Kulturraumstudien USA, Homework for November 7th

For homework, please: 

- skim through the Lippi-Green article "Teaching Children to Discriminate" (posted as "Lippi Green" on Ilias). There is no need to read the article word-for-word, but try to identify the 1) research question, 2) the paper's data set, and 3) the paper's main claim. 

- browse the Pew Research Center's website Pew Research Center | Pew Research Center and read through at least three reports that interest you (the "research topics" tab is a great place to start). What data presented here surprises you (if any)? What data could be a springboard for future research?

Resources mentioned in class: 

How "Finding Nemo" may help keep Navajo language alive - YouTube

Jedis and Indians: 'Navajo Star Wars' Premieres to a Packed House - YouTube

Native American Poetry and Culture | Poetry Foundation

Transcendentalism (Stanford Encyclopedia of Philosophy)

Cartoons (cagle.com)

Koo Hoot Kiwat-Caddo Grass House - YouTube

Lingít Yoo X̲ʼatángi | The Tlingit Language

Kompetenzerweiterung I (Monday Group), Homework for November 7th

In preparation for our next session(11/07), please do the following:

Please complete the exercises (i.e. A-J) for Unit 7 and read through the grammar details for Unit 7. Bring any questions you have regarding rules/these solutions with you to our next session.

Please read the file "Grammar for CAE  Future p 24" and complete the check exercises on that page and complete exercises 1, 2, and 4 in the file "Grammar for CAE Future p 25" as well. (For exercise 1 on pg. 25, I would like you to also come up with contexts in which the form that you did not select for the book's sentence could work. An example for sentence 1 (whose answer is "she's going to") would be "I think she'll faint if you tell her that." Will-future works in this sentence because the if-clause construction takes us into the hypothetical. Going to-future is used in the book's sentence because one sees concrete evidence in the form of the pale face.) You'll find the answers to these exercises at the bottom of the post (but please do the exercises BEFORE checking your answers!). 

- read the article in the file "Missing apostrophe" on Ilias and do the following:

a) make sure you can summarize what the case was about and what its ruling was

b) look up all of the words you don't know (there is quite a bit of legal language used in this article which will prove useful for you to know in your later studies)

c) summarize the basic rules of how apostrophes are used in English (this might require outside research/consultation with other English grammar/language books you own)

- please also complete the proofreading and editing page that we started in class today (this has been uploaded to Ilias as "Sentences for proofreading and editing 1")

Answer Key: check: 1 fixed plans/arrangements, 2 a personal intention, 3 an unalterable arrangement or fact, 4 an immediate decision, 5 an action that will happen because it is regular or decided

exercise 1: 1 she's going to, 2 I'll, 3 I'm going to be, 4 I'll, 5 am leaving, 6 is not, 7 would, 8 will be doing, 9 will have gone, 10 are 10

exercise 2: 1 supposed/due/required/obliged, 2 just, 3 point, 4 unless, 5 be, 6 to, 7 left, 8 leaving/going/off, 9 be, 10 move

exercise 4: 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

Kompetenzerweiterung I (Thursday Group), Homework for November 10th

***Please be advised that I will not be holding our class on November 2nd due to my participation in the search committees for two new professors. Our next session will be on November 10th.***

In preparation for our next session(11/10), please do the following:

Please complete the exercises (i.e. A-J) for Unit 7 and read through the grammar details for Unit 7. Bring any questions you have regarding rules/these solutions with you to our next session.

Please read the file "Grammar for CAE  Future p 24" and complete the check exercises on that page and complete exercises 1, 2, and 4 in the file "Grammar for CAE Future p 25" as well. (For exercise 1 on pg. 25, I would like you to also come up with contexts in which the form that you did not select for the book's sentence could work. An example for sentence 1 (whose answer is "she's going to") would be "I think she'll faint if you tell her that." Will-future works in this sentence because the if-clause construction takes us into the hypothetical. Going to-future is used in the book's sentence because one sees concrete evidence in the form of the pale face.) You'll find the answers to these exercises at the bottom of the post (but please do the exercises BEFORE checking your answers!). 

- read the article in the file "Missing apostrophe" on Ilias and do the following:

a) make sure you can summarize what the case was about and what its ruling was

b) look up all of the words you don't know (there is quite a bit of legal language used in this article which will prove useful for you to know in your later studies)

c) summarize the basic rules of how apostrophes are used in English (this might require outside research/consultation with other English grammar/language books you own)

Answer Key: check: 1 fixed plans/arrangements, 2 a personal intention, 3 an unalterable arrangement or fact, 4 an immediate decision, 5 an action that will happen because it is regular or decided

exercise 1: 1 she's going to, 2 I'll, 3 I'm going to be, 4 I'll, 5 am leaving, 6 is not, 7 would, 8 will be doing, 9 will have gone, 10 are 10

exercise 2: 1 supposed/due/required/obliged, 2 just, 3 point, 4 unless, 5 be, 6 to, 7 left, 8 leaving/going/off, 9 be, 10 move

exercise 4: 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

Kompetenzerweiterung I (Wednesday Group), Homework for November 2nd

In preparation of next Wednesday's session (11/2), please do the following:

Please complete the exercises (i.e. A-J) for Unit 7 and read through the grammar details for Unit 7. Bring any questions you have regarding rules/these solutions with you to next Wednesday's session.

Please read the file "Grammar for CAE  Future p 24" and complete the check exercises on that page and complete exercises 1, 2, and 4 in the file "Grammar for CAE Future p 25" as well. (For exercise 1 on pg. 25, I would like you to also come up with contexts in which the form that you did not select for the book's sentence could work. An example for sentence 1 (whose answer is "she's going to") would be "I think she'll faint if you tell her that." Will-future works in this sentence because the if-clause construction takes us into the hypothetical. Going to-future is used in the book's sentence because one sees concrete evidence in the form of the pale face.) You'll find the answers to these exercises at the bottom of the post (but please do the exercises BEFORE checking your answers!).

Please complete the proofreading and editing exercises on the sheet distributed at the end of our session on the 26th (I've also uploaded it to Ilias as "Sentences for proofreading and editing 1"). Each sentences requires a number of corrections. 

Answer Key: check: 1 fixed plans/arrangements, 2 a personal intention, 3 an unalterable arrangement or fact, 4 an immediate decision, 5 an action that will happen because it is regular or decided

exercise 1: 1 she's going to, 2 I'll, 3 I'm going to be, 4 I'll, 5 am leaving, 6 is not, 7 would, 8 will be doing, 9 will have gone, 10 are 10

exercise 2: 1 supposed/due/required/obliged, 2 just, 3 point, 4 unless, 5 be, 6 to, 7 left, 8 leaving/going/off, 9 be, 10 move

exercise 4: 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

Kulturraumstudien USA, Homework for October 31st

 For homework, please: 

- read National Parks Should Belong to Native Americans - The Atlantic (the article has been scanned and uploaded to Ilias as well and can be accessed in the "Week Three Reading" folder...there is also no need to read the article word-for-word/get caught up in specific historical details; read with the main aim of understanding Treuer's main arguments) and answer the following questions/do the following: 

1. List some of the reasons Treuer gives for advocating a return of Native land to Native tribes.

2. In the article, Treuer writes, "In some respects, ours is an era of Native resurgence." Do you agree? Why or why not?

3. Do you think Treuer's proposal concerning how to implement a return of these lands is feasible? Support your answer with details. 

At this point in the semester, I would recommend that all of you have a US map at hand/in your notes for quick reference as well as a timeline of presidents (since certain periods of time are referred to by presidential administrations, e.g. the zeitgeist of the Obama era). 

Resources cited in class:

The U.S. Dialect Quiz: How Y’all, Youse and You Guys Talk - The New York Times (nytimes.com)

Address at Rice University on the Nation's Space Effort | JFK Library

Kompetenzerweiterung I (Monday Group), Homework for October 31st

For homework, please:

Complete the exercises (i.e. A-J) for Unit 5 and read through the grammar details for Unit 5 (Future Time). Pay particular attention to the examples your book provides for will and going-to future on pg. 38. Check your work using your book's key and bring any questions you have regarding rules/these solutions with you to next Wednesday's session. 

Please complete exercises A-E (pp.30-31) and exercises M and N (pg. 35) in Unit 4 (Change and Technology). Bring any questions you have with you to our session next Wednesday. 

Review participle clauses on this webpage and complete both grammar tests 1 and 2: Participle clauses | LearnEnglish (britishcouncil.org) (The British Council site is extremely useful in terms of suplementary exercises and grammar explanations.)

Kompetenzerweiterung I (Thursday Group), Homework for October 27th

 For homework, please:

Complete the exercises (i.e. A-J) for Unit 5 and read through the grammar details for Unit 5 (Future Time). Pay particular attention to the examples your book provides for will and going-to future on pg. 38. Check your work using your book's key and bring any questions you have regarding rules/these solutions with you to next Thursday's session. 

Please complete exercises A-E (pp. 30-31) and exercises M and N (pg. 35) in Unit 4 (Change and Technology). Bring any questions you have with you to our session next Thursday. 

Return to Unit 2 (Thinking and Learning) and write down 5-10 words/expressions that could be used in an essay written in response to the question, "Should schools do away with grades?" (Consider what the prompt is asking you to address and what thesis statements could serve as the core of an essay written in response to the prompt.)

As promised, here is the list of group nouns discussed in class (the British Council website is a GREAT resource to consult, particularly when it comes to looking up the conventions of British English usage): Group nouns | LearnEnglish (britishcouncil.org)

Kompetenzerweiterung I (Wednesday Group), Homework for October 26th

For homework, please:

Complete the exercises (i.e. A-J) for Unit 5 and read through the grammar details for Unit 5 (Future Time). Pay particular attention to the examples your book provides for will and going-to future on pg. 38. Check your work using your book's key and bring any questions you have regarding rules/these solutions with you to next Wednesday's session. 

Please complete exercises A-E (pp.30-31) and exercises M and N (pg. 35) in Unit 4 (Change and Technology). Bring any questions you have with you to our session next Wednesday. 

Review the participle clause handout distributed in class (and also posted to Ilias) and complete the exercise at the bottom of the back page/second page about writing two sentences about yourself. In addition to this, please read the participle clauses box on pg. 139 of your book and complete exercise H on pg. 141. 

Kulturraumstudien USA, Homework for October 24th

For homework, please: 

watch these videos on US accents (the three parts total to about 35 minutes, so plan your viewing accordingly): 

Accent Expert Gives a Tour of U.S. Accents - (Part One) | WIRED - YouTube

Accent Expert Gives a Tour of U.S. Accents - (Part 2) | WIRED - YouTube

Accent Expert Gives a Tour of North American Accents - (Part 3) | WIRED - YouTube

Take some notes as you listen (no need to be comprehensive, but jot down some terms/details/historical information that interest(s) you) and see if you can place where some of the accents you hear in your favorite series (think characters whose accents stand out like Sheldon from The Big Bang Theory or Phoebe from Friends) are from. 

For those who want to geek out about dialectology, accents, and varieties further, here are some useful links: 

American Dialect Society

Language Log (upenn.edu)

Other links of interest/links referenced in class: 

Malcolm X "dictionary scene": Malcolm X | "God Is Black" | Netflix - YouTube

Music from Earth featured on the Voyager Golden Record: Voyager - Music on the Golden Record (nasa.gov)

The 116 images featured in the Voyager Golden Record: The 116 images NASA wants aliens to see - YouTube

Kompetenzerweiterung I (Monday Group), Homework for October 24th

  Please complete the exercises (i.e. A-J) for Unit 3 that have been posted on Ilias and read through the grammar details for Unit 3. I have posted an answer key for these exercises to the Unit 3 folder and would like you to consult this key to check your work AFTER you have given the exercises a go on your own. Bring any questions you have regarding rules/these solutions with you to next Monday's session. 

Complete exercises 3 and 4 on the stative verbs handout distributed in class. (It has also been uploaded to Ilias.) 

Read at least two of the essays written in response to whether it should be acceptable or not to donate store-bought goods to school bake sales: Putting the 'Bake' in Bake Sale - Room for Debate - NYTimes.com

After you've read the essays, decide what were the merits of each using the following categories: 1) strength of thesis statement, 2) convincing detail, 3) cohesive structure, 4) interesting word choice

Have a look at this video: Should we be worried about technology? | The Economist - YouTube

and 1) take down notes concerning what can be worrying about technology, 2) what tech lash is, 3) why the video ultimately argues that we shouldn't be worred about tech. Reflect on the points of the video you agree with and those you disagree with.

Kompetenzerweiterung I, Thursday Group (Homework for October 19th)

 Please complete the exercises (i.e. A-J) for Unit 3 that have been posted on Ilias and read through the grammar details for Unit 3. I have posted an answer key for these exercises to the Unit 3 folder and would like you to consult this key to check your work AFTER you have given the exercises a go on your own. Bring any questions you have regarding rules/these solutions with you to next Thursday's session. 

Complete exercises 3 and 4 on the stative verbs handout distributed in class. (It has also been uploaded to Ilias.) 

Read at least two of the essays written in response to whether it should be acceptable or not to donate store-bought goods to school bake sales: Putting the 'Bake' in Bake Sale - Room for Debate - NYTimes.com

After you've read the essays, decide what were the merits of each using the following categories: 1) strength of thesis statement, 2) convincing detail, 3) cohesive structure, 4) interesting word choice

Have a look at this video: Should we be worried about technology? | The Economist - YouTube

and 1) take down notes concerning what can be worrying about technology, 2) what tech lash is, 3) why the video ultimately argues that we shouldn't be worred about tech. Reflect on the points of the video you agree with and those you disagree with.

Kompetenzerweiterung I (Wednesday Group), Homework for October 19th

Please complete the exercises (i.e. A-J) for Unit 3 that have been posted on Ilias and read through the grammar details for Unit 3. I have posted an answer key for these exercises to the Unit 3 folder and would like you to consult this key to check your work AFTER you have given the exercises a go on your own. Bring any questions you have regarding rules/these solutions with you to next Wednesday's session. 

Complete exercises 3 and 4 on the stative verbs handout distributed in class. (It has also been uploaded to Ilias.) 

Read at least two of the essays written in response to whether it should be acceptable or not to donate store-bought goods to school bake sales: Putting the 'Bake' in Bake Sale - Room for Debate - NYTimes.com

After you've read the essays, decide what were the merits of each using the following categories: 1) strength of thesis statement, 2) convincing detail, 3) cohesive structure, 4) interesting word choice

Have a look at this video: Should we be worried about technology? | The Economist - YouTube

and 1) take down notes concerning what can be worrying about technology, 2) what tech lash is, 3) why the video ultimately argues that we shouldn't be worred about tech. Reflect on the points of the video you agree with and those you disagree with.

Kulturraumstudien USA, Homework for October 17th

Welcome to the course!

For homework, please: 

- read the reading on Ilias featured in the "Week One reading" folder (pp. 17-29). Pay particular attention to the different types of examples used in this chapter. Find a US speech (it doesn't necessarily need to be from a politician; graduation/commencement speeches can serve as wonderful sources) and identify at least five different (conceptual) metaphors used in the speech (with the sections/examples in which they are used). Bring the speech and these notes with you to next week's class.

- do a Google Maps search (or other search engine of your choice) for Washington D.C. and have a look at what is referred to as the "National Mall". Using Hall's Triad, what monuments/institutions/offices located on and around the Mall strike you as interesting from a cultural studies perspective? What formal and informal levels lie beneath their surfaces? What is "missing" from the National Mall, in your opinion?

Kompetenzerweiterung I (Monday Group), Homework for October 17th

   Welcome to the course! 

In preparation of next Monday's session (10/17), please do the following:

Purchase the textbook (Destination C1 & C2 with key, ISBN 978-3190629558) and bring it with you to each class session as soon as you get it.

Please complete the exercises (i.e. A-J) for Unit 1 that have been posted on Ilias and read through the grammar details for Unit 1. I have posted an answer key for these exercises to the Unit 1 folder and would like you to consult this key to check your work AFTER you have given the exercises a go on your own. Bring any questions you have regarding rules/these solutions with you to next Monday's session. 

Since we are working with present perfect in Unit 1, it is essential that you review the irregular past participles for irregular verbs in English. This list is not included in the book, so I encourage you to consult previous texts you've used or use this list available here: https://speakspeak.com/resources/vocabulary-general-english/english-irregular-verbs

Have a look at the topic vocabulary and word formation words for Unit 2 and complete exercises A-D and M-O. Check your answers using the answer key and bring in any questions you have with you to class.

Bring in a concrete goal you'd like to achieve this semester which is a specific as possible (i.e. instead of "improve my vocabulary" make it "100 new (phrasal) verbs").

Read/skim the remaining responses in "best sense other responses" and: 

a) decide which response you find most compelling (be able to share with the group why)

b) identify specifically British English spellings/phrasings used in the texts

c) identify 10 words that are new to you/that you know you don't use in your active vocabulary and would like to incorporate into your active use

d) identify other collocations for "sense" (e.g. a sense of humor, fashion sense, etc.)

Kompetenzerweiterung I (Thursday Group), Homework for October 13th

  Welcome to the course! 

In preparation of next Thursday's session (10/13), please do the following:

Purchase the textbook (Destination C1 & C2 with key, ISBN 978-3190629558) and bring it with you to each class session as soon as you get it.

Please complete the exercises (i.e. A-J) for Unit 1 that have been posted on Ilias and read through the grammar details for Unit 1. I have posted an answer key for these exercises to the Unit 1 folder and would like you to consult this key to check your work AFTER you have given the exercises a go on your own. Bring any questions you have regarding rules/these solutions with you to next Thursday's session. 

Since we are working with present perfect in Unit 1, it is essential that you review the irregular past participles for irregular verbs in English. This list is not included in the book, so I encourage you to consult previous texts you've used or use this list available here: https://speakspeak.com/resources/vocabulary-general-english/english-irregular-verbs

Have a look at the topic vocabulary and word formation words for Unit 2 and complete exercises A-D and M-O. Check your answers using the answer key and bring in any questions you have with you to class.

Bring in a concrete goal you'd like to achieve this semester which is a specific as possible (i.e. instead of "improve my vocabulary" make it "100 new (phrasal) verbs").

Read/skim the remaining responses in "best sense other responses" and: 

a) decide which response you find most compelling (be able to share with the group why)

b) identify specifically British English spellings/phrasings used in the texts

c) identify 10 words that are new to you/that you know you don't use in your active vocabulary and would like to incorporate into your active use

d) identify other collocations for "sense" (e.g. a sense of humor, fashion sense, etc.)

Kompetenzerweiterung I (Wednesday Group), Homework for October 12th

 Welcome to the course! 

In preparation of next Wednesday's session (10/12), please do the following:

Purchase the textbook (Destination C1 & C2 with key, ISBN 978-3190629558) and bring it with you to each class session as soon as you get it.

Please complete the exercises (i.e. A-J) for Unit 1 that have been posted on Ilias and read through the grammar details for Unit 1. I have posted an answer key for these exercises to the Unit 1 folder and would like you to consult this key to check your work AFTER you have given the exercises a go on your own. Bring any questions you have regarding rules/these solutions with you to next Wednesday's session. 

Since we are working with present perfect in Unit 1, it is essential that you review the irregular past participles for irregular verbs in English. This list is not included in the book, so I encourage you to consult previous texts you've used or use this list available here: https://speakspeak.com/resources/vocabulary-general-english/english-irregular-verbs

Have a look at the topic vocabulary and word formation words for Unit 2 and complete exercises A-D and M-O. Check your answers using the answer key and bring in any questions you have with you to class.

Bring in a concrete goal you'd like to achieve this semester which is a specific as possible (i.e. instead of "improve my vocabulary" make it "100 new (phrasal) verbs").

Read/skim the remaining responses in "best sense other responses" and: 

a) decide which response you find most compelling (be able to share with the group why)

b) identify specifically British English spellings/phrasings used in the texts

c) identify 10 words that are new to you/that you know you don't use in your active vocabulary and would like to incorporate into your active use

d) identify other collocations for "sense"