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C. WRITING. Mini-project.

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

D. RENDERING

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

E. PROJECT-WORK.

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

LESSON 6

A. DISCUSSION

A1. Read the text about core courses at Sussex University and discuss the questions below.

CORE COURSES.

In years 1 and 2, you are largely occupied with the core courses which ensure that you graduate with a qualifying degree.

Year 1.

You study courses in private law, the legal regime that governs the dealings between individuals, and also in public law, which governs the relationship between an individual and the state.

Contract (how the laws protect agreements between individuals).

Torts (how society provides compensation for injury or property damage suffered by someone as a result of the acts of another).

Legal Method (introducing you to the nature of legal sources, helping you to understand some of the features that are special to law and equipping you with fundamental mental tools – such as how to read statutes and reports of cases – that will be in constant use throughout tour time at Sussex).

Public Law, including criminal law, the study of Parliament, the making of law, the organization of the courts, aspects of the judiciary and matters relating to the constitution of the United Kingdom and of human rights.

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Year 2.

Equity and Trusts (the substantial collection of legal principles that has grown out of the phenomenon of property being owned by one person not for that person’s own benefit but for the benefit of another).

Land Law (the collection of legal principles concerned with the ownership and exploitation of land).

Criminal Law (what conduct should be classed as a crime, what is or should be the relationship between criminal behaviour and immoral conduct, and what constitutes the many particular and familiar crimes).

Law and Policy of the EU (how the EU has developed its own public law as well as its own law dealing with the economic, financial, social and other laws in matters with which it is principally concerned and the effect this has on the UK and other member states).

Final year.

You take four of the following optional courses: Civil Liberties in England and Wales; Commercial Law; Company Law; Comparative Law; Competition Law; Conflict of Laws; Corporate Governance and Economic Theory; Criminology; Development of Human Rights; Employment Law; Environmental Law; Family Law; Forensic Science and the Legal Process; Healthcare, Law and Ethics; History of English Law; International Litigation; Intellectual Property; Japanese Law; Law and Culture, etc.

Questions:

1)What area of law interests you most?

2)If you were a student at Sussex University which subject would you choose to study?

3)What law degrees does your university offer?

4)Give an overview of core courses at your university. Explain what particular matters each course includes.

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

You can use helpful expressions from the box or give your own ideas.

-be able to cope with many different problems simultaneously;

-be calm, stay cool, control emotions;

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-be flexible, adaptable to situation;

-be cautious and shrewd;

-be kind, sympathetic, helpful;

-speak bright, powerful language;

-be able to use words correctly, properly, precisely;

-to have wide range of knowledge, not only in law;

-be elegant and good-looking;

-be able to make decisions or find arguments quickly;

-be hard-working;

-be able to change his mind, to compromise

A. WRITING. Mini-project.

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

LESSON 7

A. LANGUAGE STUDY. PHRASEOLOGY

A1. Read the following sentences with idiomatic expressions. If you fail to understand them at once there are explanations in the brackets. Try to give literary translation to the sentences.

1)The General Knowledge examination was terribly easy. It was a piece of cake. (something very easy to do, requiring little or no effort)

2)This is much too difficult for me. Do you mind if I pick your brains? (to enlist the aid of someone more clever or expert in a given problem)

3)However carefully the student spoke, the teacher jumped down his throat. (to criticize someone for some trifling mistake)

4)We were all expecting him to fail, but he passed with flying colours. (with great success)

5)Oxford and Cambridge are still creaming off the most brilliant scholars, despite the social changes that have taken place since the end of the war. (to take the best0

6)Peter’s success at college cut no ice with the selection committee. They were not impressed with academic attainments but wanted a man with practical experience. (to make no impression at all)

7)I’m afraid you’ll never get that lad into the university, however much time you spend on him. You can’t make a silk purse out of

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

8)If you want a specialist in tax law, I would suggest we brief Mr. Williams QC; he is in a class of his own. (to be incomparably better than one’s companions in particular subject)

9)They talked advanced mathematics together. It was completely over my head. (intellectually too difficult to grasp)

10)I didn’t understand a single word. It was all double Dutch to me.

(nonsense, meaningless words)

11)He seemed to be in a brown study and I thought he hardy heard what we were saying. (to be deep in thought)

12)He has parliamentary procedure and the rules and traditions of the House of Commons at his fingerprints. (to be an expert in a subject, to know it to perfection)

B. READING, DISCUSSION AND RENDERING

B1. As you read, think about the answers to these questions.

1)Why do different countries have different methods of education?

2)What are the advantages and disadvantages of different teaching methods?

3)What is the system of education like in Russia? Which system do you prefer? Why?

METHODS OF EDUCATION: EAST VERSUS WEST

In a society such as the United States or Canada, which has many national, religious, and cultural differences, people highly value individualism – the differences among people. Teachers place a lot of importance on the qualities that make each student special. The educational system in these countries shows these values. Students do not memorize information. Instead, they work individually and find answers themselves. There is often discussion in the classroom. At an early age, students learn to form their own ideas and opinions.

In most Asian societies, by contrast, the people have the same language, history, and culture. Perhaps for this reason, the educational system in much of the Orient reflects society’s belief in group goals and purposes rather than individualism. Children in China, Japan, and Korea often work together and help one another on assignments. In the classroom, the teaching methods are often very formal. The teacher lectures, and the student listen. There is not much discussion. Instead, the students recite rules or information that they have memorized.