Law British English Teacher

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GENERAL ENGLISH · C2 PROFICIENCY COURSE · PROFICIENCY (C2)
LAW
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1 Warm up
In pairs, discuss the following questions.
1. Should companies be held liable for the criminal actions of their employees?
2. How could the legal system more effectively deter companies from engaging in corrupt practices?
3. Should there be limits on the right to public protest in the interest of maintaining public safety and
order?
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PROFICIENCY (C2)
LAW
2 Reading and use of English: part 1
Read the text below about a bribery case and decide which answer (A, B, C, or D) best fits each gap.
Glencore Energy UK Ltd will pay nearly £280 million in compensation after an SFO investigation
1
revealed it used bribes to gain access to oil in Africa. At Southwark Crown Court,
Mr Justice Fraser reflected in his judgement that "the facts demonstrate not only significant criminality
2
but sophisticated devices to disguise it" before the commodities trading giant
to pay a financial penalty in response to the seven charges that "represent sophisticated offending that
was sustained over prolonged periods of time".
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Mr Justice Fraser remarked on the culture that developed at Glencore, "in which
was accepted as part of the West Africa desk’s way of doing business... The corruption is of extended
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duration... It was amongst traders on that particular desk... Bribery is
a highly corrosive offence. It quite literally corrupts people and companies, and spreads like a disease."
Commenting on the financial penalty – the largest ever for an SFO case following a conviction, Mr
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Justice Fraser noted: "This is a significant overall total. Other companies
to engage in similar corruption should be aware that similar sanctions lie ahead."
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The conviction includes the first-ever use of bribery offences for
a company, meaning senior individuals at Glencore authorised the bribery instead of simply failing to
prevent it. The financial penalty ordered by the Judge includes a fine, a confiscation order for the profit
it obtained from bribes, and the SFO’s costs in full.
Sources: sfo.gov.uk, Reuters
1. a. demanded b. desired c. preferred d. preferential

2. a. sentencing b. judging c. deliberating d. custodial
3. a. corrupting b. extortation c. laundering d. bribery
4. a. pandemic b. holistic c. endemic d. epidemic
5. a. sworn b. allured c. tempted d. induced
6. a. procedured b. substantive c. criminalised d. imbedded
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PROFICIENCY (C2)
LAW
3 Focus on vocabulary
Complete the definitions with the given words.
Group 1:
impending legislation literally Lords significant work
1. bill (n) - a proposed piece of that is introduced for consideration

by the House of Commons and the House of Lords and goes through several stages of discussion,
debate, and amendment before becoming a law
2. peer (n) - a member of the House of
3. slacker (n) - a person who avoids or responsibility, or who does

not put in enough effort
4. harbinger of doom (phrase) - person or thing that is seen as a sign of

disaster or misfortune
5. cataclysmic (adj.) - referring to a disastrous or catastrophic event or something that causes

upheaval or destruction
6. hyperbole (n) - exaggerated language or claims that are not meant to be taken
, often used for rhetorical effect
Group 2:
abandon area avoiding cooperation power
1. despotic (adj.) - referring to a ruler or regime that exercises absolute

and often engages in oppressive or tyrannical behaviour
2. scuttle (v) - cause something to fail or something, often in a sudden

or hasty manner
3. bipartisan (adj.) - referring to a situation or action that involves the

or agreement of members of both major political parties
4. swathe (n) - a broad strip or of something
5. surreptitiously (adv.) - in a secret or stealthy manner, often with the intention of

detection or attention

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PROFICIENCY (C2)
LAW
4 Listening: part 2
You will hear a discussion about the Public Order Bill, a piece of legislation that will give the police
more powers to deal with protesters. Complete the following sentences with ONE or TWO words
from the listening.
1. Police will be given more power to on the methods used by protesters.
2. The government feels the current laws are to deal with the types
of protests that have happened recently.
3. Hannah Walker states that the bill has received .
4. Stephen Wells says people will be permitted to protest, but not in the
manner, as has been the case.
5. Stephen Wells feels the police deserve to be protected in situations.
6. Hannah Walker fears the of the bill will be disastrous.

HEAAADERLOGORIGHT
PROFICIENCY (C2)
LAW
Read the article about UK environmental policies (page five). Think of the word that best fits each
gap. Use only one word.
UK and environment
A post-Brexit regulatory ‘bonfire’ could scorch UK environmental protections
A. A bill intended to revoke, replace or revise of fine particulate matter - a common air pollutant -
pieces of EU legislation is stealthily snaking its by 2040. Months earlier, the EU had announced it
1
through the House would be targeting that same figure, 10 years sooner.
of Lords, sounding a death knell to environmental
2
D. "There’s evidence to suggest that they could get there
protection in the UK. Civil
by 2030," said Nield. "But they’ve decided to kick the
have until the end of the year to go through the
can down the road for another decade ... the numbers
1,000-odd pieces of environmental legislation and
are rubbish." Experts are seeing similar divergences in
decide, post-Brexit, which ones to keep. Under the
water pollution. While Brussels has set itself a 2040
bill’s "sunset clause," laws that haven’t been changed 6
to fix water pollution and
or repealed by the end of the year, will automatically
plans to make companies responsible for releasing
disappear.
micropollutants bear the costs of any clean-up, the
B. "It creates real uncertainty for people as to what U.K. has shied away from that rationale and fixed
regulations still apply in the U.K.," said ClientEarth a more cautious 2050 timeline in its plan to tackle
lawyer Katherine Nield. "It seems completely sewage pollution – a move that has been panned by
bonkers. It’s not good for business. It’s not good campaigners. The government spokesperson pointed
for people. It’s not good for the environment." to new legally-binding targets under the Environment
Campaigners warn the country is already flagging on Act - which aim to halt species decline by 2030
everything from pesticides and chemical legislation to and then increase species abundance by 10 percent
air and water quality. A government spokesperson by 2042 - and its new Office for Environmental
said however, "Reviewing our retained EU law will Protection watchdog, 7
not come at the expense of the U.K.’s already high of which will "protect and improve the environment".
3
and environmental
protections will not be downgraded." E. Conservatives have pointed to the sluggish pace of
EU bureaucracy and the fact that the UK is now able
C. Last month, the EU’s highest
4
to progress at its own pace. Critics fear however
banned the 8
that the red has
emergency use of bee-killing insecticides; that same
been replaced with a knotweed of confusion, which
week, the U.K. government gave the go-ahead
is slowly invading legislature and stalling progress.
to the same substances. Campaigners might also
5
"They’re really critical legal protections that are there
to air and water
to protect, essentially, the lungs of our kids," Nield
quality as areas where the U.K. is setting far lower
added. "That’s really quite depressing. People living
standards than across the Channel. The U.K. last year
in the most polluted areas are most at risk."
proposed a revamp of EU laws on air quality, setting
an annual target of 10 micrograms per cubic meter Sources: Politico, ClientEarth

HEAAADERLOGORIGHT
PROFICIENCY (C2)
LAW
6 Scanning for vocabulary
Skim-read the article again (page five) and identify the following words.
Group 1:
1. (v, para. 1): officially cancel or withdraw something, such as a law, a license,
or a decision
2. (idiom, para. 1): announce or signal the end or demise of something, often
used in a metaphorical sense
3. (adj., para. 2): a slang term used to describe someone or something that is
crazy, insane, or irrational
4. (adj., para. 2): becoming tired or less dynamic; declining in strength
5. (n, para. 3): a process of improving or modernising something, often involving

significant changes to its design, structure, or content
Group 2:
1. (idiom, para. 4): postpone or defer dealing with a problem or issue, often by
taking temporary or inadequate measures that will ultimately require further
attention in the future
2. (n, para. 4): a set of reasons or principles that explain or justify a particular
decision, action, or belief
3. (v, para. 4): criticise or reject something strongly, often in a harsh or negative
manner
4. (n, para. 4): a person or organisation that monitors and ensures compliance
with laws, regulations, or standards, especially in relation to public or
consumer interests
5. (n, para. 5): a type of fast-growing, invasive plant that is difficult to eradicate
and can cause damage to property and ecosystems
7 Talking point
In pairs or small groups, discuss the following questions.
1. Is it acceptable for countries to prioritise economic growth over the environment?

2. Would it be appropriate for the public to have a say in how their country approaches environmental
issues?
3. Do you think all countries should be made to follow global directives in response to climate
change?

HEAAADERLOGORIGHT
PROFICIENCY (C2)
LAW
Part 3 of the Proficiency Exam involves word transformation. Look at the extract below about a case
of unfair dismissal. Use the words in capitals to form a new word that fits in the gap.
1
A multinational company was sued by its former employees for unfair
(DISMISS). The employees claimed that they were fired from their positions without any valid reason.
The company denied the allegations and claimed that the employees were dismissed due to their poor
2
performance and (VIOLATE) of company policies. The case was heard in the
High Court, and both parties were represented by legal counsel. The employees’ legal team presented
3
evidence that showed that the dismissals were part of a (BROAD)
pattern of discrimination and retaliation against employees who had raised concerns. The company
4 5
argued that the (SACK) were based (SOLE)
on performance issues and that they had taken all necessary steps to comply with employment laws
and regulations. After hearing the evidence and arguments presented by both sides, the judge ruled in
6
favour of the employees, ruling that the dismissals were (FAIR) and that
the company had violated employment laws and regulations. The judge ordered the company to pay
7
compensation to the employees and also imposed (PUNISH) damages
8
on the company for its (WRONG) actions.
9 Legal collocations
Read the short text above again and find legal collocations that mean the same as the following.
1. monetary damages awarded to a plaintiff in a lawsuit as a way to punish the

defendant
2. submitted or showed information, documents, testimony, or other materials
to support an argument
3. lawyers who provide advice and representation to individuals or
organisations involved in a legal dispute
4. a series of incidents or actions taken against an individual or group that
indicate a bias or prejudice
5. practices that breach legal obligations, violate legal rights or cause harm or
injury to another party
6. actions taken by an employee that goes against the rules and regulations set
by their employer that may result in disciplinary action
7. refusal by a defendant to admit to the claims made against them in a lawsuit
or legal dispute
8. termination of employment that is deemed to be unjust or discriminatory and
violates employment laws or regulations

HEAAADERLOGORIGHT
PROFICIENCY (C2)
LAW
10 Optional extension: speaking: part 3
Student A: Answer the question in the box.
Should there be stricter laws governing the use of personal data and privacy?
• social media
• privacy violations
• personal responsibility
Both candidates will now engage in a discussion by answering a series of questions.
1. Should police officers in the UK be made to wear body cameras at all times?
2. How might AI affect courts of law in the future?
3. Is it right for juveniles to be tried as adults for certain crimes?
4. Do the archaic traditions in courts of law serve a purpose?
5. Should there be a cap on the amount of damages awarded in civil lawsuits?
Student B: Answer the question in the box.
Should there be mandatory minimum sentences for certain crimes?
• Mitigating circumstances
• Consistency
• Victims’ families
Both candidates will now engage in a discussion by answering a series of questions.
1. Should there be a statute of limitations for all crimes?

2. Do you think the legal system prioritises rehabilitation over punishment??
3. Should prison sentences be reduced for good behaviour?
4. Would there be less crime if offenders were given more support when they leave prison?
5. Should judges have more discretion in sentencing?

HEAAADERLOGORIGHT
TEACHER MATERIALS · PROFICIENCY (C2)
LAW
Transcripts
4. Listening: part 2
Presenter: Good evening and welcome to The Political Exchange. Tonight, we will be discussing
the controversial Public Order Bill. The bill is designed to give police greater powers
to crack down on protest tactics, such as those being used by climate protestors. I am
joined by Hannah Walker, of the civil rights group, Liberty Alliance, and Stephen Wells, a
conservative peer. Stephen, if I could start with you, why does the government feel the
need to introduce this bill now?
Stephen: Thank you, it’s a pleasure to be here. The government believes that the current laws on
public order are inadequate to deal with the kinds of protests we have seen in recent
years, and it´s easy to see why. These demonstrations have caused significant disruption
and inconvenience to members of the public who are just going about their daily business.
Hannah : If it stopped there, there wouldn´t be so much opposition to it. The truth is, the terms of
the bill are so surreptitiously vague that large swathes of it are open to interpretation. It
has received bipartisan condemnation, with Lords from both parties voting to scuttle it
before it became law.
Presenter: Yes, while the bill was passed in the House of Commons, the House of Lords voted to
overturn it, in the process adding and repealing certain clauses.
Stephen: Yes, well it was only a narrow defeat in the Lords and, after a few tweaks, I´m sure we´ll
get there. It´s worth noting that protest groups cost the police 10s of millions of pounds
every year. Do you not feel that money would be better spent elsewhere?
Hannah: The right to protest is one of the most basic tenets of democracy. Without it, we would
essentially be living under despotic rule.
Stephen: There´s no need to resort to hyperbole. People will still be allowed to protest, just not in
the increasingly extreme ways we´ve been seeing of late.
Presenter: The police are facing unprecedented criticism at the moment, following a string of
scandals in recent years. Is there, not a danger that this bill will make people more
antagonistic towards them?
Stephen: The MET needs our support more than ever, especially in potentially volatile situations
like marches and protests.
Hannah: I fear this will only lead to more clashes, but perhaps that is what the powers-that-be
want. Really, it could have cataclysmic long-term effects in the UK. We´ve reached a
nadir of trust in politics and this is doing very little to help.
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Stephen: Well, I´m sorry you feel that way. However, I know there are plenty of people who don’t -
and plenty of people who don´t see the bill as a harbinger of doom but rather a necessary,
flexible tool that will allow our boys in blue to deal with these slackers, who think it is fair
game to hold our country to ransom...
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Key
1. Warm up
5 mins.
Students should share their views on the following questions, which connect to topics that will be looked at in the
lesson. Encourage students to share their views and develop their ideas, correcting any mistakes.
2. Reading and use of English: part 1
10 mins.
Encourage students to read the whole text initially, ignoring the gaps. Students should consider possible dependent
prepositions and collocations while thinking about the context of each sentence.
1. preferential 2. sentencing 3. bribery 4. endemic 5. tempted 6. substantive
3. Focus on vocabulary
10 mins.
Explain to students that they should attempt the exercise unaided at first, checking the pronunciation of difficult
words, and asking them to give examples using the vocabulary.
Group 1:
1. legislation 2. Lords 3. work 4. impending 5. significant 6. literally

Group 2:
1. power 2. abandon 3. cooperation 4. area 5. avoiding
4. Listening: part 2
5 mins.
Students should listen for words in the sentences below. The answers appear in the order of the questions.
1. crack down 2. inadequate 3. bipartisan condemnation

4. increasingly extreme 5. potentially violent 6. long-term effects
10 mins.
This exercise is similar to Part 2 of the Reading and Use of English exam. Encourage students to read the text
quickly for the main idea and clues for the gap word. They should consider collocations, phrasal verbs, and contrast
linkers while checking that the completed sentence makes sense. In some instances, there may be more than one
answer that is at least grammatically correct, so the teacher should use their discretion when deciding if an answer
is right or not.
1. way 2. servants 3. standards 4. court

5. point 6. deadline 7. both 8. tape
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Sources:
https://www.politico.eu/article/post-brexit-regulation-uk-environmental-protection-eu/
https://www.clientearth.org/latest/latest-updates/news/uk-setting-bonfire-of-environmental-regulations-alight-
with-new-bill/
6. Scanning for vocabulary
5 mins.
Make sure that students understand that they should not read the article in detail, but should scan it, looking for
the words that match the definitions.
Group 1:
1. revoke 2. sound a death knell

3. bonkers 4. flagging
5. revamp
Group 2:
1. kick the can down the road 2. rationale

3. pan 4. watchdog
5. knotweed
7. Talking point
5 mins.
Encourage students to use vocabulary from the lesson when sharing their views. Correct any mistakes.
10 mins.
To successfully complete Part 3 of the exam, students need to pay close attention to the words surrounding the
gap in order to determine the appropriate form of the word in bold. For example, if an article or possessive pronoun
is present before the gap, it is likely that the word following the gap is a noun.
1. dismissal 2. violation 3. broader 4. sackings

5. solely 6. unfair 7. punitive 8. wrongful
9. Legal collocations
5 mins.
Some of the collocations involve words which make up part of the answers in the previous section.
1. punitive damages 2. presented evidence

3. legal counsel 4. pattern of discrimination
5. wrongful actions 6. violation of company policies
7. denied the allegations 8. unfair dismissal
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10. Optional extension: speaking: part 3
15 mins.+
This exercise is designed to replicate part 3 of the speaking exam. Split the class into pairs and moderate as they
take turns answering the initial questions. Each student should speak for around two minutes. Students do not
have to reference the points below the questions if they do not want to – they are only there to give them ideas.
Alternatively, you might want to turn the discussion questions into a class debate to make it easier to moderate
or they can do it in pairs. Or, set the exercise as homework, giving students time to practise their answers.
Tell students to try to use vocabulary from the lesson. You may want to turn it into a game, giving students a point
each time they use one of the expressions.
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HEAAADERLOGORIGHT

GENERAL ENGLISH · C2 PROFICIENCY COURSE · PROFICIENCY (C2)

In pairs, discuss the following questions.

FOOOOTERRIGHT Learn without forgetting! 1/8

2 Reading and use of English: part 1

Sources: sfo.gov.uk, Reuters

1. a. demanded b. desired c. preferred d. preferential

FOOOOTERLEFT Learn without forgetting! 2/8

impending legislation literally Lords signiﬁcant work

1. bill (n) - a proposed piece of that is introduced for consideration

2. peer (n) - a member of the House of

3. slacker (n) - a person who avoids or responsibility, or who does

4. harbinger of doom (phrase) - person or thing that is seen as a sign of

5. cataclysmic (adj.) - referring to a disastrous or catastrophic event or something that causes

abandon area avoiding cooperation power

1. despotic (adj.) - referring to a ruler or regime that exercises absolute

2. scuttle (v) - cause something to fail or something, often in a sudden

3. bipartisan (adj.) - referring to a situation or action that involves the

4. swathe (n) - a broad strip or of something

5. surreptitiously (adv.) - in a secret or stealthy manner, often with the intention of

FOOOOTERRIGHT Learn without forgetting! 3/8

1. Police will be given more power to on the methods used by protesters.

3. Hannah Walker states that the bill has received .

5. Stephen Wells feels the police deserve to be protected in situations.

6. Hannah Walker fears the of the bill will be disastrous.

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5 Reading and use of English: part 2

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6 Scanning for vocabulary

5. (n, para. 3): a process of improving or modernising something, often involving

In pairs or small groups, discuss the following questions.

1. Is it acceptable for countries to prioritise economic growth over the environment?

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8 Reading and use of English: part 3

1. monetary damages awarded to a plaintiﬀ in a lawsuit as a way to punish the

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10 Optional extension: speaking: part 3

Student A: Answer the question in the box.

Both candidates will now engage in a discussion by answering a series of questions.

Student B: Answer the question in the box.

Should there be mandatory minimum sentences for certain crimes?

Both candidates will now engage in a discussion by answering a series of questions.

1. Should there be a statute of limitations for all crimes?

FOOOOTERLEFT Learn without forgetting! 8/8

2. Reading and use of English: part 1

1. preferential 2. sentencing 3. bribery 4. endemic 5. tempted 6. substantive

1. legislation 2. Lords 3. work 4. impending 5. signiﬁcant 6. literally

1. power 2. abandon 3. cooperation 4. area 5. avoiding

1. crack down 2. inadequate 3. bipartisan condemnation

5. Reading and use of English: part 2

1. way 2. servants 3. standards 4. court

6. Scanning for vocabulary

1. revoke 2. sound a death knell

1. kick the can down the road 2. rationale

8. Reading and use of English: part 3

1. dismissal 2. violation 3. broader 4. sackings

1. punitive damages 2. presented evidence

10. Optional extension: speaking: part 3

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