Anglais booklet s1 Julian Marshall PDF

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2021 -2022 – Semester 1Legal EnglishThe United States“[...] Give me your tired, your poor, your huddled masses yearning to breathe free [...]” Emma Lazarus – “The New Colossus” – 1883Course descriptionThis course is based on weekly classes. Each class lasts 90 minutes.At the end of this semester, yo...

Description

2021-2022 – Semester 1 Legal English

The United States

“[…] Give me your tired, your poor, your huddled masses yearning to breathe free […]” Emma Lazarus – “The New Colossus” – 1883

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Table of Contents

COURSE DESCRIPTION ______________________________________________________________4 A. METHODOLOGY __________________________________________________________________5 ORAL PRESENTATION __________________________________________________________________________ 5 ESSAY WRITING _____________________________________________________________________________ 9 B. WHAT YOU NEED TO KNOW ________________________________________________________11 USEFUL PHRASES AND SENTENCES ________________________________________________________________ 11 MISTAKES YOU SHOULD NOT MAKE ANYMORE. _________________________________________________________ 12 PUNCTUATION _____________________________________________________________________________ 13 PLAGIARISM _______________________________________________________________________________ 14 UNIT 1 – THE MEDIA _______________________________________________________________15 GRAMMAR: LINK WORDS ______________________________________________________________________ 21 UNIT 2 – POLITICAL PARTIES ________________________________________________________23 GRAMMAR: THE ARTICLES: A, AN, THE, ∅ ___________________________________________________________ 29 UNIT 3 – THE 3 BRANCHES OF GOVERNMENT ____________________________________________31 GRAMMAR: PRESENT TENSES ____________________________________________________________________ 36 UNIT 4 - RELIGION ________________________________________________________________38 GRAMMAR: PRESENT PERFECT & PRETERITE __________________________________________________________ 43 UNIT 5 – IMMIGRATION ____________________________________________________________45 GRAMMAR: CONDITIONALS _____________________________________________________________________ 50 UNIT 6 - MANIFEST DESTINY AND FOREIGN POLICY ______________________________________52 GRAMMAR: QUANTIFIERS ______________________________________________________________________ 58 UNIT 7: CIVIL RIGHTS______________________________________________________________61 GRAMMAR: THE PASSIVE VOICE _________________________________________________________________ 70 UNIT 8 - GUNS____________________________________________________________________72 GRAMMAR: TENSES __________________________________________________________________________ 80 UNIT 9 – THE DEATH PENALTY _______________________________________________________82 GRAMMAR: ASKING QUESTIONS/REPORTED SPEECH _____________________________________________________ 90 SKILLS __________________________________________________________________________94 HOW TO WRITE AN EMAIL ______________________________________________________________________ 94 NUMBERS ________________________________________________________________________________ 96 READING THE NEWS__________________________________________________________________________ 97 DEBATING _______________________________________________________________________________ 100 PHONETICS ______________________________________________________________________________ 104

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Course description This course is based on weekly classes. Each class lasts 90 minutes. At the end of this semester, you should be able to: → make a 3 to 5-minute oral presentation with a few notes on a topical subject → understand authentic newspaper articles and radio reports on contemporary political, social, economic and legal issues. → write a formal and well-structured essay of 250 words (+/-10%). The materials provided herein can be used in several ways to develop and strengthen these skills. They will help you gradually improve your use of English and further your knowledge of political and legal vocabulary. In the second and third years, course content will become more and more specialized. During the first semester we will study documents relating to the United States and the second semester will be devoted to the United Kingdom. For Grammar, your teacher will use L’anglais de A à Z, Michael Swan et Françoise Houdart, Hatier, 2011 or English Grammar in Use, Raymond Murphy, Cambridge University Press. You can also use your own grammar book. Just pay attention to the grammar point of the unit for an effective preparation of the exercises from your brochure. The brochure must be brought to each class. CONTINUAL ASSESSMENT AND EXAMS Your mark for each semester is independent and it is made up of one grade for the in-class exam and another for continual assessment. The final mark is out of 10. Exams are given in week 11 or 12 and last 1.5 hours. Continual assessment is based on your spoken English, in-class participation, homework, progress and punctuality. ATTENDANCE is mandatory for every class. PUNCTUALITY is also required. You may not be admitted to class if you are more than 5 minutes late. Continual assessment accounts for 50% of your final grade. Therefore, your attendance and punctuality will have a significant influence on it. It goes without saying that cell phones must be turned off. In-class exams last the whole class (90 minutes). You will be asked to use the skills and vocabulary you have learnt throughout the preceding semester.

BUILDING YOUR SKILLS Learning a language can be fun but it also requires substantial work on a regular basis. This does not happen uniquely in the classroom. Students who progress most are those who seek every occasion to use English inside or outside of the classroom. In addition to your weekly tutorial, we strongly recommend you have as much contact as possible with the English language. Read books, newspapers and magazines in English. Watch TV in English, surf the Web and go to the University’s library. Listen to music with English lyrics. Try to understand them as well. Watch the original version of films and series. Converse with native speakers of English. In short, the more practice you have in reading, writing, listening and speaking, the stronger your skills will become. It will become easier and more natural for you to speak English. You will also feel comfortable speaking English. Your teachers can recommend appropriate material for your level — don’t hesitate to ask them.

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A. Methodology Oral presentation 1. POWERPOINT (PP) PRESENTATIONS Why is it an important skill to master? - PP is a tool that should complement the oral presentation. It is not content. - The aim here is help the students develop the skills to design an effective PP to aid their oral presentations, as there is a very high chance that they will be asked to present with a PP in future interviews/jobs. - Students should be able to identify and design useful content for the PP so they can present successfully. Learning to present with PP will increase student employability as it is the worldʼs most popular presentational software. - Used well, PP can improve the clarity of presentations and help to illustrate a message and engage the audience. Common mistakes in PP presentations: 1. Too much text, even when using bullet points; when an audience is given text, they will try and read it. If they are reading then they will not be listening, but they also will not be able to fully concentrate on reading; they will be distracted by the presenter talking. 2. Poorly designed slides; if the PP slides use badly contrasted colours and are poorly formatted and inconsistent, then they will serve no purpose other than to distract the audience from the presentation. 3. Staring at the screen; PP slides should be used to supplement a presentation, not serve as a prompt. One of the most annoying and unprofessional habits when giving a presentation using PP is staring at the screen, reading content directly to the audience.

4. Standing in front of the screen; this blocks the audience from seeing the PP content, makes the audience feel uneasy, and turns the presenter a strange shade of blue from the projector/ computer light! 5. Being overly/unnecessarily creative; creativity is a good thing, but making text boxes swirl and dance just because PP has the function to do that is not creative. It just distracts the audience. 6. Panicking when something does not work; ideally the presenter should always arrive early to check that the technology works, but this is not always possible. Technology fails often, and panicking do not help anyone. Always have a back-up plan.

How to put together a good presentation: Step 1: Designing PowerPoint slides a. Color - Ensure that all of your slides have the same or similar background images and color schemes. - Prepare slides that use a bold color contrast, e.g., black or deep blue text on a cream background (black and white can be too glaring for the audience) - Avoid using red or green for text or highlighting, as it can be difficult to read. b. Text - Avoid using too much text. A useful guideline is the six-by-six rule (slides should have no more than six-bullet points and each bullet point should be no more than six words long). - Create bullet points which are clear summaries of key points. - Do not mix up your fonts and font sizes.

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- Ensure that your text is at least 24pt otherwise it may be difficult to read on screen - Use bold for a clear and simple form of emphasis and headings - Set clear hierarchies for type size to help your audience distinguish between headings, main text and other types of text. Step 2: Making the most of graphics and animations - Choose an appropriate quality for scanned images. - Make sure graphics are relevant to your text and not just decorative. - Consider using graphics to replace text where you think an image would be easier to understand. - Ensure that the images that you use are simple and clear enough to be easily read at a distance. - Make sure that any animation you use serves a clear purpose (e.g., to introduce a new piece of information at an appropriate point). Step 3: When preparing to present, ask yourself: - How large is the room that I am going to be presenting in? Will people be able to see my slides from the back? - Does any of my audience have any special requirements? - Have I rehearsed my presentation to check that all of my slides work in the way they are supposed to? - Does my presentation fit into the time that I have been given? - Have I checked that the necessary equipment (laptop, data projector, speakers for sound) is functioning? - Do I have an alternative plan in case the technology fails? Step 4: Presenting with PowerPoint - Treat each slide as a mini-presentation where you make a point to introduce the idea, give the detail and then conclude that slide with an explanation of how the point fits in with the rest of your presentation. - Direct your audience’s attention to the slides when they contain information that is key to getting your message across. - Give your audience time to read and understand material on your slides. - Don’t just read out the text on the slides, they should be a summary or a supplement to the content of your spoken presentation. 2. YOUR PRESENTATION Your presentation will consist in: - A presentation based on a provocative or controversial question or statement for you to agree/disagree with, comment upon or discuss. Examples: “The Church of England has no future” or “Affirmative action: a necessary evil?” OR - A critical analysis of one or several cartoons Pictures (in motion or not) – cartoons, paintings, or photographs - read like texts. They result from an author’s choices. Therefore, every detail is meaningful. You should first describe it as precisely as possible then interpret it. -How to describe a picture: storytelling Pictures read from top to bottom and from left to right. Therefore, pay attention to the FRAME:

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what there is – or not – in the center, which defines the TOPIC the left- and right-hand side of the picture, which helps convey movement the upper and lower part of the picture, which define the background and the foreground lighting, which follows the FOCUS of the picture the situation of communication: when was the picture released, by whom, to what readership?

Always ask yourself WHY the picture is as it is meant to be.

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-Toolbox: Vocabulary: In the background/foreground

To convey: to suggest

On the right/left (hand side)

To mean/to be meant to

In the center/middle

To raise the issue of

To conjure up: to evoke

To refer to

Grammar: v Modals CAN: What can you see/guess/imagine/infer? MAY: refers to the before and/or after of the picture; we may ask/think…, this may result from…

v Be+ing: pictures come into being when there are people to look at them; using the simple present would make the picture timeless

v Present perfect: refers to the before of the picture v Comparatives: pictures are often built on strong oppositions v Syntax: What we can see here/What we have here is…., which means that… HOW LONG SHOULD YOUR PRESENTATION BE? 3 to 5 minutes DOS AND DON’TS Do … • Prepare your presentation thoroughly. Write your own text with the information you have gathered. Use different sources. • Structure your work: clearly define what is in your introduction (what you are going to talk about), the body of your talk (your topic, your ideas, facts and arguments) and your conclusion. • Use formal language. • Use short, simple sentences to express your ideas clearly. • Pause from time to time and don’t speak too quickly. This allows the listener to understand your ideas. • Speak clearly and at the right volume. • Practice your presentation. If possible, record yourself and listen to your presentation. If you can’t record yourself, ask a friend to listen to you. • Make your opinion very clear. Use varied expressions to give your opinion. • Look at the people who are listening to you. • Familiarize yourself with your slideshow (only pictures and a few key sentences) • For the cartoon analysis, evaluate political cartoons for their meaning, message, and persuasiveness. Description is a means, not an end. Determine whether you agree or disagree with the author’s message. •

Conclude your talk with a question to your classmates in order to trigger a short discussion.

Do not… • Write out the whole presentation and learn every word by heart. • Write out the whole presentation and read it aloud. • Use very informal language or slang (ex: “I’m gonna tell you”, “and all that stuff”) • Only look at your note card. • Just copy and regurgitate a Wikipedia page. For your note card: You are just allowed the plan of your presentation, a few names and dates.

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3. AN EXCELLENT ORAL PRESENTATION INTRODUCTION The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. CONTENT The content is written clearly and concisely with a logical progression of ideas and supporting information. TEXT The fonts are easy to read and point size varies appropriately for headings and text. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.

Linking words and phrases Sequence •

• • • • • • •

First / firstly, second / secondly, third / thirdly etc. Next, last, finally In addition, moreover Further / furthermore Another Also In conclusion To summarize

Addition • • • • • •

And In addition, / additionally Furthermore Also Too As well as

Contrast • • • • • • • • • • • • • •

However Nevertheless Nonetheless Still Although / even though Though But Yet Despite / in spite of In contrast (to) / in comparison While Whereas On the other hand On the contrary

Result • • • • • • • •

Emphasis So As a result As a consequence (of) Therefore Thus Consequently Hence Due to

Reason • • • • •

For Because Since As Because of

• • • • • • • • • •

Undoubtedly Indeed Obviously Generally Admittedly In fact Particularly / in particular Especially Clearly Importantly

Example • • • • • •

For example For instance That is (i.e.) Such as Including Namely

Comparison • • • • • • • • • • •

Similarly Likewise Also Like Just as Just like Similar to Same as Compare compare(d) to / with Not only...but also

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Essay Writing You are meant to write an “argument essay”: a provocative or controversial statement is put forward for you to agree or disagree with in 250 words (+/- 10%). Example: “The monarchy is finished. It was finished a while ago, but they're still making the corpses dance.” Sue Townsend, English writer and humorist (1946-2014) Do you agree with Mrs. Townsend’s statement? Choose a position and defend it logically. First, as you know that you will have to develop your ideas, you do have to: 1) Have a good command of the vocabulary you are supposed to use (ex: if you know that your topic will be related to political parties for example, do check whether you could express yourself as thoroughly and precisely as possible without using too simple words or without repeating yourself) 2) Get yourself a little corpus of quotations, ideas, some definitions and key facts. Opposing views need not be addressed directly in your essay but might be inferred indirectly in the choice of arguments you use to back up your views. ESSAY STRUCTURE: 1) Introduction: An introduction provides a clear question your essay will answer (as rephrased by yourself if needed), sets out the scope of the discussion and/or presents your thesis, outlines the structure of the essay, and suggests the answer the essay will put forward in the conclusion. Try to respect these three steps: a) Contextualization: Point to the relevance of the quotation or question. Define the key-term and/or explain the nature of the area you are asked to write on. b) The question: show to what extend the subject is a challenging or problematic one by providing a clear question your essay will answer. c) Your stance/point of view: it must be clear right from the start. 2) The body of the essay: Demonstrate your viewpoint in two or three paragraphs or sections. You can give titles to your sections. Each paragraph must correspond to a key idea or argument. A paragraph usually begins with a topic sentence which is an introduction to the idea developed in the paragraph. If the question requires a personal view (‘What do you think about’, ‘Give your opinion on’, ‘How far do you agree with’, etc.), make sure to give a clear opinion. As long as it supported by relevant facts, examples, quotations or arguments, you will be given credit for it. IMPORTANT: Avoid plagiarism. Citing is one of the effective ways to avoid plagiarism. Do give all the references needed. When quoting a source, use the quote exactly the way it appears. No one wants to be misquoted. (Cf. page on plagiarism). 3) Conclusion: evaluate the quotation/statement, giving a clear answer to the question set in the introduction. Summarize your thesis and open to a new point.

Language How shall I express my opinion? First, do not hesitate to use the pronoun “I”. Anglo-Saxons do not mind a clear standpoint, quite the reverse! You must try to use impersonal structures and the passive so that your essay won’t turn into an

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embarrassing celebration of your ego! The use of the conditional tends to mitigate too strong an assertion: “I would tend to agree with…” / You can also use the passive for generalizations: “It is commonly acknowledged that…” DO NOT USE THE ROYAL WE! “In conclusion, we think that…” Try not to use contractions. “the president doesn’t does not want to…” Remember to use linking words to - add information (in addition, moreover, furthermore...) - contrast ideas (however, on the contrary, conversely, nevertheless...) - go more into details (indeed, in fact...