| 000 | 10203nam a22012737a 4500 | ||
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| 999 |
_c461 _d461 |
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| 003 | OSt | ||
| 005 | 20221226020358.0 | ||
| 008 | 171128b xxu||||| |||| 00| 0 eng d | ||
| 020 | _a9781859644171 (Student Book with CDs) | ||
| 040 | _cJCRC | ||
| 100 | _aWalenn, Jeremy | ||
| 245 |
_aEnglish for Law in Higher Education Studies / _cJeremy Walenn ; Terry Phillips (Series Editor). |
||
| 250 | _a1st ed. | ||
| 260 |
_aReading, UK : _bGarnet Education Limited, _c2008. |
||
| 300 |
_a136 p. : _bill. ; _c28 cm. _e+ 2 CDs |
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| 440 | _aEnglish for Specific Academic Purposes | ||
| 504 | _aIncludes glossary and transcripts. | ||
| 505 | _a"English for Law is a skills-based course designed specifically for students of law who are about to enter English-medium tertiary level studies. It provides carefully graded practice and progressions in the key academic skills that all students need, such as listening to lectures and speaking in seminars. It also equips students with the specialist legal language they need to participate successfully within a law faculty. Extensive listening exercises come from law lectures, and all reading texts are taken from the same field of study. There is also a focus throughout on the key legal vocabulary that students will need. | ||
| 505 | _aListening: how to understand and take effective notes on extended lectures, including how to follow the argument and identify the speaker's point of view. | ||
| 505 | _aSpeaking: how to participate effectively in a variety of realistic situations, from seminars to presentations, including how to develop an argument and use stance markers. | ||
| 505 | _aReading: how to understand a wide range of texts, from academic textbooks to Internet articles, including how to analyze complex sentences and identify such things as the writer's stance. | ||
| 505 | _aWriting: how to produce coherent and well-structured assignments, including such skills as paraphrasing and the use of the appropriate academic phrases. | ||
| 505 | _aVocabulary: a wide range of activities to develop students' knowledge and use of key vocabulary, both in the field of management and of academic study in general. | ||
| 505 | _aVocabulary and Skills banks: a reference source to provide students with revision of the key words and phrases and skills presented in each unit. | ||
| 505 | _aFull transcripts of all listening exercises." (Book Cover). | ||
| 505 | _aCONTENTS | ||
| 505 | _aUNIT 1 - LAW AND ORDER (Listening - Speaking) | ||
| 505 |
_aTOPICS
_tBranches of law _tKey features of law |
||
| 505 |
_aVOCABULARY FOCUS
_tWords from general English with a special meaning in law _tPrefixes and suffixes |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tpreparing for a lecture _tpredicting lecture content from the introduction _tunderstanding lecture organization _tchoosing an appropriate form of notes _tmaking lecture notes |
||
| 505 |
_aSpeaking:
_tspeaking from notes |
||
| 505 | _aUNIT 2 - LANDMARKS IN LAW (Reading - Writing) | ||
| 505 |
_aTOPICS
_tHistorical landmarks in the development of law _tLord Denning and 20th century English law _tJudicial precedent |
||
| 505 |
_aVOCABULARY FOCUS
_tEnglish-English dictionaries: headwords - definitions - parts of speech - phonemes - stress markers - countable/uncountable - transitive/intransitive |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tusing research questions to focus on relevant information in a text _tusing topic sentences to get an overview of the text |
||
| 505 |
_aWriting:
_twriting topic sentences _tsummarizing a text |
||
| 505 | _aUNIT 3 - CRIMES AND CIVIL WRONGS (Listening - Speaking) | ||
| 505 |
_aTOPICS
_tTort v. crime _tCriminal and civil courts _tTrespass to the person |
||
| 505 |
_aVOCABULARY FOCUS
_tStress patterns in multi-syllable words _tPrefixes |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tpreparing for a lecture _tpredicting lecture content _tmaking lecture notes _tusing different information sources |
||
| 505 |
_aSpeaking:
_treporting research findings _tformulating questions |
||
| 505 | _aUNIT 4 - COMPUTERS IN LAW (Reading - Writing) | ||
| 505 |
_aTOPICS
_tComputers for research _tTypes of legal information available on the web |
||
| 505 |
_aVOCABULARY FOCUS
_tComputer jargon _tAbbreviations and acronyms _tDiscourse and stance markers _tVerb and noun suffixes |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tidentifying topic development within a paragraph _tusing the Internet effectively _tevaluating Internet search results |
||
| 505 |
_aWriting:
_treporting research findings |
||
| 505 | _aUNIT 5 - THEFT 1: THE THEFT ACT (Listening - Speaking) | ||
| 505 |
_aTOPICS
_tDefinition of theft _tComponents of theft _tImportant case law |
||
| 505 |
_aVOCABULARY FOCUS
_tWords sets: synonyms, antonyms, etc. _tThe language of trends _tCommon lecture language |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tunderstanding 'signpost language' in lectures _tusing symbols and abbreviations in note-taking |
||
| 505 |
_aSpeaking
_tmaking effective contributions to a seminar |
||
| 505 | _aUNIT 6 - THEFT 3: APPROPRIATION (Reading - Writing) | ||
| 505 |
_aTOPICS
_tTaking without owner's consent _tDifferences between: burglary, aggravated burglary and robbery |
||
| 505 |
_aVOCABULARY FOCUS
_tSynonyms, replacement subjects, etc., for sentence-level paraphrasing |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_treporting findings from other sources: avoiding plagiarism _tlocating key information in complex sentences |
||
| 505 |
_aWriting:
_twriting complex sentences |
||
| 505 | _aUNIT 7 - CONTRACT LAW 1: CONSIDERATION (Listening - Speaking) | ||
| 505 |
_aTOPICS
_tDefinition of a contract _tDoctrine of consideration _tJudicial interpretation |
||
| 505 |
_aVOCABULARY FOCUS
_tCompound nouns _tFixed phrases from legal English _tFixed phrases from academic English _tCommon lecture language |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tunderstanding speaker emphasis |
||
| 505 |
_aSpeaking:
_tasking for clarification _tresponding to queries and requests for clarification |
||
| 505 | _aUNIT 8 - CONTRACT LAW 2: MISREPRESENTATION (Reading - Writing) | ||
| 505 |
_aTOPICS
_tFour types of misrepresentation: _t1. fraudulent misrepresentation _t2. negligent misrepresentation _t3. wholly innocent misrepresentation _t4. negligent misrepresentation under statute |
||
| 505 |
_aVOCABULARY FOCUS
_tSynonyms _tNouns from verbs _tDefinitions _tCommon 'direction' verbs in essay titles (discuss, analyze, evaluate, etc.) |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tunderstanding dependent clauses with passives |
||
| 505 |
_aWriting:
_tparaphrasing _texpanding notes into complex sentences _trecognizing different essay types/structures: descriptive, analytical, comparison/evaluation, argument _twriting essay plans _twriting essays |
||
| 505 | _aUNIT 9 - EMPLOYMENT LAW (Listening - Speaking) | ||
| 505 |
_aTOPICS
_tFair, unfair and wrongful dismissal _tEmployment tribunals |
||
| 505 |
_aVOCABULARY FOCUS
_tFixed phrases from legal English _tFixed phrases from academic English |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tusing the Cornell note-taking system _trecognizing digressions in lectures |
||
| 505 |
_aSpeaking:
_tmaking effective contributions to a seminar _treferring to other people's ideas in a seminar |
||
| 505 | _aUNIT 10 - HOMICIDE (Reading - Writing) | ||
| 505 |
_aTOPICS
_tTypes of homicide _tDefences to homicide _tMurder vs. manslaughter |
||
| 505 |
_aVOCABULARY FOCUS
_t'Neutral' and 'marked' words _tFixed phrases from legal English _tFixed phrases from academic English |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_trecognizing the writer's stance and level of confidence or tentativeness _tinferring implicit ideas |
||
| 505 |
_aWriting:
_twriting situation-problem-solution-evaluation essays _tusing direct quotations _tcompiling a bibliography/reference list |
||
| 505 | _aUNIT 11 - INTERNATIONAL LAW (Listening - Speaking) | ||
| 505 |
_aTOPICS
_tOrigins of international law _tInfluence of international law on domestic law _tInternational law and the environment |
||
| 505 |
_aVOCABULARY FOCUS
_tWords/phrases used to link ideas (moreover, as a result, etc.) _tStress patterns in noun phrases and compounds _tFixed phrases from academic English |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_trecognizing the speaker's stance _twriting up notes in full |
||
| 505 |
_aSpeaking:
_tbuilding an argument in a seminar _tagreeing/disagreeing |
||
| 505 | _aUNIT 12 - HUMAN RIGHTS LAW (Reading - Writing) | ||
| 505 |
_aTOPICS
_tUN Charter of Human Rights) _tUN Convention on the Rights of the Child _tEqual opportunities |
||
| 505 |
_aVOCABULARY FOCUS
_tVerbs used to introduce ideas from other sources (X contends/suggests/asserts that ...) _tLinking words/phrases conveying contrast (whereas), result (consequently), reasons (due to), etc. _tWords for quantities (a significant minority) |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tunderstanding how ideas in a text are linked |
||
| 505 |
_aWriting:
_tdeciding whether to use direct quotation or paraphrase _tincorporating quotations _twriting research reports _twriting effective introductions/conclusions |
||
| 521 | _aIntended for students of law who are about to enter English-medium tertiary level studies. Designed for students at the upper-intermediate to proficient level (CEF B2-C2). | ||
| 650 |
_aEnglish language _vTextbook for foreign speakers |
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| 650 |
_aEnglish language _vLaw _xTerminology |
||
| 650 |
_aEnglish language _vStudying and Teaching |
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| 650 | _aB2-C2 (CEFR). | ||
| 650 | _aUpper-intermediate to proficiency. | ||
| 700 |
_aPhillips, Terry _d1949- |
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| 856 |
_uhttps://www.garneteducation.com/product/english-for-law-in-higher-education-studies/ _yPublisher's Website. |
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| 856 |
_uhttps://englishcentral.net/?product=english-for-law _zDistributor's Website. |
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| 942 |
_2z _cMX |
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