Judges Barristers Court Working Dresses in England and Wales

1. Lesson 6 – Twelve Angry Men (Part two) Background Information Contents • Judges • Barristers • Court Working Dresses in England and Wales

2. Lesson 6 – Twelve Angry Men (Part two) • Judges A judge or justice is an appointed or elected official who presides over a court. The powers, functions, and training of judges varies widely from jurisdiction to jurisdiction. In USA, judges are not trained separately from lawyers and are generally appointed or elected from among practicing attorneys. A professional person authorized to practice law; conducts lawsuits or gives legal advice To be continued on the next page.

3. Lesson 6 – Twelve Angry Men (Part two) • Judges Being a judge is usually a prestigious position in society, and as a result a variety of solemn traditions have become associated with the occupation. In most nations of the world judges wear long robes, usually black or red, and sit on an elevated platform during trials. The standard judges uniform originated with the Roman toga.In some countries, notably Britain, judges also wear long wigs and use special gavels to instill order in the courtroom.In the People’s Republic of China, judges wore regular street clothes until 1984, when they began to wear military style uniforms, which were intended to demonstrate authority. These uniforms began to be replaced in 2000 by black robes similar to those in the rest of the world. Symbols of office To be continued on the next page.

4. Lesson 6 – Twelve Angry Men (Part two) • Judges In most English speaking countries (particularly the USA) a judge is addressed as "Your Honor" when presiding over the judge's court, as a sign of respect for the office. The judges of the Supreme Court of the United States, and the judges of the supreme courts of several U.S. states and other countries are called “justices”. In the United Kingdom, a comparable rank is held by the House of Lords; its judges are not called judges, but Law Lords, and sit in the House of Lords as peers. Nomenclature The end of Judges.

5. Lesson 6 – Twelve Angry Men (Part two) • Barristers In many common law jurisdictions, a barrister or advocate is a type of lawyer, particularly one entitled to appear before the superior courts of that jurisdiction. The legal profession in England and Wales is divided between solicitors and barristers. Both are trained in law but serve different functions in the practice of law. Solicitors are regulated by the Law Society, barristers by the General Council of the Bar and the individual Inns of Court. To be continued on the next page.

6. Lesson 6 – Twelve Angry Men (Part two) • Barristers Barristers' work dress is very traditional in that they are required to wear a horsehair wig when they appear as advocates in court, with a black gown and a dark suit and a white shirt with strips of white cotton called 'bands' hanging before a wing collar. This makes them very easy to distinguish, although individuals can be disguised and anonymous, whereas the garments emphasize the dramatic nature of their calling. Symbols The question of barristers' and judges' clothing is currently the subject of review, and there is some pressure to adopt a more "modern" style of dress, with European-style gowns worn over lounge suits. To be continued on the next page.

7. Most barristers are probably properly equated with US trial lawyers in that they do not deal with the public (or lay clients) directly, but through the intermediary of a solicitor. Lesson 6 – Twelve Angry Men (Part two) • Barristers To be continued on the next page.

8. Lesson 6 – Twelve Angry Men (Part two) • Barristers Barristers are also found in Northern Ireland, Ireland, and Australia (in the states without a fused profession, namely New South Wales, South Australia, Queensland and Victoria). In Canada the professions of barrister and solicitor are fused and many lawyers refer to themselves with both names. Unlike its common law brethren, the United States does not draw a distinction between barristers and solicitors; all lawyers who pass the bar exam may argue in court. The end of Barristers.

9. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales Judges hearing criminal cases High Court Judge Circuit Judge Judges hearing different cases wear different court dresses. Judges hearing civil cases District Judge Barristers or Advocates Court Clerk Court Usher To be continued on the next page.

10. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales (red, black) gown, wig gown, no wig Judges hearing criminal cases: Working dress and possible options To be continued on the next page.

11. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales Circuit judge 巡回法官 Circuit Judge: Working dress and possible options To be continued on the next page.

12. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales In what way is this kind of dress different from that of a judge hearing criminal cases? Judges hearing civil cases: Working dress and possible options To be continued on the next page.

13. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales barrister: 在英国有资格出席高等法庭并辩护的律师 advocate: 辩护律师 Barristers or Advocates: Working dress and possible options To be continued on the next page.

14. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales Court Clerk: Working dress and possible options To be continued on the next page.

15. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales Court usher: Working dress and possible options To be continued on the next page.

16. Lesson 6 – Twelve Angry Men (Part two) • Court Working Dresses in England and Wales Now it is proposed in Britain—as it is always proposed once every five years—that this anachronistic dress be abolished, and that judges and advocates, as in America, should appear in court as normal human beings. It is said that wigs and gowns intimidate the litigants and witnesses. Cons: What is your opinion? Yet some people argue that formal dress adds to the dignity of the court, is historic, and distinguishes the main actors from mere participants. Pros: The end of Court Working Dresses in England and Wales.

17. Lesson 6 – Twelve Angry Men (Part Two) Text Appreciation Contents • General Introduction • Text Analysis • Questions • Further Discussion • Writing Devices: Pun • IV. Sentence Paraphrase

18. General Introduction For reference Plot of the story Setting of the story Plot elements of the story Protagonists of the story Themeof the story

19. Lesson 6 – Twelve Angry Men (Part Two) • General Introduction Plot: A young delinquent awaits sentencing for the manslaughter of his aggressive father. One juror feels there is a reasonable doubt—to the frustration of his eleven colleagues—thus preventing a quick verdict. During the heated deliberations, the hidden preconceptions and prejudices of the jurors are revealed. Plot elements: conflict, crisis/turning moment, climax, etc. Setting:jury room Protagonists : 12 jurors Theme of the story: "Twelve Angry Men" is about one individual's ability to stand up for what he believes, even when others ridicule him. It is also a powerful study not just of the criminal justice system, but also of the diversity of human experience, the nature of peer pressure, and the difficulty of ever fully knowing the truth. The end of General Introduction.

20. No. 7: Bright! He’s a common ignorant slob. He don’t even speak good English. Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 5 Question: What tone was No. 10 using when he attacked the accused? What can we know about No. 10? He was sneering at the accused in an ironic tone, however he himself made a grammar mistake, thus revealing himself an incompetent language speaker. To be continued on the next page.

21. No. 12: … It wasn’t very nice to have it sticking out of some people’s chests. No. 7: Especially relatives’. Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis Attention to the wording. • Question: Do you think No. 7 was a humorous person? How do you like his joke here? NO. 12 and No. 7 are joking about this murder. But in fact this is disgusting and distasteful to joke about a murder. To be continued on the next page.

22. No. 11: Ah, this then would depend on your definition of panic. He would have to be calm enough to see to it that there were no fingerprints left on the knife. Now, where did the panic start and where did it end? Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 15 Question: Figure out No. 11’s logic of reasoning. No. 4 thought that the boy could run out in a panic after having killed his father, after he calmed down, he realized that he left his knife at the scene. But No. 11 didn’t think it held water because if the boy had run out in a panic, he couldn’t be so calm to be sure that there were no fingerprints left on the knife. So No. 11 asked where the panic started and where it ended. To be continued on the next page.

23. No. 8: Maybe the boy did kill his father, did run out in a panic, …. Maybe all those things happened. But maybe they didn’t. I think there’s enough doubt that we can wonder if he was there at all during the time the killing took place. Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 17 Question: What is the reasonable doubt here? It is possible that the boy was not at the scene when the killing took place. (or: It is possible that he didn’t come back home only to get his knife, risking being caught.) To be continued on the next page.

24. No. 7: (To No. 8) Ran, walked. What’s the difference? Anyway he got there! Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 23 Question: What character did No. 7 reveal here, in your opinion? He didn’t care much about the details, but in most cases, details can tell the detectives a lot about what could have happened. In fact, No. 7 had got a theatre ticket burning in his pocket, he was in a hurry to get out of here, therefore he just wanted to rush up thus tended to leave out many important things. That just shows us how little he took another person’s life. To be continued on the next page.

25. No. 3: He was an old man. Half the time, he was confused. How could he be positive about anything? (He tries to cover his blunder. …) Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 31 Question:What blunder did No. 3 make? No. 3 said that half the time, the old man was confused and couldn’t be sure about anything, so how could he be so sure that it was 20 seconds? To be continued on the next page.

26. No. 3: Assumed! Brother, I’ve seen all kinds of dishonesty in my day, but this little display takes the cake. What’s the matter with you guys? You all know he’s guilty. He’s got to burn and you let him slip through our fingers! Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 43 (Also refer to Para. 47) Question: What did No. 3 assume himself to be? Do you think a conscientious juror should talk like that? No. 3 was not the executioner, but he talked as if so. He was not supposed to base his judgment simply on what he thought to be. Facts and reason matter most. A conscientious juror should try to be impartial rather than biased. To be continued on the next page.

27. No. 3: Phew, I’ll kill him! I’ll kill him! No. 8: You don’t really mean you’d kill me, do you? Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 49, 50 Question: Why did No. 8 deliberately make No. 3 mad? How do you feel about the language power? No. 3 couldn’t mean it when he said that “I’ll kill you!”, likewise, it is possible that the accused boy also didn’t mean it when he said the same thing. It is a clever way to retort. No. 8 just used the same logic of reasoning to fight against No. 3’s logic –if the boy said it, he meant it. To be continued on the next page.

28. No. 10: Don’t give me that! I’m sick and tired of facts. You can think any way you like. Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 55 Question: In what way was No. 10’s view of facts different from that of No. 9? Compare and contrast these two jurors. No. 9: a gentle old man, took his duty as a juror seriously. Decent , upright. “The facts of the case are supposed to determine the case.” No. 10: prejudiced against poor people and people with little schooling. “I’m sick and tired of facts.” To be continued on the next page.

29. No. 7: … How do you like this guy? He comes here running for his life. And now, before he can take a deep breath, he’s telling us how to run the show. The arrogance of this guy. Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 62 Question: How do you think of No.7? No. 7 himself was arrogant. He despised No. 11’s identity as an immigrant, and was impatient with any reasoning and talking which could prolong this discussion, thus ruin his chance of going to the theatre. To be continued on the next page.

30. No. 9: I think the point is made. No. 10: Big point! Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 86, 87 Question: What point was made? What did No. 10 mean by saying “big point”? Did he mean it or not? (Refer to Para. 113 for clearer understanding.) No. 9 thinks that the demonstration has proved No. 8’s point that the boy couldn’t have remembered the details when questioned by the detectives, under great emotional stress. No. 10 was talking ironically. He didn’t mean it at all. To be continued on the next page.

31. No. 3: (pointing to the knife.) Give me that. I’m going to give you a demonstration. Somebody get up. (… He holds the knife up and then stabs downward towards No. 8’s chest. He stops just before the blade reaches his chest… ) Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 92 Question: How do you comment on what No. 3 did to No. 8? Under what circumstances would one say “somebody get up”? To be continued on the next page.

32. Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis No. 3 took this opportunity to take revenge on No. 8. No. 3 took this argument very personally. Thus we know that he was narrow-minded. On the other hand, he was biased because No.3 had serious problems with his own son who beat the father up, and he believed the accused boy was just like his own son. It sounds more like an order, which is not a polite way to speak to other jurors. To be continued on the next page.

33. No. 10: … You know how these people lie. It’s born in them… They don’t know what the truth is. And let me tell you. They don’t even need any real big reason to kill someone, either. No sir! That’s the way they are. By nature. Violent!… The kid’s liar. I know it… Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 113 Question: Was No. 10 talking about the facts or opinions? What kind of person was No. 10? No. 10 was not talking about facts, he was talking about opinions, to be exact, strongly held prejudices. To be continued on the next page.

34. No. 4: I’m trying to settle something. Do you mind? No. 4: If it’s any of your business, I was rubbing it because it bothered me a little. No. 4: Very annoying. Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis In Para. 122, 124, 128 Question: How did No. 4’s attitude change from politeness to irony? Pay attention to his tone. He was getting impatient with No. 9, thus we can observe a shade of irony in his tone: “if it’s any of your business”,“very annoying” “Very annoying” , a pun, is used ironically to contain two layers of meaning: one, No. 4 found the two deep impressions beside his nose annoying; the other, he thought No. 9’s persistent interruption was annoying. To be continued on the next page.

35. No. 3:…Well, say something! You lousy bunch of bleeding hearts. You’re not going to intimidate me. I’m entitled to my opinion… Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis in Para. 164 Question:Compare No. 3 and No. 8’s performances in the courtroom. In what way did they impress you? No. 3 couldn’t get rid of his prejudices against the accused boy, but he based his judgment not on logical reasoning but on emotional associations. No. 8 successfully brought all other jurors around by persistent efforts, logical reasoning, support and respect he won from other jurors. He was cool, logical and rational. The end of Questions.

36. Further discussion about the story Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis • Why do you think the author gives “Twelve Angry Men” as the title of the play? Why are these people so angry? Do you agree that strong emotions can often affect our judgment? • Do you find it strange that the truth is sometimes in the hands of one person? Why is it so easy for people to go along with the crowd? What lesson should we draw from this? To be continued on the next page.

37. Further discussion about the story Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis • How does No. 5 begin to doubt that the downward stab could have been made by the boy? Do you think he has made a good point? What supportive arguments does he get from No. 7? In order to convince the others No. 3 also gives a demonstration. But does his demonstration have the same effect on others? • What does No. 10 say that disgusts almost everybody and discredits whatever else he has to say? • What does No. 4 consider “the unshakable testimony”? How is this “unshakable” testimony finally shaken? To be continued on the next page.

38. Further discussion about the story Lesson 6 – Twelve Angry Men (Part Two) II. Text Analysis • What is the question raised by No. 11? How do those still voting guilty try to explain why the boy risked being caught and came back 3 hours after he had killed his father? Do you agree with him? • No. 7 says that the old man ran to the door. Is that a faithful description of what happened? Why does No. 5 make such a fuss about the use of the word “ran” then? What does No. 8 want the diagram of the apartment for? Can you draw that diagram to show how everything is supposed to have happened according to the testimonies? Do you think No. 8’s little demonstration proves their doubt reasonable? The end of Further Discussion.

39. Pun Lesson 6 – Twelve Angry Men (Part Two) III. Writing Devices More examples Did you hear about the two molecules walking down the street?  One lost an electron, and exclaimed: "I've lost an electron!" The other said: "Are you sure?" And the first one said: "I'm positive!" A pun is defined by Webster as "the humorous use of a word, or of words which are formed or sounded alike but have different meanings, in such a way as to play on two or more of the possible applications; a play on words."   To be continued on the next page.

40. Pun: more examples Lesson 6 – Twelve Angry Men (Part Two) III. Writing Devices Figure out which part of the sentence is a pun. • Seven days without food makes one weak. • Income Tax:  Capital punishment. • Why didn't the lions eat Daniel when he was • thrown in their den?  Because he read to • them from his Bible all night.  He was the • first prophet to read between the lions. To be continued on the next page.

41. Pun: ads. Lesson 6 – Twelve Angry Men (Part Two) III. Writing Devices Figure out which part of the sentence is a pun. • Sign on an electrician's truck:  Let us remove • your shorts. • Maternity Clothes Shop:  We are open on • labor day. • Non-smoking area:  If we see you smoking • we will assume you on fire and take • appropriate action. • On a Maternity Room Door: Push, Push, Push. To be continued on the next page.

42. Pun: ads. Lesson 6 – Twelve Angry Men (Part Two) III. Writing Devices Figure out which part of the sentence is a pun. • Hotel: "Help!" We need inn–experienced • people. • Butcher's Window: Pleased to meat you. • Beauty Shop: Dye now! • Computer Store: Out for a quick byte. To be continued on the next page.

43. Pun: examples in the text Lesson 6 – Twelve Angry Men (Part Two) III. Writing Devices • No.4: Very annoying. (Para. 128) “Very annoying” here is used ironically as a pun: No.4 found the two deep impressions beside his nose annoying; and he thought No.9’s persistent interruption was annoying, too. The end of Writing Devices.

44. Lesson 6 – Twelve Angry Men (Part Two) IV. Sentence Paraphrase 1 But supposing he really did hear this phrase, how many time have all of you used it? (Para. 2) adverbial clause of condition, also used as “suppose” in spoken English Even if he did hear this phrase, we all have used it so many times but we don’t mean it. go to 2

45. Lesson 6 – Twelve Angry Men (Part Two) IV. Sentence Paraphrase 2 The kid yelled it out at the top of his lungs. (Para. 3) as loud as possible The boy cried out as loudly as he could. go to 3

46. subjunctive mood passive gerund, used as the object of the phrase “afraid of” a rhetorical question Lesson 6 – Twelve Angry Men (Part Two) IV. Sentence Paraphrase 3 Wouldn’t he be afraid of being caught? (Para. 9) More examples go to 4 To be continued on the next page.

47. Lesson 6 – Twelve Angry Men (Part Two) IV. Sentence Paraphrase • He was afraid of being seen by his mother. • She was fond of being looked at. • He is not interested in being regarded as a celebrity. • She did not understand why she was • criticized instead of being praised for • disclosing the dirty dealings. back to 3

48. Lesson 6 – Twelve Angry Men (Part Two) IV. Sentence Paraphrase 4 And from what was presented at the trial, the boy looks guilty on the surface. (Para. 9) a noun clause, object of the preposition “from” Apparently, it seems that the boy is guilty based on the evidence at the trial. go to 5

49. Lesson 6 – Twelve Angry Men (Part Two) IV. Sentence Paraphrase 5 … why did he leave it there in the first place? (Para. 13) … why did the boy leave the knife at the scene at the very beginning? go to 6

50. We can suppose that the boy killed his father first, then ran out, overwhelmed with terror. Lesson 6 – Twelve Angry Men (Part Two) IV. Sentence Paraphrase 6 • We can assume that the boy ran out in a state of • panic after having just killed his father. (Para.14) • More formal than “in panic”. Likewise, “in the course of history” is a more formal version of “in history”. • Gerund, used as the object of the preposition “after” go to 7