For homework, please:
- get as much of the preparation for your prepared debate question done as possible (including to preparing arguments, reading background articles, listening to videos/podcasts, etc.), then you can focus on preparing for other exams in January.
- try to send me your prepared debate question with your partner's name before the new year!
For homework, please:
- complete exercises A-J on pp. 188-191 of Destination.
- self-check your work to the Grammar for CAE and CPE singular/plural uncountable exercise using the key below:
3) ...in the dim and distant past...by a man called...but the impact he had in the sixties and seventies was incredible. ...'Blowing in the Wind'...must a man look up before he can see the sky?' I mean, a question like that...'How many times must a white dove fly before it sleeps in the sand' And then the answer to the profound questions: 'The answer, my friend, is blowing in the wind'. The generation after mine...'The very thought of you', 'Just the way you look tonight', 'The night they invented champagne'...can a mountain exist before it is washed to the sea?' And there was a whole generation singing along to the song...I say it's a funny world we live in.
4) 1. Thank goodness that she has escaped without harm to life or limb. 2. In times gone by, marriage was often a matter of luck. 3. It was love at first sight that brought the couple together. 4. Man has always struggled with the dichotomy of the security of permanence and the quest for change. 5. Being on duty seventy hourse certainly gives you a taste of what life as a doctor is like.
Poetry Foundation: Collections | Poetry Foundation
Happy Holidays!
For homework, please:
- read the five pages posted under the folder "immigration reading" on Ilias and answer the following questions:
1. Describe the Scots-Irish immigrant experience in the first wave (or "colonial immigration").
2. How did the first wave change the demographics of the US?
3. What sparked the second wave of immigration?
4. How were German immigrants received by non-Germans during the second wave?
5. What primarily distinguished the first wave of immigration from the second wave, other than the years in which each occured?
Links of interest
Hofstede's compare countries feature Compare countries - Hofstede Insights (hofstede-insights.com)
Hofstede's categories National Culture (hofstede-insights.com)
German Letters project German Heritage in Letters (germanletters.org)
Ellis Island passenger search Passenger Search - The Statue of Liberty & Ellis Island
Texas German Project Texas German (tgdp.org)
Wikitongues Texas German WIKITONGUES: Vernell speaking Texas German - YouTube
Wikitongues Pennsylvania Dutch WIKITONGUES: Dale speaking Pennsylvania German and English - YouTube
For homework, please:
- complete exercises B-J on pp. 188-191 of Destination.
- self-check your work to the Grammar for CAE and CPE singular/plural uncountable exercise using the key below:
1) 1. OK, 2. The scissors in the sewing box need sharpening. 3. This pair of binoculars has been in this drawer for as long as I can remember. 4. OK, 5. I can't say that economics is a subject I've ever been interested in. 6. There's one potato and two onions in the recipe. 7. Where have those kitchen scales gone that we used to have?
2) 1. OK, 2. After an interesting trip/journey to Los Angeles, he wanted to live in the USA. 3. An undiagnosed illness in his twenties has left him with virtually no hair. 4. We learn many things throughout life. 5. OK
3) ...in the dim and distant past...by a man called...but the impact he had in the sixties and seventies was incredible. ...'Blowing in the Wind'...must a man look up before he can see the sky?' I mean, a question like that...'How many times must a white dove fly before it sleeps in the sand' And then the answer to the profound questions: 'The answer, my friend, is blowing in the wind'. The generation after mine...'The very thought of you', 'Just the way you look tonight', 'The night they invented champagne'...can a mountain exist before it is washed to the sea?' And there was a whole generation singing along to the song...I say it's a funny world we live in.
4) 1. Thank goodness that she has escaped without harm to life or limb. 2. In times gone by, marriage was often a matter of luck. 3. It was love at first sight that brought the couple together. 4. Man has always struggled with the dichotomy of the security of permanence and the quest for change. 5. Being on duty seventy hourse certainly gives you a taste of what life as a doctor is like.
5) 1. from/of, 2. the, 3. has, 4. the, 5. Earth, 6. our, 7. deep/deeper/sound/better, 8. past, 9. the, 10. is/remains, 11. instruments, 12. climate, 13. lakes/rivers, 14. allow/enable, 15. periods/times/eras
Poetry Foundation: Collections | Poetry Foundation
Happy Holidays!
For homework, please prepare the following:
- learn the topic vocab words and the word formation words from Unit 22 in Destination.
- complete exercises A-D on pp. 178-179 and exercises K-M on pp. 182-183. Self-check your answers and bring any questions with you to class.
- read the file "Grammar for CAE and CPE singular plural uncountable explanation" and do all of the exercises on "Grammar for CAE and CPE singular plural uncountable exercises", which can be found in the Grammar for CAE and CPE folder on Ilias.
- do both exercises in the file "noun exercises" in the "Resources for nouns determiners and quantifiers" folder on Ilias.
Student questions:
The verb "enfold" can be used in contexts like recipes when one ingredient is folded into another. (An example of Merriam-Webster: "The vegetables were enfolded into a pastry crust.") It can also be used metaphorically: (Again, from Merriam-Webster: "Darkness enfolded the city.") Merriam-Webster mentions that "enfold" is often replaced by "envelope". The sentences above can also be expressed as follows: The pastry crust enveloped with the vegetables. The city was enveloped by darkness.
Optional essay (do NOT exceed 350 words), due by December 30th at 5 pm to me via email as a .docx file (do NOT send me any other file type, please):
1. When, if ever, is graffiti art?
2. Is it too difficult to become a doctor in Germany? (Feel free to focus on another country instead if you'd like.)
For homework, please prepare the following:
- learn the topic vocab words and the word formation words from Unit 22 in Destination.
- complete exercises A-D on pp. 178-179 and exercises K-M on pp. 182-183. Self-check your answers and bring any questions with you to class.
- read the file "Grammar for CAE and CPE singular plural uncountable explanation" and do all of the exercises on "Grammar for CAE and CPE singular plural uncountable exercises", which can be found in the Grammar for CAE and CPE folder on Ilias.
- do both exercises in the file "noun exercises" in the "Resources for nouns determiners and quantifiers" folder on Ilias.
- self-check the following answers from the "Grammar for CAE and CPE using the or no article" exercises:
1) fun, history, knowledge, progress, life beauty
2) 1. Beauty, 2. advice, 3. poetry, 4. the frustration, 5. violence, 6. chaos, 7. the...strength, 8. progress, 9. the...fortune, 10. dudgeon
3) 1. The death of the President has left the country in chaos.
2. Big business has been hit by inflation.
3. The manager of United is facing the sack after the latest defeat.
4. Computers have been (or: are being) blamed for the / a record number of job losses.
5. Environmentalists say the water people drink is not fit for animals.
6. The level of unemployment is the highest since the mid-nineteen-nineties.
Optional essay (do NOT exceed 350 words), due by December 30th at 5 pm to me via email as a .docx file (do NOT send me any other file type, please):
1. When, if ever, is graffiti art?
2. Is it too difficult to become a doctor in Germany? (Feel free to focus on another country instead if you'd like.)
*** Please be advised that our next session on Zoom will take place on January 6th.***
For homework, please:
- try to make it a priority to register your partner's name and your prepared debate question with me via email by our next session. (Be sure to mention any times at which you and your partner absolutely cannot do the exam. You can also request preferred times, but I cannot make any guarantees.)
- bring your prepared debate question with you to our next class in January.
For homework, please:
- try to make it a priority to register your partner's name and your prepared debate question with me via email by our next session. (Be sure to mention any times at which you and your partner absolutely cannot do the exam. You can also request preferred times, but I cannot make any guarantees.)
- bring your prepared debate question with you to our next class (if you haven't submitted anything by next Tuesday, bring a question that is at least from the topic area (e.g. education, health) you plan to debate from).
- prepare a joke for next class which you will tell your classmates in small groups. Practice it out loud several times and try to memorize it for class.
For homework, please do the following:
- complete exercises J-M from pp. 142-143 of Destination. Self-check your answers and bring any questions to class.
- learn the topic vocabulary and the word formation words for Unit 18 (pp. 144-145) and complete exercises A-E and N-O. Self-check your answers and bring any questions with you to class.
- read pp. 170-171 of Unit 21 in Destination and bring any questions you have with you to class.
- (I have posted a folder entitled "Resources for nouns, determiners and quantifiers" on Ilias with a lot of scans from the Elementary Grammar in Use book for your review. This might help solidify some concepts, esp. if you are a visual learner.)
- do exercises A (pg. 172) and G (pg. 174) and self-check your answers. Bring any questions with you to class.
- check your answers to the following exercises:
Ariane Grande: 1. From 2010 to 2013, Grande played a character in the popular TV series Victorious, which brought her national attention. 2. In 2013 she released her first studio album, which was called Yours Truly. 3. Her second album, My Everything, which made Grande famous, was a huge success. 4. In 2017, Grande, whose third album, Dangerous Woman, was released in 2016, went on a world concert tour. 5. At the end of her concert in Manchester Arena on May 22, a bomb exploded, killing 23 people who were leaving the concert hall. 6. Grande organized a benefit concert for the victims, which took place in Manchester on June 4.
participle clauses
3.1: 2. Covered in oil, 3. Written, 4. Having beaten, 5. Having been shown, 6. Not having, 7. Putting on/Having put on, 8. Not being able to speak / Not speaking
3.2: 2. Seeing the pocket watches, 3. Some being 4. Living in Hong Kong/Having lived in Hong Kong, 5. After looking at/After having looked at, 6. I got there to find / On getting there I found, 7. Having spent, 8. (In order) to get, 9. (When) looked at, 10. Tired, 11. before going out
For homework, please prepare the following:
- read pp. 212-216 of These Truths and answer the questions below:
1. What actions gave Jackson the nickname "King Andrew"?
2. Which groups were specifically the target of the Indian Removal Act?
3. Why were some evangelicals against the Act?
4. How were the States divided with regards to the Act?
- have a look at Trump's inaugural address (posted on Ilias (file name "Trump's inaugural address"; link featured below) and decide whether or not it is a populist text. Support your decision with specific data/categories of data. (Bonus: can you identify any conceptual metaphors in this address?)
Interesting links:
- Atlantic article "What is a populist?" What Is a Populist? - The Atlantic
- Team Populism database Data (byu.edu)
- Cleveland Indians baseball team announce that they will be changing their team's name Cleveland’s Baseball Team Will Drop Its Indians Team Name - The New York Times (nytimes.com)
- Jackson Library Jackson's Papers | Andrew Jackson's Hermitage (thehermitage.com)
- White House page of Trump's inaugural address The Inaugural Address | The White House
For homework, please:
- read pp. 170-171 of Unit 21 and bring any questions you have about these explanations/examples with you to class.
- complete exercises A-I on pp. 172-175 and self-check with the answer key. Bring any questions with you to class.
- read the "Grammar for CAE and CPE using the or no article explanation" file and do all of the exercises in the "Grammar for CAE and CPE using the or no article exercises" file in the "Grammar for CAE and CPE" folder on Ilias.
- self-check the following:
from Grammar for CAE and CPE nominal relative clauses
2) 1. what, 2. that (which), 3. what, 4. which, 5. which, 6. What, 7. what, 8. What, 9. what, 10. which (what)
4) 1. she said was extremely, 2. (best) to break the news to, 3. party wins the election, nothing will, 4. (little) knowledge I have about computers could be, 5. is exactly how I imagined Paris would / to, 6. we were talking about
from participle clauses closer look exercises 2_2
3.4 2. While researching, 3. Although (no longer) involved, 4. Before/Until being made, 5. Without asking, 6. since leaving, 7. once caught, 8. With (the wind) reaching, 9. until/before being woken, 10. If found
For homework, please do the following:
- complete exercises I-M from pp. 142-143 of Destination. Self-check your answers and bring any questions to class.
- learn the topic vocabulary and the word formation words for Unit 18 (pp. 144-145) and complete exercises A-E and N-O. Self-check your answers and bring any questions with you to class.
- do exercises 3.3 and 3.4 from the file "closer look participle clauses exercises 2_2" located in the "Resources for participle and relative clauses" folder on Ilias
- do exercises 1-4 from the file "Grammar for CAE and CPE nominal relative pronouns" located in the "Grammar for CAE and CPE" folder on Ilias
- and here's a fun article introducing some regional lingusitic differences in the US: Different American English dialects, in 27 fascinating maps - Business Insider
- check your answers to the following exercises:
Ariane Grande: 1. From 2010 to 2013, Grande played a character in the popular TV series Victorious, which brought her national attention. 2. In 2013 she released her first studio album, which was called Yours Truly. 3. Her second album, My Everything, which made Grande famous, was a huge success. 4. In 2017, Grande, whose third album, Dangerous Woman, was released in 2016, went on a world concert tour. 5. At the end of her concert in Manchester Arena on May 22, a bomb exploded, killing 23 people who were leaving the concert hall. 6. Grande organized a benefit concert for the victims, which took place in Manchester on June 4.
participle clauses 3.2: 2. Seeing the pocket watches, 3. Some being 4. Living in Hong Kong/Having lived in Hong Kong, 5. After looking at/After having looked at, 6. I got there to find / On getting there I found, 7. Having spent, 8. (In order) to get, 9. (When) looked at, 10. Tired, 11. before going out
For homework, please prepare the following:
- read the articles (aim for some of this to be out loud) posted on Ilias from the Economist entitled "economist testing testing," "economist testing testing part two" and "papers please" and do the following:
a) highlight/write down the language used in the article that you find useful for a debate on reforming standardized exams
b) highlight/write down the language used in the article that you find useful for debate questions in general, irrespective of the topic
c) highlight/write down which arguments/points used in these articles you find to be the most effective (note: NOT the ones you necessarily personally agree with or not)
- read the files "Phrasal verbs for study 1_2" and "Collocations for student life 1_2" and highlight/write down the expressions that one could use for the debate question "Should we reform standardized testing?" (There is a "2_2" file for each of the files above which contain exercises for reinforcement/extra practice. These are optional.)
- be ready to debate the question "Should we reform standardized testing?" in next week's section (the articles were of course inspired by COVID-19 restrictions, but think about this question in a broader context as well, i.e. general reform)
- here is the make/have/do/take collocation list referenced in class: Appendix:Collocations of do, have, make, and take - Wiktionary
For homework, please prepare the following:
- read the articles (aim for some of this to be out loud) posted on Ilias from the Economist entitled "economist testing testing," "economist testing testing part two" and "papers please" and do the following:
a) highlight/write down the language used in the article that you find useful for a debate on reforming standardized exams
b) highlight/write down the language used in the article that you find useful for debate questions in general, irrespective of the topic
c) highlight/write down which arguments/points used in these articles you find to be the most effective (note: NOT the ones you necessarily personally agree with or not)
- read the files "Phrasal verbs for study 1_2" and "Collocations for student life 1_2" and highlight/write down the expressions that one could use for the debate question "Should we reform standardized testing?" (There is a "2_2" file for each of the files above which contain exercises for reinforcement/extra practice. These are optional.)
- be ready to debate the question "Should we reform standardized testing?" in next week's section (the articles were of course inspired by COVID-19 restrictions, but think about this question in a broader context as well, i.e. general reform)
***As previously announced, there will be NO Zoom meetings on December 10th. Our next Zoom meeting will take place on December 15th.***
For homework, please prepare the following:
- read pp. 138-139 (the first pages of Unit 17) in Destination, paying particular attention to difference between defining and non-defining relative clauses. Bring any questions from these pages with you to class. (The file "intro to relative clauses elementary" in the "Resources for participle and relative clauses" folder on Ilias Inhalt might be of help.)
- complete exercises A-H on pp. 140-141. Self-check your answers with the key and bring any questions with you to class.
- do number 8 from the file entitled "relative clauses ariane grande exercise" in the "Resources for participle and relative clauses" folder on Ilias
- read the filed entitled "closer look participle clauses 1_2" and "closer look participle clauses 2_2" in the "Resources for participle and relative clauses" folder on Ilias. Bring any questions about this content/the examples with you to class.
- complete exercises 3.1 and 3.2 on the "closer look participle clauses exercises 1_2" sheet in the "Resources for participle and relative clauses" folder on Ilias.
- take the following quiz on avoiding plagiarism: APA Plagiarism Detection Exercise (williams.edu)
- self-check the remaining exercises from the "Grammar for CAE and CPE not using the passive" sheet started in class:
2) 1. The lights dimmed during the last dance. 2. Darren's performance in the 100 metres/meters improved by a tenth of a second. 3. The Titanic sank in 1912. 4. His eyes filled with tears. (This is like the "the hole filled with water" example discussed in class.) 5. The plan gradually developed.
3) 1. Initially, I think the plot unfolds very convincingly. 2. The tension increases in the third scene. 3. But then you change everything. 4. Melodrama replaces real drama, doesn't it? 5. But the first act finishes with only a vague suspicion of murder in the air. 6. You're crazy to/It's crazy that you start the second act with the actual killing. 7. And you end the third act with such an anticlimax. 8. It's difficult to see tickets selling for a play like this.
4) d,b,a,c,d,b
For homework, please prepare the following:
- read pp. 180-188 of These Truths and answer the following questions:
1. What is the Monroe Doctrine?
2. What does Jill Lepore mean by "populism is...at its heart, an argument about numbers"?
3. What was noteworthy/novel about the way in which Andrew Jackson campaigned?
4. How did July 4, 1826 mark the beginning of a new era in US history?
5. U.S. presidents are often compared to their predecessors (parallels were made between Obama and JFK and FDR, for example). Trump has been compared to Jackson. Do you consider this comparison legitimate? If so, in what ways are the two presidents alike? If not, why is this comparison misleading?
Interesting links:
Slave rebellions: Slave Rebellions - HISTORY
Webster's Dictionary: Websters Dictionary 1828 - American Dictionary of the English Language
Full text of the Star-Spangled Banner (the US national anthem): NMAH | The Lyrics (si.edu)
Declaration of Independence (referenced in your reading above): Declaration of Independence: A Transcription | National Archives
Who's on US currency? Currency and Coins: Which Presidents Are on U.S. Money? - NerdWallet
Symbolism of horse stances in monuments: The Horse Statue Symbolism... Fact or Myth? (nationsclassroomtours.com)
For homework, please prepare the following:
- read pp. 138-139 (the first pages of Unit 17) in Destination, paying particular attention to difference between defining and non-defining relative clauses. Bring any questions from these pages with you to class. (The file "intro to relative clauses elementary" in the "Resources for participle and relative clauses" folder on Ilias Inhalt might be of help.)
- complete exercises A-H on pp. 140-141. Self-check your answers with the key and bring any questions with you to class.
- do number 8 from the file entitled "relative clauses ariane grande exercise" in the "Resources for participle and relative clauses" folder on Ilias
- read the filed entitled "closer look participle clauses 1_2" and "closer look participle clauses 2_2" in the "Resources for participle and relative clauses" folder on Ilias. Bring any questions about this content/the examples with you to class.
- complete exercises 3.1 and 3.2 on the "closer look participle clauses exercises 1_2" sheet in the "Resources for participle and relative clauses" folder on Ilias.
- self-check the remaining exercises from the "Grammar for CAE and CPE not using the passive" sheet started in class:
2) 1. The lights dimmed during the last dance. 2. Darren's performance in the 100 metres/meters improved by a tenth of a second. 3. The Titanic sank in 1912. 4. His eyes filled with tears. (This is like the "the hole filled with water" example discussed in class.) 5. The plan gradually developed.
3) 1. Initially, I think the plot unfolds very convincingly. 2. The tension increases in the third scene. 3. But then you change everything. 4. Melodrama replaces real drama, doesn't it? 5. But the first act finishes with only a vague suspicion of murder in the air. 6. You're crazy to/It's crazy that you start the second act with the actual killing. 7. And you end the third act with such an anticlimax. 8. It's difficult to see tickets selling for a play like this.
4) d,b,a,c,d,b
**Please don't forget to register for the exam on PSSO by December 7th!!!**
Announcement: there will be no Zoom meetings for our class on Thursday, December 10th.
For homework, please prepare the following:
- check your answers for the "verbs commonly used with the passive" sheet below:
3) d, f, i, a, h, e, g, c, j, b
4) 1. we've been swamped with/by, 2. was completely taken aback by, 3. was disconcerted by, 4. is handed down from generation, 5. was scaled down following, 6. being talked down, 7. was couched in extremely formal
- read the sheet entitled "not using the passive" in the Grammar for CAE and CPE folder and complete the exercises on the "not using the passive exercises" sheet
- complete exercises G-J on pp. 58-59. Self-check your answers and bring any questions to class.
- learn the Unit 8 topic vocab and word formation words on pp. 60-61 of Destination and complete exercises A-D on pp. 62-64 and L-O on pg. 67. Self-check your answers and bring any questions with you to class.
- read three articles posted on this page and decide which of the three essays is the best in the following categories (there can be different essays that "win" in the different categories, just make sure that you have concrete reason for your decision): 1) word choice, 2) sentence construction/syntax, 3) paragraph organization, 4) thesis/main message What I'm really thinking | Lifeandstyle | The Guardian
- the notes from December 3rd appear on Ilias Inhalt and I have updated the December 1st file to include your contributions (it now appears as "real notes from December 1st" on Ilias).
Optional essay of 250-300 words in response to one of the following prompts (due to me via email by Sunday, December 13th at 5 pm):
1. Write your own "What I'm really thinking" text (you still need a thesis for this essay; notice that all of the good ones on the Guardian website have a clear message that they wish to communicate to the reader)
2. Is the holiday season overrated?
**Please don't forget to register for the exam on PSSO by December 7th!!!**
For homework, please prepare the following:
- check your answers for the "verbs commonly used with the passive" sheet below:
2) 1. dogged, 2. buffeted, 3. haunted, 4. Locked, 5. hounded, 6. handicapped, 7. doomed, 8. blessed, 9. touched, 10. earmarked, 11. destined, 12. possessed
3) d, f, i, a, h, e, g, c, j, b
4) 1. we've been swamped with/by, 2. was completely taken aback by, 3. was disconcerted by, 4. is handed down from generation, 5. was scaled down following, 6. being talked down, 7. was couched in extremely formal
- read the sheet entitled "not using the passive" in the Grammar for CAE and CPE folder and complete the exercises on the "not using the passive exercises" sheet
- learn the Unit 8 topic vocab and word formation words on pp. 60-61 of Destination and complete exercises A-D on pp. 62-64 and L-O on pg. 67. Self-check your answers and bring any questions with you to class.
- read three articles posted on this page and decide which of the three essays is the best in the following categories (there can be different essays that "win" in the different categories, just make sure that you have concrete reason for your decision): 1) word choice, 2) sentence construction/syntax, 3) paragraph organization, 4) thesis/main message What I'm really thinking | Lifeandstyle | The Guardian
Optional essay of 250-300 words in response to one of the following prompts (due to me via email by Sunday, December 13th at 5 pm):
1. Write your own "What I'm really thinking" text (you still need a thesis for this essay; notice that all of the good ones on the Guardian website have a clear message that they wish to communicate to the reader)
2. Is the holiday season overrated?
Please prepare the following for our next meeting:
- watch the following video and be prepared to debate this question with a classmate next week: Should Chocolate Advent Calendars Be Banned? | Good Morning Britain - YouTube
- have a look at Good Morning Britain's debate playlist and select another video to watch. Bring that debate question with you to class next week: Most Heated Debates | Good Morning Britain - YouTube
- access the "Words for Discussions" folder on Ilias. Read the sheet on vocabulary words/phrases and do exercises 16.1-16.12. Check your answers with the answer key and bring any questions you have with you to class.
- prepare the following debate questions for next week:
1. Should we change the ways we raise children?
2. Is veganism sustainable?
Please prepare the following for our next meeting:
- watch the following video and be prepared to debate this question with a classmate next week: Should Chocolate Advent Calendars Be Banned? | Good Morning Britain - YouTube
- have a look at Good Morning Britain's debate playlist and select another video to watch. Bring that debate question with you to class next week: Most Heated Debates | Good Morning Britain - YouTube
- access the "Words for Discussions" folder on Ilias. Read the sheet on vocabulary words/phrases and do exercises 16.1-16.12. Check your answers with the answer key and bring any questions you have with you to class.
- prepare the following debate questions for next week:
1. Should we change the ways we raise children?
2. Is veganism sustainable?
For homework, please:
- read through the grammar descriptions for passive voice on pp. 54-55 in Destination and complete exercises A-F. Self-check your answers and bring any questions with you to class.
(In the folder "Resources for passive voice" you'll find a number of scans that might be of assistance in forming the passive, such as the files "passive voice in present progressive" and "passive voice table".)
- read the sheet "verbs commonly used with the passive explanation" in the Grammar for CAE and CPE folder on Ilias and complete the accompanying exercises (this is a separate file entitled "verbs commonly used with the passive exercises"). Look up any verbs you don't know (there are quite a few advanced ones here).
- self-check your answers to the future tenses sheet that we started correcting in class here:
2) 1. supposed/due/required/obliged, 2. just 3. point 4. unless 5. be 6. to 7. left/gone 8. leaving /going/off 9. be 10. move
3) 1. the point of, 2. would do his/was doing his 3. as we've paid, 4. is going to have (or: will have) an, 5. will have been studying, 6. to be taken/being taken/going to be taken
4) 1. on, 2. OK, 3. now, 4. zone, 5. the, 6. OK, 7. been, 8. course, 9. OK, 10. the, 11. and, 12. OK, 13. will, 14. OK
The notes from today's class appear under the file name "Notes from December 1st" under Ilias Inhalt.
