Билль о правах (the Bill of Rights) закрепил режим конституционной монархии. Этот документ ограничивал (to restrict) исполнительную власть короля.

Хабеас Корпус (the Habeas Corpus Act) - закон о неприкосновенности личности, принятый в 1679 г. и ставший впоследствии важным элементом Британской конституции.

Новой вехой (landmark) в развитии Британской конституции стал принятый парламентом в 1701 г. Акт о престолонаследии. Королевская власть объявлялась ограниченной законами, которые вправе издавать только парламент. Описанные законодательные акты составляют так называемую Библию (the Bible) британской конституции.

c) Принятие нового закона

Проект нового закона является парламентским Биллем, который должен пройти через все стадии обсуждения, изменения и принятия, а также получить Королевскую санкцию, что является формальностью (formality). Затем Билль становиться Законом и вступает в силу (come in force) в день одобрения Королевой.

Билли рассматриваются в парламенте в следующих случаях: когда прежний закон должен быть изменен, так как он устарел (obsolete), когда он не соответствует (correspond) европейскому законодательству и когда правительство имеет основания (grounds) для принятия нового закона.

Билль разрабатывается членами Парламентского Совета, которые являются государственными служащими. Он отражает мнение правительства и может проходить дальнейшую доработку в Кабинете Министров и в Королевской Комиссии, прежде чем быть поставленным в парламент.

Рассмотрение Билля включают в ежедневную повестку заседания нижней палаты с пометкой «Формальное первое чтение». После этого назначается день предполагаемого второго чтения.

Правительство рекомендует назначать второе чтение через две недели после опубликования Билля, хотя это правило не всегда соблюдается (to follow). Второе чтение - это стадия, на которой палата обсуждает принципы Билля. На этой стадии Билли, как правило, принимаются.

Следующая стадия работы над Биллем называется стадией рассмотрения в комитете. Комитет подробно рассматривает весь Билль, изменяя его при необходимости по своему усмотрению (at one's own discretion).

Поправки, предложенные комитетом, анализируются. Могут быть внесены новые поправки, а также могут быть добавлены новые разделы (parts). Все члены палаты могут высказать свое мнение.

Последняя стадия прохождения Билля в Палате Общин - третье чтение. На этой стадии вся палата обсуждает Билль и принимает решение о его принятии или неприятии, но уже не изменяет его содержания.

Одобренный нижней палатой Билль отправляют в Палату Лордов, где он проходит практически такие же стадии, что и в Палате Общин.

Обе палаты должны прийти к единому (common) варианту текста Билля. Если лорды предлагают поправки к Биллю, он отправляется на рассмотрение в Палату Общин, члены котрой могут согласиться или не согласиться с внесенными изменениями. Если члены двух палат не могут прийти к единому решению, то к рассмотрению принимается вариант Палаты Общин. После этого Билль отправляется на одобрение Королеве.

Ex. 6. Study the list. Choose one of the persons and prepare the report about his (her) activities. Use any information you will be able to find.

The Prime Minister of Great Britain

Anthony Eden (Conservative)	1955 - 1957
Harold Macmillan (Conservative)	1957 - 1963
Alec Douglas-Home (Conservative)	1963 - 1964
Harold Wilson (Labour)	1964 - 1970
Edward Heath (Conservative)	1970 - 1974
Harold Wilson (Labour)	1974 - 1976
James Callaghan (Labour)	1976 - 1979
Margaret Thatcher (Conservative)	1979 - 1990
John Major (Conservative)	1990 - 1997
Anthony Blaire (Labour)	1997 -

Ex. 7. Write down 10 questions you could ask about “British Constitutional Law”. Begin each question differently, like this:

Did ...?; Are ...?; Do ...?; Who ...?; When ...?; What kind of ...?; How many ...?; Why ...?

Ex. 8. Speak on the British Constitution

A. The Constitution itself as the supreme law:

the political and ideological structure, to make and enforce laws, to reflect the national soul, to protect the values, to contain, to make up, to alter a convention, to prevent, to vest with powers, to be the supreme authority, to put into effect, to constitute, to interpret laws, to apply laws.

B. Parliament:

to require for legislation, to pass laws, to adopt, to sign, to introduce a bill, the first reading, to debate, to give detailed consideration, to amend, to reject.

C. Government:

to hold office, to be responsible for, to create, to abolish, to transfer, to be composed of, to have the last word, the Cabinet sanction, the Court of Appeal.

D. Judiciary:

to be independent, judgements, control, to recommend, the Lord Chancellor, legal system, administration of courts, judicial appointments, the appointment of magistrates.

Text B Monarchy in Britain

Task: read the text and get ready to discuss its main points.

Great Britain is a monarchy, but the British Queen is not absolute, her powers are limited by Parliament. The power is hereditary and not elective. The Queen is not only head of state, but also an important symbol of national unity. In law she is head of the executive, an integral part of the legislature, head of the judiciary, commander-in-chief of all the armed forces of the Crown and the supreme governor of the established Church of England. Today she is only a formal ruler and does not actually govern. Whatever she does must be done on the advice of the Prime Minister who is politically responsible for the Royal act.

The duties of the Queen are numerous. The Queen summons, prorogues and dissolves Parliament, as a rule she opens each session with a speech from the throne. She must give Royal assent before a bill which has passed all its stages in both Houses of Parliament becomes legal. It is her duty to make appointments to all important state offices, including those of judges, officers in the armed forces, governors and diplomats, and to all leading positions in the church of England. The Queen has the power to conclude treaties, to cede or annex territory, to declare war and make peace. All these matters are conducted in her name by Ministers and their officials.

In reality the Queen has almost no power at all. When she opens Parliament each year the speech she makes has been written for her. She makes no secret of this fact. She very obviously reads out the script that has been prepared for her, word for word. If she strongly disagrees with one of the policies of the government, she might ask the government minister to change the wording in the speech a little beforehand, but that is all. She cannot actually stop the government going ahead with any of its politics.

The Queen has her own Privy Council. The Cabinet developed from this Council which used to be a body of advisers of English monarchs and was the chief source of executive power in the state. As the system of Cabinet developed, the Privy Council declined in importance. It consists of members of the Royal family, the Arch-bishops, colonial governors and all senior Ministers, together with others to whom membership has been given as an honour. There are about 400 Privy Counsellors. There are a number of advisory Privy Council committees. The Judicial Committee of the Privy Council established in 1833 is the final Court of Appeal. The Judicial Committee hears appeals from certain Commonwealth countries, from the Channel Islands, from the General Medical Council and other professional bodies. The Commonwealth appellate jurisdiction was formerly regarded as an important unifying influence: it has now dwindled significantly as an increasing number of Commonwealth countries have abandoned the appeal. For example, Canada and India abolished appeals in 1949, Sri Lanka in 1971, Malaysia in 1985, Australia (effectively) in 1986 and Singapore in 1994. The New Zealand government proposes their abolition, and appeals from Hong Kong ended with the territory's reversion to China in 1997. The Committee's decision takes the form of advice to the Queen. It is binding on the relevant Commonwealth courts. Cases heard by the Privy Council raise questions of constitutional interpretation. Apart from the appellate jurisdiction, the Judicial Committee may entertain an application for a declaration that a person purporting to be a member of the House of Commons is disqualified by the House of Commons Disqualification Act 1975. Finally, Her Majesty may refer any matter to the Judicial Committee for hearing or consideration.

Ex. 1. Here are the answers to some questions. What are the questions?

1. Queen's powers are limited by Parliament.(What ...?)

2. The Prime Minister is politically responsible for the Royal act. (Who ... ?)

3. Yes, she summons, prorogues and dissolves Parliament. (Disjunctive)

4. The duties of the Queen are numerous. (Alternative)

5. Yes, today she is only a formal ruler and does not actually govern. (General)

Ex. 2. Complete the following sentences.

1. The Queen is not only head of state but ... .

2. Today the Queen is only a formal ruler and ... .

3. The duties of the Queen are ... .

4. All the matters are conducted in her name in the state by ... .

5. The Privy Council used to be ...

6. As the system of Cabinet developed, the Privy Council ... .

7. The Privy Council consists of ... .

Ex. 3. Points for discussion.

1. Today the Queen is only a formal ruler.

2. The Privy Council and its Judicial Committee.

Ex. 4. Write about the British monarchy as you see it. Use additional information from p.p.115-119. Reflect the following facts:

the historical background and origin;

the inheritance to the throne;

the general atmosphere within the family;

rank-and-file people's and officials' attitude;

the view on the monarchy as a social institution from inside and outside.

Text C Political Parties

Task: read the text, get ready to compare the policy of the Conservative and Labour Parties.

The main political parties in Great Britain are the Conservatives, the Labour party and the Liberal Democrats. The most powerful parties are Conservative and Labour parties. These parties as a rule control Parliament. In this context there is a two-party system in Britain. Since 1945 these parties have held power.

The Conservatives (the official name the National Union of Conservative and Unionist Associations) have always been the party of the Right. The name of the party reflects its aims to conserve and maintain established institutions and practices. It is the party supported traditionally by the rich and the privileged. The origins of the party go back to the 17^th century when it was called the Tory party organized on the basis of political groups of the English landed aristocracy. The Conservative party has no official permanent programme. On the eve of general elections the party issues a pre-election manifesto which states the main aspects of the home and foreign policies of the future Conservative government if the party wins the elections. Tories favour radical policies, they welcome privatization of sections of the national industries, the state's withdrawal from direction of the economy, they stress the pursuit of the national interest and priority for defence and law and order. To this very day it remains a major rightwing party receiving support from middle-and upper class or Establishment circles, traditionally in rural areas. Donations from individuals and companies make up the party's largest source of income.

The Labour Party was founded in 1900 by the Trade Union Congress on the initiative of socialist organizations to win working-class representation in Parliament. This was initially reflected in the name of the party - Labour Representation Committee. In 1906 the Committee officially adopted the title of the Labour Party. The Party believes that private ownership and free enterprise should be allowed to flourish, but not at the expense of their traditional support of public services. Labour's origins are important in explaining the way it makes policy. In general, the party has no long term political programmes which would determine the ways and means to attain common goals. Instead, the party endorses current political issues containing measures which the future Labour government intends to implement if the party takes office as a result of a majority in the general elections. Labour remains committed to maintaining the state's role in such areas as health, education and provision for those in need. Using the state mechanism the party attempts to do away with inequalities in opportunity and develop greater social equality in general. Though today many claim that the Labour Party shows no radical change in policy from the Tories, nevertheless most people recognize Labour as being on the left of the political scene, and the party continues to receive electoral support from amongst the less well-off in society. Despite the fact that Labour was established to support the working class, it is now clearly a middle-class party. Membership of the Labour Party is provided by trade-union members, cooperative organizations, working class and petty bourgeoisie. Nearly two thirds of its members are professional (the `salariat'), and less than a quarter work in manual occupations.

The Social and Liberal Democrats (SLD) or simply the Liberal Democrats are the result of alliance in 1988 of the two parties the Liberal party (the Whigs), which could frame its origins to the XVII century, and was one of the main political parties in the XIX century, and the Social Democratic party created in 1981 as a result of the split in the Labour Party. Liberal Democrats are strongly associated with their policies for better education, environmental protection and constitutional reform to guarantee individual freedom. The Party established itself as a new third force in British politics. The Liberal Democrats are quite often referred to as a “centre” party - a party which in ideological terms plays upon the differencies between the two major parties.

There are some other political parties in Great Britain represented in Parliament. They are regionally based in Scotland, Wales and Northern Ireland. The nationalist parties the Scottish National Party and Plaid Cymru of Wales have become a significant force since the 1970s. The political parties of Northern Ireland are: the Ulster Unionist party (UUP) and its other unionist allies; the Social Democratic and Labour party (SDLP); Sinn Fein (SF).

Ex. 1. Explain and expand on the following:

There is a two-party system in Britain.

The Conservatives have always been the party of the Right.

On the eve of general elections the Conservative Party issues a pre-election manifesto.

The Labour Party was formed to win working-class representation in Parliament.

Today the Labour Party shows no radical change in policy from the Tories.

Text D Elections in Great Britain

Task: read the text and give your understanding of the underlined parts of the sentences.

For parliamentary elections Great Britain is divided into 650 electoral districts, called constituencies, of approximately equal population. Each constituency is a geographical area: the voters living within the area select one person to serve as a member of the House of Commons. The average number of electors in each constituency in England is about 70.000; in other parts of Britain the average numbers are slightly lower.

The simple majority system of voting is used in parliamentary elections in Britain. This means that the candidate with the largest number of votes in each constituency is elected, although he or she may not necessarily have received more than half of the votes cast.

Any British subject aged 21 or over can be nominated as a candidate for any seat on payment of a deposit: the sum of 500 pounds must be deposited on behalf of each candidate, candidates who receive less than 5 per cent of the votes cast in the lection lose this deposit. Peers, clergymen, lunatics and felons in prison are disqualified from sitting in the House of Commons. Practically no person can stand any chance of being elected except under the name of a party, and a little chance except as a candidate backed by either the Labour or the Conservative Party. In every constituency each of these two parties has a local organization, whose first task is to choose the candidate, and which then helps him to conduct his local campaign. However smaller political parties and groups also put forward candidates, and individuals without party support also stand.

All British citizens of the age of 18 or over are entitled to vote at local elections in the area in which they are registered as electors.

The franchise (right to vote) became universal for men by stages in the nineteenth century. Women suffrage came in two stages (1918 and 1928). Voting is not compulsory, but in the autumn of each year every householder is obliged by law to enter on the register of electors the name of every resident who is entitled to vote. On average about 75 per cent of the electorate vote.

For the purposes of voting, each constituency is divided into a number of polling districts. In each there is a polling station: many types of buildings, including schools, are used. The official expenses of parliamentary elections are paid by Government.

Ex. 1. Discussion points.

Compare the UK electoral system with another electoral system that you know well. What are the main similarities and differences? What are the strongest and weakest points of each system in your opinion?

Imagine what an ideal democratic electoral system would be like? In what way does it differ from the UK system and the system in your country?

What are the main disadvantages of the UK electoral system and the electoral system in your country? What advantages does each system have? Suggest possible changes in each system.

Do members of parliament /deputies in your country (like MPs in Britain) always "follow the party line" in Parliament, or are they free to vote independently of their political party? What advantages and disadvantages do you see in each case?

Text E Prime Minister

Task: read the text and insert a suitable verb from the box

to win	to belong	to nominate	to meet
to preside	to inform	to include	to reconstruct

Unlike heads of Government in some countries, the Prime Minister is not directly elected by voters, although he or she is an elected Member of Parliament - an MP. Prime Minister is the leader of that party which ______ the General Election or which has the support of a majority of the members of the House of Commons. He _______ members of the Government, forms the Cabinet. In Britain he (or she) is a virtual ruler of the country. The Prime Minister and the Cabinet govern Britain collectively. The decisive role in the Cabinet _______ to the Prime Minister. His position in the Cabinet is described as “primus inter pares”¹. The Prime Minister _______ the Queen of the general business of the Government, _______ over the meetings of the Cabinet and is responsible for the allocation of functions among ministers. The Prime Minister's other responsibilities ______ recommending to the Queen a number of important appointments.

The official residence of the British Prime Minister is 10 Downing Street. This is the place where the Cabinet of Ministers ________ to discuss all government issues. “Number 10” has been the official residence of the Prime Minister since the 1720's. It was _______ between 1960 and 1963.

Notes:

^1. “primus inter pares” (Lat.) первый среди равных

Dialogue 1. At the Exam

Task: read the dialogue and reproduce it a) abridged, b) in the form of a monologue.

Professor: You know, the most important of the Queen's Ministers is the Prime Minister. In his relation to the other Ministers he has been described by one well-known authority as being like the sun among the planets. Can you explain why?

Student: Well, as far as I remember, the Prime Minister is the Queen's chief adviser. His opinions shape the policy of the Government. Besides he is the leader of the largest party.

Professor: Do you know the official title of the Prime Minister?

Student: No, I'm sorry, I don't.

Professor: It is “Prime Minister and First Lord of the Treasury”. The Treasury is the department of the Government. It handles the nation's money. This fact, as you can see, proves that modern Premiers hold great power. And do you know who performs the real work of the treasury?

Student: If I'm not mistaken, it's the Chancellor of the Exchequer.

Professor: You are right. It is known that after a General Election the Queen asks the leader of the largest political party to form a Government and a Cabinet. Is there any rule deciding which departments should be represented in the Cabinet?

Student: I am sure, there isn't any rule. But usually the Prime Minister includes in his cabinet the Chancellor of the Exchequer and the Secretary of State for Foreign Affairs. It's important to mention that all ministerial appointments are made by the Prime Minister. He might appoint, dismiss and transfer to another Department. This shows how powerful he is.

Professor: Do you want to say that he doesn't need anybody's approval?

Student: No, I don't mean that. Before making his appointments the Prime Minister takes a list to the Queen and seeks her approval. The Queen may make suggestions.

Professor: Tell me, who can dissolve Parliament?

Student: As I see it, the Prime Minister can only advise the Queen to do it and she can accept advise only from him.

Professor: And the last question: what is the most important feature of the British form of government?

Student: Let me think… Well, I believe it's responsibility. All Ministers are responsible to Parliament, to the elected representatives of the ordinary people.

Professor: Very good. You know the subject. I am quite satisfied with your answer.

Ex. 1. How is the following expressed in the dialogue.

1. power or right to control and command

2. that which a person thinks about something

3. to influence and determine the course

4. to deal with, control

5. a principle or order which guides behaviour

6. choosing of someone for a position, job

7. to sent away (from employment)

8. to move officially from one place, job to another

9. official permission

10. to end or break up

Ex. 2. Study the dialogue and continue the list of expressions giving an opinion.

I feel…

In my opinion, …

From my point of view, …

Ex. 3. Present the information from the dialogue using the following words and word combinations.

chief adviser, to shape the policy, leader of the party, official title, to handle the nation's money, to hold power, ministerial appointment, to dismiss, to transfer, to seek smb's approval, to make a suggestion, to dissolve, to accept smb's advice, responsibility, elected representatives.

Dialogue 2. The Significance of the Bill of Rights

Task: study the dialogue between a British and an overseas law student.

Robert: How are you getting on with your studies? Have you chosen the theme for your term paper?	Роберт: Ну как у тебя дела с учебой? Ты уже выбрал тему курсовой?
Andrew: I think, yes. Now we are studying the foundation of British Law. And I believe it would be up to the point to write about the significance of the Bill of Rights.	Андрей: Думаю, да. Мы сейчас изучаем основы Британского права. И я считаю, что было бы уместно писать о значимости Билля о правах.
Robert: Good idea. It is one of the basic instruments of the British Constitution, you know.	Роберт: Хорошая идея. Он является одним из основных инструментов Британской конституции, как ты знаешь.
Andrew: Yes, I've read about it. It was the result of the struggle between the Stuart kings and the English people and Parliament. I know that the Bill of Rights provided the foundation on which the government rested after the Revolution of 1688. But I don't know exactly what the Revolution settlement reflects.	Андрей: Да, он был результатом борьбы между королями Стюартами и английским народом и Парламентом. Я знаю, что Билль о правах обеспечил основу, на которую опиралось правительство после революции 1688 года. Но я не знаю точно, что отражает Революционное соглашение.
Robert: As far as I remember, it made monarchy clearly conditional on the will of Parliament and provided a freedom from arbitrary government. But I must say that most Englishmen were proud of it during the 18th century.	Роберт: Насколько я помню, Билль сделал монархию явно зависимой от Парламента и обеспечил свободу от деспотичного правительства. Должен сказать, что большинство англичан гордились им в 18 веке.
Andrew: It is known that the main purpose of the act was to declare illegal various practices of James II. I wonder what practices were proscribed.	Андрей: Известно, что основной целью акта было объявить незаконными различные привычные действия Джеймса II. Любопытно, какие же действия были объявлены вне закона?
Robert: Quite a few. For example, the royal prerogative of dispensing with the law, complete suspension of laws without the consent of Parliament, levying of taxes and some others.	Роберт: Довольно много. Например, королевская привилегия обходиться без законов, полное приостановление действия закона без согласия Парламента, взимание налогов и др.
Andrew: I wonder, if this document helped to eliminate royal interference in parliamentary matters.	Андрей: Интересно, помог ли этот документ исключить королевское вмешательство в дела Парламента?
Robert: Sure. Besides, it proscribed certain forms of interference in the course of justice.	Роберт: Конечно. Кроме того он даже объявил вне закона некоторые формы вмешательства в ход правосудия.
Andrew: And does the act touch upon the question of elections?	Андрей: А затрагивает ли этот акт вопрос выборов?
Robert: Yes, it states that elections must be free and members of Parliament must have complete freedom of speech.	Роберт: Да, в нем говорится, что выборы должны быть свободными и члены Парламента должны иметь полную свободу слова.
Andrew: It is absolutely evident the act prevented the sovereign from abusing his authority.	Андрей: Совершенно очевидно, что акт предотвратил монарха от злоупотребления своей властью.
Robert: You are absolutely right. Without any doubt, the Act is the constitutional paper of great importance.	Роберт: Ты совершенно прав. Несомненно, акт - конституционный документ огромной важности.
Andrew: I see. I need to analyze it more thoroughly.	Андрей: Понятно. Мне нужно изучить его более тщательно.

Ex. 1. Sum up the information you have learnt from the dialogue. Make use of the following.

basic instruments, the result of the struggle, provide the foundation, to be conditional on the will, arbitrary government, to be proud of, to declare illegal, royal prerogative, to dispense with the law, suspension of laws, consent of Parliament, to levy taxes, to eliminate interference, to proscribe, course of justice, to abuse one's authority.

Ex. 2. Fill in the blanks with the appropriate words from the box.

MPs; debate; seat, Opposition, chamber; Bar; speech; back; benches, sides

Seating arrangements in the House of Commons have existed for hundreds of years and reflect the nature of the party system. At the end is the ______ of the Speaker, and at the end a formal barrier, known as the “_____”. Benches for the members run the length of the chamber, on both _____ . Benches to the right of the speaker are used by the Government and its supporters; those to the left are occupied by the _____ and members of the other parties. The most important _____ sit on the front bench (and are therefore called “front benchers”). Younger and less experienced MPs sit on the _____ (and are known as “back-benchers”). When the Prime Minister or any other leading politician makes a _____, they stand at the table in the center, below the Speaker's Chair. There are red lines running along each side of the _____ . By tradition, they must not be crossed, to prevent either side attacking the other during a _____ .

LISTENING COMPREHENSION

Text Monarchy

Pre-listening activities

I. Before listening make sure that you know the following:

ostentatious way = extravagant way

to be dignified = to be noble (imposing)

to swop smth for smth = to exchange

II. Before listening answer the following questions:

What countries have monarchies?

Which of these adjectives do you associate with the British monarch: ostentatious, greedy, modest, vulgar, wealthy, lazy, dignified, popular, hard-working?

Listening activities

I. As you listen to the tape, make brief notes to help you answer the following questions:

1. Does the speaker approve of:

the British monarchy?

the monarchies in general?

2. How does he compare monarchs and presidents?

3. Which monarchies does he praise? Why?

4. Does he feel sorry for the British Royal Family?

5. How does he compare monarchs and soap operas' (popular television dramas)?

6. Which of the adjectives (given above in the pre-listening activities) does he associate with the British monarchy? Is your own list different?

II. Listen again to the tape and fill in the gaps:

1. I used to ... royal families in general.

2. I think now I ... the idea of a royal family

3. I ... them personally, if you like

4. I think I would ... a monarchy of the sort you find in other countries in Northern Europe.

5. The problem we have with our monarchy is that … .

6. I would love to swop my job … .

7. Monarchy should set … .

After listening activities

Work in pairs and discus the following:

1. What do you see as the advantages and disadvantages of having a monarchy?

2. The speaker wouldn't swop his job for their job any day. Would you exchange lives with a member of the British Royal Family? Why? (Why not?)

3. If so, which member would you swop with?

Dialogue Interview

Pre-listening activities

Make sure that you know the following:

a figurehead = nominal leader

hereditary = inheritable (ancestral)

dubious ancestry = doubtful birth (origin)

aspiration = desire (dream)

Listening activities

I. As you listen to the tape make brief notes to help you answer the following questions:

1. Why does any information published about the royal family increase the circulation figures?

2. What makes the British feel so strongly about the royal family?

3. Why do they tend to favour the Queen and the royal family?

II. Listen to the tape once more and fill in the gaps:

1. What is important about the royal family is that it's ..., it performs ... role.

2. The English Royal Family, after all have ... but they've been in England for ... generations.

3. Its important function is ...

4. The royal family is ... family.

5. I personally wouldn't like ...

6. It's better to have somebody elected … .

7. Prince Charles is going to be … .

After listening activities

Discuss in pairs:

What social groups in Great Britain tend to favour the British monarchy?

Why? Express your own attitude to monarchies.

Revision Translation

Об этике в Палате Общин
Вестминстер по праву считается “матерью парламентов”. Богатая традициями работа палаты лордов и палаты общин до сих пор остается предметом особого внимания законодательных органов других стран. Наверное, во многом это оправданно. Палата общин формально низшая, но на деле главная палата парламента. Ее состав, в отличие от палаты лордов, регулярно обновляется по итогам всеобщих выборов, ее доминирующее влияние на британскую политическую жизнь объясняется тем, что здесь утверждают все законы. Именно депутаты палаты общин составляют основу правительства страны, а само правительство формируется партией, обладающей в палате общин большинством. Премьер-министром Великобритании может стать только член палаты общин. Главная роль в организации работы парламента и соблюдении этики дебатов принадлежит спикеру. Он предоставляет право выступить тому или иному законодателю, обладает правом внесения дисциплинарных наказаний, в частности правом изгнания нарушителя дисциплины из палаты общин. Однако самое суровое наказание для британского законодателя состоит в том, что спикер называет провинившегося по имени, а не почтенный. Второе обращение по имени влечет лишение парламентария права присутствия в парламенте в течение 20 дней, третье на неопределенный срок. Одна из функций спикера устанавливать продолжительность дебатов по тому или иному вопросу. Спикер избирается из числа наиболее опытных парламентариев, которые ни разу не позволили усомниться в их моральном облике. Спикер наказывает за употребление “непарламентских” выражений и следит за соблюдением кодекса поведения законодателей.	justified in fact is renewed to take the floor in particular honourable leads to to doubt, morals supervises

GRAMMAR SECTION

Grammar to be revised: the Sequence of Tenses. Reported Speech.

Ex. 1. Analyse the tenses in the following sentences. Pay attention to the Sequence of Tenses rule.

1. The examiner asked him if he knew the difference between a bill and an Act of Parliament.

2. It appeared that Oliver Cromwell was going to appoint himself as Lord-Protector of the Commonwealth.

3. In 1783 a lot of people in France expected the consequence of the political revolution would be a radical change of the legal system.

4. He admitted that he had no idea of the Prime Minister's responsibilities .

5. By the end of the Tudor period it became clear that Parliament had achieved status as the law-making body.

6. While in Southern Europe in moulding the legal system was Roman Law, in England the Saxon tribes had already developed their own legal process.

7. Nobody expected that the Privy Council would decline in importance with the development of the Cabinet.

8. The speaker emphasized that no change of policy would be considered without the Cabinet sanction.

Ex. 2. Use the proper forms of the verbs. Mind the Sequence of Tenses rule.

1. The students were explained that the basic legal framework laid down in 1688 still (to remain), but its political content, and the political balance between its main elements, the Crown, the House of Lords and the House of Commons (to change) radically.

2. The teacher stressed that Oliver Cromwell (to create) a written constitution - “The Instrument of Government” - which (to be) effective only for a few years.

3. I read that constitutionalism (to be) part of the British political tradition at least since medieval times.

4. It is believed that the Magna Carta (1297) (to regard) as Britain's closest equivalent to a written constitution as it (to be) a source of inspiration for subsequent constitutional development both in the UK and overseas.

5. The teacher said that the ancient theory of separation of powers (to try) to combat tyranny by dividing the functions of government between groups with different interests so that no power centre (to act) without cooperation with others.

6. It was interesting to know that Australia, New Zealand and Canada each (to recognize) the Crown as their Head of State.

7. We were explained that since 1688 the functions and personal powers of the monarchy gradually (to reduce).

8. The report was devoted to the English Civil War (1642-1648) which (to be) the country's greatest internal conflict between supporters of Parliament and supporters of Charles I.

9. The reporter stated that three Parliaments (to summon) and (to dissolve) in the first four years of Charles I reign, then 11 years he (to rule) without one.

10. He informed us that since 1688 the unwritten constitution (to attempt) to adjust the economic and social changes within the broad principles which (to lay) down in 1688.

11. He stressed that the 1688 Glorious Revolution (to be) a compromise which (to design) to satisfy all the influential political and economic interests.

12. He tried to prove that the “unwritten constitution” (to have) the “virtue of flexibility” and (to permit) both evolutionary and constitutional changes.

13. We understood that executive decisions (can, to change) in courts on the ground that the government (to exceed) or (to abuse) its power.

14. The author stresses that English legal scholars (to trace) the origin of English Common Law principally to the Norman Conquest.

Ex. 3. Report the following in the indirect speech using the words suggested. Mind that the sequence of tenses rule is not always applied when direct speech becomes indirect.

Statements

Model: “We study Constitutional Law this year.” (He said…)

He said that they studied Constitutional Law that year.

1. “The Constitution of Great Britain is not the source of law, but the law gives birth to the Constitution”. (The teacher explained…)

2. “The English Constitution has not been codified in any particular document”. (The teacher added…)

3. “To understand the English Constitution you will study numerous documents, including constitutional treaties like the Bill of Rights, various statutes and judicial decisions.” (The teacher stressed …)

4. “In spite of numerous duties the Queen's powers are limited by Parliament. The British Queen reigns, but doesn't rule”. (The teacher said…)

5. “In theory certain persons (e. g. Lord Mayor) are vested with judicial powers at trials in the Central Criminal Court, but in practice they don't take part in judicial work there.” (He admitted …)

6. “The Prime Minister usually takes policy decisions with the agreement of the Cabinet.” (We were explained…)

7. “Each new Prime Minister may take changes in the size of the Cabinet and may create new ministries or make other changes”. (It was reported…)

8. “The Prime Minister holds Cabinet meetings at his/her house at Number 10 Downing Street not far from the Houses of Parliament.” (We knew that…)

9. “I am the Chancellor and the keeper of the King's conscience.” (The bishop declared…).

Questions

Model 1: The teacher asked, “Did the Magna Carta establish the principle of limited government?”

The teacher asked if the Magna Carta had established the principle of limited government.

1. Has the Queen ever dissolved Parliament during her reign?

2. Does the Prime Minister change the Cabinet?

3. Was the British Constitution codified?

4. Does Britain have written or unwritten Constitution?

5. Is the Prime Minister appointed by the Queen?

6. Is judiciary an independent branch of power in Britain?

7. Is the Cabinet the central institution of the UK constitution?

8. Do England and Wales, Scotland at Northern Island have their own legal systems?

Model 2: The teacher asked, “What did the Bill of Rights prevent the sovereign from?

The teacher asked what the Bill of Rights had prevented the sovereign from.

1. What kind of state is Great Britain?

2. What does the constitution reflect?

3. How long has the British Constitution evolved?

4. What principle has been adopted by most modern constitutions?

5. What is one of the reasons for having special constitutional laws?

6. Who was the principle of separation of powers developed by?

7. How many readings does a bill pass to become an Act of Parliament?

8. Where does the Prime Minister hold Cabinet meetings?

9. What are the relationships between the legislative and the executive branches of government?

10. What does the doctrine of separation of powers mean?

11. Who is Head of the judiciary in the country?

12. Where are laws interpreted and applied?

Commands, requests, advice

Model 3: My father said, “Don't waste your time.”

My father advised me not to waste my time.

1. “Get ready to speak about the British Constitution.” (The teacher told me …)

2. “Could you name the duties of the Queen?” (The teacher asked …)

3. “Don't mix two notions The Law as a system and a law as an individual, separate rule.” (The teacher warned …)

4. “Don't forget about the difference between Statute Law and Common Law.” (I was warned …)

5. “Don't look for the British Constitution in any single document.” (I was advised…)

6. “Will you characterize the judicial branch of Great Britain?” (The students were asked …)

7. “Shall I deliver my report today or tomorrow?” (The student asked…)

Ex. 4. Express the same idea in the reported speech.

1. The teacher says, “The modern UK Constitution is usually regarded as dating from the Glorious Revolution of 1688.”

2. He added, “The main constitutional principles and institutions have been traced to medieval times or even earlier.”

3. The author stressed, “One of the main purposes of the constitution is to maintain political stability and order in the country.”

4. The lecturer declared, “The institutions of the unwritten UK Constitution have evolved over centuries.”

5. The students were explained, “The Constitution that emerged during the 17^th -18^th centuries has been described as `a balanced constitution' combining the elements of monarchy, aristocracy and democracy.”

6. The lecturer said, “The notion that the powers of government of whatever form should be limited by law runs through the constitutional history.”

7. He added, “However, no one has yet succeeded in defining the `proper' limits of government power.”

8. The teacher said, “The British monarch has not refused the royal assent to legislation since 1709.”

9. He added, “The concept of monarchy is ancient, originally implying that one person was given supreme authority over everyone else by God.”

10. We were explained, “All major government decisions are taken by the Cabinet, a committee of senior government ministers.”

11. The lecturer says, “By the end of the 13th century judges had developed the law and practicing bar had dominated legal education.”

12. The introduction reads, “Before the Norman Conquest legal institutions made few lasting contributions.”

13. He says, “I hope you won't ask us questions on Tudor period.”

Ex. 5. Say what somebody offered, suggested or advised.

Model 1: He said, “Shall I explain the distinction between a bill and an Act of Parliament?” She said, “Do please” (“No, don't trouble”).

He offered to explain the distinction between a bill and an Act of Parliament and she accepted the offer (declined the offer).

Model 2: He said to them, “You'd better not exaggerate the difference between these two traditions of law”.

He advised them not to exaggerate the difference between these two traditions of law.

1. He said to them, “You'd better sue your neighbour for harassment”. They said, “No, we won't”.

2. He said, “Shall I deliver a report on the nature of law?” The teacher said, “Do, please.”

3. He said, “You'd first consider the terms of the contract.” They said, “It's absolutely necessary.”

4. He said, “Why not institute proceedings to obtain possession of the building?” We said, “Nothing will come out of it.”

5. He said to me, “Shall I provide you with necessary legal aid in advance?” I said, “I'll be very much obliged to you.”

6. He said, “You'd better not support your decision by a case from another country.” They said, “Of course we won't!”

7. He said to me, “We should first obtain sufficient legal knowledge and then start reading a statute.” I said, “You are right.”

8. Some scholars said, “Would it not make sense to combine the two sources of law?”

9. The lawyer said to me, “You should file an appeal to the House of Lords.” I said, “Nothing more is left to do.”

Ex. 6. Ask and answer the questions in the reported speech using the statements and the questions suggested. Work in pairs

Model: -The Constitution guarantees every citizen the right to protect his property in any lawful way.

- What did he say to you?

He told me that the Constitution guaranteed every citizen the right to protect his property in any lawful way.

1. - The idea that government is not all powerful first appeared in the Magna Carta, or the Great Charta, that was signed by King John in 1215 under the threat of civil war.

- What did he say to you?

2. - The Magna Carta established the principle of limited government in which the power of monarch or government was limited, not absolute.

- What did he explain to you?

3. - The Magna Carta stipulated that no citizen could be punished or kept in prison without a fair trial.

- Did you believe his explanation?

4. - In time this document came to be regarded as a cornerstone of British liberties and was one of the oldest written constitutional papers.

- What were you explained?

5. - Habeas Corpus Act was passed in Britain in 1679 and was the law in the name of the people, or in Britain the sovereign, to produce an imprisoned person in court at once.

- Did you know that?

6. - The law of Habeas Corpus guaranteed that nobody could be held in prison without trial.

- What did he explain to you?

7. - The Bill of Rights was adopted in 1689. A number of its clauses eliminated royal interference in parliamentary matters and stressed that elections must be free.

- What did he state?

8. - Was the Bill of Rights one of the basic instruments of the British Constitution, the result of the long 17^th century struggle?

- Did he ask you ..?

9. - The Act also dealt with the proximate succession to the throne, provided the heirs were Protestants.

- What did you want to say?

10. - Napoleon's Code has been adopted in most of the areas of Europe and spread across the Atlantic.

- Did you know that..?

11. - Freedom of speech and freedom of press are both the cornerstones of democratic constitutions.

- Did you understand that..?

12. - Everyone must pay taxes of one kind or another of this country.

- Did they inform you that ..?

Ex. 7. Translate into English:

1. Нам сказали, что его пригласили выступить в парламенте. 2. Преподаватель сказал, что на эту поправку к конституции часто ссылаются. 3. Нам объяснили, что законопроект не может быть отклонен Палатой Лордов. 4. Мы сожалели, что все эти факты стали известны, после того как резолюция была принята. 5. Было решено, что если парламентский закон будет противоречить прецеденту, более ранний закон будет модифицирован, но не будет нарушен. 6. Я прочитал, что принцип разделения властей был разработан в 18 веке французским политическим философом Монтескью. 7. Все знали, что когда голоса будут подсчитаны, спикер объявит результаты. 8. Спикер объявил, что на все запросы членов парламента будут даны ответы. 9. Нам объяснили, что после того, как законопроект пройдет третье чтение, он будет направлен в Палату Лордов. 10. Мы знали, что когда политика правительства по какому-либо вопросу определена, министр должен либо поддержать ее, либо уйти в отставку. 11. Мы поняли, что у нас слишком мало знаний по правовым вопросам. 12. Я прочитал, что Римское право долгое время оказывало влияние на многие страны Европы. 13. Преподаватель объяснил, что между статутом и законом имеется существенная разница.

ADDITIONAL READING

Text 1 The Monarchy

The position of the monarch in Britain is a perfect illustration of the contradictory nature of the constitution. From the evidence of written law only, the Queen has almost absolute power, and it all seems very undemocratic. The American constitution talks about “government of the people, for the people, by the people”. There is no law in Britain which says anything like that. In fact, there is no legal concept of `the people' at all.

Similarly, it is the Queen, and not any other figure of authority, who embodies the law in the courts. In the USA, when the police take someone to court to accuse them of a crime, the court records show that “the people” have accused that person. In other countries it might be “the state” that makes the accusation. But in Britain it is “the Crown”. This is because of the legal authority of the monarch. And when an accused person is found guilty of a crime, he or she might be sent to one of “Her Majestys” prisons.

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