Documente Academic
Documente Profesional
Documente Cultură
FACULTATEA DE DREPT
LIMBA ENGLEZĂ 2
1
CUPRINS
INTRODUCERE ................................................................................................................................................ 4
OBIECTIVELE CURSULUI ............................................................................................................................. 4
COMPETENȚE ................................................................................................................................................. 4
RESURSE ŞI MIJLOACE DE LUCRU ............................................................................................................. 5
STRUCTURA CURSULUI ............................................................................................................................... 6
TEME DE CONTROL ....................................................................................................................................... 6
CERINŢE PRELIMINARE PENTRU PARCURGEREA CURSULUI ............................................................. 7
DURATA MEDIE DE STUDIU INDIVIDUAL ................................................................................................ 7
EVALUAREA ................................................................................................................................................... 7
BIBLIOGRAFIE: ............................................................................................................................................... 8
UNIT 1: THE PAST TENSES ........................................................................................................................ 9
1.1. INTRODUCERE ......................................................................................................................................... 9
1.2. OBIECTIVE ................................................................................................................................................ 9
1.3. CONŢINUT................................................................................................................................................. 9
1.4. DEZVOLTARE APTITUDINILOR ......................................................................................................... 12
1.5. SĂ NE REAMINTIM... ............................................................................................................................. 13
1.6. REZUMAT ................................................................................................................................................ 13
1.7. TEST ......................................................................................................................................................... 13
1.8. BIBLIOGRAFIE ....................................................................................................................................... 14
UNIT 2: COURTS OF LAW IN THE UNITED KINGDOM ...................................................................... 15
2.1. INTRODUCERE ....................................................................................................................................... 15
2.2. OBIECTIVE .............................................................................................................................................. 15
2.3. CONŢINUT............................................................................................................................................... 15
2.4. DEZVOLTAREA APTITUDINILOR....................................................................................................... 17
2.5. SĂ NE REAMINITIM... ............................................................................................................................ 18
2.6. REZUMAT ................................................................................................................................................ 18
2.7. TEST ......................................................................................................................................................... 19
2.8. BIBLIOGRAFIE ....................................................................................................................................... 20
UNIT 3: PRESENT PERFECT .................................................................................................................... 21
3.1. INTRODUCERE ....................................................................................................................................... 21
3.2. OBIECTIVE .............................................................................................................................................. 21
3.3. CONŢINUT............................................................................................................................................... 21
3.4. DEZVOLTAREA APTITUDINILOR....................................................................................................... 26
3.5. SĂ NE REAMINTIM... ............................................................................................................................. 26
3.6. REZUMAT ................................................................................................................................................ 27
3.7. TEST ......................................................................................................................................................... 27
3.8. TEMA DE CONTROL 1 ........................................................................................................................... 29
3.9. BIBLIOGRAFIE ....................................................................................................................................... 29
UNIT 4: THE BRITISH LEGAL SYSTEM ................................................................................................. 30
4.1. INTRODUCERE ....................................................................................................................................... 30
4.2. OBIECTIVE .............................................................................................................................................. 30
4.3. CONȚINUT............................................................................................................................................... 30
4.4. DEZVOLTAREA APTITUDINILOR....................................................................................................... 32
4.5. SĂ NE REAMINTIM... ............................................................................................................................. 32
4.6. REZUMAT ................................................................................................................................................ 33
4.7. TEST ......................................................................................................................................................... 33
4.8. BIBLIOGRAFIE ....................................................................................................................................... 34
UNIT 5: PAST PERFECT ............................................................................................................................ 35
5.1. INTRODUCERE ....................................................................................................................................... 35
2
5.2. OBIECTIVE .............................................................................................................................................. 35
5.3. CONȚINUT............................................................................................................................................... 35
5.4. DEZVOLTAREA APTITUDINILOR....................................................................................................... 37
5.5. SĂ NE REAMINTIM... ............................................................................................................................. 38
5.6. REZUMAT ................................................................................................................................................ 38
5.7. TEST ......................................................................................................................................................... 38
5.8. BIBLIOGRAFIE ....................................................................................................................................... 39
UNIT 6: THE EUROPEAN UNION ............................................................................................................ 40
6.1. INTRODUCERE ....................................................................................................................................... 40
6.2. OBIECTIVE .............................................................................................................................................. 40
6.3. CONȚINUT............................................................................................................................................... 40
6.4. DEZVOLTAREA APTITUDINILOR....................................................................................................... 42
6.5. SĂ NE REAMINTIM... ............................................................................................................................. 43
6.6. REZUMAT ................................................................................................................................................ 43
6.7. TEST ......................................................................................................................................................... 43
6.8. TEMA DE CONTROL 2 ........................................................................................................................... 44
6.9. BIBLIOGRAFIE ....................................................................................................................................... 44
LIST OF IRREGULAR VERBS .................................................................................................................. 46
3
LIMBA ENGLEZĂ 2
INTRODUCERE
OBIECTIVELE CURSULUI
1. să formeze deprinderilor necesare pentru a folosi limba engleză în mod flexibil şi eficient
atât în scopuri sociale cât şi profesionale
2. să îmbogăţească vocabularul studenţilor prin achiziţia de termeni juridici în limba engleză.
3. să crească încrederea studenţilor în capacităţile personale de îndeplinirea sarcinilor
comunicative în limba engleză
COMPETENȚE
3. Competenţa pragmatică:
a. competenţa discursivă:
- să poată face o descriere sau alcătui un discurs clar dezvoltând şi argumentând
punctele importante cu ajutorul detaliilor şi al exemplelor semnificative;
- să poată interveni într-o discuţie într-o manieră adecvată;
- să poată utiliza cu eficacitate o varietate de cuvinte de legătură pentru a marca clar
legăturile dintre idei.
b. competenţa funcţională:
- să poată comunica cu spontaneitate, demonstrând adeseori o remarcabilă uşurinţă şi o
facilitate de exprimare chiar şi în enunţurile complexe şi destul de lungi;
- să poată transmite o informaţie amănunţită în mod fiabil.
1
Sugerăm următoarele variante posibile:
Fleischhack, Eric; Schwarz, Hellmut (2009) – English Grammar, Bucureşti: ALL Educational
Vince, Michael (2008) - Macmillan English Grammar In Context Student's Book – Intermediate,
London: Macmillan
Preda, Ioan; Leviţchi, Leon (2008) – Gramatica limbii engleze, Bucureşti: Gramar
Docherty, Vincent; Brough, Sonia (2009) – Gramatica standard a limbii engleze, Bucureşti:
Niculescu
2
Sugerăm următoarele variante posibile:
Dicţionar dicţionar juridic englez-român / român-englez, (2008), Bucureşti: C.H.Beck
Dicţionar dicţionar juridic englez-român / român-englez, (2009), Bucureşti: Lumina Lex
5
STRUCTURA CURSULUI
Cursul pentru semestrul al II-lea este compus din 6 unităţi de învăţare, după cum
urmează:
1. Unitatea de învăţare 1 – EXPRIMAREA TRECUTULUI ÎN LIMBA ENGLEZĂ (THE
PAST TENSES)
2. Unitatea de învăţare 2 – TIPURI DE INSTANŢE ÎN REGATUL UNIT (COURTS OF
LAW IN THE UNITED KINGDOM)
3. Unitatea de învăţare 3 – PREZENTUL PERFECT (PRESENT PERFECT)
4. Unitatea de învăţare 4 – SISTEMUL JURIDIC BRITANIC (THE BRITISH LEGAL
SYSTEM)
5. Unitatea de învăţare 5 – MAI MULT CA PERFECTUL (PAST PERFECT)
6. Unitatea de învăţare 6 – UNIUNEA EUROPEANĂ (THE EUROPEAN UNION)
TEME DE CONTROL
TEMA DE CONTROL 1
Compare the structure of courts in Romania with the structure of courts in England and
Wales, pointing to the main similarities and differences.
6
TEMA DE CONTROL 2
Support your answer with specific reasons and examples. Write between 350-400 words.
Rezolvarea celor două teme de control reprezintă 30% din nota finală.
Cele două teme trebuie încărcate pe platforma GSUITE FOR EDUCATION, la clasa dedicată
disciplinei Limba engleză 2 (secțiunea TEME DE CONTROL) până cel târziu 4.05.2021.
Este necesar un nivel cel puţin mediu de limba engleză pentru parcurgerea acestui curs (de
exemplu obţinerea cel puţin a calificativului B1 la examenul de bacalaureat sau al unui
calificativ similar).
EVALUAREA
7
1. 70% evaluarea finală, care va avea loc în sesiunea de examene, sub formă scrisă.
2. 30% evaluarea pe parcurs, prin notarea celor două teme de control obligatorii.
BIBLIOGRAFIE:
1. Caraiman, Carmen Daniela (2013). Limba engleza pentru juristi. Bucureşti: Editura
Universitară
2. Dracsineanu, Cătălin; Haraga, Radu (2012). Manual de limba engleză pentru
profesionişti. Iaşi: Editura Polirom
3. Fleischhack, Eric; Schwarz, Hellmut (2009) – English Grammar. Practice Book,
Bucureşti: ALL Educational
4. Seidl, Jennifer; Schwarz, Hellmut (2012). English Grammar, Bucureşti: ALL
Educational
5. Walenn, Jeremy (2009). English for law in higher education studies. London: Garnet
Publishing.
8
Unit 1: THE PAST TENSES
Conţinut:
1.1. Introducere
1.2. Obiective
1.3. Conţinut
1.4. Dezvoltare lexicală
1.5. Să ne reaminitim
1.6. Rezumat
1.7. Test
1.8. Bibliografie
1.1. INTRODUCERE
1.2. OBIECTIVE
1.3. CONŢINUT
The Simple Past Tense in regular verbs is formed by adding ed to the infinitive.
Infinitive: to look Simple past: looked
The simple past form of each irregular verb therefore must be learnt.
9
1. The same form is used for all persons in affirmative even if we have a regular or
irregular verb.
I worked We worked I spoke We spoke
You worked You worked You spoke You spoke
He/she worked They worked He/she spoke They spoke
I did not work We did not work I did not speak We did not speak
You did not work You did not work You did not speak You did not speak
He/she/it did not work They did not work He/she/it did not speak They did not speak
10
Affirmative Negative Interrogative
I was speaking I was not speaking Was I speaking?
You were speaking You were not speaking Were you speaking?
He/she/it was speaking He/she/it was not speaking Was he/she/it speaking?
We were speaking We were not speaking Were we speaking?
You were speaking You were not speaking Were you speaking?
They were speaking They were not speaking Were they speaking?
1. When we arrived at court, the witness testified so we could listen to his testimony.
………………………………………………….
2. The muggers hid in the old building when the police officers approached the scene
of the crime.
……………………………………………
11
II. Put the verbs in brackets into the simple past or past continuous tense:
I. Put the verbs in the following sentences into: a) the negative; b) the
interrogative:
12
university?
6. When did you meet your best friend/colleague?
7. Who did you consult with when you decided to take up studying law?
8. Why did you enrol in our law faculty?
1.5. SĂ NE REAMINTIM...
Spre deosebire de limba română, verbul englezesc are patru aspecte: simplu,
continuu, perfect şi perfect continuu.
Aspectul continuu al verbului indică faptul că o acţiune este în curs de
desfăşurare la un moment dat, în timp ce aspectul simplu face referire la acţiuni care se
petrec în mod obişnuit şi nu la un moment dat.
1.6. REZUMAT
1.7. TEST
13
looking (c) at / (d) for it. Then (e) I’ve found / (f) I’d found it / (g) I couldn’t find /
(h) wasn’t finding the coffee-pot.
7. When I (a) went back / (b) was going back into the lounge, it was half past eight.
8. Tom looked (a) at / (b) for the clock. “What (c) did you do / (d) were you doing in
the kitchen all that time?” he asked me. “I (e) made / (f) was making coffee for
you”, I (g) told / (h) said him.
II. Choose the right answer (sometimes two answers are correct; explain):
1. The judge was hearing/heard the testimony when we entered the court room.
2. What was the suspect doing/what did the suspect do when the alarm went on?
3. The jurors were not able to/could not understand the author’s behavior.
4. Fortunately, the barrister has not /had not recorded a lost single case until last week.
5. Since the evidence has been /had been collected, the prosecutors could formulate
their accusation.
1.8. BIBLIOGRAFIE
14
Unit 2: COURTS OF LAW IN THE UNITED KINGDOM
Cuprins:
2.1. Introducere
2.2. Obiective
2.3. Conţinut
2.4. Dezvoltare abilităţilor de traducere
2.5. Să ne reaminitim
2.6. Rezumat
2.7. Test
2.8. Bibliografie
2.1. INTRODUCERE
2.2. OBIECTIVE
2.3. CONŢINUT
In the English System three different types of institutions have been set up to resolve
legal problems. These institutions are: Criminal Courts, Civil Courts and Appelate
Courts.
a. Magistrates Courts try less serious offences. They consist of two to seven unpaid or
“lay” magistrates known as Justices of the peace. The Jury is made up of twelve
ordinary people aged between 18 and 65. When they have heard the evidence and the
judge’s summing-up, they retire to a special room to decide whether to return a verdict
15
of guilty or no guilty. If they all agree, they have reached a unanimous verdict. If the
accused is found guilty, he or she has the right to appeal and ask for the case to be
heard by a higher court.
b. Courts of Quarter Session try most of the serious offences. These Courts are
presided over by a bench of justices under a chairman. The Courts of Quarter Session
sit at least four times a year in the counties and boroughs.
c. Courts of Assize generally try the gravest offences. These Courts are branches of
High Court. They are presided over by High Court judges. There are such Courts of
Assize in London, at the Old Bailey, Central Criminal Court, at Liverpool and
Manchester.
All trials at quarter session and assizes are held with a jury.
2. CIVIL COURTS are concerned with rights, duties and obligations of individual
members of the community between themselves. The courts concerned with civil
jurisdiction in England and Wales are:
a. Magistrates Courts are mainly related to domestic proceedings. They have limited
civil jurisdiction.
b. County Courts where the most ordinary civil actions are heard and tried.
c. The High Court is divided into: the Chancery Division, the Probate Division, the
Divorce Division, Admiralty Division and the Queen’s Bench Division.
The High Court forms part of the Supreme Court of Judicature.
In Scotland, civil cases of first instance are heard at the Sheriff Courts (they
correspond to the County Courts in England and Wales) and the Outer House of the
Court of Session (this one is the supreme court in Scotland).
3. APPEALS
They may be heard in the High Court, the Civil Division of the Court of Appeal (the
most important appeals) and a few appeals are heard before the House of Lords, this
one being the ultimate court of appeal in civil cases.
Courts of First Instance in which cases are heard for the first time.
Appelate Courts in which people appeal for reconsideration of the decisions of the
Courts of First Instance.
As to the latest legal journals there are many English Courts which exercise purely
civil or criminal cases and some others hear both criminal and civil cases, as for
instance: the House of Lords and the Court of Appeal.
16
a. In Courts of First Instance cases are heard again for a better judgment
thereof.
……………………………………………………………………………….
b. Magistrates Courts try very serious offences.
………………………………………………………………………………..
1. What are the main criminal courts in England and Wales and what do they try?
2. What are the courts of civil jurisdiction in England, Wales and Scotland?
3. Where may appeals be heard?
III. One way of classifying and understanding the law is by subject matter.
Lawyers often divide the law and the legal system into two: criminal law and civil
law. Classify the following terms into the appropriate column below. Two terms
can appear in both columns:
Criminal Civil
to charge someone with something plaintiff
17
IV. Translate into Romanian:
ARTICLE 126
(1) Justice shall be administered by the High Court of Cassation and Justice, and the
other courts of law set up by the law.
(2) The jurisdiction of the courts of law and the judging procedure shall only be
stipulated by law.
(3) The High Court of Cassation and Justice shall provide a unitary interpretation and
implementation of the law by the other courts of law, according to its competence.
(4) The composition of the High Court of Cassation and Justice, and the regulation for
its functioning shall be set up in an organic law.
(5) It is prohibited to establish extraordinary courts of law. By means of an organic
law, courts of law specialized in certain matters may be set up, allowing the
participation, as the case may be, of persons outside the magistracy.
(6) The judicial control of administrative acts of the public authorities, by way of the
contentious business falling within the competence of administrative courts, is
guaranteed, except for those regarding relations with the Parliament, as well as the
military command acts. The administrative courts, judging contentious business have
jurisdiction to solve the applications filed by persons aggrieved by statutory orders or,
as the case may be, by provisions in statutory orders declared unconstitutional.
(The Romanian Constitution)
ARTICLE 129
Împotriva hotărârilor judecătoreşti, părţile interesate şi Ministerul Public pot exercita
căile de atac, în condiţiile legii.
(Constituţia României)
2.5. SĂ NE REAMINITIM...
2.6. REZUMAT
18
Magistrates Courts (conflicte familiale)
County Courts (majoritatea litigiilor civile)
The High Court.
Apelurile şi recursurile se judecă în: The High Court, the Civil Division of the
Court of Appeal şi The House of Lords.
2.7. TEST
I. Complete the following text contrasting criminal and civil law by choosing the
words/phrases below.
One category is the criminal law – the law dealing with crime.
A case is called a _________(1). The case is instituted by the prosecutor, who takes
over the case from the __________ (2) who have already decided _______ (3) the
defendant (or ________) (4) with specified crimes. The civil law is much more wide-
ranging. The civil law includes the law of _______ (5) and ______ (6).
In a civil case, the __________ (7), normally a _________ (8) or company, ________
(9) in order to win ______ (10). If the case is proven (on the balance of probabilities,
meaning that one is more sure than not), the defendant normally pays the plaintiff
__________ (money) (11).
19
High Court, Criminal Division
High Court, Civil Division
County Court
1. Claims of lesser value will start in a County Court. There are 250 of these around
the country. They can also deal with divorce and bankruptcy matters.
2. Matters of important legal dispute arising in the Crown Court may be appealed to
the __________.
3. From the Court of Appeal, there can be an appeal to the ________ on fact or law,
but usually appeal is only allowed on matters of legal importance.
4. If the case involves a serious crime, it is heard in the ______.
5. In less serious criminal cases (which comprise over 90% of criminal cases), the case
is sent for trial in one of over 400 _______ .
6. More substantial civil claims (over around £ 25,000) are heard in the ________.
7. The __________ was set up under the Treaty of Rome 1957, by which the European
Community was established. The court can overrule all other courts on matters of
Community law.
8. Under the system of appeals in civil cases, it is possible to appeal from a County
Court or the High Court to the ______.
2.8. BIBLIOGRAFIE
20
Unit 3: PRESENT PERFECT
Cuprins:
3.1. Introducere
3.2. Obiective
3.3. Conţinut
3.4. Dezvoltare lexicală
3.5. Să ne reaminitim
3.6. Rezumat
3.7. Test
3.8. Temă de control 1
3.9. Bibliografie
3.1. INTRODUCERE
În această unitate de învăţare, se recapitulează unul dintre cele mai uzuale timpuri ale
limbii engleze (presentul perfect) și cele două aspecte ale sale (simplu și continuu).
3.2. OBIECTIVE
3.3. CONŢINUT
PRESENT PERFECT
A. Present Perfect Simple is formed with the present tense form of HAVE + the past
participle of the verb to be conjugated
For the regular verbs the past participle has exactly the same form as the simple
past.
21
The interrogative is formed by inverting the auxiliary and the subject.
This tense may be said to be a sort of mixture of present and past. It implies a strong
connection with the present and is mainly used in conversations, letters, newspapers
and television and radio reports.
c) recent actions in the present perfect often have results in the present:
The lift has broken down (we have to use the stairs).
actions expressed by the present perfect + yet usually have results in the
present.
He hasn’t come yet (so we are still waiting for him).
d) it can also be used for actions which occur in the past, provided the connection
with the present is still maintained, that is that the action could be repeated in
the present:
Ann Cox has written a number of short stories (that is she is still alive and can
write more).
Note: Present Perfect Simple can be used with this morning, this afternoon only up to
about one o’clock or five o’clock, because after that this morning or this afternoon
becomes a completed period, and actions occurring in it must be put into the simple
past.
lately, recently used with the present perfect also indicate an incomplete period
22
of time:
He has recently bought this house.
He has had a lot of luck lately.
it can be used similarly with ever, never, always, occasionally, often, several
times:
I have never been to London.
He has always answered my letters.
This is the worst book I have ever read.
o the action usually begins in the past and continues past the time of
speaking in the present;
o for used with the simple past denotes a terminated period of time.
We lived here for ten years (but we don’t live there now).
o for used with the present perfect denotes a period of time extending into
the present:
We have lived in London for ten years (and we still live there).
h) a conversation about a past action often begins with a question and answer in
the present perfect:
Where have you been? ~ I’ve been to the pictures.
B. Present Perfect Continuous is formed with the present perfect form of the verb to
be + the present participle
23
You have not been working You have not been working
He/she/it has not been working They have not been working
Negative interrogative:
Have I not been working?/ Haven’t I been working, etc.
This tense is used for an action, which began in the past and is still continuing or has
only just finished. The beginning of the action in the past is pointed out by since and
the duration is represented by for.
Note that the present perfect continuous expresses an action, which is apparently
uninterrupted; we do not use it when we mention the number of time a thing has been
done.
There is, however, a difference between a single action in the simple present perfect
and an action in the present perfect continuous:
a) I’ve polished the car. → it means that the job has been completed.
b) I’ve been polishing the car. → it means: “this is how I’ve spent the last hour”,
it does not mean that the job is completed.
II. Put the verbs in brackets into the present perfect simple or past tense simple:
1. ‘Where is Tom?’ ‘I (not see) him today, but he (tell) Mary that he’d be in for
dinner.’
24
2. He (serve) in the Second World War.
3.’When the First World War (begin)?’ ‘It (begin) in 1914 and (last) for four years.’
10. ”I just (be) to the film War and Peace. You (see) it?”
”No, I_______. Is it like the book?”
”I (not read) the book.”
”I (read) it when I (be) at school.”
”When Tolstoy (write) it?”
”He (write) it in 1868.”
”He (write) anything else?”
11. She (say) that she’d phone me this morning, but it is now 12.30 and she (not
phone) yet.
A.
John: ______ you_____ (write) a letter to your friend at last?
Mike: Yes, I_______.
John: When ______you _____ it?
Mike: I ______it last night.
John: And why _______ you not _____(send) it yet?
Mike: I ______ (leave) it at home in the morning and I ______ (be) busy since I
________ (return) home.
25
B.
Father: ________Jane______(come) home?
Mother: Not yet.
Father: I am very anxious about her. When _____she_____ (leave)?
Mother: She ______ (leave) home at 6 o’clock and she _____(go) straight to the
dentist. Don’t worry. I’m sure the doctor _____ (detain) her.
Father: But it’s 9 o’clock now, so she ______ (be) away from home for three.
IV. Complete the sentences with the Simple or Continuous form of the Present
Perfect Tense of the verbs in brackets. The underlined adverbs should be put in
their correct position:
1. I already (to write) the letter, so perhaps you would post it for me.
2. A: How long (to know) you the truth?
B: I only just (to find out) but I (to find out) a lot of other things just recently.
3. You look very upset. What (to happen)?
4. A: What you (to do) for the last half hour?
B: I (to sit) here working at this problem.
5. I wonder if Tom (to forget) my number. I (expect) him to call for the past two hours.
6. I’m sorry we’re late. You (to wait) long?
7. How you (to keep)? Well, I hope.
8. We always (to live) in a flat, so it will seem strange we move into a house with a
garden round it.
9. You (not to finish) that book yet? You (to read) it for more than a week.
10. We (to argue) about this for two hours now. Don’t you think we should stop?
Translate into English, using the Present Perfect Tense, Simple and Continuous:
3.5. SĂ NE REAMINTIM...
Prezentul perfect simplu este o combinaţie între trecut şi prezent, aşa cum arată
şi numele lui. Spre deosebire de timpul trecut, prezentul perfect simplu nu va indica
niciodată cu precizie momentul în care loc o acţiune. Din contră, prezentul perfect
26
simplu foloseşte, de regulă, adverbe de timp de genul: recently, so far, ever, never,
always, today, this week, this month, this year, lately/of late etc.
Prezentul perfect continuu se foloseşte pentru a măsura de cât timp se petrece o
acţiune care a început în trecut şi care continuă în momentul de faţă.
3.6. REZUMAT
Prezentul perfect simplu indică situaţii/stări care durează de ceva vreme în viaţa
cuiva, iar prezentul perfect continuu indică acţiuni propriu-zise care durează de
ceva vreme (ele continuând inclusive în momentul vorbirii).
Comparaţi:
She has been a prosecutor for 2 years. (the verb to be is a verb of state) – El este
procuror de 2 ani – pres.perf.simple
They have been working hard for drawing up the report for 2 days – De 2 zile, ei
lucrează intens la redactarea raportului (the verb to work indicates an action and not a
state) – pres. perf. cont.
Vom continua recapitularea unor reguli importante ale limbii engleze în unităţile
următoare.
3.7. TEST
27
1. When ________________ the firm?
a) have you joined b) did you joined c) did you join
2. ___________________ in Paris?
a) Did you ever worked b) Have you ever worked c) worked you
7. The reason she looks so sad is that she _______________ proved guilty in court.
a) has been b) was c) had been
1. She has worked/works in our company since 2014. She is very content with her job.
2. The lawyer had been/has been disbarred. He is unemployed at present.
3. Our law boutique dealt/has been dealing with insolvency cases for 3 years.
4. The solicitor is working/has been working for this file for a week now.
5. The Parliament adopted/has adopted a new fiscal code, which will hopefully be
beneficial for our economy.
III. Fill in the gaps with the right tense (past tense simple, present perfect simple)
28
IV. Fill in the gaps with the right tense of the verbs given in brackets:
3.9. BIBLIOGRAFIE
29
Unit 4: THE BRITISH LEGAL SYSTEM
Cuprins:
4.1. Introducere
4.2. Obiective
4.3. Conţinut
4.4. Dezvoltare lexicală
4.5. Să ne reaminitim
4.6. Rezumat
4.7. Test
4.8. Bibliografie
4.1. INTRODUCERE
4.2. OBIECTIVE
4.3. CONȚINUT
The Victorian prestige of the law is expressed in the Royal Courts of Justice, built in
1880. The Law and the Church are powerfully interlocked with the History of Britain.
Both have been conservative and resistant to change as their votes in the House of
Lords showed.
The conservatism of English lawyers is reinforced by their strict division into solicitors
and barristers. Solicitors are allowed to deal directly with the public. They perform all
routine cases, but when they have to take a case to the central courts, they must employ
a barrister to plead.
30
A barrister is required to have reached an accepted educational standard and to have
passed the legal examinations conducted by the Council of Legal Education. Finally,
he must become a member of the Inns of Court. Half of the barristers in Britain work
in one of the four Inns of Court – Gray’s Inn, Lincoln’s Inn, the Middle Temple and
the Inner Temple.
The oldest one is the Inner Temple, which has produced the largest number of judges.
Lincoln’s Inn is entirely frequented by chancery lawyers, and Gray’s Inn, the newest of
them, is known for its number of provincial barristers.
A barrister who has a substantial junior practice may apply to the Lord Chancellor for
a patent appointing him Queen’s Counsel.
Most higher judicial appointments are made from common barristers who have
become Queen’s Counsels, a proceeding known as “taking the silk”. Their professional
conduct is subject to the scrutiny of the General Council of the Bar, but disciplinary
powers are vested exclusively in the Senate of the Inns of Court.
An articled clerk must pass the necessary examinations held by the Law Society and
unless he has been a barrister or is a law graduate of a university, he is required to
attend a course of studies at a recognised law school. Once a solicitor is qualified, he
may become a member of the Law Society.
31
8. What does a solicitor become, once he/she is qualified?
9. Where do half of the barristers in Britain work?
10. Which institution has produced the largest number of judges in Great Britain?
I. Choose one of the words or expressions in the following list to fill in the blanks
in the text:
1. to deal with
2. prospective solicitor
3. standing
4. to enter into articles of clerkship
5. taking the silk
6. to depend upon
7. society
8. to conduct an examination
9. to apply to
10. to attend a course at a law school
4.5. SĂ NE REAMINTIM...
32
solicitor
barrister
Queen’s Counsel
4.6. REZUMAT
4.7. TEST
I. Complete the terms (1-7) with the words or expression (A-G). Then match each
profession to its definition (I-VII).
33
g) In Great Britain, the principal law officer of the Crown. In the USA, the
Minister of Justice.
II. Using the translations of the following Romanian words, make-up sentences in
Present Perfect (simple or continuous).
1. judecători de pace
2. a pronunţa o sentinţă
3. asistenţă juridică
4. drept constituţional
5. competenţa unui tribunal
4.8. BIBLIOGRAFIE
34
Unit 5: PAST PERFECT
Cuprins:
5.1. Introducere
5.2. Obiective
5.3. Conţinut
5.4. Dezvoltare lexicală și traducere
5.5. Să ne reaminitim
5.6. Rezumat
5.7. Test
5.8. Bibliografie
5.1. INTRODUCERE
În această unitate de învăţare, vom studia două timpuri: trecutul perfect simplu
(past perfect simple) şi trecutul perfect continuu (past perfect continuous).
5.2. OBIECTIVE
5.3. CONȚINUT
PAST PERFECT
35
You had not looked You had not looked
He/she/it had not looked They had not looked
Interrogative: Had I looked? Had we looked?
Had you looked? Had you looked?
Had he/she/it looked? Had they looked?
Negative-
Had I not looked? / Hadn’t I looked? Etc.
interrogative:
Past Perfect Simple is used to show that one action was completed before
another action in the past.
Let us take two examples:
Pedro learned English. – and – He came to England.
Both these actions took place in the past, so we use the Simple Past learned and came.
But suppose we want to show that one of these actions took place before the other one.
Suppose we want to say that Pedro learned English before he came to England. Then
we use the Past Perfect Tense for the action that took place first, and we use the Simple
Past Tense for the other action.
Past Perfect Simple can be used with till, until and before to emphasize the
completion of an action.
He did not wait TILL we had finished our meal.
It was a very expensive town. BEFORE we had been here a week we had spent
all our money.
He had stayed in his father’s firm TILL his father died. Then he had started his
own business and was now a very successful man.
B. Past Perfect Continuous is formed with had been + the Present Participle
(V+ING). The form is the same for all persons:
Negative: I, you, he/she/it, we, you, they had not/ hadn’t been working
Negative–interrogative: Had I, you, he/she/it, we, you, they not/hadn’t been working?
It is not used with verbs, which are not used in the continuous forms, except
with want and sometimes wish.
The boy was delighted with his new bike.
He had been wanting one for a long time.
When the action began before the time of speaking in the past, and continued
36
up to that time, or stopped just before it, we can often use either form:
It was now six and he was tired because he had worked since dawn.
It is now six and he was tired because he had been working since dawn.
But there is a difference between a single action in the simple past perfect and
an action in the past perfect continuous:
By six o’clock he had repaired the engine (this job had been completed).
He had been repairing the engine. (it tells us how he had spent the previous
hour/half hour, etc. It does not tell us whether or not the job was completed).
1. When we arrived, the jury already returned the verdict. (we arrived too late)
………………………………………………………………………
2. The trial started at 9 a.m. At 11 a.m. the judge was hearing the witnesses’
testimonies for 2 hours.
………………………………………………………………………
“A woman is in a hurry and takes a taxi. The taxi goes at great speed and narrowly
misses some lamp posts, trams and policemen. The woman is frightened and says to
the taxi driver: “Please, be careful! This is the first time I’ve been in a taxi. “That’s all
right, ma’am” answers the taxi driver”. “This is the first time I have driven one”.
Model:
This time yesterday he was translating an article.
This time yesterday he had been translating an article for half an hour.
37
3. This time yesterday they were drawing up a report for that case.
4. This time yesterday we were getting about the city.
5. This time yesterday they were travelling by motor coach.
6. This time yesterday she was translating an article from Romanian into English.
7. This time yesterday they were visiting the National Gallery of Art.
8. This time yesterday Mary was doing her morning exercises.
9. This time yesterday the secretary was typing the last page of the report.
10. This time yesterday they were making the arrangements for accommodation.
5.5. SĂ NE REAMINTIM...
Anul universitar următor vom recapitula şi alte reguli specifice limbii engleze.
5.6. REZUMAT
Trecutul perfect simplu exprimă o acţiune care s-a petrecut înainte de altă
acţiune din trecut.
Trecutul perfect simplu măsoară de când dura/a durat o situaţie/o stare care a
început în trecut şi care a continuat până la un moment dat în trecut.
Trecutul perfect continuu măsoară de cât timp dura o acţiune propriu-zisă (nu o
stare/situaţie) care a început în trecut şi care a continuat până la un moment dat
în trecut.
5.7. TEST
I. Put the verbs in brackets into the Past Perfect Simple or Continuous:
II. Rewrite the sentences, using the Past Simple or Past Perfect form of the verbs
in brackets, as appropriate:
38
2. Nothing (move-passive) in the room until after the police (take) photographs.
3. None of his teachers (understand) how he (manage) to fail the examination.
4. The results last year (be) better than anyone (expect).
5. I (write) to the suppliers asking why the goods (not to arrive) yet. They (reply)
to say that they already (send – passive).
6. The motorist (discover) to his relief that he (not to take) the wrong road after
all.
7. I (call) at the manager’s office, but (discover) I just (miss) him. He (go) on
holidays.
8. The scientist suddenly (see) the answer to the problem that (occupy) his mind
for the last two months.
9. Once they (settle) the agenda, the committee (circulate) it to all members of the
company.
10. When Queen Victoria (die) in 1901, she (reign) for over 60 years.
5.8. BIBLIOGRAFIE
39
Unit 6: THE EUROPEAN UNION
Cuprins:
6.1. Introducere
6.2. Obiective
6.3. Conţinut
6.4. Dezvoltare lexicală și traducere
6.5. Să ne reaminitim
6.6. Rezumat
6.7. Test
6.8. Temă de control 2
6.9. Bibliografie
6.1. INTRODUCERE
În această unitate de învăţare, vom studia un scurt istoric privind formarea Uniunii
Europene şi rolul principalelor instituţii din cadrul UE.
6.2. OBIECTIVE
După studierea acestei unităţi, studentul trebuie să fie capabil să furnizeze informaţii
cu privire la istoricul UE şi al principalelor instituţii din cadrul Uniunii Europene.
6.3. CONȚINUT
40
The objectives of the EU have changed over the years. Initially, the aims were
to abolish all internal quotas and tariffs and to impose a common external tariff on
countries outside the Union. These measures meant that as far as imports and exports
went, the Union acted as one country.
Components of the European Union
The parallel of the Union acting as a single nation now extends beyond
preliminary objectives. It has its own executive, legislative, secretariat and judiciary.
The Executive of the EU is made up of the Council of Ministers. This is
composed of elected politicians from each of the member countries. When the Council
of Ministers is considering finance matters, it will be made up of all the Finance
Ministers (in the UK, this is the Chancellor of Exchequer). The Heads of State meet as
the Council of Ministers when particularly important items are under consideration.
The Presidency of the Council rotates between the 28 members of the Union every six
months. Under this system, the head of state of the country, which holds the
presidency, also assumes the title President of the Council of Ministers of the European
Union. When the UK held presidency in the first six months of 1993, Prime Minister
Major also held the office of President of the Council of Ministers of the European
Union. The Council of Ministers is the highest authority in the EU. It must endorse and
authorise EU policy and any applications for membership or significant change.
The Secretariat or Administration is based in Brussels and is called the
European Commission. Unlike the Council of Ministers, the employees of the
Commission are not elected – they are the European equivalent of civil servants. The
Commission is also responsible for drafting and proposing legislation for the Council
of Ministers to vote and approve, amend or reject. The Commission is controlled by a
President and a number of Commissioners. The larger countries send two
Commissioners to Brussels and the smaller ones, just one.
The legislative is in Strasbourg, France and is called the European Parliament.
This is composed of over 500 elected Members of the European Parliament (MEPs).
Like in the UK, MEPs sit in the Parliament according to their political leanings
rather than nationality. Because the EU is not a state as such, the Parliament does not
assume the same degree of power that a national Parliament does. The number of
MEPs from each member country depends upon its size. The UK, Germany, France
and Italy each send over 80 MEPs to Strasbourg, whereas Luxembourg sends just 6.
Because the Parliament has little authority over the affairs of the EU (it does not
control the finance budget or key political areas), its role has been criticised. The
longer term plans for EU include closer links between the member countries and this
will involve a more prominent role for Strasbourg.
The European judiciary is the European Court of Justice. It is presided over by
27 judges (at least one from each country) and an overall President, elected from
among the judges.
41
.............................................................................................................
a. One of the first goals of the EU was to impose a common external tariff on
countries, which do not belong to the Union.
b. Ireland and Britain were among the founder members of the EU.
c. The head of State of the country holding the presidency automatically becomes
President of the Council of Ministers of the EU.
d. Each country sends one Commissioner to Brussels, where the Administration is
based.
e. Criticism regarding the European Parliament has focussed on the way it handles
problems of finance and key policy areas.
Parlamentul European este format din peste 500 de parlamentari aleşi în funcţie de
orientările lor politice. Deoarece Uniunea Europeană nu are un statut propriu-zis de
stat, Parlamentul nu-şi asumă acelaşi grad de autoritate ca un parlament intern.
Numărul de parlamentari din fiecare ţară depinde de mărimea ţării respective: astfel
ţări ca Franţa, Germania, Italia, pot trimite chiar peste 80 de parlamentari, în timp ce
Luxemburgul are doar 6. Parlamentul îşi va mari rolul pe viitor, pe măsură ce se vor
dezvolta legături mai apropiate între ţările membre.
42
6.5. SĂ NE REAMINTIM...
6.6. REZUMAT
6.7. TEST
I. Put each of the following words or phrases in its correct place below. The text
will help you:
Initially, the aims of the EU were to (a)………. all internal quotas and tariffs.
These measures meant that (b) ………… imports and exports went, the Union acted as
one country.
The Council of Ministers is composed of (c)…………. politicians from each of
the member countries. The Presidency of the Council (d) …………… between the
fifteen members of the Union every six months.
As in the case of the (e)………….. executive, the Council of Ministers is the
highest (f)…………….. in the EU. It must endorse and (g)……………. EU policy and
any applications for membership.
Because the EU is not a state as such, the Parliament does not (h)…………….
the same degree of power that a national Parliament does.
II. Use the following words and phrases in sentences of your own:
- to abolish
43
- to hold the presidency
- to hold office of
- to endorse the policy
- domestic executive
- to draft legislation
- to amend
- Civil servants
- political leanings
- internal quotas and tariffs.
Support your answer with specific reasons and examples. Write between 350-400
words.
6.9. BIBLIOGRAFIE
44
3. Walenn, Jeremy (2009). English for law in higher education studies. London:
Garnet Publishing.
45
LIST OF IRREGULAR VERBS
TRANSLATION
INFINITIVE PAST TENSE PAST PARTICIPLE
INTO ROMANIAN
to arise arose arisen a se ridica
to awake awoke/awaked awaked a se trezi
to be was/were been a fi
to bear bore borne a purta
born a naşte
to beat beat beaten a bate
to become became become a deveni
to begin began begun a începe
to bend bent bent a îndoi
to bid bid bid a ruga
to bind bound bound a lega
to bite bit bitten a muşca
to bleed bled bled a sângera
to blow blew blown a sufla
to break broke broken a sparge
to breed bred bred a creşte
a educa
to bring brought brought a aduce
to build built built a clădi
to burn burnt burnt a arde
to burst burst burst a crăpa
to buy bought bought a cumpăra
to cast cast cast a arunca
to catch caught caught a prinde
to choose chose chosen a alege
to come came come a veni
to cost cost cost a costa
to creep crept crept a se târî
to cut cut cut a tăia
to know knew known a şti
to lay laid laid a pune
to lead led led a conduce
to leave left left a lăsa
to lend lent lent a împrumuta
to let let let a lăsa
to lie lay lain a zăcea
to lose lost lost a pierde
to make made made a face
to mean meant meant a însemna
to meet met met a întâlni
to pay paid paid a plăti
to put put put a pune
to read read read a citi
to ride rode ridden a călări
46
to ring rang rung a suna
to rise rose risen a răsări
to run ran run a alerga
to say said said a spune
to see saw seen a vedea
to seek sought sought a căuta
to sell sold sold a vinde
to send sent sent a trimite
to set set set a pune
to shake shook shaken a scutura
to shoot shot shot a împuşca
to show showed shown a arăta
to shrink shrank shrunk a se strânge
to shut shut shut a închide
to sing sang sung a cânta
to sink sank sunk a se scufunda
to sit sat sat a şedea
to sleep slept slept a dormi
to speak spoke spoken a vorbi
to spend spent spent a cheltui
to spring sprang sprung a izvorî
to stand stood stood a sta
to steal stole stolen a fura
to stick stuck stuck a lipi
to strike struck struck a lovi
to swear swore sworn a jura
to sweep swept swept a mătura
to swim swam swum a înota
to take took taken a lua
to teach taught taught a învăţa
to tear tore torn a rupe
to tell told told a spune
to think thought thought a se gândi
to throw threw thrown a arunca
to understand understood understood a înţelege
to wake woke woken a se trezi
to wear wore worn a purta
to weep wept wept a plânge
to win won won a câştiga
to wind wound wound a răsuci
to write wrote written a scrie
47