Reading comprehension L1

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  Généralités

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• Section 1
  

  Section 1

  University: University ofAbou-Bekr Belkaid Tlemcen

  Faculty: Letters and Languages

  Department: English

  Module: Reading Comprehension (RC)

  Level:1^st Year Students (L1)

  Semester: One

  Unit Type: UE Méthodologique

  Coefficient:02

  Credit:04

   

  Class Meeting Time: Monday 14:30 to 16

  Class Location: Room 02

  Course Period: 1 hour and 30 minutes

  Instructor Name: Dr. Assia BENETTAYEB

  Email Address: benettayebassia@gmail.com

  Office Hours: Thursday at 11:30.

  
  

  • READING COMPREHENSION (RC) Leçon

    
    Course Description:

     

    ‘Reading Comprehension’ is a course addressed to first-year FILA and EFL students. The course exposes students to texts of different types and sizes followed by intensive assignments. The course is divided into three main sequences each sequence is made of three texts to be explored intensively under the teachers’ supervision. These are Literary English, Economic Themes in English Literature, and Legal English. It is worth noting that each sequence ends up with extensive reading assignments dedicated to the practice of reading mainly.

     

    Course Objectives:

    -          Reading different types of materials

    -          Practice guided-intensive reading

    -          Learn and practise reading strategies

    -          Practice extensive reading.

     

    Prerequisites:

    -          Reading diverse materials

    -          Reading skills.

     

    Course Programme (Outline):

     

    Reading Comprehension ‘RC’.

    Contents: 

    I-    Sequence One: Literary English.

    ·         Text 1: Literature

    ·         Text 2: Literary Genres in Literature

    ·         Extensive Reading Assignments

     

    II-           Sequence Two: Economic Themes in English Literature.

    ·         Text 1: Wealth of Nations

    ·         Text 2: Economic Literature

    ·         Extensive Reading Assignments

     

    III-   Sequence Three: Legal English.

    ·         Text 1: Legal Business Company and Partnerships

    ·         Text 2: Company Capitalisation

    ·         Extensive Reading Assignments.

     

    Classroom Policies:

    -          Intensive reading of short to long selections.

    -          Reading practice

    -          Intensive assignments.

     

    Evaluation Method:

    The evaluation of students goes as follow:

    -          Classroom evaluation (100%) 

    -          No exam.

     

    Bibliography and Suggested Resources:

    
    

    .         Akdere, Ҫ., & Baron, C. (Eds.). (2017). Economics and Literature: A Comparative and   

               Interdisciplinary Approach (1st ed.). Routledge. https://doi.org/10.4324/9781315231617.

    ·         Austen, J. (1813). Pride and Prejudice [Project Gutenberg eBook].

    ·         Dickens, C. (1854). Hard times: A novel (No. 192). Harper.

    ·         Gilmour, R. (2014). The Victorian period: the intellectual and cultural context of English 

               literature, 1830-1890.  Routledge.

    ·         Krois-Lindner, A. (2006). International Legal English. Cambridge University Press.

    ·         Orwell, G. (1945). Animal Farm. Available at: Global Grey ebooks https://www.   

               globalgreyebooks.com/animal-farm-ebook.html)

    ·          Roshni, D (2015). Literature. Available

               at:https://openurl.ebsco.com/EPDB%3  Agcd%3A7%3A2287    

               /detailv2?  sid=ebsco%3Aplink%3 Ascholar&id=ebsco%3Agcd% 3 A 1 02555389&crl=c)

    ·         Sinclair, U. (1906). The Jungle. Available at: Project Gutenberg: 

               ù=à0https:// www.gutenberg.org/ebooks/140).

    ·         Smith, A. (1950). An Inquiry into the Nature and Causes of the Wealth of Nations,(1776). 

              http://metalibri.incubadora.fapesp.br.

    
    

• Section 2
  

  Section 2

  
  

  I-    Sequence One: Literary English.

  
  

  
  

  
  

  * PRE- READING PHASE 

  
  

  Watch the video then give your impression of English literature

   

   
  

  
  

  * READING PHASE

  
  

   Read text1 carefully then d related tasks

  
  

  Text 1: Literature

  
  

  Task One: Explain each of the following aspects of a literary text briefly

  
  

  ·         The writer’s style

  ·         The turning point in events

  ·         Plot

  ·         Characters’ relationship

  ·         Tone.

  
  

  Task Two: Read the text carefully then answer the questions

  
  

  Literature is a reflection of the society is a fact that has been widely acknowledged. Literature indeed reflects the society, its good values and its ills. In its corrective function, literature mirrors the ills of the society with a view to making the society realize its mistakes and make amends. It also projects the virtues or good values in the society for people to emulate. Literature, as an imitation of human action, often presents a picture of what people think, say and do in the society. In literature, we find stories designed to portray human life and action through some characters who, by their words, action and reaction, convey certain messages for the purpose of education, information and entertainment. It is impossible to find a work of literature that excludes the attitudes, morale and values of the society, since no writer has been brought up completely unexposed to the world around him. What writers of literature do is to transport the real-life events in their society into fiction and present it to the society as a mirror with which people can look at themselves and make amends where necessary. Thus, literature is not only a reflection of the society but also serves as a corrective mirror in which members of the society can look at themselves and find the need for positive change. It is necessary to take a close look at some works of literature, in order to understand how literature actually reflects the society.

     (By Roshni, D (2015).Available at:https://openurl.ebsco.com/EPDB%3 Agcd%3A7%3A2287    
    /detailv2?sid=ebsco%3Aplink%3Ascholar&id=ebsco%3Agcd%3A102555389&crl=c).

  
  

  1-      Give a title to the text.

  
  

  2-      Give the general idea of the text.

  
  

  4- Find out words/ phrases that are similar in meaning to the following words (from the text)

  
  

      Serves= …………. /reflects =………… /People=…………../ Eliminates=……………

  
  

  6- State the different literary types (three at least) of the Drama genre of literature then define one of them only.

  ·         Drama Literary types are:

  ·         Definition:

  
  

  *POST- READING PHASE

  
  

  7- In no more than four lines, give your opinion about English literature.

  
  

  Text 2: Literary Genres in Literature

  
  

  *PRE-READING PHASE

  
  

  Reflect on the picture stating different literary genres. Add genres that are not illustrated in the image.

  
  

  
  

  
  

  
  

  Task One: Which of the following aspects do you value the most in a literary text? Explain  

                     your choice

  Story, enjoyment, the writer’s style, the turning point, characters’ attitudes and reactions, events, vocabulary.

  
  

  * READING PHASE

  
  

  Task Two: Read the text carefully then answer the questions

   

      To begin to think about literary genres, let's not be confused and start with an example. Let's say want to read something. You go to a bookstore or hop onto a store online or go to a library. But instead of a nice person wearing reading glasses and a cardigan asking you what books you like and then thinking through every book ever written to find you the next perfect read (if that person existed, for the record, they would be my favorite person), you're faced with this: rows and rows of books with labels on the shelves like “Literary Fiction,” “Travel,” “Reference,” “Science Fiction,” and so on. You stop at the edge of the bookstore and just stand there for a while, stumped. “What do all of these labels even mean?!” And then you walk out of the store. Or maybe you're writing a book, and someone asks you a question like this: “What kind of book are you writing? What genre is it?”

  A literary genre is a category of literature. Genres may be determined by literary technique, tone, content, or length (especially for fiction). They generally move from more abstract, encompassing classes, which are then further sub-divided into more concrete distinctions.^[1] The distinctions between genres and categories are flexible and loosely defined, and even the rules designating genres change over time and are fairly unstable.^[2]Genres can all be in the form of prose or poetry. Additionally, a genre such as satire, allegory or pastoral might appear in any of the above, not only as a subgenre (see below), but as a mixture of genres. They are defined by the general cultural movement of the historical period in which they were composed.

                                       (from : https://thewritepractice.com/literary-genres/ and https://en. wikipedia  
                                                .org/wiki/Literary_genre)

  1- Give a title to the text.

  
  

  2- Give the general idea of the text.

  
  

  3- Match the headings with the paragraphs of the text (mention the number of each paragraph):

  Literary genres types                                                                          

  Genres are important in literary studies                                              

  Literary genres may overlap

  What is genre in literature      

                                                                          

  4- Replace the underlined words in the text.

  
  

  5- Find out in the text words/ phrases that are similar in meaning to the following words

  
  

  stumped = ………./ preferred =……………../sample=…………………/virtual=………….

  
  

  6- Generate four separate sentences using these words:

  Bookstore-genre-edge-labels.

  
  

  7- Give two other literary genres which are not mentioned in the text. Define one of them.

  
  

  * POST- READING PHASE

  
  

  
  

  
  

  8- Write five lines composition in which you speak about the literary genre that you appreciate and like reading.

  
  

  
  

  
  

  
  
• Section 3
  

  Section 3

  Extensive Reading Assignments

  
  

  
  

  
  

  -          Read the short passage carefully then do related assignments:

  
  

  
  

  
  

  The Victorian Period and the 19th Century (c. 1832-1901) include romantic prose. British writers include Elizabeth Browning, Alfred Lord Tennyson, Matthew Arnold, Robert Browning, Charles Dickens, the Brontë sisters, and Jane Austen. The latter had been famous of writing of style of contradictions. Pre‐Raphaelites, like the Rossettis and William Morris, idealize and long for the morality of the medieval world.

                                                                      (Gilmour, R. (2014). The Victorian period the intellectual and cultural context of 

                                           English literature, 1830-1890. Routledge.)

  Assignment One: 

  
  

  
  

  Work in pairs and answer the following questions:

  
  

  1-      What are the main characteristics of the Victorian period?

  2-      What are the writing themes of this era?

  3-      Spot from the text which words that can be replaced by:  paradoxes, novels, eras, sentimental, and age.

  4-      Work in groups using online references and list the literary productions of some Victorian playwrights that are  

            mentioned in the text.

  
  

  Assignment Two: 

  
  

  
  

  
  

  Practise extensive reading following the instructions

  
  

  1- Pick up one of the already found Victorian novels (assignment one‘4’) and read it extensively outside the classroom then fill in the following information as part of your book report sheet:

  
  

  ·         Novel Title

  ·         Pages Read

  ·         Publication

  ·         Novel Summary (About one-page length)

  ·         Personal Reflection.

  
  

  2-      Write about the following literary elements in the same material you read: characters, plot, point of view, irony, setting, style, theme, and tone.

  
  
• Section 4
  

  Section 4

  
  

  II- Sequence Two: Economic Themes in English Literature.

  
  

  *PRE-READING PHASE

  
  

  a- Observe the image below and mention clues in it. Define each clue.

  
  

  
  

  b- Watch the video about THEMES IN LITERATURE then give your definition. Compare your definition with the ones of your classmates.

   

   
  

  
  

  *READING PHASE

  
  

  Text 1: Wealth of Nations

  
  

  Read the text carefully then answer the questions:

   The greatest improvement in the productive powers of labour, and the greater part of the skill, dexterity, and judgment with which it is anywhere directed, or applied, seem to have been the effects of the division of labour. The effects of the division of labour, in the general business of society, will be more easily understood, by considering in what manner it operates in some particular manufactures. It is commonly supposed to be carried furthest in some very trifling ones; not perhaps that it really is carried further in them than in others of more importance: but in those trifling manufactures which are destined to supply the small wants of but a small number of people, the whole number of workmen must necessarily be small; and those employed in every different branch of the work can often be collected into the same workhouse, and placed at once under the view of the spectator. In those great manufactures, on the contrary, which are destined to supply the great wants of the great body of the people, every different branch of the work employs so great a number of workmen that it is impossible to collect them all into the same workhouse. We can seldom see more, at one time, than those employed in one single branch. Though in such manufactures, therefore, the work may really be divided into a much greater number of parts than in those of a more trifling nature, the division is not near so obvious, and has accordingly been much less observed.

  
                                                                 (In Smith, A. (1776). An Inquiry into the Nature and Causes of the Wealth of  Nations.  Available at: http://metalibri.incubadora.fapesp.br).

   

   

  1-      What is the economic theme (s) of the text? Justify your choice from the text.

  
  

  ·         Economic capitalism

  ·         Economic revolution and growth

  ·         Economic productivity and labour relationship

  ·         Economic capital and labour

  ·         Economic instability and labour

  ·         Economic manufactures

  ·         Economic demand and supply

  ·         Economic theories

  ·         Social divisions and labour

   

  2-      Does the division of labour impact manufactures? How?

  3-      What is the difference between small and large manufactures?

  4-      Are small manufactures more influenced by division of labour or the larger ones? Illustrate from the text.

  5-      How did Adam Smith explore economic principles in this text? Illustrate from the text.

  6-      Where is the division of labour less noticeable? Why?

  7-      Find synonyms and antonyms to the following words:

  
  

  Commonly=…………………………….≠…………………………………….

  Branch=………………………………...≠…………………………………….

  Trifling=………………………………..≠…………………………………….

  Skill=…………………………………..≠…………………………………….

  Manufactures=………………………...≠…………………………………….

   

  8-      Replace the word ‘labour’ in the text with another word without changing the full meaning.

  
  

  *POST- READING PHASE

  
  

  
  

  
  

  9-      Summarize the text in a few lines.

  
  

  *PRE-READING PHASE

  
  

  
  

  
  

   a- What is economic literature?

   b- What is literature for economics?

   c- Are economic literature and literature for economics the same? justify using examples.

  
  

   

  Text 2: Economic Literature

  
  

  -          Read the excerpt carefully then answer the questions:

  
  

  Since the Middle Ages, literature has portrayed the economic world in poetry, drama, stories and novels. The complexity of human realities highlights crucial aspects of the economy. The nexus linking characters to their economic environment is central in a new genre, the "economic novel", that puts forth economic choices and events to narrate social behavior, individual desires, and even non-economic decisions. For many authors, literary narration also offers a means to express critical viewpoints about economic development, for example in regards to its ecological or social ramifications.

  Conflicts of economic interest have social, political and moral causes and consequences. This book shows how economic and literary texts deal with similar subjects, and explores the ways in which economic ideas and metaphors shape literary texts, focusing on the analogies between economic theories and narrative structure in literature and drama. This volume also suggests that connecting literature and economics can help us find a common language to voice new, critical perspectives on crises and social change.

   

                                                                 (Akdere, Ҫ., & Baron, C. (Eds.). (2017). Economics and Literature: A Comparative and    Interdisciplinary Approach (1st ed.). Routledge. https://doi.org/10.4324/9781315231617).

  
  

  *READING PHASE

   

  1-      What is the text about?

  2-      Where do you usually come across this type of texts?

  3-      What is economic literature?

  4-      What is your impression about the text?

  5-      Skim the text and give the main idea of each paragraph.

  6-      How many supporting sentences are there in each paragraph.

  7-      Guess the writer’s aim in writing this text.

  8-      Find synonyms to the following words:

  
  

  Critical=……………………………./Perspectives=…………………………

  Explores=…………………………./Drama=………………………………..

  Ramifications=………………………../Change=……………………………

  
  

  
  

  
  

  
  

  9-      Scan the text and state why the writer said: ‘Connecting literature and economics can help us find a common language to voice new, critical perspectives on crises and social change.’

  
  

  
  

  
  

  
  

  10-  Do you agree with the writers’ point of view? Justify your answer and discuss it with your classmates.

  
  

  *POST- READING PHASE

  
  

  
  

  
  

  11-  Describe in a short composition the different components of economic literature.

  
  

  
  

  
  
• Section 5
  

  Section 5

  Extensive Reading Assignments

  
  

  
  

  
  

  -    Read each of the following excerpts carefully and do the Activities.

   

  Text A: Hard Times by Charles Dickens

  
  

  
  

  It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves forever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness.

                                                                                                                 (Dickens, C. (1854). Hard Times.waypdf. http//: waypdf.com/Hard-Times-/)

   

  Text B: The Jungle by Upton Sinclair

  
  

  
  

  
  

  ‘There would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit uncounted billions of consumption germs. There would be meat stored in great piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would race about on it’.

                                                                   (Sinclair, U. (1906). The Jungle. Retrieved from Project Gutenberg: ù=à0-https://www.gutenberg.org/ebooks/140)

   

  Text C: Animal farm by George Arwell

  
  

  ‘It was just after the sheep had returned, on a pleasant evening when the animals had finished work and were making their way back to the farm buildings, that the terrified neighing of a horse sounded from the yard. Startled, the animals stopped in their tracks. It was Clover’s voice. She neighed again, and all the animals broke into a gallop and rushed into the yard. Then they saw what Clover had seen. It was a pig walking on his hind legs’.

                                                                   (Orwell, G. (1945). Animal Farm. Retrieved from Global Grey ebooks: https://www.globalgreyebooks.com/animal-farm-ebook.html)

   

  Excerpt D: Pride and Prejudice by Jane Austin

  
  

  
  

  
  

  "Oh! Single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!”.

    (Austen, J. (1813). Pride and Prejudice. Project Gutenberg:    https://www.gutenberg.org/files/1342/1342-h/1342-h.htm) .

  
  

  
  

  Assignment One:  

  
  

  
  

  Work independently and explore the following

  
  

  1.      Match the economic theme (s) in the list with the different read excerpts (A, B, C, D):

  Wealth and marriage

  Labour conditions

   Industrialization

  Class disparity

   Economic conflicts

  Economic ramification

   Economic rebellion.

  
  

  2.      Analyse the excerpts’ titles concerning economic literature features.

  3.      Spot economic lexis in each excerpt and look for alternatives.

   

  Assignment Two: 

  
  

  
  

  
  

  
  

  Discuss in groups what follows

  
  

  1-      The main economic features highlighted in each excerpt separately.

  2-      Common (shared) economic elements in the four excerpts and their impact on the writers’ style.

  3-      General reflection about the four excerpts concerning the main characteristics of economic literature.

  
  

  Assignment Three: 

  
  

  
  

  * Extensive Reading Practice:

  
  

  Work individually and do the following

  
  

  1-      Read in full one of the materials presented in ‘Economic themes in literature extensive reading assignments’ then fill in a book-report sheet in which you mention the following elements:

  
  

  ·         Material title

  ·         Pages

  ·         Main economic theme (s):

  ·         Characterization

  ·         Plot

  ·         Style

  ·         Point of View

  ·         Personal reflection.

  
  

  * Some L1 students' book report sheets are joined to this part of the course (PDF FILES).

  
  

  *Further information about extensive reading and its benefits are available at:https://faclettre.univ-tlemcen.dz/assets/uploads/DOCUMENTS/cours%20en%20ligne/livres/Study%20skills%20in%20practice_Benttayeb.pdf).

   

  
  

  • Book Report Sheet 1 Fichier
  • BooK Report Sheet 2 Fichier
  • Book Report Sheet 3 Fichier
  • Book Report Sheet 4 Fichier
• Section 6
  

  Section 6

   

  III-  Sequence Three: Legal English

  
  

  *PRE-READING PHASE

  
  

  - Watch the video about LEGAL BUSINESS COMPANY and reflect on its contents using an outline.

  
  

   

   
  

  
  

  *READING PHASE

  
  

  
  

  Text 1: Legal Business Company and Partnership

  
  

  
  

  Task One: Use a few words to define the following

  Business

  Commerce

  E-trade

  Purchase

  Customer

  
  

  Task Two: Read the text then answer the questions

  Text :

  1 A company is a business association which has the character of a legal person, distinct from its officers and shareholders. This is significant, as it allows the company to own property in its own name, continue perpetually despite changes in ownership and insulate the owners against personal liability. However, in some instances, for example when the company is used to perpetrate fraud, the court may ‘lift the corporate veil’ and subject the shareholders to personal liability.

  2 By contrast, a partnership is a business association which. Strictly speaking, is not considered to be a legal entity but, rather, merely an association of owners. However, in order to avoid impractical results, such as the partnership being precluded from owning property in its own name, certain rules of partnership law treat a partnership as if it were a legal entity. Nonetheless, partners are not insulated against personal liability and the partnership may cease to exist upon a change in ownership, for example, when one of the partners dies.

   

                                                                                             ( In Amy-Krois Lindner and Translegal, International Legal English. A   

                                                                                              course for Classroom or Self-study Use.Cambridge. p20.)

   

  1-      Match the adequate phrase (a-f) with the paragraphs (1-2)

  a.      Company holders' responsibilities

  b.       Partnership role in business contracts

  c.       company definition

  d.      companies interaction and rapport

  e.       partnership definition

  f.       Partnership formation

   

  2-      Provide a title to the text.

  3-      Is the text written in (tick the correct choice):

  
  

  Literary English

  Legal English

  Business English

  
  

  4-      Answer the following questions:

  ·        What is the difference between a company and a partnership?

  ·        Are legal companies legal entities? Why?

  ·        When does the court subject the shareholders to personal liability?

  ·        What is the condition for the partnership to exist upon a change in ownership?

  
  

  5-      Explain the underlined words in the text using simple sentences.

  
  

  * POST- READING PHASE

  
  

  6-      Summarize the text in no more than five lines using company, legal, and entity.

  
  

  *PRE-READING PHASE

  
  

  - Watch the video and guess its main concern (three suggestions are allowed)

  
  

   

   
  

  
  

  *READING PHASE

  Text 2: Company Capitalisation

  
  

  
  

  Task One: Define the following bodies of law

  -          Civil law

  -          Common law

  -          Criminal law.

   

  Task Two: Read the text then answer the questions

  
  

  Text :

   

  The term capitalisation refers to the act of providing capital for a company through the issuance of various securities. Initially. company capitalisation takes place through the issuance of shares as authorised in the memorandum of association. The authorised share capital, the maximum amount of share capital that a company can issue, is stated in the memorandum of association, together with the division of the share capital into shares of a certain amount (e.g. 100 shares of £1). The memorandum of association also states the names of the subscribers. The minimum share capital for a public limited company in Great Britain is £50,000. Issued share capital. As opposed to authorised share capital, refers to shares actually held by shareholders. Accordingly, this means that a company may authorise capital in excess of the mandatory minimum share capital but refrain from issuing all of it until a later date - or at all.

  The division of share capital usually entails two classes of shares, namely ordinary shares and preference shares. The ordinary shareholder has voting rights, but the payment of dividends is dependent upon the performance of the company. Preference shareholders, on the other hand, receive a fixed dividend irrespective of performance (provided the payment of dividends is legally permitted) before the payment of any dividend to ordinary shareholders, but preference shareholders normally have no voting rights. There is also the possibility of share subdivision, whereby, for example, one ten-pound share is split into ten one-pound shares, usually in order to increase marketability. The reverse process is, appropriately enough, termed share consolidation

  Shares in British companies are subject to pre-emption rights, whereby the company is required to offer newly issued shares first to its existing shareholders, who have the right of 'first refusal'. The shareholders may waive their pre-emption rights by special resolution.

   

  ( In Amy-Krois Lindner and Translegal, International Legal English. A course for

                                  Classroom or Self-study Use .Cambridge . p34).

   

   

  1-      What is capitalisation in legal English?

  2-      Give a new title to the text.

  3-      Scan the text and give the characteristics of company capitalisation.

  4-      State the main features of UK company capitalisation rules.

  5-      Skim the text then state how many topic sentences are there in each paragraph, Pick up one topic sentence from each section and explain it using your own words.

  6-      Who are the shareholders in the company

  7-      Explain the following statement: ‘The shareholders may waive their pre-emption rights by special resolution.’

  8-      Find synonyms for the following words:

  
  

  Issue=…………………………………/rights=………………………………..

  Subdivisions=………………………../voting=…………………………………

   

  9-      Provide antonyms to these words:

  
  

  rights≠……………………………../usually≠…………………………………

  Fixed≠……………………………../ordinary≠……………………………….

  
  

  
  

  
  

   

  10-  Summarize the second paragraph of the text.

  
  

  
  

  
  

  11-   Do extensive research about company capitalisation in your own country and write a short composition about it.

  
  
• Section 7
  

  Section 7

  Extensive Reading Assignments

  
  

  
  

  
  

  * Watch the video about STUDYING LAW IN THE UK then read the text below about the same topic and outline the information you collect from both sources.

  
  

   

   
  

  
  

  -         Read the text carefully then do related assignments:

   

  Text:

  Studying Law in the UK

  
  

  In the UK, a legal education usually begins with the completion of a bachelor degree in law, known as LLB, which usually takes three years. In the subsequent vocational stage, a person who wishes to become a barrister joins one of the Inns of Court before beginning the Bar Vocational Course. The completion of this stage is marked by ceremony referred to as the call to the Bar. A third stage, known as pupilage, is a year-long apprenticeship, usually at a set of barristers’ chambers, which customarily consists of groups of 20-60 barristers. Similarly, a person wishing to become a solicitor must also complete three stages: the first stage involves gaining a law degree; the second stage requires passing a one-year Legal Practice Course (LPC): and the final stage entails working for two years as a trainee solicitor with a firm of solicitors or in the legal department of a local authority or large company.  

  In the USA, a legal education comprises four years of undergraduate study followed by three years of law school. A law-school graduate receives the degree of juris doctor (J.D.). In order to qualify as a lawyer, a law school graduate must pass the bar examination.

   

                                                                                   (In Amy-Krois Lindner and Translegal, International Legal English. A course for

                                                                                    Classroom or Self-study Use .Cambridge . p 15).

   

   

  Assignment One: 

  
  

   Answer the following questions

  
  

  1-      Suggest another title for the text.

  2-      Give the main idea of the text

  3-      In which type of English is the text written, justify your answer.

  4-      What do law studies in the UK entail?

  5-      Is it easy to become a barrister in the UK? Explain Why?

  6-      Explain the underlined words in the text

  7-      What are the main stages in UK law education? (without explanation)

  8-      Give your opinion about the main topic of the text in no more than four lines.

   

  Assignment Two: 

  
  

  Complete the dialogue between UK graduated law students who speak about what they would like to work about their law studies:

   

  Anna: S0, what are you two planning to do later. When you've completed your degree?

  Daniel: Well, right now, I'm planning to become a 1) ,................... because I'd really like to plead cases in court.

  Anna: You've been watching too many of those American films. When the handsome young

  2).............................wins the case against the big. bad corporation!

  Daniel: Very funny. I just like the idea of arguing a case. I think it would  be exciting. What about you?

  Anna: Actually, I would like to work for a big corporation and advise them on their legal affairs, as 3) ........................ I've heard the work can be very challenging.  What are your plans, Jacob?

  Jacob: I'm thinking about becoming a 4) ............................. I'm not that interested in pleading cases in court. I would rather do research and give legal advice - I think that'd suit me better.

                                 (Dialogue from Amy-Krois Lindner and Translegal, International Legal English. 
  

                                                   A course for Classroom or Self-study Use .Cambridge. p 14).

  Assignment Two: 

  
  

  
  

  
  

  1-      Work in pairs or groups and design a diagram in which you spot the main phases of law studies in UK, USA and your native country.

  2-      Comment on the diagram.

   

  Assignment Three: 

  
  

  Practise extensive reading then do the following

  
  

  
  

  
  

  1-      Pick –up any material in legal English (international law for example) of about 200 pages, read it then reflect on the writers’ point of view in a few lines.

  
  

  
  

  
  

  2-      Write a book summary (about one page in length).

   

  
  
• Section 8
  

  Section 8
• Section 9
  

  Section 9