Dokumente
Kultur Dokumente
Liliana Anton
Content
Introduction
Recommended sites
Bibliography
Cursul de fata se adreseaza studentilor din anul I si al II-lea de studiu din cadrul Facultatii de
Drept. Obiectivele didactice vizeaza:
1. familiarizarea studentilor cu limba engleza daca acestia sunt la nivel de incepator, prin
explicarea cunostintelor de baza ale morfologiei, respectiv: articol, substantiv, verb, adjectiv,
pronume
2. aprofundarea notiunilor de gramatica limbii engleze, negatia in limba engleza avand aspecte
de morfologie si sintaxa
3. cunoasterea si intelegerea conceptelor fundamentale de drept civil, penal, comunitar si
international exprimate in limba engleza
4. asimilarea vocabularului de specialitate prin studiul textelor juridice din domeniile de interes
5. redactarea in limba engleza a textelor de specialitate
I. MORFOLOGIA (Morphology)
Prezentare generala
Cele doua parti constitutive ale gramaticii tradiţionale sunt morfologia si sintaxa. Morfologia cuprinde
regulile privitoare la forma cuvintelor si la modificarile formale ale cuvintelor studiate pe parti de vorbire;
sintaxa cuprinde regulile privitoare la imbinarea cuvintelor in propozitii si fraze.
Unitatea de analiza in gramatica traditionala este cuvantul.
Gramatica traditionala grupeaza cuvintele din punct de vedere morphologic in zece parti de vorbire:
1. articolul
2. substantivul
3. verbul
4. pronumele
5. numeralul
6. adjectivul
7. adverbul
8. prepozitia
9. conjunctia
10. interjectia
Partile de vorbire se disting dupa ceea ce exprima, numele unui obiect – (substantivul), un numar sau o
determinare numerica (numeralul), o actiune sau o stare (verbul), o caracteristica a unei actiuni, stari sau
insusjri (adverbul), exteriorizarea unui sentiment, a unei stari fizice, a unui act de vointa sau imitarea unui
sunet (interjecfia).
Definitie.
Articolul este partea de vorbire care constituie un mijloc de individualizare a obiectelor si fenomenelor intr-
un context lingvistic sau situational; nu are forme flexionare, fiind neflexibil din punct de vedere
morfologic; indeplineste functia de determinant. Articolul este redat prin articolul hotarit the, articolul
nehotarit a sau an sau prin articolul zero. Aceste articole se folosesc pentru a realiza: 1) referinta unica
(unique reference) 2) referinta individuala (individual reference).
Articolul hotarat este folosit pentru a exprima referinta unica.
The earth moves round the sun. Pamintul se invirteste in jurul soarelui.
Articolul nehotarit poate fi folosit pentru introducerea in comunicare a unei notiuni care nu a fost
mentionata anterior.
TASKS
A. Fill in the blanks with the, a, an or no article:
“Do you see _____ man standing near ______ door? He works as _____ assistant in ____ same shop as I
do. Well, I saw him the other day and he was driving ______ red Porsche. And do you see ______
expensive clothes he’s wearing? Where does he get ____ money to pay for it all? ______ month ago he
hadn’t got _____ penny. I told you about ______ burglary that we had at ________ shop, didn’t I? Do you
think I should go to _____ police?
C. Insert a or an if necessary:
My neighbour is…….photographer; let’s ask him for………advice about colour films.
We had………fish and………chips for……..lunch.
That doesn’t sound…………….very interesting lunch.
I had a very bad night. I didn’t sleep ………....wink.
We’d better go by……taxi – if we can get ………..taxi at such ………..hour as 2 a.m.
Considerând momentul vorbirii punctul prezent, vorbitorul isi poate aminti un eveniment care a avut loc la
un moment anterior momentului vorbirii (then). In raport cu acest moment amintit then, care se refera la
trecut, alte evenimente pot fi:
a) anterioare momentului trecut then: Past Perfect;
b) simultane cu then: Past Tense;
c) posterioare: Future in the Past.
De asemenea, in momentul vorbirii (now), vorbitorul poate anticipa anumite evenimente (posterioare
momentului vorbirii). In raport cu un anume eveniment posterior momentului prezent (axa de referinţa a
viitorului). Alte evenimente pot fi:
a) anterioare: Future Perfect;
b) simultane: Future;
c) posterioare: engleza nu are marca formala pentru aceste evenimente.
In analiza timpului trebuie astfel luate in consideraţie urmatoarele elemente:
a) momentul vorbirii
b) momentul acţiunii;
c) axa sau momentul de referinţa.
In f uncţie de cele trei elemente — momentul vorbirii, momentul acţiunii şi momentul de referinţa — limba
engleza cunoaşte urrnatorul sistem de timpuri:
— pe axa prezentului: Present, Present Perfect, Future;
— pe axa trecutului: Past Tense, Past Perfect, Future in the Past;
— pe axa viitorului: Future, Future Perfect
TASKS
A. Fill in the blanks with the appropriate form of the verb in brackets at the present simple tense:
He (live)……… in Belgravia in London’s West End. He’s very rich, and he (own)…………. the company
Office Blocks International. Every morning the young Lord (have)……….. breakfast in bed and
(read)……. the newspapers. He (get)…………. up at ten o’clock and usually (go)……… for a walk in
Hyde Park. He (have)………… lunch at his club. He sometimes (meet)……. the directors of OBI, and they
(talk)…….. about the company’s plans. In the afternoon, Lord Stonebury and his friends (play)…… golf.
Then they (have)………. a few drinks. Or sometimes, he and his girl friend (go)…….for a drive in his
sports car. After dinner Lord Stonebury (go)…….. to a night club or a casino with one of his friends. They
(get)……….. home at about two o’clock.
B. Find and correct the verbs in the present tense that are mistaken in the text below:
Dear John,
Thank you for your very interesting letter. I am very pleased to be your pen friend. Are you really have a
swimming pool in the garden? It sound wonderful. As you know from my advertisement, I have 17 years
old and came from Cartagena in Chile. I’ve got two sisters and they is both older than me. My father own a
small factory paper but my mother don’t work. We living in a house outside the city. I enjoying playing
football and I am like science-fiction films.
I. Look at this learner’s text. Match the teacher’s ticks and corrections 1-10 to rules a) – f) below
C. Put the verbs into brackets into simple present or present continuous tense:
1. What Tom (think)……….. of the Budget?
2. He (think)……….. it most unfair.
I (agree)…………….. with him.
3. How much……. this one (cost)…………?
It (cost)…………… forty pence.
4. Look at that crowd. I (wonder)………….. what they (wait)……….. for.
5.This story is about a boy who (make)…… friends with a snake which he (find)………..
in the garden. Then he (go)………. away but he (not forget)……… the snake and some
years later he (return)……… and (look)……….. for it.
6. He (find)………. the snake who (recognize)……….. its old friend and (coil)…………
round him affectionately. But, unfortunately, the snake is by now a full-grown boa-
constrictor and its embrace (kill)………… the poor boy.
The snake (feel)…………. sorry about this?
I (not know)…………... The story (end)…………….. there.
7. How ………..you (end)………… a letter that (begin)……….., “Dear Sir?”
I always (put)……….., “Yours truly”, but Tom (prefer)…………. “Yours
faithfully”.
D. Look at this learner’s text. Match the teacher’s ticks and corrections 1-10 to rules a) – f) below
My name is Kim and I’m Korean. My family is living in lives….b)
an apartment near the centre of Seoul, and they all 1………………..
1 love the city except me. They 2 are thinking that 2 think………...
cities are exciting, but 3 I’m not agreeing with them; I 3 don’t agree ......
4 am preferring quieter towns or villages. Anyway, 4 prefer………..
just this month I 5 work for a small travel agency; I 5 ‘m working….
6 want to go traveling in Europe next month but 7 I’m 6 …………….
needing to earn some money first. 8 I’m thinking of doing 7 need……….
a course when I come back from Europe – my English 8……………..
9 gets better so maybe I can study abroad next time. 9 is getting…….
That’s very expensive, of course. Perhaps that 10 is 10 depends……
depending on how much I can earn – and my parents!
Note:
a) use the present continuous to talk about changing situations
b) use the present simple to talk about a permanent situation
c) use the present simple with a “thought” or “feeling” verb
d) use the present simple with verbs describing what things are, what they are like and what they
possess
e) use the present continuous for a temporary situation
use the present continuous for a temporary thought
f) use the present continuous for a temporary thought
Verbe neregulate
Participiu Traducerea
Infinitiv Past Tense trecut infinitivuiui Observatii
be was/were been a fi
beat beat beaten- a bate
become became become a deveni
begin began begun a incepe
blow blew blown a suf!a, a bate
break broke broken a (se) sparge
breed bred bred a creste, a educa
bring brought brought a'aduce
build buili buili a construi
buy bought bo Ugh I a cumpara
catch caught caught a prinde
choose chose chosen a alege
come came come a veni
cost cost cost a costa
cut cut cut a taia
deal dealt dealt a trata, a se
ocupa de
do did done a face
dra w drevy drawn a trage, a desena
dream dreamt dreamt a visa R. dreamed — in spe-
cial in engleza ameri-
drink drank drunk a bea drunken — adj.
drive drove- driven a mina, a sofa
dwell dwelt dwell a locui R. dwelled (rar)
in engleza americana
eat ate eaten a manca engl. britanica,: ate
(et); engl.
americana: ate (eit)
fall fell fallen a cadea
feed fed fed a hrani .
feel felt fell a (se) sirati
fight fought fought a (se) lupta
find, found found a gasi
fly . flew flown a zbura
forbid forbad(e) forbidden a interzice
forget forgot forgotten a uita
forgive forgave forgiven a ierta
freeze froze frozen a ingheta
get got got a primi, a obţine engl. americana:
get, got, gotten
tgive gave given a da
go went gone a merge
grow grew grown a creste
have had had a avea
hear heard heard a auzi
hide hid hidden a (se) ascunde Partioipiul trecut si
hid (rar)
hit hit hit a lovi
hold held held a |ine
hurt hurl hurt a lovi, a răni, a
durea
keep kept kept a |ine, a pastra
know knew known a §ti, a cunoasjte
lay laid laid a pune, a aseza
lead led led a conduce
learn learnt learnt a invata R. learned —
engl.
americana; adj.:
leave left left , a pleca, a lasa a learned [k:nid] man
lend lent lent a da cu
împrumut
lei let let a lasa, a permite
light lit lit a aprinde R. lighted
lie lay lain a zacea, a se afla R. lie, lied = a min|i
lose lost lost a pierde
make made made a face
mean meant meant a insemna
meet met met a (se) intilni
mow mowed mown, mowed a cosi
pay paid paid a plati
put put put a punt
read. read read a citi
ring rang rung a suna
run ran run a fugi
say said said a spune pers. Ill singular says
i [sez]
see saw seen a vedea
sell sold sold a vinde
send sent sent a. trimite
show showed shown a arata Uneori ortografiat
shew, shewed,
shut shut shut a include shewn
sing sang sung a einta
sit sat sat a sedea
sleep slept slept a dormi
smell smell s melt a mirosi R. smelled —
engleza americana
speak spoke spoken a vorbi
speed sped sped a grăbi, a §i R.: speeded
accelera
spell spelt spelt a ortografia R. spelled — engleza
americana
spend spent spent a cheltui; a
petrece
spread spread spread a (se) întinde
steal stole stolen a fura, a se furisa
stick stuck stuck a lipi
swim swam swum a inota
take took taken a lua
teach taught taught. a invafa (pe
altui), a preda
tell told told a spune, a
povesti
think thought thought a (se) gindi '
throw threw thrown a arunca
understandd understood understood a înţelege
wear wore worn a purta
weep wept wept a plinge
wet wet wet a uda si R. wetted
win won won a cistiga
write wrote written a scrie
TASKS
A. Fill in each gap with a verb from the box in the past tense simple. (The text below describes an
unsuccessful driving test.)
On my first test, I 1…………. out of petrol. Shortly after the restart from the emergency stop, the car
2……….. again, although I 3………… five times to restart.
“No”, I 4………….. to the examiner. “It won’t start.” The examiner 5……………. into the driving seat,
and I 6…………….. the car to the nearest service station, where I 7……………… for the petrol. “This is
not your fault and will not affect whether you pass the test”, he 8…………….., but I 9……………..
terrified and 10…………… not surprised to fail for lack of observation.
C. Put the verbs in brackets into the simple past or past continuous:
I( walk ) along the Piccadily when I (realize ) that a man with a ginger beard,
whom I had seen three times already that afternoon, ( follow ) me.
To make quite sure, I (walk ) on quickly, (turn ) right, then left and (stop ) suddenly at a
shop window.
In a few minutes the man with the beard (appear ) and (stop ) at another shop window.
TASK
Decide if the underlined verbs in the sentences below refer to present time (p) or future time (f):
1. I’m spending a few weeks with an uncle in the States this summer. _f_
2. I can’t find Barbara. Maybe she’s meeting the others for lunch. ___
3. When you see her, could you tell her to give me a call? ___
4. The show starts at 8.30 every day except Monday. ___
5. I hope everyone’s ready. We leave first thing in the morning. ___
Adjectivele monosilabice formează comparativul si superlativul in mod sintetic. Ele primesc -(e)r la
comparativ şi the -(e)st la superlativ:
small —smaller —the smallest
short — shorter — the shortest
Adjectivele formate din d o u a sau mai multe silabe formează comparativul si superlativul analitic cu
ajutorul lui more si the most:
careful — more careful — the most careful
difficult — more difficult — the most difficult
TASKS
A. Write the comparative and superlative for the following adjectives:
1. thin –
2. beautiful –
3. nice –
4. good –
5. bad –
professor arnold smith, who has spent a lifetime studying prehistoric remains, claims that the bones he
unearthed in the californian desert area last may are those of a man-like creature existing millions of
years ago, probably at a time when the pacific ocean covered much more of the surface of this part of
the american continent . professor smith is to give a talk on the subject on bbc television on Monday,
4th april, in the series “where did we come from?” this is to be followed by a discussion with members
of the lost atlantic society whose president, colonel arthur stone, contends that california is in fact a
part of the legendary city, the remainder of which lies hidden under the sea.
II. NEGATION AND ILLOCCUTIONARY ACTS
4. Degrees of negativity
d. week vs. strong negation
e. emphatic negatives
f. semantic changes
5. Lexical negativity
6. Sentence negation – syntactic functions
7. The negation of the verb in expressing / using tenses at the indicative mood
8. Tests of negativity
a. question tags
b. yes/ no questions
9. Tasks
The English language is used for specific communication purposes, in various registers, such as: the
English used for business, finance, journalism, advertising, psychology, sociology, etc.
Definition: The illocutionary or communicative acts are those represented by the process of making
statements, asking questions, giving directives with the aim of getting the hearer to carry out some
action, making an offer or promise, thanking or expressing an exclamation.
1. Sentence
Definition: The basic unit for the expression of interpersonal and experiential meanings is the
independent clause, equivalent for the traditional “simple sentence”. It is also connected with the idea
of predication.
Sentence negation is given by the use of negators such as the particle “no/not”, negative adverbs or
pronouns.
Ex: The readers did not believe that the story was true.
Ex: The readers were unable to believe that the story was true.
The readers were too smart to believe that the story was true.
The readers did not believe that the story was true.
c. General determiner – NO - which is used in front of singular and plural noun groups to
state that something does not exist.
Ex: There was no money for an operation.
We had no union.
He has no ambition.
I could see no tracks.
Nobody in her house knows any English. Nobody knew the truth.
There’s nothing I can do. Nothing happened.
f. Affixes – prefixes: A, Anti, Counter, De, Dis, Ex, Il, Ir, Im, In, Mal, Mis, Non, Un
A prefix such as un-, dis- can be added to the beginning of some words to give them the
opposite meaning
4. Degrees of negativity
a. week vs. strong negation
ex: I didn’t miss anyone.
I missed no one.
b. emphatic negatives that triggers syntactic change subject – predicate/ auxiliary verb
ex: Never (before) have I met anyone so strange.
I haven’t ever met anyone so strange.
5. Lexical negativity
The process of negation is given by the use of one category of negators (particle “no/not” attached to
the auxiliary verb or the use of a negative adverb or pronoun):
Ex:
John isn’t too smart, in fact anybody in their family is so.
I don’t know what has become of her, I haven’t seen her in years.
Help me, please! I can’t budge this rock.
They say that this doctor has never studied anything anywhere.
Nobody told us anything to any of us.
I’m sure that Mark didn’t lift a finger to call me.
I didn’t sleep a wink last night.
I didn’t touch a drop ever since I have this ulcer.
The negation of the verb in expressing / using tenses at the indicative mood
Negatives of tenses
For the simple present tense negative we use does not + infinitive for the third person and do not +
infinitive for the other persons.
Both are usually contracted in speech: he doesn’t work; you don’t work
The simple past tense makes its negative with did not (didn’t) + infinitive: he/ we/ / they didn’t work
All other tenses are formed with auxiliaries, and the negative is formed by putting not after the auxiliaries.
Contractions are usual in speech:
Ex:
I haven’t seen him.
It won’t be easy.
I shan’t be here tomorrow.
He won’t drink wine.
They hadn’t applied for visas.
The present continuous tense and the perfect tenses can be contracted in two ways:
Ex:
He is not coming./ He isn’t coming. / He’s not coming.
I have not seen it./ I haven’t seen it. / I’ve not seen it.
The future tense is normally contracted to won’t but I’ll is also possible.
Ex:
He’ll not see you tomorrow./ He won’t see you tomorrow.
In English a negative sentence can have only one negative expression in it. So, never, no, none, nobody, no
one, nothing, hardly, hardly ever etc. are used with an affirmative verb.
Ex:
He ate nothing. He didn’t eat anything.
He never complains. He doesn’t ever complain.
We have seen no one. We haven’t seen anyone.
They hardly spoke at all. They hardly ever spoke. They didn’t speak much.
Double negation – Unlike some languages, standard national forms of English (British, American,
Canadian, Australian) do not favour multiple negation that is a succession of nuclear negative items in one
clause, although this is a feature of some dialects of English. Instead, the first negative item is followed
throughout the rest of the clause by non-assertive forms (any-)
Tests of negativity
In question tags - these are short addition to sentences asking for agreement or confirmation
Note that statements containing words such as: neither, nor, none, no one, nobody, nothing,
scarcely, barely, hardly, seldom are treated like negative statements and followed by an
ordinary interrogative tag
When the subject of the sentence is no one, nobody, anyone, anybody, none, neither we use the pronoun
THEY as the subject of the tag
INTONATION: When question tags are used, the speaker doesn’t normally need information but merely
expects agreement. These tags are therefore normally said with a falling intonation, as in statements.
Sometimes, however, the speaker does want information. He is not quite sure that the statement is true, and
wants to be reassured. In this case, the question tag is said with a rising intonation and the important word
in the first sentence is stressed, normally with a rise of pitch.
yes/ no questions
A. Questions requiring the answer yes or no In these questions the auxiliary comes first
Future
Simple/ Negative He will not work / He won’t work
TASK 1
Lejeune felt a doubt as he spoke. If she was a suggestible woman – but Mrs. Coppins did not take
advantage of the opportunity offered to her.
“Well, I can really say that I did. Certainly not from anything she ever said. The only thing that perhaps
might have me wonder was her suitcase. Good quality it was, but not new.”
TASK 2
Turn the following sentences from the affirmative to negative by using for each situation three types of
negation: the particle no/not; a negative adverb; a negative pronoun:
TASK 3
Turn the following sentences from the affirmative to negative by using for each situation three types of
negation: the particle no/not; a negative adverb; a negative pronoun, if the case:
8. The origins of the right to an effective remedy can be found in Article 8 of the Universal Declaration on
Human Rights of 1948, which stipulates:
Everyone has the right to an effective remedy by the competent national tribunals for acts
violating the fundamental rights granted him by the constitution or by law.
Although not legally binding, the Universal Declaration has had an enormous impact on all human rights
instruments adopted after 1948. The ECHR refers to the Declaration explicitly in its Preamble.
(Council of Europe, The Memorandum on the Implementation of the Right to an Effective
Remedy, October, 2003)
2. “All criminal trials are held in open court. Because the criminal law presumes the innocence of the
accused until he has been proved guilty beyond reasonable doubt, every possible step is taken to deny to the
prosecution any advantage over the defence. No accused person has to answer the questions of the police
before trial; if he does make a statement, this cannot be used in evidence at his trial unless he has been
cautioned in the proper terms, and he is not compelled to give evidence or to submit to cross-examination
in court.”
(from Criminal Law Update, by Solicitor Anthony Edward, in the Gazette 90/3, 20 Jan 1993)
3. The Union’s Local Solicitor was instructed on a member’s behalf in connection with an assault
committed upon him by three youths. The youths alleged that the member had punished one of their
friends. In consequence of the assault, he received severe bruising to his side and hip and right temporal
region, his eye and right jaw, and was unable to resume his professional duties for a week. A Summons for
assault was served and duly issued upon those responsible. At the hearing, the defendants appeared in
person and elected to be dealt with summarily, each pleading “not guilty”. After retirement, the Justices
found each defendant “guilty” and imposed fines of 58 pounds plus costs.
5. The main pattern of local government organization in Britain (outside the Greater London area) is a
division of the country into a number of local authority areas, as follows: administrative counties
(subdivided into county districts) and county boroughs in England and Wales and Northern Ireland; and
counties, large and small burghs and districts in Scotland. Greater London, a unique administration area, is
subdivided into 32 London Boroughs and the City. Each of these areas has its own elected council (local
authority) which runs many of the public services, including the major services of local health and welfare,
education, child care, town and country planning, fire fighting, the provision and upkeep of certain roads,
traffic management, and a share in the administration of the police, as well as services concerning local
order, amenity, and public health. In carrying out their duties, local authorities must act in accordance with,
and within the limits of, powers conferred on them by Parliament; they are also subject to a certain amount
of supervision by the central Government. Nevertheless they remain independent bodies and discharge their
responsibilities in their own right.
6. On the basis of the foregoing detailed examination of the merits of the case, the Court finds that Iran,
by committing successive and continuing breaches of the obligations laid upon it by the Vienna
Conventions of 1961 and 1963 on Diplomatic and Consular Relations, the Treaty of Amity, Economic
Relations, and Consular Rights of 1955, and the applicable rules of general international law, has incurred
responsibility towards the United States. As to the consequences of this finding, it clearly entails an
obligation on the part of the Iranian State to make reparation for the injury thereby caused to the United
States. Since however Iran’s breaches of its obligations are still continuing, the form and amount of such
reparation cannot be determined at the present date.
7. At the same time the Court finds itself obliged to stress the cumulative effect of Iran’s breaches of its
obligations when taken together. A marked escalation of these breaches can be seen to have occurred in the
transition from the failure on the part of the Iranian authorities to oppose the armed attack by the militants
on 4 November 1979 and their seizure of the Embassy premises and staff, to the almost immediate
endorsement by those authorities of the situation thus created, and then to their maintaining deliberately for
many months the occupation of the Embassy and detention of its staff by a group of armed militants acting
on behalf of the State for the purpose of forcing the United States to bow certain demands.
8. Tim Weekes finds specialist child care solicitors alarmed by recent proposals to reform the
representation of children: The mood among solicitors specialising in children law is grim. Their day-to-
day work involves the most vulnerable and powerless members of society, often children who are at risk of
abuse or violence in the home. They offer a vital conduit for children’s views about the actions of parents,
social workers, local authorities and others. Yet despite the importance of their work, they see signs that the
government is preparing to remove children’s rights to representation by solicitors.
9. Every accused person has the right to employ a legal adviser to conduct his defence; if he cannot afford
to pay, he may be granted legal aid at public expense. If he is charged with murder, and has insufficient
means, he must be granted legal aid.
10. The emergence of the idea of nationhood, in the current sense of the term, is intrinsically linked to the
important ideological revolution that began during the 18th century and transferred legitimate sovereignty to
the people. A nation differs radically from a population group defined by its subjection to a common
sovereign. The nation pre-exists and survives its monarch, even if, depending on the vicissitudes of history,
it may be oppressed or divided.
11. The Geneva Conventions are long and complicated, but they are essentially a series of 'do's' and 'don'ts'
to apply during conflict to protect vulnerable and defenceless individuals. Their underlying principles can
be simply stated.
The human dignity of all individuals must be respected at all times. Everything possible must be done,
without any kind of discrimination, to reduce the suffering of people who have been put out of action by
sickness, wounds or captivity whether or not they have taken direct part in the conflict.
The First Protocol extends the Conventions, taking into consideration modern means of warfare and
transport and aiming to give further protection to civilians. The Second Protocol provides a code of
minimum protection for the combatants and the civilian population during civil wars
12. One of the most common Immigration Act offences is knowingly entering the UK in breach of a
deportation order or without leave of an immigration officer – commonly known as illegal entry. An
example of someone who will be treated as an illegal entrant is if he or she obtained an entry clearance visa
as a student but on arrival had no intention of studying, never enrolled at college and started working
instead. Clearly that person deceived the entry clearance officer or Immigration Officer as to his or her real
intentions on coming to the UK and hence entered the country illegally. Other less common offences such
as failing to comply with a restriction imposed on entry, e.g. residence at a particular address or
employment in a specified job are not often prosecuted.
13. A member took a party of 29 children and staff to stay for two weeks at a School Holiday camp in
Scotland. When the party arrived in Scotland, the beds and bedding were in bad condition; one of the
chalets was leaking and the windows in another were open – resulting in the beds nearest the window being
damp. In view of the poor conditions, the member obtained accommodation elsewhere for the rest of the
holiday. Subsequently he applied for legal assistance in order to obtain compensation for the expense
incurred.
The Solicitor of the Union took the matter with the travel agency concerned on behalf of the member. An
offer of 100 pounds was made by them and this was accepted in settlement.
14. One of the basic features of customs law is the imposition of import duty as a form of indirect taxation.
There is also provision in the EC (European Community) customs code for the collection of export duty,
but in practice these are rarely applied. Advanced economies perceive a charge on exports as a disincentive,
which puts a brake on home industries. However, they have featured in the form of agricultural levies and
other export charges applied under the common agricultural policy of the EC. Duties which are legally
owed to a national customs authority give rise to a customs debt. In all cases within member states these are
based on the customs tariff of the EC. In the UK this takes the form of the integrated tariff of the UK
known shortly as “the tariff”.
15. The first Geneva Convention ("for the Amelioration of the Wounded and Sick in Armed Forces and
Field") and the second Geneva Convention ("for the Amelioration of the Condition of Wounded, Sick and
Shipwrecked Members of Armed Forces at Sea") are similar, covering land and sea respectively. They
embody the main idea which led to the founding of the Red Cross: if a member of the armed forces is
wounded or sick, and therefore in no condition to take an active part in the hostilities, he is no longer part
of the fighting force and becomes a vulnerable person in need of protection and care.
The main points of these two Conventions are: The sick, wounded and shipwrecked must be cared for
adequately. Belligerents must treat members of the enemy force who are wounded, sick or shipwrecked as
carefully they would their own. All efforts should be made to collect the dead quickly; to confirm death by
medical examination; to identify bodies and protect them from robbery. Medical equipment must not be
intentionally destroyed and medical establishments and vehicles must not be attacked, damaged or
prevented from operating even if, for the moment, they do not contain patients.
trial; to employ; offence; prosecution; solicitor; to convict; probation; bill; debate; law; judge; magistrate;
Crown; Wales; acquis communautaire ; applicant ; to implement ; the route to accession ; domestic policy;
vocational training; employment; to enforce legislation; to undermine; share; assembly; with regard to;
outcome; currently; concern; welfare; to focus; the right to representation by a solicitor; guardian ad litem;
legal issues; to miss the point; to ascertain the interests of children; abolish; binding precedent; burglary;
code; conspiracy; counsel; defence; domestic; EC; enforce; judicial; ministry; procedure; probation; State
sovereignty; will; writ; to debate; to enforce a law; formally; chairman; assize; cases of first instance;
accession; accomplice; accountancy in bankruptcy; acquis communautaire; Act of Parliament; to debate, to
enforce a law, formally, chairman, to come into operation; assize, deter, probation, youth, placed on
probation, to pass a sentence, to pass a suspended sentence; cases of first instance; domestic proceedings;
offence; trial; bail; beyond doubt; solicitor; sentence; interest
Exercise: Write three or four sentences to say how you feel now. Use some of the following words: cold;
hot; well; sleepy; thirsty; warm; hungry; ill; wide awake.
III.5. Explain the following terms and then make sentences with them: “civic nation”; State territory;
national minority;” Para – State” Venice Commission; home – state; nation-state; confederation; national
identity; ethnic minority; sovereignty; kin-minority; “ethnic nation”; national frontier/ border;
federalization; nationality; OSCE; linguistic minority
N.B. The answers should be given being based on the chapter “National Minorities’ Protection in the
Contemporary European State”
RECOMMENDED SITES
1. A bookshop always updated with excellent materials to improve your level of English, no matter you are
at the intermediate or advanced level
www.oxford.ro
2. Would you like to borrow dictionaries, grammar books or English courses in Communication,
Journalism or Law?
www.britishcouncil.ro
3. You probably want to improve your pronunciation in English, your grammar or vocabulary.
www.britishcouncil.org/learnenglish
www.bbc.co.uk/worldservice/learnenglish
4. Other bookshops:
www.fedu.ro
www.macmillan.ro
5. You want to know more about tests of English as a foreign language
www.toefl.org
6. You need online dictionaries
www.limbi-straine.ro
7. You are looking for details regarding the European Union and its institutions
www.europa.eu
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• Jeremy Walenn, English for Law in Higher Education Studies, Garnet Publishing Ltd., UK, 2009
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studentii facultatilor cu profil juridic, ed. All, 2000
• *** Oxford Guide to British and American Culture, Oxford University Press, 2000
• David McDowall, Britain in Close-up, An in-Depth Study of Contemporary Britain, Pearson Education
Limited, 1999
• J. Thomson, A. V. Martinet, A Practical English Grammar, Oxford University Press, Great Britain,
2001
• J. Thomson, A. V. Martinet, A Practical English Grammar, Exercises 1, Oxford University Press,
Great Britain, 2001
• J. Thomson, A. V. Martinet, A Practical English Grammar, Exercises 2, Oxford University Press,
Great Britain, 2001
• * * * English Grammar, Collins Cobuild, London, 1990
• Mark Nettle, Diana Hopkins, Developing Grammar in Context, Cambridge University Press, UK, 2003
• Robert O’Neill, Success at First Certificate, Oxford University Press, Great Britain , 1990
• Cory, Hugh, 2000, Advanced Writing, Oxford University Press,
• Dooley, Jenny& Evans, Virginia, 1999, Grammarway, vol.4, Express Publishing,
• Vince, Michael, 1995, Advanced Language Practice, Heinemann Elt..
• * * Cambridge Proficiency, Cambridge University Press, Great Britain, 1996
• * * Cambridge, Phrasal Verbs, Cambridge University Press, Great Britain, 2000
• * * Cambridge, Idioms, Cambridge University Press, Great Britain, 2000
• Lidia Vianu, English with a Key, Teora, Bucuresti, 1999
• Georgiana Galateanu, Ecaterina Comisel, Gramatica limbii engleze, Omegapress, Bucuresti, 2000