For homework complete the following exercises:
Reported speech: http://speakspeak.com/english-grammar-exercises/upper-intermediate/reported-speech
Conditionals and if-clauses: https://www.ego4u.com/en/cram-up/tests/conditional-sentences-3
Also: please listen to a podcast in response to today's election results and take notes on it.
Uni life hacks as conditional clauses (Types 0-3)
Type 0: If you take careful notes, you do better on exams.
Type 1: If Ersti-Ralley binge drinking is not your thing, you will still find friends elsewhere.
Type 2: If I had to do it all over again, I'd still be an English major.
Type 3: If I had taken the introductory courses seriously, I wouldn't have to retake them now.
Notes on "if I were": https://www.cliffsnotes.com/cliffsnotes/subjects/writing/which-is-correct-if-i-was-or-if-i-were-and-why
On reporting someone else's reported speech:
If I have the following scenario in which my partner, describing a pivotal moment in his life, tells me, "My high school music teacher had a big impact on me when she said, "George, I believe in you and the sky's the limit.'"
In reported speech, I would say this as follows: George said that his high school music had had a big impact on him when she said that she believed in him and that the sky was the limit.
Notice that all of the verbs are transformed using the principles from the table we completed in class today: namely, the verbs "move one step back in time". The only expression that remains the same is the simple past for "said" and this is generally true for introducing reported speech in general; no matter what verb I choose (report, whisper, yell, murmur, scream, etc.), it stays in the simple past to introduce reported/indirect speech.
Answers to the listening comprehension from last week:
a) Pipeline crosses sacred land and could contaminate natural resources
b) crossed property where pipeline is being built, constructed wooden bridge to get at it, swimming across river to get to it
c) in favor of rerouting the pipeline and accomodating sacred lands
d) stalemate
e) set of demands unlikely to come into fruition
Wednesday, November 9, 2016
Tuesday, November 8, 2016
Writing Skills II, Homework for Week 5
Complete your essay for submission in our next class (if you will not be submitting an essay this time, try to at least brainstorm/come up with an outline of what you would do). The topic of this essay assignment can be found in my previous posts for the class. Essays must follow these guidelines, otherwise they will not be accepted:
1. Essays need to be between 300-500 words. Do not exceed 500 words (this is an exercise in editing if you find that you are over this boundary).
2. Essays must be in 12-pt font and double spaced. (This is crucial for my remarks and corrections.)
3. Your submission must include a print-out of the essay your are analyzing rhetorically. (Otherwise, I have no context for it.)
4. Essays must be submitted printed out and submitted in our class. I'm afraid I can't make any exceptions given the sheer numbers of students I have this semester. This means no late or online submissions, unless you provide a doctor's note. If you are missing class in week 5 for another reason, your essay must be submitted by another person in class, otherwise I will not accept it for this deadline (you can always turn it in for the next essay assignment).
5. I will stop correctly any essay that has not first gone through an English spell check. Make sure that your word processor is on the English USA/UK setting when you are writing or use online spell check websites like this one: https://www.jspell.com/public-spell-checker.html
There is simply no excuse for not running your essay through a standard spelling and grammar check PRIOR to submission.
6. It goes without saying that plagiarizing this assignment is a waste of everyone's time and will result in not being admitted to the exam.
This semester I have 115 writing students (the limit on BASIS was 75). Please respect the fact that I have accomodated all of you by strictly following the guidelines outlined in the six points above. This will result in us having the opportunity to write as much as possible and for me to provide you with personalized feedback.
1. Essays need to be between 300-500 words. Do not exceed 500 words (this is an exercise in editing if you find that you are over this boundary).
2. Essays must be in 12-pt font and double spaced. (This is crucial for my remarks and corrections.)
3. Your submission must include a print-out of the essay your are analyzing rhetorically. (Otherwise, I have no context for it.)
4. Essays must be submitted printed out and submitted in our class. I'm afraid I can't make any exceptions given the sheer numbers of students I have this semester. This means no late or online submissions, unless you provide a doctor's note. If you are missing class in week 5 for another reason, your essay must be submitted by another person in class, otherwise I will not accept it for this deadline (you can always turn it in for the next essay assignment).
5. I will stop correctly any essay that has not first gone through an English spell check. Make sure that your word processor is on the English USA/UK setting when you are writing or use online spell check websites like this one: https://www.jspell.com/public-spell-checker.html
There is simply no excuse for not running your essay through a standard spelling and grammar check PRIOR to submission.
6. It goes without saying that plagiarizing this assignment is a waste of everyone's time and will result in not being admitted to the exam.
This semester I have 115 writing students (the limit on BASIS was 75). Please respect the fact that I have accomodated all of you by strictly following the guidelines outlined in the six points above. This will result in us having the opportunity to write as much as possible and for me to provide you with personalized feedback.
Language Skills I, Homework for Week 5
For homework:
1. Complete exercises 11 and 12 on pg. 46 of the reader.
2. Complete exercises 1, 2, 3 and 4 on pgsd. 50-51 of the reader.
3. Complete the exercise on the top of pg. 143 of the reader (not the "spot the mistake" exercise). Try to the IPA on your own first, then use the tables in the reader for help, then check your work with a dictionary. If you have time, complete the exercise on pg. 151 as well.
4. Check your answers for exercise 7 on pg. 37 and bring in any questions you might have to class (esp. concerning whether other answers could be valid alternatives in English):
1. Have you had or did you have / had
2. hasn't watered
3. just cleaned or have just cleaned
4. were
5. hurt or have hurt
6. went
7. have been built
8. were built
9. arrived / started
10. you have never met
11. was / ever had (remember, he's dead)
12. Have you read or Did you read
13. have been doing / haven't finished yet / have done / start
14. just picked or have just picked / have been growing / have never had
15. have you done or did you do / used
16. just sold or has just sold / have been painting / have not sold
17. has this happened before? / have thrown
18. have you done or did you do / just went off or has just gone off
19. worked / was / has presented
20. have been mending / have managed / has broken or broke
5. Review simple past forms and past participles on this page! http://www.myenglishteacher.net/irregular_verbs.html
1. Complete exercises 11 and 12 on pg. 46 of the reader.
2. Complete exercises 1, 2, 3 and 4 on pgsd. 50-51 of the reader.
3. Complete the exercise on the top of pg. 143 of the reader (not the "spot the mistake" exercise). Try to the IPA on your own first, then use the tables in the reader for help, then check your work with a dictionary. If you have time, complete the exercise on pg. 151 as well.
4. Check your answers for exercise 7 on pg. 37 and bring in any questions you might have to class (esp. concerning whether other answers could be valid alternatives in English):
1. Have you had or did you have / had
2. hasn't watered
3. just cleaned or have just cleaned
4. were
5. hurt or have hurt
6. went
7. have been built
8. were built
9. arrived / started
10. you have never met
11. was / ever had (remember, he's dead)
12. Have you read or Did you read
13. have been doing / haven't finished yet / have done / start
14. just picked or have just picked / have been growing / have never had
15. have you done or did you do / used
16. just sold or has just sold / have been painting / have not sold
17. has this happened before? / have thrown
18. have you done or did you do / just went off or has just gone off
19. worked / was / has presented
20. have been mending / have managed / has broken or broke
5. Review simple past forms and past participles on this page! http://www.myenglishteacher.net/irregular_verbs.html
Thursday, November 3, 2016
Writing Skills II, Homework for Week 4
For homework, please:
1. Review the questions for rhetorical analysis presented on pgs. 45 and 46 of the reader (the questions on pg. 36 can also help). Outline a rhetorical analysis examining the Vine article distributed in class today.
2. Check your answers for exercise 10:
1. reject or decline; usher in; allow; tolerate; represent or advocate; develop; depart; undertake; abhor; dismiss; cooperate; abandon; to be afflicted with/by; obgligate oneself to; dismiss
2. 1) investigate, 2) raise, 3) intervene, 4) eliminate, 5) reduce, 6) establish, 7) fluctuate, 8) propose
3. tolerate; triggered/caused; considering; taper off; continue; delayed; demolished; reduced; demands/requires; consider; substitutes/replaces; employ/use
1. Review the questions for rhetorical analysis presented on pgs. 45 and 46 of the reader (the questions on pg. 36 can also help). Outline a rhetorical analysis examining the Vine article distributed in class today.
2. Check your answers for exercise 10:
1. reject or decline; usher in; allow; tolerate; represent or advocate; develop; depart; undertake; abhor; dismiss; cooperate; abandon; to be afflicted with/by; obgligate oneself to; dismiss
2. 1) investigate, 2) raise, 3) intervene, 4) eliminate, 5) reduce, 6) establish, 7) fluctuate, 8) propose
3. tolerate; triggered/caused; considering; taper off; continue; delayed; demolished; reduced; demands/requires; consider; substitutes/replaces; employ/use
Regional Studies USA Übung, Homework for Week 4
Chapter Five: A Kind of Revolution
1. (pg. 79) Compare requirements for conscription between the Revolutionary War, WWII, and the Vietnam War. Where are they similar and where are they different?
2. (pg. 79) According to Zinn, what is the role of a military in forming a concept of nation?
3. What political parties were present in the political landscape of Revolutionary War?
Chapter Six: The Intimately Oppressed
4. What were considered female virtues in the United States in the early-to-mid 19th century? How do they compare with mainstream female virtues in the US today? (How can we determine what a modern virtue even is?)
5. Investigate some of the men who supported women's suffrage and expanded rights for women in the 19th century. How did they contribute to advancing this idea and, later, cause?
On Wednesday, have a look at the breakdown of which candidate won which states, paying particular attention to swing states.
1. (pg. 79) Compare requirements for conscription between the Revolutionary War, WWII, and the Vietnam War. Where are they similar and where are they different?
2. (pg. 79) According to Zinn, what is the role of a military in forming a concept of nation?
3. What political parties were present in the political landscape of Revolutionary War?
Chapter Six: The Intimately Oppressed
4. What were considered female virtues in the United States in the early-to-mid 19th century? How do they compare with mainstream female virtues in the US today? (How can we determine what a modern virtue even is?)
5. Investigate some of the men who supported women's suffrage and expanded rights for women in the 19th century. How did they contribute to advancing this idea and, later, cause?
On Wednesday, have a look at the breakdown of which candidate won which states, paying particular attention to swing states.
Language Skills II, Homework for Week 4
For homework:
1. Have a look at the four basic types of conditionals on this page http://www.grammar.cl/english/conditionals.htm and write four "life hacks" for Erstis (one for each type).
2. Then test your knowledge here: http://www.englisch-hilfen.de/en/complex_tests/if_clauses1/index.php
3. Review vocabulary for describing graphs here: http://www.dcielts.com/task-1-2/trend-vocabulary-ielts/
4. Listen to the following NPR broadcast http://www.npr.org/2016/11/02/500407375/army-corps-of-engineers-considers-rerouting-dakota-access-pipeline and answer the following questions:
a) Why do the Sioux oppose the construction of the Dakota Access Pipeline?
b) What have protesters done to demonstrate against the construction of the pipeline?
c) What is Obama's stance on the construction?
d) What does the head of the Sioux tribe demand (3 things)?
e) What is a standoff?
f) What is a "tall order"?
1. Have a look at the four basic types of conditionals on this page http://www.grammar.cl/english/conditionals.htm and write four "life hacks" for Erstis (one for each type).
2. Then test your knowledge here: http://www.englisch-hilfen.de/en/complex_tests/if_clauses1/index.php
3. Review vocabulary for describing graphs here: http://www.dcielts.com/task-1-2/trend-vocabulary-ielts/
4. Listen to the following NPR broadcast http://www.npr.org/2016/11/02/500407375/army-corps-of-engineers-considers-rerouting-dakota-access-pipeline and answer the following questions:
a) Why do the Sioux oppose the construction of the Dakota Access Pipeline?
b) What have protesters done to demonstrate against the construction of the pipeline?
c) What is Obama's stance on the construction?
d) What does the head of the Sioux tribe demand (3 things)?
e) What is a standoff?
f) What is a "tall order"?
Language Skills I, Homework for Week 4
**Note to my Tuesday class: please make sure that you prepare this homework AND the homework posted for Week 3 (see archived posts) for our next session**
For homework, please:
1. Complete the exercise on pg. 137 and exercises 3 and 4 on pgs. 100-101
2. Read pgs. 22-26 of the reader and complete exercises 6 and 7 on pgs. 37-38
3. Prepare your clues and timeline for our warm-up game that we outlined in class (this does not apply to the Tuesday class).
Check your answers for exercises 1 and 2 on pgs. 99-100:
Exercise 1: of subsidizing, enforcing, on drawing, to stop, to sustain, of buying, of watching, booking, of travelling, from using, to cover, to save
Exercise 2: using up, polluting, to set, using, to treat, regarding, to become, slowing down, introducing, to conserve, to be, re-thinking
For homework, please:
1. Complete the exercise on pg. 137 and exercises 3 and 4 on pgs. 100-101
2. Read pgs. 22-26 of the reader and complete exercises 6 and 7 on pgs. 37-38
3. Prepare your clues and timeline for our warm-up game that we outlined in class (this does not apply to the Tuesday class).
Check your answers for exercises 1 and 2 on pgs. 99-100:
Exercise 1: of subsidizing, enforcing, on drawing, to stop, to sustain, of buying, of watching, booking, of travelling, from using, to cover, to save
Exercise 2: using up, polluting, to set, using, to treat, regarding, to become, slowing down, introducing, to conserve, to be, re-thinking
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