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Legal English Basics

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TEACHER’S NOTES

UNIT 1

GENERAL WARM-UP

This is the first lesson on the basis of Legal English Basics. For many of your students, this is the first time ever

they will deal with legal English.

That’s why, start with a general warm-up that will help you:

Assess your students’ knowledge of legal terminology

Find out about your students’ areas of interest in terms of law and, consequently, legal English

Encourage your students to speak

1) Start by introducing the following idiom: First Things First (do things in the proper order; do not skip

things that you should do first.)

You can do that by saying:

“Ok. We will learn some new legal English words today, but first things first: let me introduce myself. My name

is XXX and I will be your teacher. Can you tell me your names and where you work or study?”

Then you may explain that you say first things first when you want to start to do things in the right order.

Give more examples:

First things first. We must make sure the electricity is turned off before we start repairing the cooker.

We have a lot to discuss, but, first things first, let’s have a cup of coffee!

I know we have a lot to discuss, but first things first—have you heard back from our client?

Jill: Should we go to the museum first, or should we go shopping?

Jane: I'm hungry. Let's eat lunch before we discuss it. First things first.

First things first: read the client’s instructions carefully before you give an opinion.



2) Use Handout 1 attached at the end of this document.

Print it out or copy it – one copy per student.

Cut out the squares in each copy and put the pieces of paper into separate envelopes.

Give each student an envelope with the cut-outs and ask them to write one legal term on each piece

of paper. It doesn’t matter what word they write as long as it is connected to law.

Give them about 3 minutes to complete the task.

Collect all the pieces of paper into a single envelope.

Write down each term on the board/flipchart.

Cross out the terms that repeat.

Ask your students to take turn in either explaining a term in English (more difficult option) (e.g. if

you have the term court encourage your student to say at least that this is a place where people go

to look for justice/when someone hurts them/brakes their rights/etc.) - if possible, avoid speaking

Polish; or translate the term into Polish (easier option). Encourage all students to participate and

help each other.

3) Encourage your students to either say a sentence with the term they just explained/translated (easier

option) or ask another student a question with that term (more difficult option).

p. 11

LET’S GET STARTED: DISCUSSION

Try to elicit answers to the introduction questions. You may do that like this:

“Ok, now. That was just a warm-up. Now let’s get down to work.

First things first. What is law? We all deal with it every day, but do you know what it is?”

If students do not know how to answer, you may prompt them in two ways:

A) Write down key terms on the board/flipchart: set of rules / apply to / set out / govern / legal act / obey

Ask your students if they know synonyms of any of these terms (e.g. set of rules = collection of principles,

like codes, apply to = concern, set out = define, govern = decide about, legal act = document that creates

law, obey = respect). If they don’t, refer them to the Glossary on pp. 23-24.

B) Make different statements (you may write them down) and ask your students if they agree with them,

for example:

Law is a set of rules that we have to respect (i.e. obey). (true)

Law may be found in written documents (i.e. legal acts). (true)

Law does not concern (i.e. apply to) everyone, especially not to public officers such as the members of

parliament. (false)

Follow similar procedure for all questions. Remember, you should try to introduce as many of the terms in bold

from READING 1 as possible, but don’t exaggerate. This task should be just an introduction to READING 1 so keep

it light on the details.



Answers the questions in LETS’ GET STARTED:

What is law?

Law is a set of rules that govern many aspects of our life.

Where does law come from?

Laws are gathered into legal acts, such as acts of parliament or ordinances. In Anglo-Saxon countries law may

also be laid down by courts when they set a precedent.

Who makes law?

Laws are passed by parliament (acts of parliament); moreover, laws are adopted by government agencies

(delegated legislation).

What is the fundamental legal act?

The constitution is the fundamental legal act.

What kinds of persons or bodies govern your country?

The bodies and persons who enjoy judicial, executive and legislative power govern a country.

Do all of them have equal rights and obligations?

No, each of them have different rights and obligations. Each branch of government (tu: władze państwowe) has

some influence over the actions of the other to ensure that no branch gains too much power. This is called

separation of powers.

p. 11

READING 1: DEFINITION OF LAW AND THE LAWMAKING PROCESS Explain to the students that they are going to read a text that will answer some of the questions discussed above.

Ask: “Do you know how laws are made? The procedure followed to make a law is called the lawmaking process.”

Ask the students to look at the terms in bold to see if they understand them. Many of them have been discussed

before. If there are still any terms they do not understand, ask them to refer to the GLOSSARY on pp. 23-24.

Now, ask the student to start reading. Students should take turns. Do not interrupt them if they mispronounce.

Write down their pronunciation mistakes and refer to them after they’ve finished reading the given paragraph,

e.g. when a student answers a question about the text. You may also play the correct pronunciation online (e.g.

https://en.oxforddictionaries.com or www.merriam-webster.com) or ask your students to practice

pronunciation of given word/expressions at home by listening to their pronunciation in online dictionaries.

First Reading

The first time, ask students to take turns and read aloud. Stop after each paragraph.

Check if the students understood the text. You can do it by asking general questions first, and then more detailed

ones. For example (para. 1):

General question:

So, what is law? or So, can you now tell me what law is?

(Encourage your students to answer in complete sentences)

http://www.merriam-webster.com/



Detailed questions:

Is law a set of rules?

What does law govern?

Who must obey law?

What must the citizens of a given country follow?

Students should answer in complete sentence.

Follow this procedure until you’ve read the entire text.

Second Reading

Now, ask your students to read the text again, but this time silently. Ask them to check if they understand

everything. Encourage them to elicit the meaning of unknown words from the context, if possible. Ask them to

try to memorize the text as much as possible.

When your students finish reading, ask them to cover the text.

Students should take turns and tell you whatever they can remember about the text. It doesn’t have to be in any

specific order. Each student should say just one sentence (in case of a group course). Do not interrupt them to

correct mistakes – you should refer to them after all your students completed the task.

Additional Practice

Print out Handout 2 and ask your students to fill in the gaps with the terms in bold from READING 1.

Extra Practice:

You may play the videos posted on YouTube by UK Parliament under the title:

Teach Parliament | Introduction to Parliament or you may ask your students to watch them as additional homework. It’s up to you.

p. 12

LISTENING 1: HOW DOES A BILL BECOME A LAW?

Remind the students what a bill is. Ask your students if they remember how law is made (you may refer them to

the last part of READING 1 - How are laws made?)

Tell your students that they are going to hear a description of the law-making process in the UK. Ask them to

read questions 1 – 8.

Play the recording twice. The first time, ask your students to listen for general ideas, just to be able to tell you

what the recording is about without minor details. The second time, ask the students to say STOP when they

hear the answer to questions 1-8. Play more times, if necessary.

For weaker students, you may print out the transcript in Handout 3. They may read the text as they listen to the

recording for the first time. Second reading should be without the transcript.

When the students have answered all the questions, distribute Handout 4. Ask your students to listen to the

recording again and fill in each gap with the missing word. Each gap needs one word only.

https://www.youtube.com/playlist?list=PLj3mInRJqIembDRZ2kdbf6oPbjkqNsPyb



Extra Practice:

You may play the videos posted on YouTube by UK Parliament under the title:

Teach Parliament | How laws are made or you may ask your students to watch them as additional homework. It’s up to you. You may also compare the UK, Polish and American systems by referring to the following websites: USA:

https://www.usa.gov/bill-law-lesson-plan https://www.usa.gov/how-laws-are-made https://www.congress.gov/legislative-process Poland

http://opis.sejm.gov.pl/en/procesustawodawczy.php

p. 13

USE OF LANGUAGE 1: DESCRIBING PROCESSES LISTENING 1 briefly presented the law making process. You may play the recording again and ask the students to say STOP whenever they hear a step in this process being mentioned. Write down some of the steps that your students managed to hear and draw their attention to the passive voice. If the students are unfamiliar with passive voice, you should introduce it. You may do it this way:

- Do you adopt laws? - No. - Who does it? - Parliament. - That’s right. Laws are adopted by Parliament.

And so on.

Explain that in legal English passive voice is often used to describe processes.

Next, ask your students to do PRACTICE 2. Alternatively, you may cut out the steps of the lawmaking process in

Handout 5 and ask your students to put them in the right order.

Next. Explain that passive voice may be used not only to talk about legal processes, but to describe any other

kind of process, e.g. the process of making a decision.

Extra Practice:

Ask your students to do more exercises on the passive voice:

English Grammar in Use by Raymond Murphy

Ask your students to do PRACTICE 3. Follow the instructions.

Read the Example. Pay special attention to the underlined words. Explain to your students that these words and

expressions will help them clearly arrange the sequence of the steps in the process. You may also read the Sample

Answer in the Answer Key (page 239). You may also use the cut-outs from Handout 6 to arrange the process

orderly in a more visually appealing way.

https://www.youtube.com/playlist?list=PLj3mInRJqIen6bn-_3yxt2yYzShP4AJMQ

https://www.usa.gov/bill-law-lesson-plan

https://www.usa.gov/how-laws-are-made

https://www.congress.gov/legislative-process

http://opis.sejm.gov.pl/en/procesustawodawczy.php



Before your students describe their own processes, ask them to look back at PRACTICE 2 on page 13. Ask them

to explain the lawmaking process again, but this time to use the words and expressions underlined in the Example

on page 14.

Now, ask your students to describe any other process they can think of or one of the processes suggested on

page 14 (OTHER IDEAS). Remember: let the students speak without interrupting them to correct mistakes. Do

that when they have finished or when all the students have completed a given task. You may ask a leading

question so that they have a chance to correct their mistakes.

For example: “You said “she have a right of initiative” Did you mean “she has a right of initiative?”

You may also write down the incorrect sentence/question on the board/flipchart and ask your students to find

the mistake.

When all the students described the processes of their choice, proceed to PRACTICE 4 on page 14. Follow the

instructions.

When the students complete PRACTICE 4, encourage them to do PRACTICE 5 on page 14. As an example, you

may read the Sample Answer in the Answer Key on page 239.

NOW IT’S TIME TO REVIEW THE MATERIAL TOUGHT UP TO THIS POINT.

You may ask your students just to tell you whatever they remember about the lawmaking process. You may ask

them to use the following terms in their sentences:

amendment / apply / bill / bypass / domestic law / draft / draw up / law-making body / laws / legal act / lower

house / monarch / MP / parliament / passed / president / right of initiative / Royal Assent / set out / upper

house / veto / wording

Simply, write these terms on the board/flipchart and erase them or cross them out one by one when used by a

student.

P. 15

READING 2: FUNDAMENTAL RULES OF LAW AND THE SEPARATION OF POWERS

Read the first sentence of the instruction: The existence of every democratic country and its citizens is based

on certain fundamental rules, usually contained in a national constitution.

Ask your students if they think it is true. They should answer positively.

Then, ask them if they can think of any such fundamental rules? They may mention one of the right to:

- self-determination

- due process of law

- freedom of movement

- freedom of thought

- freedom of religion

- freedom of expression

- peaceful assembly

- freedom of association



If they don’t mention these rights, don’t force them. You may just mention some of them.

Then, remind them that every country needs someone to govern it (it was just mentioned at the very beginning

of the unit when you answered the initial questions).

Ask them who governs their country. They may say: president, parliament, ministers, courts, judges, etc.

Write their answers on the board/flipchart.

Next, ask your students if all these persons or bodies do the same thing and have the same rights and duties.

They should answer ‘No”.

Write the names of the three branches of power (legislative, executive and judicial) on the board/flipchart and

ask your students to assign each of the above persons and bodies to one of the powers. All this time, you should

try to introduce some of the terms in bold from the text.

Now, ask the students to read the text aloud. Students take turns and read the whole of the text.

When they finish, ask them to explain what each branch of power does and who the people that enjoy, i.e. are

vested with such power are.

Ask the students to read the text again, but this time silently. Then, ask them to cover the text and try to say

what they remember about the constitution and the separation of powers and try to use as many of the words

in bold as they can.

Now, proceed to PRACTICE 5 on page 16. Follow the instructions. You should encourage the students to develop

their answers, for example show them that they should answer this way:

The legislative branch has the power to make laws. This power is vested, for example, in the houses of parliament.

They should use as many of the terms in bold from READING 2 as possible.

p. 16

SPEAKING 1: WHY IS IT A GOOD IDEA TO HAVE THREE BRANCHES OF POWER?

Ask the students to have a look at the graphs in PRACTICE 7. How do these people work together? Are they all

needed? How do they complete each other to work in the best interest of the company or school?

Ask the students to answer these questions and the questions at the top of page 17.

Read the Sample Answer in the Answer Key on page 239. The ask them to write down their own opinions.

Students should just make simple statements, such as: All these people have to work together to make a school

work well.



p. 17

USE OF ENGLISH 2: EXPRESS YOUR OPINION – AGREEING AND DISAGREEING

In PRACTICE 7 the students presented their opinions about the importance of the existence of different roles in

an organization.

Tell them that now they will read a conversation where two colleagues express their opinions about an

amendment to the employment law. You may have to explain that the employment law governs the employer-

employee relationship, meaning their rights and obligations at work.

Ask two students (in case of a group course) to read the conversation.

Then, ask the students what Allison and Tom talked about. Did they agree about everything?

Draw your students’ attention to the highlighted phrases. Tell them that these are fixed phrases used to say that

you agree (I couldn’t agree more!) or disagree (I totally disagree!) with someone about something or when you

want to express your opinion (If you ask me, …).

Ask your students to read the conversation again – this time silently. Then proceed to PRACTICE 9. You may

simply ask your students to complete the table on their own or in small groups. Or you may use the cut-outs in

Handout 7.

p. 18

SPEAKING 2: WHAT’S YOUR OPINION?

Tell the students that now they are going to express their own opinions about a number of topics.

Proceed to PRACTICE 10. Explain to the students that they will read some headlines (titles of articles in a

newspaper). Check if the students understand them. You may ask them to explain these headlines in their own

words; or you may ask them to guess which headline you are explaining, for example:

‘We should pay more taxes because our government doesn’t have enough money.’ Which headline says that?

Make sure your students understand all the headlines. Then, read the Sample Answer in the Answer Key on page

240.

Now, ask your students to choose 2-3 headlines and express their opinions in a similar way. They should use the

phrases from PRACTICE 9.

pp. 19-20

NOW IT’S TIME FOR A MORE GENERAL REVIEW. PRACTICE 11 AND PRACTICE 12 SERVE THIS

PURPOSE. ASK YOUR STUDENTS TO DO THEM.

You may want to review the students’ vocabulary first. Ask the students to explain in their own words the terms

used in the box in PRACTICE 11.



p. 21

WRITING: ANSWERING TO ADVERTISEMENTS AND APPLYING FOR INTERNSHIP

Ask your students if they had or plan to have any practical experience during their studies, e.g. to work for some

time at a law firm or a court? Maybe during the summer break? Explain that such work is called internship and

the person who does an internship is called an intern.

Ask your students if they think it is a good idea to do an internship during their university course. Why? Why not?

Encourage them to use the phrases for expressing opinion that they have learnt in this Unit.

Extra Practice:

You may encourage your students to visit one of the following career advice websites and read about the

benefits of an internship:

https://www.talentsquare.com/blog/6-reasons-why-you-should-do-an-internship-while-studying/

https://www.topuniversities.com/student-info/careers-advice/5-reasons-do-internship-abroad

https://www.allaboutcareers.com/careers-advice/internships/what-is-an-internship

Next, read the advertisement posted by Global Trading Law Firm.

Ask your students a detailed question about each sentence in the advertisement.

E.g. What areas of law does Global Trading Law Firm specialise in?

Then, ask your students to think what should be included in the application email in response to the

advertisement.

They should answer: the reason for writing, how they found out about the internship offer, brief description of

who they are, area of interests in law, why they want to do the internship, why they are a good candidate, what

skills they have, reference to any attached documents (resume, letter of recommendation, and other

credentials), and a polite closing line.

Ask you students to read the Sample Answer on pages 21-22 on their own. They should check if the elements

discussed above are included in the answer. Ask your students to find the sentences which describe each of the

above elements.

Read the text again and pay special attention to the phrases in bold. Explain to your students that these are fixed

phrases that they should memorise and always use in this type of emails. You may also ask your students to read

another Sample Answer given in the Answer Key page 240.

Now your students should write their own answer to the advertisement. Ask them to use the phrases in bold

that you have just discussed. You can check the emails together – this way students will have more opportunities

to hear, review, and thus remember the new phrases.

NOW IT’S TIME FOR FINAL REVIEW. Ask your students to tell you anything that they can remember from this

unit. You may divide them into teams and have a competition. The rule is that they may not repeat the same

thing that was already mentioned before.

https://www.talentsquare.com/blog/6-reasons-why-you-should-do-an-internship-while-studying/

https://www.topuniversities.com/student-info/careers-advice/5-reasons-do-internship-abroad

https://www.allaboutcareers.com/careers-advice/internships/what-is-an-internship



Next, distribute Handout 8. Students should work in pairs (or with the teacher in case of a one-to-one course)

and check the other student’s knowledge of the terms in the GLOSSARY. Student A has to translate the terms

from English to Polish, and Student B from Polish to English. Then they may change the direction of translation.

This can be also assigned as homework as a self-check exercise.

END OF UNIT 1

Do you have any questions or comments about this material or the book? Write to me:

[email protected]

mailto:[email protected]



Handout 1

Print out this page and cut out the squares.



Handout 2

Fill in the gaps with an appropriate word or short expression:

What is law?

Law is a set of rules (____________________) that govern the behaviour of every citizen of a given country.

Law must be obeyed by everyone it (____________________) to. This means that all the people in a given

country must follow the rules (____________________) by their (____________________).

Who makes law?

Laws are (____________________), which means made, by (____________________)which is called a

(____________________). Law-making bodies usually (____________________) two houses: the lower

(____________________) and the (____________________) house. Parliament is composed of

(____________________) and Senators (in Poland) and congress is composed of congressmen or

congresswomen.

How are laws made?

First of all, someone has to come up with an idea for a new law. This can only be done by individuals or bodies

who enjoy a (____________________), which means the power to propose a new law, and may include an

MP, a cabinet of government ministers, the president or a group of citizens. When someone wants to make a

law, they start by drawing up a (____________________), which is a draft of the proposed law.

Once a bill is prepared, it is introduced to parliament. The bill has to be debated and voted on by both houses

of parliament. Both houses of parliament must reach an agreement on the final (____________________) of

the bill before it can become a law. If they both vote in favour of the bill becoming law, the bill is sent to the

(____________________) who can choose whether or not to sign the bill.

If the president signs the bill, it becomes a law and is called an (____________________). If the president

decides not to sign the bill into law, which means that the president exercised his or her right to veto, then

the bill is sent back to parliament, which may bypass the veto with a (usually) two-thirds

(____________________) in both houses. The bill would then become a law.

A new law enters into force when it is published publicly. The same procedure takes place if a change to an

existing law, called an (____________________), is proposed.



Handout 3

TRANSCRIPT / Unit 1 / Track 1

How does a bill become a law?

We all must obey the laws of the land. But where do the laws come from? Before a bill becomes the law, it is

called a bill and on its way to becoming a law, a bill must pass through both Houses of Parliament. Most bills

are prepared on the initiative of the government, although any MP or Lord can propose a bill. They will get

checked by both along the way.

All bills are processed in the same way. First, every bill gets introduced. Usually a government minister who

supports the bill will explain why they think it’s a good idea. Other MPs and Lords will ask lots of questions

and either support or challenge the bill. MPs and Lords will also examine the bill line by line to ensure that

every tiny detail on it has been considered. This task is usually performed by a committee of MPs and Lords

with a special interest in or knowledge in the bill subject.

MPs and Lords may also make changes to the bill. After holding a debate they might want to delete or add

some parts. These changes are called amendments. MPs and Lords vote on each bill several times. If most

MPs and Lords vote against the bill, then its journey comes to an end.

Every bill starts in either the Hose of Commons or the House of Lords. When the bill finally gets approved in

one house, it goes over to the other house for voting. It gets introduced, is discussed and debated. The bill is

looked at in detail. Amendments are suggested. And then everyone votes.

Both houses must agree on the final wording of the bill before it can become a law. If one house changes the

bill, it must go back to the other house for approval. A bill can go back and forth from one house to the other

until an agreement is reached. If both houses are unable to agree, the House of Commons has the final say.

However, the two houses almost always reach an agreement.

The final part of the bill’s journey into law is called the Royal Assent. Once both the House of Commons and

the House of Lords agree that the bill is fit to become a law, it is sent to the Monarch. And when the Monarch

agrees, the bill finishes its journey to become a law of the land.

Transcript adapted from a video provided by UK Parliament How does a bill become a law? www.parliament.uk

http://www.parliament.uk/



Handout 4

Listen to the recording again and fill in each gap with one missing word:

TRANSCRIPT / Unit 1 / Track 1

How does a bill become a law?

We all must ____________________ the laws of the land. But where do the laws come from? Before a bill

becomes the law, it is called a ____________________ and on its way to becoming a law, a bill must

____________________ through both Houses of Parliament. Most bills are prepared on the

____________________ of the government, although any MP or Lord can propose a bill. They will get checked

by both along the way.

All bills are processed in the same way. First, every bill gets ____________________. Usually a government

minister who supports the bill will explain why they think it’s a good idea. Other MPs and Lords will ask lots

of questions and either support or challenge the bill. MPs and Lords will also ____________________ the bill

line by line to ensure that every tiny detail on it has been considered. This task is usually performed by a

committee of MPs and Lords with a special interest in or knowledge in the bill ____________________.

MPs and Lords may also make changes to the bill. After holding a ____________________ they might want

to delete or add some parts. These changes are called ____________________. MPs and Lords vote on each

bill several times. If most MPs and Lords vote against the bill, then its journey comes to an end.

Every bill starts in either the Hose of Commons or the House of Lords. When the bill finally gets

____________________ in one house, it goes over to the other house for ____________________. It gets

introduced, is discussed and debated. The bill is looked at in detail. Amendments are suggested. And then

everyone votes.

Both ____________________ must agree on the final wording of the bill before it can become a law. If one

house changes the bill, it must go back to the other house for approval. A bill can go back and forth from one

house to the other until an agreement is reached. If both houses are unable to agree, the House of Commons

has the final say. However, the two houses almost always reach an agreement.

The final part of the bill’s journey into law is called the Royal ____________________. Once both the House

of Commons and the House of Lords agree that the bill is fit to become a law, it is sent to the

____________________. And when the Monarch agrees, the bill finishes its journey to become a law of the

land.

Transcript adapted from a video provided by UK Parliament How does a bill become a law? www.parliament.uk

http://www.parliament.uk/



Handout 5

Put the steps in the process into the correct order.

THE BILL BEGINS AS AN IDEA

THE BILL BECOMES LAW

THE BILL IS AMENDED

THE BILL IS LOOKED AT IN DETAIL

THE BILL IS DISCUSSED AND DEBATED

THE BILL IS INTRODUCED

THE BILL IS PROPOSED

THE BILL IS REFERRED TO THE UPPER HOUSE OF PARLIAMENT

THE BILL IS SENT TO THE PRESIDENT/MONARCH FOR APPROVAL

THE BILL IS VOTED ON



Handout 6

Use the arrows below to arrange the lawmaking process in an orderly way:

FIRST THEN

NEXT LATER

AFTER THAT FINALLY



Handout 7

Cut out the expressions on the next page and assign each expression to the adequate heading:

EXPRESSING OPINION EXPRESSING AGREEMENT EXPRESSING DISAGREEMENT

_________________________ ___________________________ ___________________________

_________________________ ___________________________ ___________________________

_________________________ ___________________________ ___________________________

___________________________

___________________________

___________________________

___________________________

___________________________



Absolutely!

I totally disagree.

But I can’t agree that

If you ask me,

But I can’t agree that

In my opinion

Exactly!

It doesn’t sound right.

I couldn’t agree more!

It doesn’t sound right.

I guess you’re right.

Tell me about it!

I suppose you’re right.

You have a point there.

I think it’s a terrible idea!

You’re absolutely right.

I totally disagree.



Handout 8

Work in pair and check if you know the meaning of the following terms:

Student A

act of parliament law prawo

amendment law-making body organ

apply legal act akt prawny

bill legislative branch władza ustawodawcza

break laws lower house niższa izba

bypass monarch Monarcha

cabinet MP (Member of Parliament)

poseł

checks and balances obey przestrzegać

citizen obligation obowiązek

congress parliament Parlament

constitution pass podejmować, uchwalać

council of ministers president Prezydent

domestic law provide for ustanawiać

draft right of initiative inicjatywa ustawodawcza

draw up right prawo (do czegoś)

executive branch royal assent sankcja królewska

fundamental rules senate Senat

govern senator Senator

government agency separation of powers podział władzy

House of Commons set out określić, ustanowić

House of Lords upper house izba wyższa

House of

Representatives

veto weto, zawetować

interpret vote

judicial branch wording



Student B

act of parliament ustawa law prawo

amendment zmiana, poprawka,

nowelizacja

law-making body organ prawodawczy

(ustawodawczy)

apply mieć zastosowanie legal act akt prawny

bill projekt ustawy legislative branch władza ustawodawcza

break laws łamać przepisy prawa lower house niższa izba

bypass obejść monarch Monarcha

cabinet rząd MP (Member of poseł

checks and balances mechanizmy kontroli i

równowagi

obey przestrzegać

citizen obywatel obligation obowiązek

congress Kongres parliament Parlament

constitution Konstytucja pass podejmować, uchwalać

council of ministers Rada Ministrów president Prezydent

domestic law prawo krajowe provide for ustanawiać

draft projekt, sporządzić

projekt

right of initiative inicjatywa

ustawodawcza

draw up sporządzić, przygotować

(dokument)

right prawo (do czegoś)

executive branch władza wykonawcza royal assent sankcja królewska

fundamentalne zasady senate Senat

Govern rządzić, regulować senator Senator

government agency władza państwowa separation of powers podział władzy

House of Commons Izba Gmin set out określić, ustanowić

House of Lords Izba Lordów upper house izba wyższa

House Izba Reprezentantów veto weto, zawetować

interpret interpretować vote głos, głosować

judicial branch władza sądownicza wording brzmienie, treść

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