l1 - droit anglais chaise-brun ii.pdf · 1 faculte de droit et de science politique _____ let’s...

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FACULTE DE DROIT ET DE SCIENCE POLITIQUE __________________________________________________________

LET’S GET BACK TO WORK …

FIRST-YEAR LAW SYLLABUS

SEMESTRE 1

2019/2020 Vanessa CHAISE-BRUN Cours en LIGNE : MOODLE (sans mot de passe/inscription libre)

L1 - DROIT ANGLAIS CHAISE-BRUN NB: les documents 4 et AU CHOIX 14 ou 15 (semestre 1) et les textes 3 et AU CHOIX 13 ou 14 (semestre 2) devront impérativement être étudiés puisqu’ils serviront de supports pour les examens des étudiants dispensés de Travaux Dirigés ainsi que les sessions 2.

TD L1 – ANGLAIS (2019/20) Enjeux du monde contemporain/Institutions Britanniques

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PROGRESSION 2019 – 2020

Semestre 1 – « Enjeux du monde contemporain »

Brexit explained Séances 1 à 4

Doc #1 – Timeline Doc #2 – Brexit explained (video) Text #3 – David Cameron’s Resignation Speech, 2016 Text #4 – Theresa May’s speech on future UK-EU

relationship, 2018 Text #5 – A call for different Britain, The Guardian

Weekly, 2017

The Scottish Question

Séance 5

Doc #6 – Will Scotland leave the UK because of Brexit?(video)

Text #7 - Plan to hold Scottish independence vote in 2020 thrown into doubt, The Guardian, 2019

Northern Ireland Séance 6

Doc #8 – The troubles, BBC news NI (video) Doc #9 – What whill happen to the Irish border ?

(video) Doc #10 - Brexit FAQ: Will Problems with the Irish

border stop Brexit? - BBC News (video)

A new era Séance 8

Doc/Text #11 – T. May’s resignation speech Doc #12 – The day B. J. became PM, The Guardian

(video) Doc #13 – Channel 4, interview of B.J., 2019 (video)

Contrôle continu 1 [coef. 1] – Présentation Orale par groupe de 3 maximum – 3’00 par personne. Sujet : “What’s the news on Brexit ?”

Séance 7 - Contrôle continu 2 [coef. 2]– Examen Ecrit sur texte inconnu (CE/EE – 2h)

Pour préparer l’examen :

Paralysis in Northern Ireland, The Guardian, 2017 Brexit: EU migration rules 'to end straight after no-deal' - BBC News, 2019

Les videos TDLR Les documents annexes

Le cours MOODLE


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Part I – BREXIT EXPLAINED Doc #1 – Timeline : Introduction Let’s recap ! What’s going on in the UK ? Put all the events in the chronological order. Commencement of the planned transition period / Decision of the European Council regarding the request to extend the deadline – extension until 31 October 2019 granted / Brexit referendum – 51.89% voted to leave / Approval by Parliament of government's bill on withdrawal notification / Originally: Expiry of the two-year period to negotiate the withdrawal agreement Judgement of the Court of Justice of the EU: The UK is free to revoke 5 unilaterally the notification of its intention to withdraw from the EU New EU budget period / Withdrawal notification from UK government (article 50) / Decision of the Supreme Court: Withdrawal notification can only be made after Parliament has granted its approval / Boris Johnson takes over the leadership of the Conservative Party and becomes Prime Minister / Rejection of the withdrawal agreement in several parliamentary votes in UK / Planned 10 transition period: Access to the single market and participation in the customs union, but no voting rights in EU institutions / Early General Election in UK and formation of a minority government of Tories and DUP Publication of guidelines for future relationship between EU/UK by the European Council European parliamentary elections Draft withdrawal agreement between EU and UK / Expiry of the extended period to negotiate the withdrawal 15 agreement


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Doc #2 – Brexit explained (video) https://www.youtube.com/watch?v=NgVhRVrANhA 1 – History of the EU: key dates and facts? When did UK join? What happened? And what happened 2 years after joining? How many members do we count in the EU? What are the EU’s goals/missions? 2 – Economically speaking, was it a good decision? 3 – Throughout the years, which aspect of the EU did become too much important for the UK? How did they react? What did they refuse? 4 – What are the other possible reasons for Brexit? What is the Lisbon Treaty? Article 50? 5 – Who did suggest the referendum? Did he try to negotiate with Europe? 6 – Who pushed for Brexit? What were the “leave” arguments? 7 – Comment the Brexit results. What were the immediate consequences? 8 – Who is Theresa May? When she arrived in power, what did she do? 9 – What about now? What is the current situation? 10 – Explain “soft” and “hard” Brexit. Give an example of “soft Brexit”. 11 - Now, what is UK’s position? EU’s position? Describe what is going on right now. What is the Repeal Bill? 12 – According to the video, what do people think about Brexit? Could they change their mind? To go further : 1 – Pay attention to images, music, words and tone. Is the video biased? 2 – The documentary mentions Scotland. Why? 3 – It also mentions a problem with Ireland. What is it?


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Text #3 – David Cameron’s Resignation Speech, 2016 The British people have voted to leave the European Union and their will must be respected. I want to thank everyone who took part in the campaign on my side of the argument, including all those who put aside party differences to speak in what they believe was the national interest and let me congratulate all those who took part in the Leave campaign for the spirited and passionate case that they made. The will of the British people is an instruction 5 that must be delivered. It was not a decision that was taken lightly, not least because so many things were said by so many different organisations about the significance of this decision. So there can be no doubt about the result. Across the world people have been watching the choice that Britain has made. I would 10 reassure those markets and investors that Britain's economy is fundamentally strong and I would also reassure Britons living in European countries and European citizens living here there will be no immediate changes in your circumstances. There will be no initial change in the way our people can travel, in the way our goods can move or the way our services can be sold. We must now prepare for a negotiation with the European Union. This will need to 15 involve the full engagement of the Scottish, Welsh and Northern Ireland governments to ensure that the interests of all parts of our United Kingdom are protected and advanced. But above all this will require strong, determined and committed leadership. I'm very proud and very honoured to have been Prime Minister of this country for six years. 20 […] I will do everything I can as Prime Minister to steady the ship over the coming weeks and months but I do not think it would be right for me to try to be the captain that steers our country to its next destination. It's why we delivered a fair, legal and decisive referendum in Scotland. And it's why I made the pledge to renegotiate Britain's position in the European Union and to hold the referendum on our membership and have carried those things out. 25 I fought this campaign in the only way I know how, which is to say directly and passionately what I think and feel - head, heart and soul. I held nothing back, I was absolutely clear about my belief that Britain is stronger, safer and better off inside the European Union and I made clear the referendum was about this and this alone - not the future of any single politician 30 including myself. But the British people have made a very clear decision to take a different path and as such I think the country requires fresh leadership to take it in this direction. I will do everything I can as Prime Minister to steady the ship over the coming weeks and months but I do not think it would be right for me to try to be the captain that steers our country to its next destination. This is not a decision I've taken lightly but I do believe it's in 35 the national interest to have a period of stability and then the new leadership required. There is no need for a precise timetable today but in my view we should aim to have a new prime minister in place by the start of the Conservative Party conference in October. Delivering stability will be important and I will continue in post as Prime Minister with my Cabinet for the next three months. The Cabinet will meet on Monday, the Governor of the 40 Bank of England is making a statement about the steps that the Bank and the Treasury are taking to reassure financial markets. We will also continue taking forward the important legislation that we set before Parliament in the Queen's Speech. And I have spoken to Her Majesty the Queen this morning to advise her of the steps that I am taking. A negotiation with the European Union will need to begin under a new prime minister 45 and I think it's right that this new prime minister takes the decision about when to trigger Article 50 and start the formal and legal process of leaving the EU. I will attend the European Council next week to explain the decision the British people have taken and my own decision.


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The British people have made a choice, that not only needs to be respected but those on the losing side of the argument - myself included - should help to make it work. 50 Britain is a special country - we have so many great advantages - a parliamentary democracy where we resolve great issues about our future through peaceful debate, a great trading nation with our science and arts, our engineering and our creativity, respected the world over. And while we are not perfect I do believe we can be a model for the multi-racial, multi-faith 55 democracy, that people can come and make a contribution and rise to the very highest that their talent allows. Although leaving Europe was not the path I recommended, I am the first to praise our incredible strengths. I said before that Britain can survive outside the European Union and indeed that we could find a way. Now the decision has been made to leave, we need to find the best way and I will do everything I can to help. I love this country and I feel 60 honoured to have served it and I will do everything I can in future to help this great country succeed. Thank you very much." READING TASK Answer all of the following questions in English, after having read the text carefully. 1) Introduction : Explain about the author, the location and context : on what occasion was the speech delivered ? Who is it addressed to ? What is Cameron’s main point ? 2) Brexit : Explain all the references to Brexit. What side was David Cameron campaigning on ? Who was campaigning against him ? What words does Cameron use to talk about the debate and his opponents ? 3) How does he feel about the results ? Focus on the vocabulary. 4) What was the immediate political aftermath of the referendum? 5) Identify the economic upsets that Cameron acknowledges in his speech. 6) What image does he give of himself ? 7) Why does Cameron think a fresh leadership is required ? 8) How does he see the future of the UK ? WRITING TASK Write a 150-170-word paragraph. “What do you think of this last speech ? Do you find it convincing ? Do you approve his decision to resign ?” TOOL BOX Exprimer son opinion : In my opinion, … / I think … / As far as I’m concerned, … / I agree – I disagree / To my mind, … / I believe … / It seems to me that… Structurer son essai : First of all,… / First / To begin with / However / Even though / Then / On the one hand – on the second hand / For example or for instance / On the top of that / Morevoer / In addition / In conclusion / To conclude / To sum up / Finally


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Text #4 – Theresa May’s speech on future UK-EU relationship, 2018 I am here today to set out my vision for the future economic partnership between the United Kingdom and the European Union. […] The government I lead will be driven not by the interests of the privileged few, but by yours. We will do everything we can to give you more control over your lives. [..] When we pass new laws, we'll listen not to the mighty but to you. When it comes to taxes, we'll prioritise not the wealthy, but you. When it comes to 5 opportunity, we won't entrench the advantages of the fortunate few. We will do everything we can to help anybody, whatever your background, to go as far as your talents will take you. We are living through an important moment in our country's history. As we leave the European Union, we will forge a bold new positive role for ourselves in the world, and we will make Britain a country that works not for a privileged few, but for every one of us. That 10 pledge, to the people of our United Kingdom is what guides me in our negotiations with the EU. […] And for me that means five things: First, the agreement we reach with the EU must respect the referendum. It was a vote to take control of our borders, laws and money. And a vote for wider change, so that no community in Britain would ever be left behind again. But it was not a vote for a distant relationship with our neighbours. 15 Second, the new agreement we reach with the EU must endure. After Brexit both the UK and the EU want to forge ahead with building a better future for our people, not find ourselves back at the negotiating table because things have broken down. Third, it must protect people's jobs and security. People in the UK voted for our country to have a new and different relationship with Europe, but while the means may change our shared goals surely have not - 20 to work together to grow our economies and keep our people safe. Fourth, it must be consistent with the kind of country we want to be as we leave: a modern, open, outward-looking, tolerant, European democracy. A nation of pioneers, innovators, explorers and creators. A country that celebrates our history and diversity, confident of our place in the world; that meets its obligations to our near neighbours and far off friends, and is proud to 25 stand up for its values. And fifth, in doing all of these things, it must strengthen our union of nations and our union of people. We must bring our country back together, taking into account the views of everyone who cares about this issue, from both sides of the debate. As Prime Minister it is my duty to represent all of our United Kingdom, England, Scotland, Wales and Northern Ireland; north 30 and south, from coastal towns and rural villages to our great cities. […] We are now approaching a crucial moment. There is no escaping the complexity of the task ahead of us. We must not only negotiate our exit from an organisation that touches so many important parts of our national life. We must also build a new and lasting relationship while, given the uncertainty inherent in this negotiation, preparing for every scenario. […] 35 We are leaving the single market. Life is going to be different. In certain ways, our access to each other's markets will be less than it is now. How could the EU's structure of rights and obligations be sustained, if the UK - or any country - were allowed to enjoy all the benefits without all of the obligations? So we need to strike a new balance. But we will not accept the rights of Canada and the obligations of Norway. 40 The second hard fact is that even after we have left the jurisdiction of the ECJ, EU law and the decisions of the ECJ will continue to affect us. […] When we leave the EU, the Withdrawal Bill will bring EU law into UK law. That means cases will be determined in our courts. But, where appropriate, our courts will continue to look at the ECJ's judgments, as they do for the appropriate jurisprudence of other countries' courts. […] But, in the future, the 45 EU treaties and hence EU law will no longer apply in the UK. […] We want the freedom to negotiate trade agreements with other countries around the world. We want to take back control of our laws. We also want as frictionless a border as possible


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between us and the EU - so that we don't damage the integrated supply chains our industries depend on and don't have a hard border between Northern Ireland and Ireland.[…] we must 50 maintain the links between our people. EU citizens are an integral part of the economic, cultural and social fabric of our country. I know that UK nationals are viewed in entirely the same way by communities across the EU. And this is why at every stage of these negotiations, I have put the interests of EU citizens and UK nationals at the heart of our approach. […] For the world is watching. We should not think of our leaving the EU as marking an ending, as 55 much as a new beginning for the United Kingdom and our relationship with our European allies. […] I am in no doubt that whatever agreement we reach with the EU, our future is bright. […] READING TASK 1. Introduce the document (date, place, author, context, audience, aim, main topics). 2. Vocabulary – Find in the text the translations of the following words : Partenariat : Government : Négociations : Lois : Un accord: Un vote: Une frontiére : Durer : Construire : Une relation : Enrichir/faire prospérer :

Economies : Démocratie : Renforcer : Droits : Quitter : Jurisprudence : Traités : Appliquer : Ressortissants :

3. Who is the Prime minister at that time ? 4. Explain EU and ECJ ? Explain also “Single Market”. 5. Right or wrong ? Justify by quoting from the text : a. Theresa May wants to build a new and positive relationship with the EU. b. She wants to help only the privileged and the wealthy. c. It is a crucial moment for the history of the UK. d. She thinks they have to respect the result of the referendum. e. The question of the border is not important. f. Theresa May want all the people to work together. g. Leaving the single market is a problem. h. They have to create new laws. 6. Is the situation easy or difficult ? Why ? Quote the text. 7. What are the different problems with borders ? Quote the text. 8. Is she positive or negative ? Use quotation to justify your answer. WRITING TASK Write a 150-170-word paragraph. “Why is it so difficult to leave the EU ?”


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Text #5 – A call for different Britain, The Guardian Weekly, 2017 Theresa May was not the only person who seriously misread the public mood during the 2017 general election. But she is the one whose misreading has had by far the most devastating consequences at the finish. To call an early election in the hope of winning a landslide mandate and then to lose 12 seats and your overall majority is a humiliation almost without precedent for any prime minister in the era of universal suffrage in Britain. Perhaps only Ted 5 Heath’s self-inflicted defeat in February 1974 bears any comparison. Yet this is the fate that Mrs May, and effectively Mrs May alone, inflicted upon the Conservative party this week. It will haunt her reputation for ever, and rightly so. What Mrs May and many others did not see was the mood for change among the British people. After seven years of fiscal austerity, with deep cuts in public services and a steady fall 10 in real wages, millions of voters wanted a better and fairer way for Britain. Mrs May herself partially understood that […] But she failed to turn those words into deeds. Instead she campaigned as an inflexible ironclad, spurning debate, parroting inane slogans, insulting her opponents and botching her manifesto launch. It was an emotionally unintelligent campaign. At times it verged on the delusional and hubristic. And it ruthlessly exposed Mrs May’s many 15 failings. To make things worse for herself, Mrs May announced at the start that this was to be a defining election about Brexit. Yet she then campaigned as though there was no problem in Britain’s relationship with Europe that could not be overcome by intransigence and being “bloody difficult”. […] In the end, it is hardly surprising that a campaign that treated pro-20 Europeans almost as traitors, while promising a dementia tax on old people and the return of fox hunting, not only failed to win hearts and minds but positively riled and mobilised many millions against the Tories. An out-of-touch PM - Mrs May still doesn’t get it. Her response to what was unquestionably an immense electoral rebuff and, in some ways, a defeat, was to behave today as though 25 nothing has changed. She was clearly stunned on election night. But she then circled the wagons, made a secret deal with the reactionary Democratic Unionists, headed to the palace and returned to Downing Street to promise business as usual, Brexit talks starting on schedule, and no policy change whatever. A few hours later, she gave an interview regretting the Tory losses, but still in shocking denial about the outcome. 30 If Mrs May continues to behave like this, she will not deserve to remain at the head of her party or be in charge of this epochal moment in Britain’s relationship with its best and nearest allies in Europe. She needs to face what has happened and to respond more nimbly and less rigidly. In particular, she must come clean about the terms of her deal with the DUP. This is a party that has some odious social attitudes on gay rights and abortion, is in denial about 35 climate change, seems increasingly relaxed with the suspension of power-sharing in Northern Ireland, supports the Brexit that a majority in Northern Ireland opposed, and which has questions to answer about its leaders’ own connections with the proscribed paramilitary UDA. […] How the 2017 election night unfolded … in 3 minutes - The Tory campaign in turn helped to make Jeremy Corbyn’s Labour much more credible than the initial polls had 40 suggested. Yet, just as Mrs May squandered her advantage, so Mr Corbyn seized his. He offered hope, fairness and a better Britain. The party’s ambiguity on Brexit, one perhaps of accident rather than design, helped attract ex-Ukip voters while simultaneously keeping remainers on board. […] Mr Corbyn displayed all the empathy that Mrs May so singularly lacked. By the end of the campaign, Labour was a revived and effective party. It was 45 rewarded by a surge in votes that carried it to a 40% share of the ballots cast for the first time since 2001. […] Labour’s recovery is a shot in the arm for British politics, which have floundered during the party’s lean last decade of post-2008 eclipse. […] Labour’s manifesto


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may have been idealistic, but its ideals were ones that cut through, especially to the young voters who turned out in force this week and to many others who had ceased to vote. […] 50 A better way - The challenge facing the new House of Commons and the second Theresa May government is now twofold. The first need is to rethink the approach to Brexit. This does not mean ignoring the referendum result. But it does mean recognising that the national mood is to fashion a Brexit that helps the British economy, that keeps the UK together, and that works with the EU not against it. […] But the second need is to understand the national mood of 55 hope. A year ago, this country followed a counsel of despair and anger when it voted for Brexit. Twelve months on, while not overturning its 2016 decision, the country demanded a better and different way, and an end to the burdens which austerity imposes on the least well off and the young. […] READING TASK 1 - Introduce the document. (date, place, author, context, audience, aim) Context : What happened in June 2017? 2 - Vocabulary – Find in the text the translations of the following words : Mal lire : Gagner : Écrasante : Destin: Ferme : Salaires: Actions : Cuirassé: Stupide: Bacler: Révéler: Failles/erreurs:

Agacer: Rejet: Être sonné: Le résultat: Marquant: Sondage: Gaspiller: Une montée: Les bulletins: Partager/diviser: General: Revenir sur qq chose:

3 - Who were the winners? The losers? Quote from the text. 4 - What is the article saying about Theresa May’s behaviour? Quote several sentences in the text. 5 - Several political parties are mentioned: what are they? (Leaders? Policy?) Do you know other political parties? 6 - What do we learn on the Labour party ? 7 - According to the article, who do people really want ? Justify with quotations. 8 - Was it a good decision to call for this election ? What can be the consequences for Theresa May ? WRITING TASK Write a 150-170-word paragraph. “What do you think about Theresa May’s decision and her behaviour in general ? Do you think the article is neutral or biased ?”


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PART II – THE SCOTTISH QUESTION Doc #6 – Will Scotland leave the UK because of Brexit?(video, 3’56) https://www.youtube.com/watch?v=MrHWriLV3N4&t=46s&i ndex=6&list=PLa9zPc4IBEBfE1YnVyKd9rjYVZgRaIGJh 1 – Name the 4 nations of the UK. 2 – What’s the problem ? 3 - Explain what happened in 2014. What were the results ? 4 - Give the 4 reasons explaining the vote. Which one is the most important ? Why ? 5 – Complete the sentence : Brexit makes more . 6 – If they leave the UK, or if they had left by becoming independent, can they re-enter the EU as an independent country ? 7 – Explain 2016 and the results. Who wanted to leave ? to remain ? 8 – What is the consequence for Scotland ? Who is the lady speaking ? 9 – How do Scottish people feel ? What has changed ? 10 – Explain the polls. Do Scottish people want to leave now ? 11 – What is SNP ? Explain what happened in 2017. 12 – To conclude, do they want to leave ? Why ? (Several reasons, 2 at least) 13 – Right or Wrong ? A – It would be easy to come back in the EU. B – The Scottish people do know what they want for their future.


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Text #7 - Plan to hold Scottish independence vote in 2020 thrown into doubt, The Guardian, 2019 Libby Brooks, Scotland correspondent, Mon 19 Aug 2019 Nicola Sturgeon’s preference for holding another referendum on Scottish independence in the second half of next year has been put in doubt after the Electoral Commission recommended a gap of at least nine months between the completion of the required legislation and polling day. Legislation to enable a second referendum was introduced by Sturgeon, the first minister, to 5 the Scottish parliament in May. This could be completed by the end of 2019, but supporting legislation would then have to be passed to specify the details of the poll. […] the Electoral Commission insisted it should be given 12 weeks to assess the wording of the question to be put in the referendum. 10 Referendum wording has been the subject of some controversy, since the draft bill states the commission will not be consulted if it has previously assessed or recommended a question, as was the case with the yes/no format used for the 2014 referendum. Critics argued the yes/no format favoured the affirmative side, and the commission subsequently recommended the options of leave and remain for the 2016 EU referendum. While the commission said it had 15 not ruled out a future yes/no question on independence, it believes the assessment should be based on current evidence and political context. […] In terms of timetabling, the submission leaves the Scottish government with little room for manoeuvre. The submission recommends taking 12 weeks to assess the question, 20 including eight to carry out public opinion research and a further six for designating lead campaigners. It acknowledges this could overlap with the six-month period it recommends between legislation being passed and the start of a campaign. The submission explains this six-month period “is so that campaigners and counting officers have sufficient time to understand, take advice on, receive guidance and generally prepare to comply with the rules 25 once they are in force. “Most importantly, it is this lead-in period that also enables voters to be informed about the issues at stake in the referendum and have confidence in the process leading to a free and fair referendum, with a result that has overall legitimacy for the public,” it added. The submission 30 recommends a minimum 10-week campaign period that, added to the 26-week lead-in period, amounts to 36 weeks or roughly nine months. […] Sturgeon has said she may consider accelerating the passage of the bill but, even if it is passed by Christmas, secondary legislation will be required to specify the referendum date, 35 length of campaign period and the question itself. The first minister has previously committed to securing the necessary transfer of powers from Westminster before holding a vote, and warned Boris Johnson this month against blocking a fresh referendum after a poll found a majority would now vote yes. 40 A Scottish government spokesperson said: “The referendums (Scotland) bill is scheduled to complete its parliamentary progress by the end of this calendar year, but it is always open to seek parliament’s agreement to an accelerated timetable. And while the timing of a referendum will be for parliament to determine, we will carefully consider all suggestions from the Electoral Commission.” 45


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READING TASK 1 – Introduce the document (date, place, author, context, main topics). 2 - Vocabulary – Find in the text the translations of the following words : Tenir/organiser: Remis en question : Un écart: Une législation: Le jour du vote/referendum: Faire passer: Être approuvé/voté: L’intitulé/les mots: Le brouillon: Favoriser:

Exclure: L’affirmation: L’emploi du temps: Les chefs de campagne: Prendre conseil: Les enjeux: Être engagé: Un sondage: Le porte-parole:

3 – Explain “First Minister”. Who is the First Minister? 4 – Right or Wrong – Justify by quoting from the text : a. N. Sturgeon wants a new referendum on Scottish independence. b. The electoral commission agrees with her timetable. c. There is a debate on the wording of the referendum. d. The electoral commission wants time to think about the way they should formulate the question or the sentence. e. The yes/no format may have influenced the result in 2014. f. People need to be informed and campaigns have to be carried. g. They don’t need time to prepare the referendum. h. The government doesn’t care about the electoral commission. WRITING TASK Write a 150-170-word paragraph. “Do you think Scotland should leave the UK?”


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PART III – NORTHERN IRELAND Doc #8 – The troubles, BBC news NI (video, 1’43) https://www.bbc.com/news/av/uk-northern-ireland-49299800/the-troubles-what-led-to-northern-ireland-s-conflict 1 – Give the dates of the Troubles. 2 – Explain 1921. 3 – Explain the partition. (with names) 4 – Give the names of the two groups and their religion. 5 – What happened? 6 – Explain 1969. 7 – Name the two armed groups. What happened? 8 – What happened in 1972 ? (2 events) 9 – Explain the following figures : “3,500” and “50,000” 10 – What are the Good Friday Agreement? Doc #9 – What will happen to the Irish border ? (video, 3’30) https://www.youtube.com/watch?v=OjnzGL5O7fY 1 – What happened in 2016 ? Who wanted to remain ? Give the figure. 2 – Why is NI the only one to have a problem? 3 – Explain the following figures “310” and “275”. 4 – Currently, is it an issue? Why? 5 – Why is Brexit a problem? What is going to happen? 6 – What does Theresa May want? Explain. 7 – Is it possible? Yes/no? Why? 8 – What are the options? 9 – Expain EU single Market / Customs Unions. 10 – Explain how things work between Sweden and Norway. 11 – What might be the other options? Doc #10 - Brexit FAQ: Will Problems with the Irish border stop Brexit? - BBC News (video, 3’26) https://www.youtube.com/watch?v=NBG5E9P-1mY LISTENING AND WRITING TASK – non guidée / 3 écoutes – Type Epreuve BAC Listen carefully to the video. Make a short summary.


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PART IV – A NEW ERA Doc/Text #11 – T. May’s resignation speech Ever since I first stepped through the door behind me as Prime Minister, I have striven to make the United Kingdom a country that works not just for a privileged few, but for everyone. And to honour the result of the EU referendum. Back in 2016, we gave the British people a choice. Against all predictions, the British people voted to leave the European Union. I feel as certain today as I did three years ago that in a 5 democracy, if you give people a choice you have a duty to implement what they decide. I have done my best to do that. I negotiated the terms of our exit and a new relationship with our closest neighbours that protects jobs, our security and our Union. I have done everything I can to convince MPs to back that deal. Sadly, I have not been able to do so. I tried three times. […] So I am today 10 announcing that I will resign as leader of the Conservative and Unionist Party on Friday 7 June so that a successor can be chosen. I have agreed with the Party Chairman and with the Chairman of the 1922 Committee that the process for electing a new leader should begin in the following week. I have kept Her Majesty the Queen fully informed of my intentions, and I will continue to serve as her Prime Minister until the process has concluded. It is, and will 15 always remain, a matter of deep regret to me that I have not been able to deliver Brexit. It will be for my successor to seek a way forward that honours the result of the referendum. To succeed, he or she will have to find consensus in Parliament where I have not. […]We have completed the work that David Cameron and George Osborne started: the deficit is almost eliminated, our national debt is falling and we are bringing an end to austerity. 20 […] I know that the Conservative Party can renew itself in the years ahead. That we can deliver Brexit and serve the British people with policies inspired by our values. Security; freedom; opportunity. Those values have guided me throughout my career. […] Because this country is a Union. Not just a family of four nations. But a union of people - 25 all of us. Whatever our background, the colour of our skin, or who we love. We stand together. And together we have a great future. Our politics may be under strain, but there is so much that is good about this country. So much to be proud of. So much to be optimistic about. I will shortly leave the job that it has been the honour of my life to hold - the second female Prime Minister but certainly not the last. I do so with no ill-will, but with enormous and 30 enduring gratitude to have had the opportunity to serve the country I love. READING TASK 1 – Introduce the document (date, place, author, context, main topics). 2 - Vocabulary – Find in the text the translations of the following words : Sortie: Voisins: Protéger: Emplois: Soutenir: Démissioner: Etre d’accord: Élire:

Réussir: Trouver un accord: Dette nationale: Politiques/pratiques: Pression: Optimiste: The full name of the Conservative Party : MP:


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3 - Right or Wrong – Justify by quoting from the text : a. She tried to serve the whole nation. b. She did not want to honour the referendum. c. She really tried to negotiate. d. She was successful. e. She is resigning. f. The queen knows about all this. g. She feels happy. h. She feels sorry because she could not find an agreement. i. She is optimistic. k. Security is important. l. The union of the UK is crucial. 4 – Why is she insisting on the notion of “union”? What do you know on the current situation between the four countries? WRITING TASK Write a 150-170-word paragraph. “Do you think she was right to resign? Do you think a deal can be found?”


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Doc #12 – The day B. J. became PM, The Guardian (video, 2’55) https://www.theguardian.com/politics/video/2019/jul/24/day-boris-johnson-became-prime-minister-video-highlights LISTENING AND WRITING TASK – non guidée / 3 écoutes – Type Epreuve BAC Listen and watch carefully. Make a short summary. What is going on in the UK ? How did people react ? Doc #13 – Channel 4, interview of B.J., 2019 (video, 1’17) https://www.facebook.com/Channel4News/videos/2250902631694336/ To go further : Boris johnson’s acceptance speech, 2019 https://www.cnbc.com/video/2019/07/23/boris-johnson-acceptance-speech-uk-prime-minister.html The no deal possibility : https://www.youtube.com/watch?v=U36OSI71gMM&index=7&list=PLa9zPc4IBEBfE1YnVyKd9rjYVZgRaIGJh Trade with the EU/ European Single Market : https://www.youtube.com/watch?v=sHjPJPKX07o&list=PLa9zPc4IBEBfE1YnVyKd9rjYVZgRaIGJh&index=1 https://www.youtube.com/watch?v=sHjPJPKX07o Pour plus de vidéos : https://www.youtube.com/channel/UCSMqateX8OA2s1wsOR2EgJA


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Text #14 Children held in Barwon prison were deprived of their human rights, court finds Judge says children in part of Victorian prison reclassified as the Grevillea youth justice unit faced risks to mental health.

Melissa Davey. Thursday 11 May 2017 | The Guardian Children detained in an adult prison in Victoria were deprived of their human rights and faced risks to their mental health, a supreme court judge has found. Justice John Dixon delivered his findings on Thursday after a long-running legal battle between lawyers representing youths and the Victorian government. A number of youths were transferred from youth detention facilities to the adult prison after ongoing rioting and 5

damage to existing youth facilities. However, some of those moved to Barwon adult jail were not involved in the rioting. The supreme court ruled last year that moving the youth to Barwon adult prison was unlawful but, in response, the Victorian government reclassified a section of the prison as the Grevillea youth justice unit and it remained in use. 10

But it prompted the Human Rights Law Centre, which is representing the children, to issue a further legal challenge. The centre argued that Grevillea was contained in an adult environment and that this environment breached the human rights of children. Dixon found that children were handcuffed during limited periods of release from their cells for exercise and were placed in continuous isolation and restrained. Due to the nature of the 15

environment of an adult prison, the children risked developing depression, anxiety, cognitive issues and paranoia, and existing mental health issues risked being exacerbated, Dixon found. This was not justifiable or reasonable “in a free and democratic society valuing equality, human dignity and freedom”, Dixon said. A lawyer at the Human Rights Law Centre, Alina Leikin, said many of the children had been 20

exposed to family violence, abuse, trauma and neglect. “Yes, they’ve made some terrible mistakes but locking them up in a maximum security adult prison is not the answer,” she said. “The Victorian government needs to learn from the abuses at places like Don Dale and ensure children are treated humanely and in ways that will maximise their chances of leading a normal life when they are released.” 25

The Centre said it would be advising clients of their rights including the possibility of seeking compensation from the government. […]. The “extensive incidence of isolation by lockdown for substantial periods of the day, extending up to 23 hours, in cells designed for occupation by adult men” was also in breach of their human rights, he found. He added that the prison placed “limitations on the 30

developmental needs of detainees, specifically their physical, social, emotional, intellectual, and spiritual needs, that were affected by the use of Grevillea as a youth justice precinct”. Five senior judges have now declared that Barwon is unlawful. “The violation of these young people’s human rights is a stain on this government.” 35


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Text #15 Judge vows to ban domestic abusers from cross-examining victims in his court Mr Justice Hayden labels inability of judges to prevent such hearings as ‘stain on the reputation of family justice system’ Owen Bowcott Legal affairs correspondent Friday 2 June 2017, The Guardian A high court judge has vowed to ban domestic abusers from cross-examining their victims in his court, following a trial that he called a “stain on the reputation” of the family justice system. Mr Justice Hayden pledged, in a judgment that described how a mother suffered at the hands of a violent husband who beat her and threatened to kill her, that he would never oversee such 5 an “abusive” hearing again. The judge’s comments follow promises by the justice secretary, Liz Truss, to outlaw the cross-examining practice. Powers to grant and pay for legal representation, preventing abusers from tormenting their victims directly in court, have not yet, however, come into force. The prison and courts bill, which would have introduced the ban, had not completed its passage through parliament when the election was called. 10 In his judgment, Hayden described hearing the case of a Pakistani woman, identified only as M, who had been granted asylum in the UK along with her 11-year-old son. The husband wanted his son to be returned to Pakistan where he now lived. The husband had been “short-tempered, domineering and cold” towards his wife, had frequently punched or slapped her and made threats against her life, the judge concluded. 15 To challenge the spouse’s claims, the mother agreed to be cross-examined by the man, who made an appearance via videolink from Pakistan. He was able to ask her questions directly rather than through a lawyer. The judge allowed the woman to turn her back to the video screen so she did not have to engage face-to-face with her former partner. Cross-examination of a victim by a perpetrator 20 has long been banned in the criminal courts. Commenting on what happened, Hayden said: “I have found it extremely disturbing to have been required to watch this woman cross-examined about a period of her life that has been so obviously unhappy and by a man who was the direct cause of her unhappiness.” It had been an ordeal, he said. “She has at times looked both exhausted and extremely 25 distressed. M was desperate to have the case concluded in order that she and [her son] could effect some closure on this period of their lives and leave behind the anxiety of what has been protracted litigation. “It is a stain on the reputation of our family justice system that a judge can still not prevent a victim being cross-examined by an alleged perpetrator. This may not have been the worst or 30 most extreme example, but it serves only to underscore that the process is inherently and profoundly unfair. “I would go further: it is, in itself, abusive. For my part, I am simply not prepared to hear a case in this way again. I cannot regard it as consistent with my judicial oath and my responsibility to ensure fairness between the parties.” The judge concluded: “I understand that there is a real will to address this issue but it has taken too long. No victim of 35 abuse should ever again be required to be cross-examined by their abuser in any court, let alone in a family court where protection of children and the vulnerable is central to its ethos.”


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Get prepared for the exam ! Paralysis has gripped NI. But politicians are just looking blithely on The Guardian, 14.11.2017 For those who put years of hard work into establishing peace and inclusive self-government in Northern Ireland, it’s been painful to observe how local obduracy and Westminster’s incompetence have brought power-sharing to a halt for nearly a year. Many months ago, both my predecessor as secretary of state, Paul Murphy, and I warned publicly that the deadlock would not be resolved unless the prime minister and the taoiseach 5 took a personal grip, as their predecessors had at top-level summits during the Good Friday process. But that didn’t happen. Doubtless distracted by Brexit, Theresa May has shown an astonishingly irresponsible indifference. We didn’t get to the 2007 settlement that saw Ian Paisley and Martin McGuinness joined at the hip in office together without John Major, and 10 above all Tony Blair, making it an absolute priority – unlike David Cameron and now May. Yet, despite the cobwebs growing around Stormont, there is oddly little sense of crisis among Northern Ireland’s citizens. Instead there is something more serious: a sense of weary cynicism and resigned hopelessness that the political class has failed them yet again. It is disturbing that most members of the legislative assembly seem oblivious to the corrosive 15 effect on the democratic process. MLAs blithely continue to draw their salaries and sail on as the only group of workers in Northern Ireland who get paid without having to turn up for work. The hope and optimism around those bitter old enemies Paisley and McGuinness ruling together – the most improbable of “chuckle brothers” – have long since expired. While 20 professing to want self-government restored, the Democratic Unionist Party is sitting pretty dictating to the Tories in their quasi-coalition. Similarly, Gerry Adams, once a skilled negotiator for the Good Friday process, now seems more interested in Sinn Féin’s advance within the Irish Republic. ‘The hope and optimism around those bitter old enemies Ian Paisley and Martin McGuinness 25 ruling together – the most improbable of “chuckle brothers” – have long since expired.’ Photograph: Paul Faith/PA In the absence of determinedly creative government involvement, neither party will budge. The inability to find a way to statutorily recognise the Irish language is a symptom of ineptly dysfunctional negotiation. The DUP’s refusal to countenance this contrasts starkly with the 30 willingness of Paisley and Peter Robinson to find solutions on previous, equally contentious, disagreements. If the DUP and Sinn Féin – the leaders of unionism and nationalism/republicanism respectively – cannot restore a modus operandi, then maybe the mandatory coalition of the Good Friday architecture will have to be re-examined. It was meant to ensure that no side 35 could dictate to the other: each community’s interest would be protected. Instead it has morphed into mutual veto. That is not sustainable. Does political paralysis mean a slide back into the Troubles? Probably not. The political conditions for bombing and killing on that horrendous scale no longer exist – partly because the gross discrimination and inequality suffered by the Catholic population have been 40 removed. Nevertheless, a political vacuum will always be filled – often by extremism. There have already been ugly outbreaks of racism. Dissident republicans still try to bomb and assassinate: the viable pipe bomb left in Omagh on Remembrance Sunday was an ominous example. So too was the knee-capping on Sunday night in Derry. Loyalist gangs still operate. Extremism also feeds off the insecurity and poverty generated by austerity. 45


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The secretary of state for Northern Ireland, James Brokenshire, has just been forced to set Northern Ireland’s budget in an emergency Westminster bill. As the shadow secretary of state, Owen Smith, aptly put it: “The reality is that we are living in something of a twilight zone between devolution and direct rule, with real problems for accountability and transparency.” 50 Some on the nationalist side have suggested that an alternative to direct rule from Westminster – which would be a catastrophic setback – is to convene the intergovernmental conference provided for in the Good Friday agreement, with Northern Ireland governed in partnership between the Irish and British governments. Yet such joint authority would be a nuclear option for the DUP. 55 Equally, any further slide to direct rule in the absence of a nationalist voice in the British parliament would be extremely serious: the Social Democratic and Labour party lost its three MPs in June, including its articulate former leader, Mark Durkan. And of course Sinn Féin has never taken its Commons seats. Meanwhile, Northern Ireland’s health service is in meltdown – a crisis more serious than 60 anywhere else in the UK, which is saying something. Victims of both the Troubles and of historical institutional abuse are crying out for acknowledgement and reparation. And hanging over everything is the awful prospect of a hard post-Brexit border that will do untold damage to the whole peace process. May needs to get a grip before it is too late. • Peter Hain is a former secretary of state for Northern Ireland 65 Questions 1 – Introduce the document (Nature, date, place, context, audience). Context : What is the situation in Northern Ireland? What kind of crisis is going on? Comment on the relationship between Westminster and NI. 2 – Explain what devolution is. Do you know the name and location of the Parliament in NI? 3 – How did the crisis start? 4 – What are “the Troubles”? “The Good Friday agreement”? Sinn Fein? 5 – Certain political parties are mentioned. Who are they? 6 – Could violence reappear in NI? 7 – What are the consequences of Brexit?


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Brexit: EU migration rules 'to end straight after no-deal' 19 August 2019 – BBC News The UK government has said EU free movement rules will end immediately if there is a no-deal Brexit on 31 October. Theresa May had considered phasing out the rules if the UK leaves the EU without an agreement, but those plans have now been dropped. The change would affect the rights of EU 5 citizens who arrive in the UK from November onwards. A Lib Dem MP has criticised the move as "irresponsible and reckless". Under Mrs May, two options had been considered to prolong the rules, which allow EU nationals to live and work freely in other countries in the bloc, under no deal. One option was 10 for the rules to be extended until January 2021, and another was to allow EU citizens to stay for three months before applying for a longer stay. Those plans have been dropped by Prime Minister Boris Johnson, in favour of a new approach to be set out at a later stage. Speaking on Monday, Mr Johnson said the UK would not "become hostile to immigration," 15 but it would be "democratically controlled" after Brexit. The Home Office said EU citizens currently living in the UK would still have until December 2020 to apply for the right to remain under its settled status scheme. "Freedom of movement as it currently stands will end on 31 October when the UK leaves the EU, a spokesperson said. "After Brexit the government will introduce a new, fairer immigration system that prioritises skills and what 20 people can contribute to the UK, rather than where they come from." A Downing Street spokeswoman added that "tougher criminality rules" for those coming to the UK will be introduced. Under the withdrawal agreement, negotiated with the EU by former Prime Minister Mrs May, 25 freedom of movement would have stayed for a two-year transition period. However, MPs repeatedly voted down Mrs May's deal and unless an agreement can be reached the UK will leave without a deal on 31 October. Mr Johnson has said he wants to reach a new agreement with the EU but is willing to leave without a deal if one cannot be agreed. 30 Who will be affected? In a no-deal scenario, those EU citizens with the right to permanent residence in the UK - which is granted after they have lived in the UK for five years - should not see their rights affected. EU nationals who are already in the UK can apply for settled status or pre-settled status in the same way as now. An end to freedom of movement would not affect those EU 35 citizens coming for holidays and short trips, but would impact those who wish to work or study in the UK. The changes to freedom of movement will not directly affect Irish citizens. In May, British and Irish ministers signed a deal to guarantee free movement for their citizens crossing the Irish border and cross-border access for study and health care. 40 What has been the reaction? Conservative MP Alberto Costa, who has campaigned on the issue, described the government's announcement as "a deeply concerning move" and criticised "a total lack of clarity". He also warned: "What we do with EU nationals post-Brexit will be mirrored by EU states towards British citizens in the EU. "If the British government abruptly terminates the 45 legal arrangements in respect of citizens it will directly negatively impact on innocent British citizens working in the EU." Lib Dem home affairs spokesman Sir Ed Davey accused the government of being "irresponsible and reckless". He said "employers up and down the


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country won't know what the law is", adding "this will hugely increase the damage cause by a no-deal Brexit". 50 The 3million group, which campaigns for the rights of EU citizens living in the UK, said ending free movement without putting legal provisions in place for those who have not applied under the settled status scheme "will mean that millions of lawful citizens will have their legal status removed overnight". 55 Director of the Migration Observatory, Madeleine Sumption, said ending freedom of movement could "simply mean ending the role of EU law in governing the rights of EU citizens here and replacing it with UK law". But she said it could also mean introducing a new "substantially more restrictive" system. She said it would be "quite difficult" to enforce any 60 new rules before the process of registering those EU citizens who have already been living in the UK for years has been completed. Can the government drop freedom of movement? As it stands, the policy of freedom of movement will automatically transfer into UK law on 65 exit day as stipulated in the Withdrawal Act. Ministers can change some regulations by statutory instrument - a form of secondary legislation - but only to address "deficiencies". This is why the government needed to introduce the Immigration Bill, the first clause of which ends freedom of movement. But this has been shelved - partly to avoid it being used by rebels to take control of parliament - and is unlikely to be passed before exit day. BBC home 70 affairs correspondent Danny Shaw said the logistics of the new scheme still had to be worked out. "You've got to remember this: 40 million people arrive from the EU - EU nationals - every year into the UK," he said. "So for the ports and airports that will mean enhanced checks if freedom of movement rules are abolished straightaway and that will put quite a burden on the staff working at Britain's ports and airports." 75


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DOSSIER 1

Le nom est l'élément principal du groupe nominal. En position de sujet, le nom détermine l'accord du du verbe. Formation Le nom peut être issu de deux procédés généraux de formation des mots

• La dérivation: ajout d'un préfixe ou d'un suffixe à une base (eg: -er, -or, -ing, -age, -dom, -ship, -ism). Par exemple: solicitor, pleading, miscarriage (of justice), freedom, friendship, fundamentalism, unemployment = un + employ + ment)

• La composition: association de deux bases (par exemple: policemen, lawsuit, eyewitness…) Les deux procédés peuvent être combinés.

Des mots d'une autre nature peuvent avoir fonction de nom • Les adjectifs substantivés:

The poor/the rich/the unemployed/The good, the bad and the ugly … (=pluriel, désignent une catégorie)

• Ils sont invariables car ils ont une valeur adjectivale. • NB: The blacks, The whites

Dénombrables & Indénombrables Dénombrables (ou ‘Countables’)

• Ils représentent des éléments distincts, que l'on peut compter, dénombrer. • Ils peuvent se mettre soit au singulier, soit au pluriel (sauf people = gens, toujours pluriel). • Il en existe certains qui sont invariables (eg: fish, graffiti, means (moyen), series, species, crossroads, data…).

Indénombrables (ou ‘Uncountables’)

• Ils représentent quelque chose de global, qu'il est impossible de dénombrer. • Ils s'accordent au singulier, mais peuvent avoir une valeur soit de singulier ou de pluriel (il n'y a pas de correspondance avec le français). • Certains peuvent être utilisés avec des dénombreurs (par exemple: a piece of…).

Ce sont des noms d'aliments, de matières, de substances (eg: bread, tea, meat, leather, iron, flesh, poison, blood), ou des noms représentant un ensemble (eg: abuse, advice, proof, hair, information, leisure, luggage, news, progress, work…

• Exemples de dénombreurs:

A piece of advice/evidence/information/research/news; a sample of DNA; an article of clothing; a stroke of luck; a means of transport…

• D'autres ne peuvent être utilisés avec des dénombreurs. Ce sont des valeurs abstraites, des notions (eg: cruelty, happiness, justice, poverty, unemployment, weather…); des noms en -ics (eg: forensics, economics, politics…) quand ils sont vus comme une science en général; ou des noms formés à partir de verbes (eg: cross-questioning, advertising, plea bargaining…) Indénombrable Dénombrable Singulier Pluriel Verbe Toujours singulier Singulier Pluriel Déterminants ∅ ou THE A(n) ou THE ∅ ou THE Quantifieurs SOME / ANY / NO

A LOT OF / LOTS OF MUCH (A) LITTLE

ANY / NO

SOME A LOT OF / LOTS OF MANY (A) FEW SEVERAL BOTH

LE NOM


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Rappel: ∅ = classe en général, notion abstraite A(n) = un élément parmi un ensemble (extraction) THE = repérage (élément défini par le contexte, ou connu)

eg: I like watching the crime documentaries on TV.. (en général) Where is the murder weapon? (celle qui était trouvée sur le lieu du crime) The drink he gave me had a weird taste. (défini dans le contexte) We need some proof. (extraction avec SOME car indénombrable) Changement de catégorie Certains mots peuvent avoir un fonctionnement dénombrable ou indénombrable, mais leur sens diffère dans les deux cas. Par exemple: an iron (un fer à repasser) / iron (du fer) a paper (un journal) / paper (du papier) a business ( une entreprise) / business (les affaires) a work (un oeuvre) / work (le travail) a glass (un verre) / glass (du verre) a youth (un jeune) / youth (la jeunesse) Cas particuliers

• Certains noms ne se rencontrent qu'au pluriel: eg:trousers, jeans, glasses, scissors, clothes, goods, stairs, outskirts. Ils s'accordent au pluriel. Police et clergy ont un sens collectif, et sont donc suivis du pluriel, et repris par they. eg: The police are coming!

• Les collectifs peuvent se mettre soit au pluriel (membres du groupe vus séparément), soit au singulier (groupe vu en bloc): eg. army, audience, committee, company, crew, crowd, family, government, jury, party, staff, team, press, public… eg: The audience was/were nervous. The jury is/are out. The whole family is/are guilty!

• Les noms de pays ayant une terminaison pluriel prennent l’article the et s’accordent au singulier. eg: The United States / The Netherlands + is • Fractions: au dessus de 1, on emploie le pluriel : one and a half hours (une heure et demie) • Quantités: eg: Fifty thousand dollars is a lot of money to pay for bail!

Le Genre

• Le genre n'existe pas vraiment en anglais. Le neutre est utilisé pour tout ce qui n'est pas clairement "sexué" féminin ou masculin. • Certains noms ont une forme complètement différente au féminin et au masculin. eg: husband/wife, brother/sister, bachelor/spinster… • On utilise des suffixes ou d'autres procédés pour "féminiser" des noms.

eg: murderer/murderess, actor/actress, god/goddess; hero/heroine; policeman/ policewoman; boyfriend/girl friend; male nurse/female nurse


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Le Nombre • En général, on ajoute un "s". Attention à la prononciation: /s/, /iz/ ou /z/) • Il y a des pluriels irréguliers: man/men; foot/feet; child/children; knife/knives; tooth/teeth … • -f / -ves : thief/thieves; life/lives; leaf/leaves • -o / -oes : heroes, tomatoes, potatoes (sauf: kilos, photos, radios, pianos, videos, ghettos) • Consonne + -y / consonne + -ies: baby/babies; lady/ladies NB! attourney/attourneys… • Pour les noms composés: on ajoute le -s au nom le plus important eg: brothers-in-law, tooth brushes. • Si pas de nom, on ajoute le -s au dernier mot: the grown ups, the good-for-nothings • Avec man/woman, aux deux: men servants, women doctors ( woman doctors)

EXERCICES 1/ Mettez le verbe TO BE à la forme qui convient au présent. a/ There ______ some people in the audition room. b/ That drug-smuggler’s luggage _____ too heavy to carry. c/ There _____ no furniture in the room where the crime had taken place. d/ Forensics _____ a fascinating domain. e/ The suspect’s hair ____ short and grey. f/ The police _____ looking for a tall, dark-haired man. g/ Business ____ business! h/ New means of analysis ______ being used in criminology today. i/ The family ______ to receive damages for the harm suffered. j/ The United States _____ a very liberal country. k/ The jury _____ trying to reach a decision at this very moment. l/ The evidence ___damning! The defendant can’t deny his guilt. 2/ Ajoutez à chaque mot entre parenthèses la marque du pluriel chaque fois que c’est possible. a/ The forensics team found a lot of incriminating (evidence_ ) on the murder scene; (hair_ ), (blood_ ) and (saliva_ ). b/ That young lawyer never listens to other people’s (advice_ ) or (idea_ )! c/ Before turning to drug-dealing, the offender had done many odd (job_ ); doing (work_ ) for medical labs, working in teams doing (research_ ). d/ We’ve made great (advance_ ) over the last few decades and especially huge (progress_ ) in the field of technology. 3/ Choisissez la réponse correcte. a/ You don’t have many/much time to make an official complaint. b/ There wasn’t much/many blood on the murder weapon. c/ We need a/0 proof, don’t you? d/ What an/0 incredible information! e/ What a/0 good news! f/ The guilty is/are finally in jail. g/ The sniffer dog found a/some flesh. Yuck! h/ There was an/some evidence that he was guilty. i/ I’d like just one/a piece of information about the legal procedure. j/ The solicitor did a lot of/many research for the case. k/ The police officer couldn’t give me many/much/an advice! l/ A great many/much/some people really enjoy the challenge of jury service in court cases. m/ He really didn’t spend many/much/some time questioning the witness. n/ How many/much times have you spoken to the defendant? o/ Could I suggest you do not make too many/many changes to your witness statement?


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4/ Reliez chaque dénombreur avec un indénombrable. A sample of / a flight of / a head of / an item of / a lump of / a pane of / a set of / a sheet of / a slice of: clothing / stairs / paper / hair / skin sample / teeth / DNA / thunder / glass / flesh 5/ Effectuez les modifications nécessaires. eg: There weren't many witnesses in court. (noise) = There wasn't much noise in court. a/ The police do not have many clues. = The police do not have ______ . (proof) b/ I hope there won't be too many cars near the accident scene. = I hope there won't be too ____ . (traffic) c/ My lawyer can't give me much information. = My lawyer can't give me very ______ . (details) d/ The thief stole a Louis Vuitton bag from the shop. = The thief stole LV ____ (luggage) from the shop. e/ There weren’t many details in the deceased man’s will. = There wasn’t ________ (information) in it. f/ The solicitor had to check so many facts. = He had to check so ______ (data). 6/ Complétez ces phrases à l'aide des articles , a, an, the, 0. a/ Where did you get ___ car from? It's __ Ferrari! b/ You can't imagine ____ horror of the situation. c/ Obviously, ___honesty is not a very important quality to him. d/. ___ shoplifting is a serious problem in most high-street stores. e/ That is ____ crime series that I've enjoyed the most this year. f/ Did you see all ___ blood on the victim’s body? g/ ___ desire to steal things is known as ‘kleptomania’. h/ ____ drug-dealing is a growing problem across all different age groups. 7/ Traduisez. a/ Mes bagages sont trop lourds. b/ Tes conseils ont été très utiles. c/ L’avocat m’a donné une information surprenante. d/ Les affaires sont les affaires! e/ Il fait des recherches dans la médicine légale. f/ Nous avons fait beaucoup de progrès dans le domaine légal. g/ Quel bon conseil! h/ Il y avait des preuves de sa culpabilité. i/ Donnez-moi une preuve. j/ Le coupable n’a pas eu beaucoup de remords. k/ Il y avait des armes blanches cachées sous le lit. l/ Il y eut beaucoup de renseignements. m/ C’était du pur chantage! n/ Les maths sont essentielles dans ce métier. o/ Le taux de criminalité aux Etats-Unis est impressionnant. p/ La police est sur vos traces! q/ Les informations sont à 9 heures. r/ La politique est partout. s/ Vingt ans de prison, c’est long. t/ Il y a eu une série de vols. u/ C’est un moyen de punition efficace. v/ Ces dossiers pèsent une tonne et demie! w/ C’est une nouvelle espèce de plante hallucinogène. x/ Ses progrès sont remarquables! y/ Le quartier général est plein de policiers. z/ Il a volé beaucoup d’argent.


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DOSSIER 2 L'ADJECTIF L'adjectif en anglais est toujours invariable. Formation

• Il peut être simple (eg: guilty, liable, drunk, innocent, angry, dishonest…). • Il peut être composé à l'aide de préfixes privatifs (unlikely, independent, impossible), ou de suffixes exprimant: l'abondance (hopeful) , faithful ), la privation (pitiless), la ressemblance (reddish = rougeâtre), la matière (bloody = ensanglanté). •Il peut être un participe passé (surprised, tired, experienced, horrified…) ou participe présent (surprising, tiring, horrifying,…). NB: Attention à ne pas confondre tired (fatigué; le nom décrit subit la fatigue) et tiring (fatigant; le nom décrit fait subir la fatigue)

• Il peut se construire avec une préposition (angry with, addicted to, afraid of, different from…). • Il peut être suivi d'une subordonnée (par exemple: I'm pleased that he gave evidence.)

FONCTIONS L'adjectif épithète

• Il se place avant le nom (eg: a dishonest man). Cela vaut également pour les noms employés comme adjectifs (eg: a stolen gold ring).

• Il se place derrière les pronoms indéfinis (eg: something strange, anything unusual, nothing special); se place également derrière le nom dans certaines expressions figées (eg: since time immemorial), et s'il est suivi d'un complément (eg: a man willing to fight = un homme prêt à combattre; a country safe to live in = un pays pour vivre en sécurité). • Quand il y a plusieurs épithètes avant un nom, plus l'adjectif est objectif, permanent, essentiel,

plus il est près du nom; plus il est subjectif, plus il est loin. eg: a nice respectful citizen (jugement puis description). NB: L'ordre généralement admis est: jugement - taille - âge - forme - couleur - origine - matériau - usage + NOM (eg: a big beautiful courthouse; a tall American female judge)

L'adjectif attribut

• Il se place derrière le verbe (eg: The accused looks crazy; The sentence was heavy).

• Certains adjectifs ne peuvent être qu'attributs: well, alive, alone, afraid, asleep, cross (en colère), ill, drunk

• On trouvera un synonyme si on veut le placer en épithète. (eg: He feels alone = He is a lonely man)

L'adjectif attribut du complément

• Il est lié à un nom qui est complément d'un verbe. (eg: I found that man horrible.)


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AUTRES TYPES D'ADJECTIFS Adjectifs substantivés

• Précédés de THE, ils désignent la totalité d'un groupe; une catégorie. eg: the homeless/the incarcerated/the guilty/the rich/the unemployed …

• Ils sont invariables car ils ont une valeur adjectivale. NB: the blacks, the whites • The good, the beautiful … (valeur de singulier quand l'idée est abstraite)

Adjectifs composés

Ils peuvent être composés de plusieurs façons: •Nom + adj: world-famous, stone-deaf (sourd comme un pot) •Nom/adj + participe présent: good-looking, time-consuming •Nom/adj/adv + participe passé: fully-experienced, highly qualified, long-forgotten, well-known •Adj/adv/Nom/participe passé + Nom + ED : eg open-minded, cold-blooded, broken-hearted) •Divers: well-off (riche), up-to-date (à jour/au courant)

NB: Pour indiquer l'âge, une mesure, une taille etc, on trouvera le chiffre suivi de la mesure sans la marque du pluriel. (eg: a twelve-year-old girl; a twenty-kilometre journey; a two-hour hearing) Adjectifs de nationalité Il existe quatre sous-groupes: a/ ENGLISH : il n'existe que l'adjectif (pas de nom pour renvoyer aux habitants du pays). Pour parler des habitants, on utilise l'adjectif substantivé (donc invariable). Il renvoie à la totalité des habitants. Pour ne parler que d'un ou de quelques habitants en particulier il faut utiliser l'adjectif + MAN ou MEN. Adjectif: English Habitants en général: the English Habitant particulier: an English man, two English men Autres cas: French, Welsh, Dutch, Irish… b/ AMERICAN : le nom existe et il est identique à l'adjectif. On peut le mettre au pluriel. Adjectif: American Habitants en général: the Americans Habitant particulier: an American, two Americans

Autres cas: adjectif de nationalité en -an: Italian, Belgian, German… + Greek, Israeli, Pakistani…

c/ JAPANESE: même cas que le précédent mais le nom est invariable Adjectif: Japanese Habitants en général: the Japanese Habitant particulier: a Japanese, two Japanese Autres cas: adjectif de nationalité en -ese: Chinese, Portuguese, Lebanese… + Swiss d/ SPANISH: le nom existe et il est différent de l'adjectif. Adjectif Habitants en général Habitant particulier Spanish the Spaniards one Spaniard, 2 Spaniards

Swedish the Swedes one/two Swede(s) Danish the Danes one/two Dane(s Finnish the Finns one/two Finns Turkish the Turks one/two Turk(s) Polish the Poles one/two Pole(s) Remarques: Les adjectifs et noms de nationalité ont toujours une majuscule. Pour parler de la langue du pays, on part de l'adjectif que l'on utilise sans article (English)


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COMPARATIF ET SUPERLATIF

• Il est d’abord nécessaire de distinguer les adjectifs "courts" des adjectifs "longs".

• Sont considérés comme "courts" les adjectifs d'une syllabe (à l'exception des participes passés et de quelques adjectifs: dead, real, wrong, glad, cross, right) et les adjectifs de deux syllabes se terminant en -y, -ow et -le (eg: lucky, narrow (étroit), gentle).

• Sont considérés comme longs les adjectifs de trois syllabes et plus, ceux de deux

syllabes non cités ci-dessus et les participes passés. COMPARATIF SUPERIORITE adj. court + ER + THAN It is colder than yesterday.

MORE + adj. long + THAN He is more aggressive than her/than she is.

INFERIORITE LESS + adj. + THAN This is much less interesting.

EGALITE AS + adj. + AS Texting-and-driving is as bad as drink-driving.

INEGALITE not as + adj + as The witness is not as reliable as we had hoped.

not so + adj. + as The case is not so bad as we first thought. SUPERLATIF SUPERIORITE THE + adj. court + EST He's the richest lawyer in town.

THE MOST + adj. long It is the most expensive trial ever held here.

INFERIORITE THE LEAST + adj. That is the least of my problems! Attention aux comparatifs et superlatifs irréguliers. Good/Well Better (than) The best Bad Worse The worst Far ( Farther = dans l'espace

Further = dans le temps/sens figurés The farthest The furthest

Old Elder (l’ainé) eg: The elder brother was a thief He is the older of the two.

The eldest eg:The eldest child steals toys. He is the oldest of the three.

NB: On peut faire une comparaison avec des adverbes. Ils fonctionnent comme les adjectifs. eg: Speak more clearly! Can’t you go faster? Accroissement et diminution progressive (de plus en plus/de moins en moins)

•On répète la marque du comparatif (ER ou MORE, ou LESS) eg: The fraud situation is getting worse and worse. Legal fees are becoming more and more expensive. That court case is getting less and less interesting. Accroissement et diminution parallèle (plus…., plus…/moins…, moins…) eg: The more she lies, the less the jury believe her. The more, the merrier. (= plus on est de fous plus on rit)

The more he describes the events, the less we understand. The harder they try, the worse the situation becomes.


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D’autant plus / d’autant moins … que eg:

The victim was all the more reassured as he gave her personal advice. (= d’autant plus rassurée qu’il….)

They were all the less pleased to see him as he’s a compulsive liar and a cheat!

EXERCICES 1/ PARTICIPE PRESENT ou PARTICIPE PASSE?

• Complétez les phrases suivantes en choisissant l'un des deux adjectifs proposés. a/ It was _______ to notice how quickly he gave his response. (amazing/amazed)

b/ He found himself _______ by the thought of listening to all the facts of the case. (bored/boring)

c/ The ________ drug network is creating more and more social problems. (grown/growing)

d/ I'm frankly _______ by your aggressive behaviour. (disgusted/disgusting)

e/ He was in search of a ________ social worker to speak to the traumatized family. (cared/caring)

2/ L'ORDRE DES ADJECTIFS

• Construisez un groupe nominal en remettant en ordre les éléments. a/ Irish-old-law. b/ legal secretary-nice-young. c/ knives-long-sharp. d/ bag-dirty-plastic.

e/ bill-new-controversial. f/ expensive-goods-stolen. g/ defendant-ugly-impolite. h/ metal-object-heavy.

3/ ADJECTIFS COMPOSES

• Réécrivez les phrases suivantes en formant des adjectifs composés. eg: This corridor is 20 metres long. = It is a 20-metre-long corridor.

a/ The law firm is situated in a building that is 20 storeys high.

= A ____________________ building.

b/ He stole a watch worth two thousand dollars.

= A _____________________ watch.

c/ The police have just discovered a hidden drug stash which is 20 years old.

= A _______________________ drug stash.

d/ I've got an interview today which will last three hours.

= A _______________________ interview.

e/ The inmates were shut in a cell that was only 4 metres square.

= A _______________________ cell.


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4/ ADJECTIFS DE NATIONALITE

• Traduisez.

a/ Trois Anglais et une Irlandaise.

=

b/ L'équipe galloise et l'équipe écossaise.

=

c/ Deux avocats français et deux notaires Italiens.

=

d/ Les Polonais apprécient beaucoup la France, les Français et le français.

=

e/ Les Turcs sont habitués à un système juridique plus sévère que les Hollandais, les Belges et les Danois.

=

f/ La langue anglaise a des racines françaises.

=

g/ La mafia russe est plus puissante que la mafia italienne et les triades chinoises.

=

5/ COMPARATIF

• Complétez avec as, so, more, than. a/ They found her more intelligent ____ her partner in crime.

b/ There’s no denying that he’s not so trust-worthy ____ he used to be.

c/ I work as much ____ you do, but don’t earn _____ much.

d/ He is not ____ dishonest ____ he used to be!

6/ COMPARATIF

Complétez les phrases suivantes avec les comparatifs des adjectifs entre parenthèses, de supériorité ou d'infériorité selon le contexte.

a/ That lawyer is not very good at listening to his clients, but his colleague is even _____ !(bad)

b/ What about doing it this way? I think it would be _____ . (good)

c/ Do you really want to go to the police station now? It is _____ (bad) at night than during the day.

d/ The crime rate is _________________ (worrying) now than it used to be.

e/ I'll help you write it. Don't worry, it’ll be _____________ (challenging) than the last time.

f/ If you leave the office ________ (early) than me, could you take these files to the court clerk?

g/ You’d better ask for ________ (far) information.

7/ COMPARATIF ou SUPERLATIF DE SUPERIORITE?

a/ I only have two sons; here is my ________ (young) son, Pete.

b/ The House of Lords used to be the _________ (high) court in the UK.

c/ He is said to be the ____________ (reliable) accountant in town.

d/ She has always been the ___________ (efficient) of all my legal secretaries.

e/ Identity theft is becoming far __________ (common) these days.


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f/ That case of stalking was the _______________ (frightening) one I have ever heard of.

g/ That's the ___________ (valuable) jewellery collection ever stolen.

h/ I remember that it was the _______________ (shocking) verdict ever.

i/ He has always been the _____________ (strong) member of the gang.

j/ I expect that I could manage if you gave me ________ (some) time.

8/ ACCROISSEMENT et DIMINUTION PROGRESSIVE

a/ As she grew older she became __________________ with the clients. (-/- patient)

b/ She explained to us that things were getting _____________________ .(+/+ difficult)

c/ Unfortunately they were committing ____________ (+/+) petty crimes.

d/ Car theft is getting _____________ here! (+/+ bad)

e/ Conning people is becoming ____________ . (+/+ easy)

f/ The streets are becoming _____________ due to the rise in alcoholism. (+/+ dangerous)

9/ TRADUISEZ

a/ Plus il ment, plus il rougit.

=

b/ Les gens travaillent de plus en plus loin de chez eux.

=

c/ Plus je le vois, moins j'ai envie de le voir!

=

d/ Plus je travaille, mieux je me sens.

=

e/ Je trouve que les hommes politiques sont de moins en moins fiables.

=

f/ Elle se sentait d’autant mieux qu’elle avait gagné l’affaire.

=

g/ Il était d'autant plus content qu'il avait une nouvelle voiture volée!

=

h/ Plus il vole, plus il a envie de voler!

=

i/ La population rurale devient de plus en plus pauvre.

=

j/ L’aîné de ses deux fils a dit qu’il ne voulait pas finir en prison.


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N.B : Ce fascicule de textes constituera le support lors des oraux pour les Dispensés de TD des sessions de janvier (semestre 1), mai (semestre 2) ainsi que le support pour la session 2 de juin (rattrapage du semestre 1). Il est donc impératif que tous les étudiants (y compris les dispensés de T.D.) aient lu in extenso ce recueil de documents puisqu’ils seront interrogés sur l’un de ces textes.

l1 - droit anglais chaise-brun ii.pdf · 1 faculte de droit et de science politique _____ let’s...

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