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1400 flashcardsder Lebensstil
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der Lebensstil
lifestyle
der Tagesablauf / die Routine
the daily routine
das Lebenstempo
the pace of life
früh aufstehen
to get up early
das Wohlbefinden
well-being
gesund leben
to live a healthy life
die Work-Life-Balance / das Gleichgewicht
work-life balance
abschalten (von den Bildschirmen)
to switch off (from screens)
gestresst sein
to be stressed
ein bewegungsarmes Leben
a sedentary life
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Gesundheit
health
das Wohlbefinden
well-being
eine ausgewogene Ernährung
a balanced diet
Sport treiben
to exercise / to do sport
fit sein / in Form sein
to be fit
gut schlafen / der Schlaf
to sleep well / sleep
die psychische Gesundheit
mental health
das Fast Food
fast food
auf sich achten / sich pflegen
to look after yourself
gesunde Gewohnheiten
healthy habits
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Überzeugung
belief / conviction
der Wert (die Werte)
value (values)
der Glaube
faith / belief
die Tradition
tradition
der Respekt
respect
die Toleranz
tolerance
die Ehrlichkeit
honesty
die Gleichheit
equality
zusammenleben
to live together (in harmony)
urteilen
to judge
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), obwohl (although) — also: außerdem, deshalb.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Subkultur
subculture
die Jugendkultur
youth culture / youth subculture
zu (einer Gruppe) gehören
to belong to (a group)
die Identität
identity
sich ausdrücken
to express oneself
das Hobby
hobby
der Stil / der Look
style / look, aesthetic
dazugehören / sich anpassen
to fit in / to conform
sich akzeptiert fühlen
to feel accepted
die Online-Gemeinschaft
online community
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Muttersprache
mother tongue
die Sprache
language
zweisprachig sein
to be bilingual
der/die Sprecher(in)
speaker
die Minderheitensprache
minority language
die Regionalsprache / der Dialekt
regional language / dialect
eine Sprache bewahren
to preserve a language
vom Aussterben bedroht sein
to be at risk of dying out
von Generation zu Generation weitergeben
to pass on from generation to generation
stolz auf etwas sein
to feel proud of something
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Freizeit
leisure / free time
das Hobby / der Zeitvertreib
hobby / pastime
die Zeit (sinnvoll) nutzen
to make good use of your time
sich für (einen Kurs) anmelden
to sign up for (a course)
sich mit Freunden treffen
to meet up with friends
ein Instrument spielen
to play an instrument
Sport treiben
to play / do a sport
die Videospiele
video games
sich entspannen / abschalten
to relax / to switch off
sich amüsieren / Spaß haben
to have fun / to have a good time
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Reise
the trip / journey
die Ferien / der Urlaub
the holidays / vacation
das Reiseziel / das Ziel
the destination
die Unterkunft
accommodation
buchen (ein Hotel / eine Fahrkarte)
to book (a hotel / a ticket)
den Koffer packen
to pack (a suitcase)
der Massentourismus
mass tourism
auf eigene Faust reisen
to travel independently
die Landschaft
the landscape / scenery
der Schüleraustausch
a school exchange
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Lebensgeschichte
life story
eine Erfahrung / ein Erlebnis
an experience
eine Erinnerung
a memory
die Kindheit
childhood
ein unvergesslicher Moment
an unforgettable moment
ein Wendepunkt
a turning point
eine Schwierigkeit überwinden
to overcome a difficulty
etwas/jemanden vermissen
to miss (someone/something)
erwachsen werden / reifen
to grow up / to mature
stolz sein auf
to be proud of
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
der Übergangsritus
rite of passage
der Lebensabschnitt / die Etappe
stage of life
der Meilenstein
milestone
erwachsen werden
to grow up
die Volljährigkeit
coming of age / legal adulthood
der Schulabschluss / die Abschlussfeier
school-leaving / graduation ceremony
von zu Hause ausziehen
to move out of home
selbstständig werden
to become independent
ein Wendepunkt
a turning point
ein unvergesslicher Moment
an unforgettable moment
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Ich finde, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
der Brauch (Bräuche)
custom / tradition
die Tradition
tradition
das (Volks)fest
(popular) festival / celebration
der Umzug
parade / procession
die Tracht
traditional costume
das traditionelle Rezept
traditional recipe
das typische Gericht
typical dish
zusammenkommen (mit der Familie)
to get together (with family)
die Wurzeln
roots (origins)
von Generation zu Generation weitergeben
to pass on from generation to generation
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Migration / migrieren
migration / to migrate
auswandern
to emigrate (leave your country)
einwandern / der Einwanderer
to immigrate / the immigrant
umziehen
to move (house/country)
sich anpassen / die Anpassung
to adapt / adaptation
sich integrieren / die Integration
to integrate / integration
der Kulturschock
culture shock
vermissen
to miss (someone/something)
die Sprachbarriere
the language barrier
das Aufnahmeland / das Gastland
the host country
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits an email to a friend?
Informal — du, friendly and personal, with a greeting and sign-off.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Unterhaltung
entertainment
die Veranstaltung / die Vorstellung
show / performance / event
das Konzert
concert
der Film
film / movie
die Serie
(TV) series
das Videospiel
video game
unterhaltsam
entertaining / fun
langweilig
boring
(einen Film) veröffentlichen / herausbringen
to release / to premiere (a film)
empfehlen
to recommend
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
der künstlerische Ausdruck
artistic expression
das (Kunst)werk
the work (of art)
das Gemälde / das Bild
the painting / picture
die Ausstellung
the exhibition
das Museum / die Galerie
the museum / the gallery
das Theaterstück
the play (theatre)
der Film
the film
berühren / bewegen
to move (emotionally)
eine Botschaft vermitteln
to convey a message
Kunst schätzen
to appreciate art
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Medien
the media
die Nachrichten
the news
die Presse (digital / gedruckt)
the (digital / print) press
der Journalist / die Journalistin
the journalist
die sozialen Medien
social media / social networks
sich informieren (über)
to get informed (about)
einen Beitrag teilen
to share a post
die Information prüfen
to check the information
die Quelle
the (information) source
die Fake News / Falschmeldungen
fake news
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Technologie / die Technik
technology
das Gerät
device / gadget
der Bildschirm
screen
die App / die Anwendung
app / application
die sozialen Medien
social media
die künstliche Intelligenz (KI)
artificial intelligence (AI)
der Roboter
robot
programmieren / das Programmieren
to code / coding
das Werkzeug
tool
von der Technik abhängig sein
to depend on technology
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die wissenschaftliche Innovation
scientific innovation
die Erfindung / erfinden
invention / to invent
der technologische Fortschritt
technological advance
die künstliche Intelligenz (KI)
artificial intelligence (AI)
die Entdeckung / entdecken
discovery / to discover
die Forschung / forschen
research / to research
ein Problem lösen
to solve a problem
nachhaltig
sustainable
die Umwelt
the environment
die Ethik
ethics
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Beziehung
the relationship
die Freundschaft
friendship
das Vertrauen
trust
sich gut verstehen (mit)
to get on well (with)
sich streiten — der Streit
to argue — the argument
sich versöhnen
to make up / be reconciled
die Unterstützung — jemanden unterstützen
support — to support someone
die Generationenkluft
the generation gap
der Respekt — respektieren
respect — to respect
Zeit miteinander verbringen
to spend time together
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Ich finde, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for friends?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Gemeinschaft
community
das Viertel / der Stadtteil
neighbourhood / district
der Nachbar / die Nachbarin
neighbour
der Nachbarschaftsverein
neighbourhood / residents' association
der öffentliche Raum
public space
der Gemeinschaftsgarten
community garden
das Ehrenamt / die Freiwilligenarbeit
volunteering
zusammenarbeiten
to collaborate / to work together
(jemandem) unter die Arme greifen
to lend a hand
zusammenleben
to live together / to coexist
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
das Ehrenamt / die ehrenamtliche Arbeit
voluntary work / volunteering
der/die Freiwillige
the volunteer
sich engagieren (für + Akk.)
to get involved (in / for)
sich einsetzen (für + Akk.)
to stand up / commit oneself (for)
anderen helfen
to help others
die Gemeinschaft / die Gemeinde
the community
die Hilfsorganisation
the aid organisation
spenden — die Spende
to donate — the donation
die Tafel
the food bank
etwas bewirken
to make a difference
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Ich finde, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Bildung
education
das (Schul)fach
the (school) subject
eine Prüfung bestehen
to pass an exam
eine Prüfung nicht bestehen
to fail an exam
sich Notizen machen
to take notes
wiederholen
to revise
das Stipendium
the scholarship / grant
das Studium
the university degree / course
sich einschreiben
to enrol
die Oberstufe / das Abitur
upper-secondary / the school-leaving exam
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Arbeitswelt
the working world
der Beruf
the job / profession
das Praktikum
the work placement / internship
der Ferienjob
the summer / holiday job
sich bewerben (um eine Stelle)
to apply (for a job)
das Vorstellungsgespräch
the job interview
der Lebenslauf
the CV / résumé
das Gehalt / der Lohn
the salary / pay
Erfahrung sammeln
to gain experience
pünktlich sein
to be punctual
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Ich finde, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
das Gesetz
the law
die Regel / die Vorschrift
the rule
das Recht
the right
die Pflicht
the duty / obligation
der Bürger / die Bürgerin
the citizen
die Gerechtigkeit
justice
gerecht — ungerecht
fair — unfair
(die Regeln) respektieren
to respect (the rules)
mitmachen / sich beteiligen
to take part / participate
das Zusammenleben
living together / coexistence
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Umwelt
the environment
der Klimawandel
climate change
die Umweltverschmutzung
pollution
recyceln
to recycle
der Abfall / der Müll
waste / rubbish
(Wasser / Energie) sparen
to save (water / energy)
das Einwegplastik
single-use plastic
die erneuerbaren Energien
renewable energy
nachhaltig
sustainable
die Natur schützen
to protect nature
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Menschenrechte
human rights
das Recht (auf etwas)
the right (to something)
die Freiheit
freedom
die Gleichheit / die Gleichberechtigung
equality / equal rights
die Gerechtigkeit
justice
die Diskriminierung
discrimination
die Würde
dignity
sich für etwas einsetzen
to stand up for something
die Petition unterschreiben
to sign the petition
die Meinungsfreiheit
freedom of speech
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Ich bin der Meinung, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
der Frieden
peace
der Konflikt
conflict
der Dialog / das Gespräch
dialogue / conversation
das Zusammenleben
living together / coexistence
der Respekt
respect
die Toleranz
tolerance
(sich) streiten
to argue / to quarrel
eine Einigung erzielen
to reach an agreement
die Streitschlichtung / die Vermittlung
mediation
friedlich zusammenleben
to live together in peace
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Gleichberechtigung / die Gleichheit
equality
die Ungleichheit
inequality
die Diskriminierung
discrimination
die Vielfalt
diversity
die Inklusion
inclusion
das Vorurteil
prejudice
das Recht (die Rechte)
the right (rights)
die Lohnlücke
the pay gap
jemanden ausgrenzen / ausschließen
to exclude someone
alle gleich behandeln
to treat everyone equally
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Ich finde es ungerecht, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Globalisierung
globalization
der internationale Handel
international trade
die globale Marke
the global brand
die Schnellrestaurant-Kette
the fast-food chain
das lokale Geschäft
local business
der kulturelle Austausch
cultural exchange
die Identität
identity
die Ungleichheit
inequality
der Konsum
consumption
das Lokale unterstützen
to support what is local
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Ethik / ethisch
ethics / ethical
das (moralische) Dilemma
a (moral) dilemma
der Wert (die Werte)
value(s)
die Ehrlichkeit — ehrlich
honesty — honest
die Verantwortung — verantwortungsvoll
responsibility — responsible
die Pflicht
duty
das Gewissen
conscience
gerecht / ungerecht
fair / unfair
der verantwortungsvolle Konsum
responsible consumption
der faire Handel
fair trade
die Ausbeutung
exploitation
How do you introduce an ethical opinion in German?
Aus ethischer Sicht… / Ich finde es (un)gerecht, dass…
How do you signal the second side of an argument?
Einerseits… andererseits… (on the one hand… on the other hand…).
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Stadt — das Land
the city — the countryside
das Dorf
the village
das Viertel / der Stadtteil
the neighbourhood / district
die Landflucht
rural depopulation
umziehen (aufs Land / in die Stadt)
to move (house) to a place
die öffentlichen Verkehrsmittel
public transport
die Dienstleistungen / die Versorgung
services / provision
die Grünfläche / der Park
the green space / the park
der Stau
the traffic jam
die Luftverschmutzung
air pollution
How do you introduce an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Mir scheint, dass…
Give two connectors to link ideas.
jedoch (however), deshalb (therefore) — also: außerdem, obwohl.
Which register suits a blog for other students?
Informal — du/ihr, friendly and personal.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die (informelle) E-Mail / der Brief
the (informal) email / the letter
die Anrede
the greeting (Liebe/Lieber …)
der Einstieg
the opening (Wie geht es dir? …)
der Hauptteil
the body — your news, the longest part
die Schlussformel
the sign-off (Liebe Grüße, …)
Liebe … / Lieber …
Dear … (informal greeting + first name)
Wie geht es dir?
How are you? (informal opening)
Ich schreibe dir, weil…
I'm writing to you because…
Stell dir vor: …
Picture this / Guess what: …
Liebe Grüße, dein/deine …
Lots of love, your … (warm informal sign-off)
Which register does an informal email use?
Informal and warm — du (dich, dir, dein), a personal voice; never the formal Sie.
Name the five parts of an informal email/letter.
Greeting → opening → body → question to the reader → sign-off.
Which criterion rewards the informal-email conventions?
Criterion C (Conceptual) — greeting + sign-off frame, du throughout, a question back to the reader.
Give one informal greeting and one informal sign-off.
Greeting: „Liebe Lena,“ Sign-off: „Liebe Grüße, deine Mia“. (Note: lowercase after the greeting comma.)
der Blogeintrag
the blog post (entry)
die Überschrift
the headline / title (often a question)
der Einstieg / die Einleitung
the hook / the intro
die persönliche Stimme
the personal, opinionated voice
die Kommentare
the comments (readers reply below)
Hallo zusammen!
Hi everyone! (public greeting)
Heute möchte ich euch von … erzählen.
Today I want to tell you about…
Und ihr, was meint ihr dazu?
And what about you, what do you think?
Ich erzähle euch von meiner Erfahrung …
Let me tell you about my experience…
Bis zum nächsten Mal!
See you next time! (upbeat close)
Which register does a blog use?
Informal but public — „ihr“ (du), a lively personal voice; never formal „Sie“.
Name the five parts of a blog post.
Catchy title → hook/intro → body → question to readers → upbeat close.
Which criterion rewards the blog's conventions?
Criterion C (Conceptual) — catchy title, personal voice, question to readers, consistent register.
Give one blog hook and one blog close.
Hook: „Hallo zusammen! Heute möchte ich euch von … erzählen.“ Close: „Und ihr, was meint ihr dazu? Bis zum nächsten Mal!“
das (persönliche) Tagebuch
the (personal) diary
der Tagebucheintrag
the entry (one dated piece)
das Datum
the date (every entry begins with one)
das intime Register
intimate register (ich, first person)
Liebes Tagebuch,
Dear diary, (the opening)
Heute war ein … Tag.
Today was a … day.
Ich fühle mich…
I feel… (happy / sad / nervous)
Ich kann nicht aufhören, an … zu denken.
I can't stop thinking about…
Morgen hoffe ich…
Tomorrow I hope…
Gute Nacht, Tagebuch.
Good night, diary.
Which register does a personal diary use?
Intimate — first person (ich), a private reflective tone; no reader is addressed.
Name the five parts of a personal diary entry.
Date → opening (Liebes Tagebuch) → what happened → feelings & reflection → looking ahead / close.
Which criterion rewards the diary's conventions?
Criterion C (Conceptual) — the date, „Liebes Tagebuch“, intimate register, reflection.
Give one diary opening and one diary close.
Opening: „Liebes Tagebuch, heute war ein Tag…“ Close: „Morgen hoffe ich… Gute Nacht, Tagebuch.“
der (Social-Media-)Beitrag / der Post
the (social media) post
der Aufhänger / der Hook
the hook — the eye-catching first line
die Botschaft / die Kernaussage
the message — the one key thing
der Aufruf (zum Handeln)
the call to action (share, tag, come)
der Hashtag
the hashtag (#…)
Wusstet ihr, dass…?
Did you know that…? (a hook)
Teilt diesen Beitrag!
Share this post! (a call to action)
Markiert einen Freund!
Tag a friend! (a call to action)
Macht mit und sagt es weiter!
Join in and spread the word!
kurz und knackig
short and punchy
Which register does a social media post use?
Direct and lively — du/ihr (dich, dir, euch), a punchy voice with emojis; never the formal Sie.
Name the five parts of a social media post.
Hook → message (what/when/where) → reason → call to action → hashtags.
Which criterion rewards the social-post conventions?
Criterion C (Conceptual) — hook, call to action, hashtags, du/ihr; no greeting and no formal sign-off.
How does a social media post differ from an informal email?
A post is short and public, to many followers, with a hook, a call to action and hashtags, and NO greeting/sign-off; an email is to one person you know, with a greeting + sign-off frame.
der formelle Brief
the formal letter
der Betreff
the subject line
die Anrede
the greeting / salutation
Sehr geehrte Damen und Herren,
Dear Sir or Madam, (recipient unknown)
die Grußformel
the sign-off / closing formula
Mit freundlichen Grüßen
Yours sincerely / faithfully
das Anliegen
the request / matter / concern
sich beschweren — die Beschwerde
to complain — the complaint
die Anlage
the enclosure / attachment
Ich wäre Ihnen dankbar, wenn Sie …
I would be grateful if you …
Which address (Anrede/Grußformel) must a German formal letter use?
The formal Sie throughout — e.g. „Sehr geehrte Damen und Herren,“ … „Mit freundlichen Grüßen“.
Name the parts of a German formal letter in order.
Place + date → Betreff → Anrede → Hauptteil → Grußformel → name.
Which register suits a formal letter to a company?
Formal — Sie, polite and respectful, no slang or exclamations.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
der Bericht
the report
die Umfrage / die Befragung
the survey
die Ergebnisse / die Erkenntnisse
the findings / results
die Empfehlung / der Vorschlag
the recommendation / the proposal
die Verbesserung
the improvement
untersuchen
to examine / investigate
Verbesserungen vorschlagen
to propose improvements
sachlich / objektiv / unpersönlich
factual / objective / impersonal
How do you open the aim of a report?
„Das Ziel dieses Berichts ist es, … zu untersuchen / darzustellen.“
How do you introduce findings impersonally?
„Den Daten zufolge ist festzustellen, dass…“ / „Laut der Umfrage…“
How do you make a recommendation in a report?
„Es wird empfohlen, … zu …“ / „Es ist ratsam, … zu …“ — never „du musst…!“
How do you conclude a report?
„Abschließend lässt sich sagen, dass…“ — a short, objective summary.
Which register suits a report?
Formal, neutral and impersonal — facts, not feelings; avoid „ich finde“.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
der Vorschlag — vorschlagen
the proposal — to propose
das Ziel (dieses Vorschlags)
the aim (of this proposal)
die Schulleitung / die Behörde
the school management / the authority
ich wende mich an Sie
I am writing / turning to you (formal)
ich schlage vor, dass…
I propose that…
ich bitte Sie, … zu genehmigen
I ask you to approve…
begründen — die Begründung
to justify — the justification
aus diesen Gründen
for these reasons
im Voraus
in advance
Mit freundlichen Grüßen
Yours sincerely (formal sign-off)
Which register does a proposal use, and why?
Formal & persuasive (Sie) — you address an authority to convince them to approve a plan.
Name the four proposal conventions.
Title · aim · justified plan · final request (with formal sign-off).
How do you make a proposed measure score well?
Pair every measure with a reason/benefit: „Ich schlage vor…, da…“.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Anleitung / die Anweisungen
a set of instructions
die Überschrift / der Titel
the title (says what to make/do)
der Schritt
the step
der Imperativ / die Befehlsform
the imperative (command form: schäle, füge hinzu)
der Warnhinweis / der Tipp
the warning / a tip to be careful
Bevor du anfängst, brauchst du …
Before you start, you need …
Zuerst … Anschließend …
First … Next …
Danach … Zum Schluss …
Then … Finally …
Achte darauf, dass …
Make sure that …
Sei vorsichtig mit …
Be careful with …
Which register does a set of instructions use?
A command register — imperative (schäle) or infinitive (schälen); precise, ordered, direct; never tentative. Verb goes first.
Name the five parts of a set of instructions.
Title → what you need → numbered steps → tip/warning → encouraging close.
Which criterion rewards the instructions' conventions?
Criterion C (Conceptual) — title, list of what's needed, ordered steps, consistent command form.
Give two sequence connectors for the steps.
«Zuerst …» and «Anschließend …» (also «Danach …», «Zum Schluss …»).
der Artikel
the article
die Überschrift / der Titel
the headline / title
der Aufhänger / der Einstieg
the hook / opening
der Hauptteil
the body (main part)
der Schluss / das Fazit
the conclusion / closing
informieren und unterhalten
to inform and entertain
die Leserschaft / das Publikum
the readership / audience
der Zwischentitel
the subheading
das Zitat
the quotation
kurz gesagt
in short / to sum up
Which features must an article have?
A catchy headline, a hook, developed body points and a rounded conclusion — and NO greeting or sign-off.
Which register suits an article?
Semi-formal and lively for a general readership (not „Hallo!“, not „Mit freundlichen Grüßen“).
Give two connectors to develop an article.
hinzu kommt, dass (on top of that); tatsächlich (in fact) — also: außerdem, jedoch, deshalb.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Meinungskolumne
the opinion column
die Position / der Standpunkt
the stance / point of view
die Überschrift
the headline / title
das Argument — argumentieren
the argument — to argue
die rhetorische Frage
the rhetorical question
überzeugen — überzeugend
to convince — persuasive
der Gegenstandpunkt / das Gegenargument
the opposing view / counter-argument
der persuasive (überzeugende) Ton
the persuasive tone
Stellung beziehen / Partei ergreifen
to take a stance / take sides
fest davon überzeugt sein, dass…
to be firmly convinced that…
How do you state an opinion in German?
Meiner Meinung nach… / Aus meiner Sicht… / Es ist offensichtlich, dass…
How does an opinion column differ from a news report?
Column: first person, a clear stance, persuasive tone. Report: third person, neutral, only facts.
Name two opinion-column conventions that score Criterion C.
A hook headline (often a question) and a clear, persuasive first-person stance.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Rezension / die Kritik
the review / critique
die Handlung
the plot / storyline
die Stimmung
the atmosphere / mood
empfehlen
to recommend
der Höhepunkt
the highlight / climax
die Schwäche / der Schwachpunkt
the weakness / weak point
spannend / fesselnd
exciting / gripping
enttäuschend
disappointing
es geht um … / handeln von …
it is about … / to deal with …
es lohnt sich
it is worth it
How is a review structured?
Describe (no spoilers) → judge (a strength AND a weakness, with reasons) → recommend.
How do you open and close a review well?
Open with a verdict-hinting title; close with a directed recommendation („… vor allem denjenigen, die …“).
Which register suits a review?
Semi-formal and evaluative, in the first person — it describes, judges and recommends to a general reader.
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
das Interview / das Gespräch
the interview / the conversation
der/die Befragte / der Gast
the interviewee / the guest
jemanden vorstellen
to introduce someone
eine Frage stellen
to ask a question
siezen (Sie) — duzen (du)
to address with 'Sie' — with 'du'
sich bedanken (bei jemandem)
to thank (someone)
zum Schluss / abschließend
to finish / in closing
einen Rat geben
to give advice
höflich
polite
die Herausforderung
the challenge
Which three conventions identify an interview?
An introduction of the guest, question–answer pairs, and a closing thank-you.
Which register suits an interview with a respected guest?
Semi-formal — Sie, polite and warm, kept consistent.
How do you OPEN and CLOSE an interview in German?
Open: „Heute sprechen wir mit …“. Close: „Zum Schluss danken wir Ihnen für Ihre Zeit.“
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Rede / der Vortrag
the speech / the talk
eine Rede halten
to give a speech
das Publikum / die Zuhörer
the audience / the listeners
die Begrüßung
the greeting / opening address
der Aufhänger / der Einstieg
the hook / the opening
die rhetorische Frage
the rhetorical question
überzeugen
to convince / to persuade
auffordern (zu)
to call on / to urge (to)
der Appell / der Aufruf
the appeal / the call to action
Vielen Dank für eure Aufmerksamkeit.
Thank you for your attention.
How do you greet your audience in a speech to peers?
„Liebe Mitschülerinnen und Mitschüler, …“ — informal, direct (ihr/euch).
Name two signposting connectors for a speech.
erstens … zweitens … (firstly … secondly …); also: schließlich, außerdem, deshalb.
What is a good hook for a speech?
A rhetorical question to the audience: „Wie viele von euch …?“
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
die Broschüre / der Prospekt
the brochure / leaflet
der Slogan
the slogan / catchy line
die Überschrift
the headline / title
die Handlungsaufforderung
the call to action
Entdecke…! / Komm zu…!
Discover…! / Come to…! (hook)
Was bieten wir dir?
What do we offer you?
Wann und wo: …
When and where: …
Warte nicht länger, melde dich gleich an!
Don't wait any longer, sign up now!
Komm zu uns.
Join us.
der werbende Stil
persuasive register
Which register does a brochure use?
Persuasive and practical — short sentences, direct appeals, concrete details; not academic.
Name the five parts of a brochure.
Title/slogan → intro → sections with headings → practical details → call to action.
Which criterion rewards the brochure's conventions?
Criterion C (Conceptual) — title/slogan, bullet-point sections, call to action.
Give one brochure hook and one call to action.
Hook: „Entdecke…!“ Call to action: „Melde dich gleich an!“
die Nachrichtenmeldung / der Bericht
the news report
die Schlagzeile / die Überschrift
the headline
der Leadsatz / die Einleitung
the lead / opening sentence
die Quelle
the source
das Zitat — zitieren
the quote — to quote
laut … / nach Angaben von …
according to …
stattfinden
to take place
berichten über (+ Akk.)
to report on
sachlich / objektiv
factual / objective
das Ereignis
the event
What four facts does a news-report lead answer?
Who, what, when and where (wer, was, wann, wo).
Which register suits a news report?
Objective — third person, past tense, no personal opinion.
How do you attribute a fact in a report?
laut … / nach Angaben von … / „…“, erklärte … (name the source).
Name the three Paper 1 criteria.
A Language (12), B Message (12), C Conceptual understanding (6).
der Essay / die Erörterung
the essay (argumentative)
das Argument (für / gegen)
the argument (for / against)
die Einleitung
the introduction
der Hauptteil
the main body
der Schluss / das Fazit
the conclusion
abwägen
to weigh up (the arguments)
der/die Befürworter(in)
the supporter / advocate
der/die Kritiker(in)
the critic
sachlich / unpersönlich
objective / impersonal
eine begründete Meinung
a reasoned opinion
How do you frame an essay topic impersonally?
Heutzutage wird darüber diskutiert, ob… (Nowadays there is debate about whether…)
Give the connector pair for weighing two sides.
einerseits… andererseits… (on the one hand… on the other hand…)
Which register suits an essay?
Formal and impersonal — objective, weighing both sides, no slang.
Where does the writer's opinion go in an essay?
In the conclusion: „Abschließend bin ich der Meinung, dass…“ — after both sides are weighed.
machen → ich / du / er
ich mache · du machst · er macht — regular (weak) verb
wohnen → ich / du / er
ich wohne · du wohnst · er wohnt
spielen → wir / ihr / sie
wir spielen · ihr spielt · sie spielen
lernen → ich / du
ich lerne · du lernst (to learn / study)
arbeiten → du / er
du arbeitest · er arbeitet (extra -e- after the -t stem)
heißen → du
du heißt (a -ß stem takes just -t in the du form)
reisen → du
du reist (a -s stem takes just -t in the du form)
kaufen → ich / wir
ich kaufe · wir kaufen (to buy)
What are the six present endings of a regular verb?
-e (ich), -st (du), -t (er/sie/es), -en (wir), -t (ihr), -en (sie/Sie).
How do you form the stem of a regular verb?
Take the infinitive and drop the -en: machen → mach-, wohnen → wohn-.
When do you add an extra -e- before the ending?
When the stem ends in -t or -d: du arbeitest, er findet, ihr arbeitet.
What happens to the du form of a -s/-ß/-z verb?
It takes just -t (not -st): du reist, du heißt, du tanzt.
Where does the verb go after a time word like «Morgen»?
In second position; the subject follows: «Morgen lerne ich Deutsch» (verb-second / V2).
Does German have a separate «-ing» present?
No — «Ich spiele» means both «I play» and «I am playing»; the present also covers the near future.
sein → present
ich bin · du bist · er/sie/es ist · wir sind · ihr seid · sie sind
haben → present
ich habe · du hast · er/sie/es hat · wir haben · ihr habt · sie haben
fahren → du / er
du fährst · er fährt (a→ä) — to drive
schlafen → du / er
du schläfst · er schläft (a→ä) — to sleep
laufen → du / er
du läufst · er läuft (au→äu) — to run
geben → du / er
du gibst · er gibt (e→i) — to give
sprechen → du / er
du sprichst · er spricht (e→i) — to speak
essen → du / er
du isst · er isst (e→i) — to eat
lesen → du / er
du liest · er liest (e→ie) — to read
sehen → du / er
du siehst · er sieht (e→ie) — to see
In which persons does a German strong verb change its stem vowel?
Only in du and er/sie/es — wir, ihr and sie (plural) keep the normal vowel.
What are the three vowel-change patterns?
a→ä (fahren → fährt), e→i (geben → gibt) and e→ie (lesen → liest); also au→äu (laufen → läuft).
Do strong/irregular present verbs have different uses from regular ones?
No — same jobs (habits, facts, now, near-future, states). Only the form is harder.
What are the two most common errors with these verbs?
Forgetting the vowel change in du/er («du fahrst» instead of «du fährst») and using the wrong sein/haben form («ich bist», «er habe»).
trennbar vs untrennbar
separable (prefix splits, stressed) vs inseparable (prefix stays, unstressed)
The 8 inseparable prefixes
be- · emp- · ent- · er- · ge- · miss- · ver- · zer- (never split, no -ge-)
aufstehen → ich…?
Ich stehe … auf. (separable: prefix to the end of the main clause)
anrufen → ich…?
Ich rufe … an. (separable: «an» goes to the end)
verstehen → ich…?
Ich verstehe … (inseparable: prefix «ver-» stays attached)
bekommen → ich…?
Ich bekomme … (inseparable: «be-» stays attached)
Perfekt of einkaufen
Ich habe eingekauft. (separable: -ge- wraps inside)
Perfekt of verstehen
Ich habe verstanden. (inseparable: NO -ge-)
zu-infinitive of aufstehen
aufzustehen (zu goes between prefix and stem, one word)
Where does a separable prefix go in a main clause?
To the very end: «Ich stehe früh auf».
Does an inseparable verb split in a main clause?
No — the prefix always stays: «Ich verstehe dich».
How do you tell the type from the infinitive?
Listen to the stress: AUFstehen (separable) vs verSTEhen (inseparable).
Separable Perfekt: -ge- or not?
Yes — -ge- wraps inside: aufgestanden, eingekauft.
Inseparable Perfekt: -ge- or not?
No -ge-: verstanden, bekommen, erklärt.
das Modalverb
the modal verb — können, müssen, wollen, dürfen, sollen, mögen
können
to be able to / can — «Ich kann Klavier spielen.» (ability)
müssen
to have to / must — «Wir müssen lernen.» (obligation)
wollen
to want to — «Sie wollen reisen.» (wish/intention)
dürfen
to be allowed to / may — «Darf ich parken?» (permission)
sollen
to be supposed to / should — «Du sollst mehr schlafen.» (advice)
mögen / möchten
to like / would like — «Ich möchte einen Kaffee.» (polite wish)
ich / er–sie–es form of a modal
Identical, with NO -t: ich kann = er kann; ich muss = er muss.
Where does the infinitive go?
To the END of the clause: «Ich muss heute lernen.» (the Satzklammer).
die Satzklammer
the verb bracket — modal in position 2, infinitive at the very end
How does the modal-verb structure work?
Modal conjugated in position 2; the main verb stays in the infinitive and goes to the end. No «zu».
Why no -t on «er muss»?
Modals are irregular in the singular: the er/sie/es form equals the ich form and takes no -t («er muss», not «er musst»).
«nicht müssen» vs «nicht dürfen»?
«nicht müssen» = don't have to (no obligation); «nicht dürfen» = must not (forbidden). They are NOT the same.
What is the common modal error?
Conjugating the second verb («ich will gehe») or adding «zu» — keep it an infinitive at the end with no «zu».
das Perfekt
the perfect tense (the spoken/written German past for completed actions)
machen → ich (Perfekt)
ich habe gemacht (I have done / I did)
spielen → wir (Perfekt)
wir haben gespielt (we played)
gehen → ich (Perfekt)
ich bin gegangen (I went) — movement, so «sein»
fahren → er/sie (Perfekt)
er/sie ist gefahren (he/she drove) — movement, so «sein»
essen → ich (Perfekt)
ich habe gegessen (I ate) — strong participle
sehen → wir (Perfekt)
wir haben gesehen (we saw) — strong participle
schreiben → ich (Perfekt)
ich habe geschrieben (I wrote) — strong participle
sein → ich (Perfekt)
ich bin gewesen (I have been) — takes «sein»
einschlafen → er/sie (Perfekt)
er/sie ist eingeschlafen (he/she fell asleep) — change of state, separable
How is the Perfekt formed?
An auxiliary (haben or sein) conjugated in the present + the past participle (Partizip II), which goes to the END of the clause.
When do you use «sein» instead of «haben»?
For verbs of movement from A to B (gehen, fahren, kommen) and change of state (einschlafen, aufwachen); also sein, bleiben, werden.
How do regular vs strong verbs form the participle?
Regular (weak): ge- + stem + -t (gemacht, gespielt). Strong: ge- + (changed) stem + -en (gegangen, gegessen) — learn these.
Where does the past participle go in the sentence?
To the very END of the clause: «Ich habe gestern Fußball gespielt» — auxiliary in position 2, participle last (the Satzklammer).
das Präteritum (Imperfekt)
the simple past — the one-word, written/narrative past tense
wohnen → ich (Präteritum)
ich wohnte (I lived) — weak verb: stem + -te
machen → er/sie (Präteritum)
er/sie machte (he/she made) — ich and er forms are identical
arbeiten → ich (Präteritum)
ich arbeitete (I worked) — extra -e- after a -t/-d stem
gehen → ich (Präteritum)
ich ging (I went) — strong verb: vowel change, no ending
kommen → er (Präteritum)
er kam (he came) — strong verb, vowel change
sein → ich (Präteritum)
ich war (I was) — irregular, used even in speech
haben → ich (Präteritum)
ich hatte (I had) — irregular, used even in speech
können → ich (Präteritum)
ich konnte (I could / was able to) — modal, no umlaut
wollen → ich (Präteritum)
ich wollte (I wanted) — modal verb in the past
When do you use the Präteritum?
For written, connected past narratives and reports, fairy tales/biographies/news — and the everyday past of sein, haben and the modal verbs.
Weak vs strong in the Präteritum?
Weak verbs add -te (wohnen → wohnte); strong verbs change the stem vowel and take NO ending in the ich/er form (gehen → ging).
Why is „gehte“ wrong?
gehen is a strong verb, so it never takes the -te marker; the Präteritum is the vowel-change form „ging“.
konnte or könnte?
„konnte“ is the Präteritum (past) of können; „könnte“ is the Konjunktiv II („would be able to“). Don't confuse the past with the conditional.
das Perfekt (Funktion)
the spoken past: speech, blogs, emails — haben/sein + Partizip II (ich habe gemacht)
das Präteritum (Funktion)
the written, narrative past: stories, reports, the news (ich machte, ich ging)
machen: habe gemacht vs machte
habe gemacht = Perfekt (spoken); machte = Präteritum (written narrative)
gehen: bin gegangen vs ging
bin gegangen = Perfekt with sein (movement); ging = Präteritum
Perfekt mit haben oder sein?
most verbs take haben; movement/change of state takes sein (bin gegangen, gefahren, gekommen, aufgewacht)
sein im Gespräch
Präteritum: „ich war“ (I was) — NOT the Perfekt „bin gewesen“, even in speech
haben im Gespräch
Präteritum: „ich hatte“ (I had) — NOT „habe gehabt“, even in speech
Modalverben im Gespräch
Präteritum: konnte, wollte, musste, durfte, sollte — NOT „habe gekonnt“ etc.
Wortstellung im Perfekt
the Partizip II goes to the very END of the clause: „Ich habe einen Film gesehen.“
Bewegungsverben im Perfekt
verbs of movement take sein: bin gegangen / gefahren / gekommen — never „habe gegangen“
How do you decide Perfekt or Präteritum?
Ask: am I speaking / writing something speech-like (Perfekt), or writing a narrative (Präteritum)?
Which tense for a spoken/blog text?
The Perfekt — the spoken past for everyday speech, blogs, emails and chats.
Which tense for a written story or report?
The Präteritum — the written, narrative past (es war einmal…, das Konzert begann…).
Most common Perfekt/Präteritum mistakes?
Putting sein/haben/modals in the Perfekt in speech, wrong auxiliary (habe gegangen), and the Partizip not at the clause end.
das Plusquamperfekt
the pluperfect (hatte/war + Partizip II = «had done»)
hatte / war
the helper — the Präteritum of haben (hatte) or sein (war)
machen → Plusquamperfekt (ich)
ich hatte gemacht (I had done/made)
sehen → Plusquamperfekt (ich)
ich hatte gesehen (I had seen)
gehen → Plusquamperfekt (ich)
ich war gegangen (I had gone)
fahren → Plusquamperfekt (ich)
ich war gefahren (I had travelled/driven)
essen → Plusquamperfekt (ich)
ich hatte gegessen (I had eaten)
kommen → Plusquamperfekt (ich)
ich war gekommen (I had come)
schreiben → Plusquamperfekt (ich)
ich hatte geschrieben (I had written)
nachdem + Plusquamperfekt
«Nachdem ich gegessen hatte, ging ich ins Bett.» (After I had eaten…) — pluperfect clause + Präteritum main clause
How do you form the pluperfect?
Take the Präteritum of the helper (hatte / war) and add the Partizip II — like the Perfekt, but the helper is in the past.
When do you use the pluperfect?
For the «past before the past»: an action already finished before another past action, classically after «nachdem», with the Präteritum in the main clause.
How do you choose hatte vs war?
Same as the Perfekt: «war» for verbs of motion/change of state (gehen, fahren, kommen, einschlafen); «hatte» for everything else.
What are the most common pluperfect errors?
Using the present helper habe/bin (= Perfekt), choosing the wrong helper (hatte instead of war), or putting the main clause in the present instead of the Präteritum.
das Futur I
the future tense («werden + infinitive»)
werden — ich (Futur)
ich werde (I will) + infinitive at the end
werden — du (Futur)
du wirst (you will) — slightly irregular
werden — er/sie/es (Futur)
er/sie/es wird (he/she/it will)
werden — wir/sie/Sie (Futur)
wir/sie/Sie werden (we/they/you will)
werden — ihr (Futur)
ihr werdet (you-all will)
«Ich ___ morgen kommen.»
Ich werde morgen kommen. — werden in position 2, infinitive at the end
Where does the infinitive go in Futur I?
At the very END of the clause (the Satzklammer): «Ich werde nächstes Jahr studieren».
How do you build the German future?
Conjugate werden for the person + leave the main verb as an infinitive at the end of the clause.
Name two uses of Futur I.
Predictions («Morgen wird es regnen») and intentions/promises («Ich werde mehr lernen»); also probability with «wohl».
What is the everyday shortcut for the future?
Present tense + a time word: «Morgen fahre ich nach Berlin» = «Morgen werde ich nach Berlin fahren».
What are the two typical Futur-I errors?
Leaving the infinitive in the middle instead of at the end, and wrong agreement on werden (wird vs werden).
«Meine Freunde ___ kommen.» — which form of werden?
werden (plural subject): «Meine Freunde werden kommen» — not «wird».
«Morgen ___ es regnen.» — which form of werden?
wird (es): «Morgen wird es regnen».
der Konditional (würde)
the conditional («would + verb»), built with würde + Infinitiv
ich (würde-Form)
ich würde (+ Infinitiv at the end), e.g. «ich würde reisen»
du (würde-Form)
du würdest (+ Infinitiv), e.g. «du würdest reisen»
wir (würde-Form)
wir würden (+ Infinitiv), e.g. «wir würden gehen»
ihr (würde-Form)
ihr würdet (+ Infinitiv), e.g. «ihr würdet gehen»
sein → ich (Konjunktiv II)
ich wäre (I would be) — short form, NOT «würde sein»
haben → ich (Konjunktiv II)
ich hätte (I would have) — short form, NOT «würde haben»
können → ich (Konjunktiv II)
ich könnte (I could / would be able)
müssen → ich (Konjunktiv II)
ich müsste (I would have to)
Ich hätte gern…
I would like… (a polite, common conditional phrase + Akkusativ)
How do you form the everyday German conditional?
würde (conjugated) + the infinitive at the END of the clause: «Ich würde gern nach Wien fahren.»
When do you NOT use würde?
For sein, haben and the modal verbs — use the short Konjunktiv-II forms wäre, hätte, könnte, müsste, möchte instead.
Name three uses of the conditional.
Hypothetical «would», politeness («Ich hätte gern…», «Könntest du…?»), and unreal wenn-conditions («Wenn ich Zeit hätte, würde ich…»).
What is the classic würde error?
Word order — the infinitive must go to the END («Ich würde gern fahren»), not straight after würde; and don't confuse würde (would) with werde (will).
der Konjunktiv II
Subjunctive II — the mood for politeness and the hypothetical/unreal
spielen → Konjunktiv II (ich)
ich würde spielen (würde + Infinitiv — the default form)
sein → Konjunktiv II (ich)
ich wäre (short form — never «würde sein»)
haben → Konjunktiv II (ich)
ich hätte (short form — never «würde haben»)
können → Konjunktiv II (ich)
ich könnte (could — polite: Könnten Sie…?)
mögen → Konjunktiv II (ich)
ich möchte (would like — the polite «want»)
müssen → Konjunktiv II (ich)
ich müsste (I would have to)
Ich hätte gern…
I would like… (polite ordering / requesting)
Könnten Sie…?
Could you…? (polite request)
Wenn ich Zeit hätte, …
If I had time, … (unreal condition: hätte + würde)
How do you build the everyday Konjunktiv II?
Conjugate «würde» and put the Infinitiv at the end: ich würde gehen, du würdest gehen…
Name the six short-form Konjunktiv II verbs.
sein→wäre, haben→hätte, können→könnte, müssen→müsste, mögen→möchte, wollen→wollte.
What are the two uses of Konjunktiv II?
Politeness (Könnten Sie…? Ich hätte gern…) and the hypothetical/unreal (Ich würde gern…, Wenn ich … hätte, würde ich…).
What is the typical Konjunktiv II error?
Saying «würde sein/haben» (use wäre/hätte) or not sending the Infinitiv to the end with «würde».
das Passiv vs das Aktiv
passive = action in focus („Das Haus wird gebaut“); active = doer in focus („Man baut das Haus“)
How do you form the German passive?
werden + Partizip II, with the participle at the end — „Das Auto wird repariert.“
Passiv im Präsens
wird / werden + Partizip II — „Das Papier wird abgeholt.“ (the paper is collected)
Passiv im Präteritum
wurde / wurden + Partizip II — „Das Museum wurde gebaut.“ (the museum was built)
Passiv im Perfekt
ist/sind … worden — „Das Haus ist gebaut worden.“ (NOT „geworden“)
worden vs geworden
Perfekt passive uses „worden“ (Das Haus ist gebaut worden); „geworden“ is only the active Perfekt of werden (Er ist Arzt geworden).
von + Dativ
by (a person/agent) — „Der Brief wird von ihr geschrieben.“
durch + Akkusativ
by/through (a means or cause) — „Die Stadt wurde durch ein Erdbeben zerstört.“
von vs durch
von = the person/agent; durch = the means or cause. Person → von, Mittel → durch.
das Partizip II
the past participle used in the passive — gemacht, abgeholt, gebaut, eröffnet, repariert
Aktiv → Passiv (the steps)
The object becomes the subject, „werden“ is conjugated, and the Partizip II goes to the end.
Passiv mit Modalverb
Modal + Partizip II + werden — „Das Auto muss repariert werden.“ (the car must be repaired)
When should you use the passive?
When the doer is unknown/unimportant and the ACTION is the focus — great for processes, rules and the news.
Zustandspassiv (sein) vs Vorgangspassiv (werden)
„ist gebaut“ = the finished STATE; „wird gebaut“ = the ACTION happening. For the action passive use „werden“.
der Imperativ
the imperative — the command form («do this!»)
machen → du-Befehl
Mach! (do! — the verb stem, verb first, no subject)
gehen → du-Befehl
Geh! (go!)
machen → ihr-Befehl
Macht! (do! — to several friends, = present ihr-form)
machen → Sie-Befehl
Machen Sie! (do! — formal, infinitive + Sie, verb first)
machen → wir-Befehl
Machen wir! (let's do! — infinitive + wir)
nehmen → du-Befehl
Nimm! (take! — e→i stem change, no -e)
geben → du-Befehl
Gib! (give! — e→i stem change)
lesen → du-Befehl
Lies! (read! — e→ie stem change)
sein → du-/Sie-Befehl
Sei! / Seien Sie! (be!)
How is the du-command formed?
From the verb stem, verb first, no subject (Mach! Geh!). e→i/e→ie verbs keep the change and take no -e: Gib! Nimm! Lies!
How do you form the Sie- and wir-commands?
Infinitive + Sie / + wir with the verb first: Machen Sie! Gehen wir! (the pronoun stays).
What happens to separable verbs in a command?
The prefix jumps to the end: «Steh früh auf!», «Mach die Tür zu!».
What is a common imperative error in German?
Leaving the subject in (Du komm!), forgetting the e→i change (Nehm! for Nimm!), or using a bare infinitive as a command.
der bestimmte Artikel
the definite article — der / die / das ('the')
der unbestimmte Artikel
the indefinite article — ein / eine ('a/an')
der Nominativ
nominative case — the SUBJECT (who/what does the action)
der Akkusativ
accusative case — the DIRECT OBJECT (who/what receives the action)
maskulin: Nom. → Akk.
der → den, ein → einen (the masculine article changes)
feminin: Nom. → Akk.
die → die, eine → eine (no change)
neutrum: Nom. → Akk.
das → das, ein → ein (no change)
Der Hund schläft.
The dog is sleeping. (der Hund = subject → Nominativ)
Ich sehe den Hund.
I see the dog. (den Hund = direct object → Akkusativ, der→den)
kein → keinen
negative 'kein' follows 'ein': masculine object → «keinen Hund»
Which article changes between Nominativ and Akkusativ?
Only the masculine: der→den, ein→einen, kein→keinen. Feminine die, neuter das and plural die stay the same.
How do you find the case of a noun?
Ask: does it DO the verb (subject → Nominativ) or does the action fall ON it (direct object → Akkusativ)?
What happens to the article after 'sein' (to be)?
It STAYS Nominativ — «Er ist ein Lehrer», never «einen Lehrer». 'sein' and 'werden' keep the Nominative.
What is the most common Nominativ/Akkusativ error?
Leaving a masculine object as «der/ein» instead of «den/einen», or changing a feminine/neuter article that should stay the same.
der Dativ (Wem-Fall)
the dative — the indirect object; ask „wem?“ (to whom?)
der Genitiv (Wessen-Fall)
the genitive — possession; ask „wessen?“ (whose?)
Dativ: maskulin / feminin / neutrum / Plural
dem / der / dem / den (+ noun -n)
Genitiv: maskulin / feminin / neutrum / Plural
des (+ -s) / der / des (+ -s) / der
geben → Dativ-Beispiel
Ich gebe dem Mann das Buch. (I give the man the book.)
Possession im Genitiv
das Auto meines Vaters (my father's car)
Dativ-Verben
helfen, danken, gefallen, gehören + Dativ (Das Buch gehört dem Lehrer.)
Dativ-Präpositionen
mit, nach, aus, bei, von, zu, seit + Dativ
Genitiv-Präpositionen
wegen, trotz, während, statt + Genitiv
Wechselpräpositionen (two-way)
an, auf, hinter, in, neben, über, unter, vor, zwischen — Dativ (wo?) / Akkusativ (wohin?)
How do you find the dative in a sentence?
Ask „wem?“ (to whom?): „Wem gebe ich das Buch?“ → dem Mann.
What endings change in the dative & genitive?
Dative plural noun adds -n (den Kindern); masculine/neuter genitive noun adds -s/-es (des Mannes); the article always changes.
Why is „Ich helfe den Mann“ wrong?
„helfen“ is a dative verb, so it must be „dem Mann“ (dative), not the accusative „den Mann“.
What is the most common dative/genitive error?
Using the accusative after a dative verb/preposition, forgetting the dative-plural -n, or forgetting the genitive -s/-es.
ich → mich → mir
Nominativ → Akkusativ → Dativ of „I“: I / me / to me
du → dich → dir
Nominativ → Akkusativ → Dativ of „you“ (sing.): you / you / to you
er → ihn → ihm
Nominativ → Akkusativ → Dativ of „he“: he / him / to him
sie → sie → ihr
Nominativ → Akkusativ → Dativ of „she“: she / her / to her
wir → uns → uns
Nominativ → Akkusativ → Dativ of „we“: we / us / to us
ihr → euch → euch
Nominativ → Akkusativ → Dativ of „you“ (pl.): you / you / to you
sie/Sie → sie/Sie → ihnen/Ihnen
they / them / to them (and formal you): Nom/Akk/Dat
Reflexiv: ich wasche mich
Akkusativ reflexive — the action reflects back: I wash myself
Reflexiv: ich wasche mir die Hände
Dativ reflexive — reflexive + a direct object (die Hände)
sich freuen / sich erinnern an
reflexive verbs: to be glad / to remember (sb/sth)
Which case does „helfen“ take?
The Dativ — „Ich helfe dir“, never „dich“. Also danken, gefallen, gehören.
When is the reflexive in the Dativ?
When there is also a direct object: „Ich putze mir die Zähne“ (mir, not mich).
Which reflexive forms differ Akk vs Dat?
Only ich (mich/mir) and du (dich/dir); sich, uns, euch are the same in both.
What is the most common pronoun error?
Using the Akkusativ after a Dativ verb („Er hilft mich“ → should be „mir“), or „sich“ for wir/ihr.
die Adjektivendung
adjective ending — set by gender + case + the der-/ein-word: «der alte Mann»
der Komparativ
comparative — «adjective + -er + als»: «schöner als» (more beautiful than)
der Superlativ
superlative — «am …-sten» / «der/die/das …-ste»: «am schönsten» (most beautiful)
als (vs. wie)
«als» = than (after a comparative); «wie» = as (equality, so … wie)
so … wie
as … as (equality): «so groß wie» (as big as)
gut → besser → am besten
good → better → best (irregular)
viel → mehr → am meisten
much → more → most (irregular)
gern → lieber → am liebsten
gladly → rather → most of all (irregular)
hoch → höher → am höchsten
high → higher → highest (irregular, with Umlaut)
Umlaut im Komparativ
many one-syllable adjectives add an Umlaut: alt→älter, groß→größer, jung→jünger, lang→länger
How do you say «bigger than» in German?
groß → größer (Umlaut) + als: «größer als». Comparative takes «als», never «wie».
How do you form the superlative?
Predicative: «am + adjective + -sten» (am schönsten). Before a noun: «der/die/das + adjective + -ste» (die schönste Stadt).
Why is «größer wie» wrong?
After a comparative (-er) German uses «als» (than), not «wie». «wie» is only for equality (so groß wie).
What are the most common comparison errors?
«größer wie» instead of «als»; «mehr interessant» instead of «-er»; forgetting the Umlaut (alter→älter); dropping the adjective ending before a noun.
die Verbzweitstellung (V2)
the verb-second rule — in a main clause the finite verb is the 2nd element
und / aber / oder / denn / sondern
Position-0 conjunctions — they do NOT change the word order
weil
because (Subjunktion) — sends the finite verb to the END of the clause
obwohl
although (Subjunktion) — verb goes to the end of the clause
dass
that (Subjunktion) — verb goes to the end of the clause
deshalb
that's why / therefore (adverb in Position 1) — triggers inversion (verb second)
trotzdem
nevertheless (adverb) — triggers inversion (verb second)
außerdem
furthermore / besides (adverb) — triggers inversion (verb second)
die Inversion
inversion — when Position 1 is not the subject, subject and verb swap
der Nebensatz
the subordinate clause — where the finite verb goes to the end
What are the three German connector families?
1) Position 0 (und/aber/denn — no change); 2) Subjunktion (weil/obwohl/dass — verb to the end); 3) Konjunktionaladverb (deshalb/trotzdem — inversion).
What's the difference between «denn» and «weil»?
Both mean *because*. «denn» is Position 0 (no change: „denn es regnet“); «weil» is a Subjunktion (verb to the end: „weil es regnet“).
What happens to the verb after «deshalb» or «trotzdem»?
They fill Position 1, so by V2 the finite verb comes SECOND and the subject follows it (inversion): „Deshalb gehe ich…“.
Why is word order part of using connectors in German?
Each connector family forces a different verb position; choosing the family AND placing the verb correctly is what scores cohesion + accuracy in Criterion A.
das Register / die Anrede
register (the level of formality: formal vs informal)
du
informal you — friends, peers, family, young people
Sie (immer groß)
formal you — strangers, elders, authority, business; always capitalised
ihr
informal you (plural) — speaking to several friends/peers
jemanden duzen / siezen
to address someone with «du» (informally) / with «Sie» (formally)
Sie + Verb
uses the «sie/they» plural form (= infinitive), e.g. Sie haben, Sie können
Possessiv mit du
dein / deine (your), e.g. dein Haus, deine Bücher
Possessiv mit Sie
Ihr / Ihre (your), capitalised, e.g. Ihr Haus, Ihre Bücher
Pronomen mit du
dich (Akk.) / dir (Dat.), e.g. ich schicke dir die Unterlagen
Pronomen mit Sie
Sie (Akk.) / Ihnen (Dat.), e.g. ich schicke Ihnen die Unterlagen
How do you pick du vs Sie?
From the audience and text type: friends/peers/family/young people and informal messages → du; strangers/elders/authority/business and formal letters → Sie.
What verb form does «Sie» take?
The «sie/they» plural form, which is the infinitive: Sie haben, Sie können, Sie wohnen — NOT the singular «hat/kann».
Why must register stay consistent?
Mixing du and Sie in one text is a marked error; once you choose a register, every verb, possessive and pronoun must match it.
When you switch du → Sie, what changes?
All three together: the verb (kannst → können), the possessive (deine → Ihre) and the object pronoun (dir → Ihnen) — and capitalise Sie/Ihr/Ihnen.
Meiner Meinung nach…
In my opinion… (+ V2: verb second): „Meiner Meinung nach ist das wichtig.“
Ich glaube, dass…
I believe that… (+ verb at the END): „Ich glaube, dass du recht hast.“
Ich finde, dass…
I think/find that… (+ verb-final): „Ich finde, dass es nützlich ist.“
Aus meiner Sicht…
From my point of view… (+ V2): „Aus meiner Sicht funktioniert es.“
Ich bin der Meinung, dass…
I'm of the opinion that… (+ verb-final)
Ich stimme dir zu.
I agree with you — separable verb zustimmen + Dativ; never „Ich stimme dich zu“
Ich bin (nicht) einverstanden.
I (don't) agree — fixed phrase; never the calque „Ich bin einig“
einerseits… andererseits…
on the one hand… on the other hand…
weil
because (+ verb at the END): „…, weil es gut ist.“
denn
because (+ V2, like a main clause): „…, denn es ist gut.“
How do you build a strong opinion in German?
State the view (Meiner Meinung nach / Ich glaube, dass), justify it with „weil / denn“, and add an example (zum Beispiel).
What word order does „dass“ trigger?
Verb-final: the conjugated verb jumps to the END of the clause — „Ich glaube, dass das Buch gut ist.“
What's the „weil es ist gut“ error?
After „weil“ the conjugated verb must go to the end: „…, weil es gut ist.“
What is the „Ich bin einig“ error?
It's a calque of „I am agree“; the correct phrases are „Ich bin einverstanden“ or „Ich stimme dir zu“ (+ Dativ).
Wie lange dauert das Paper 1 (SL)?
1 Stunde 15 Minuten.
Wie viel zählt das Paper 1 für die Endnote?
25 % der Endnote.
Wie viele Wörter musst du im Paper 1 schreiben?
Zwischen 250 und 400 Wörter.
Wie viele Aufgaben wählst du im Paper 1?
Du wählst 1 von 3 Aufgaben.
Was sind die fünf Themen des Kurses?
Identitäten, Erfahrungen, Menschlicher Erfindungsgeist, Soziale Organisation, Wir teilen den Planeten.
die Textsorte
the text type you must write (blog, email, article, speech…)
das Register
the register — formal (Sie) or informal (du/ihr)
die Konventionen / die Merkmale
the conventions / features of a text type
der Adressat / die Zielgruppe
the audience — the reader you write for
What are the five exam steps for Paper 1?
Read all three → Choose for ideas → Identify text type/audience/register → Plan → Write & check.
How should you choose between the three tasks?
Pick the one you have the most ideas and vocabulary for — not the first you see.
What do you decode from a Paper 1 prompt before writing?
Text type (Textsorte), audience (Adressat) and register, plus the theme it sits in.
What do Criteria A, B and C reward, and the total?
A Language /12, B Message /12, C Conceptual (text-type conventions & register) /6 = /30.
Why read all three tasks before choosing?
So you pick the task you can develop best, not just the first one you understand.
Auf wie viele Punkte wird Paper 1 (SL) bewertet?
Auf 30 Punkte, in drei Kriterien (A, B und C).
Was bewertet Kriterium A und wie viele Punkte gibt es?
Kriterium A — Sprache /12: die Vielfalt und Korrektheit von Wortschatz und Grammatik.
Was bewertet Kriterium B und wie viele Punkte gibt es?
Kriterium B — Botschaft /12: die Relevanz, Entwicklung und den Aufbau der Ideen.
Was bewertet Kriterium C und wie viele Punkte gibt es?
Kriterium C — Konzeptverständnis /6: die Konventionen der Textsorte, das Register und den Ton.
Wie viele Punkte ist jedes Kriterium wert?
A Sprache /12 · B Botschaft /12 · C Konzeptverständnis /6 = /30.
das Register
register — formal (Sie) or informal (du/ihr), matched to the reader
die Konventionen
the conventions / features a text type needs (a blog title, an email sign-off…)
der rote Faden / die Kohärenz
cohesion — how connectors and paragraphs link your ideas smoothly
das Konzeptverständnis
conceptual understanding (Criterion C) — text-type conventions, register and tone for the reader
How do you earn marks on Criterion A (Sprache)?
Show a range of vocabulary, tenses and connectors, used accurately.
How do you earn marks on Criterion B (Botschaft)?
Make ideas relevant, develop each with a reason/example, and organise them clearly.
How do you earn marks on Criterion C (Konzeptverständnis)?
Use the text-type conventions and match the register and tone to your reader.
Which criterion does a blog title or an email sign-off earn?
Criterion C — Konzeptverständnis (a text-type convention).
Why is Criterion C the cheapest to protect?
The right form, greeting, sign-off and register cost nothing and bank up to 6 marks — but the wrong form throws them away.
der Plan
the plan — your quick outline before writing
die Gliederung
the outline / running order of your text
die Kernidee / der Hauptpunkt
a key idea — one of the points you develop
der Einstieg / der Aufhänger
the hook — an opening line that grabs the reader
der Schluss / die Verabschiedung
the sign-off / closing line
der Konnektor / das Bindewort
a connector / linking word (außerdem, deshalb…)
eine Idee entwickeln
to develop an idea (with detail and examples)
Welche Elemente hat ein guter Plan?
Textsorte, 2–3 Kernideen, ein Einstieg, ein Schluss und nützlicher Wortschatz/Konnektoren.
Wie viel Zeit verwendest du auf das Planen der Prüfung 1?
Etwa zwei Minuten, bevor du mit dem Schreiben beginnst.
What are the four planning moves?
Decode → Brainstorm → Order → Note vocab.
Which criterion does a clear plan help most?
Criterion B (Message) — it gives an organised, well-developed answer.
Why develop only 2–3 points rather than many?
Depth with examples beats a long list of shallow points — undeveloped ideas lose Criterion B.
Should you write your plan in full sentences?
No — note form, five short lines; the plan is scaffolding for you, not text for the examiner.
Why order your points before writing?
A clear order keeps the reader following you from opening to close, protecting Criterion B.
die Textsorte
the text type — the form you must write
die Merkmale / die Konventionen
the conventions / features that mark out a text type
Welche Merkmale hat ein Blog?
Titel, Anrede an den Leser und ein Schlussgruß; Register halbformell.
Welche Merkmale hat ein formeller Brief?
Sehr geehrte/r …, das Register Sie und ein Schlussgruß wie Mit freundlichen Grüßen; Register formell.
Welche Merkmale hat ein Artikel?
Eine Überschrift, Zwischenüberschriften und ein Aufhänger; Register halbformell.
Welche Merkmale hat eine Rede?
Eine Begrüßung des Publikums und rhetorische Fragen; Register je nach Publikum.
persönliche Texte
personal text types: die E-Mail (an eine Freundin), der Blog, das Tagebuch
formelle/berufliche Texte
professional text types: der formelle Brief, der Bericht, der Vorschlag
Medientexte
mass-media text types: der Artikel, die Rezension, das Interview, die Rede, die Broschüre
What are the four moves for the text type?
Find the named form → Recall its conventions → pick the Register → Frame the opening & closing.
Why not write a generic essay in Paper 1?
The task names a specific form; a generic essay misses its conventions and loses Criterion C.
Where do you find the text type in a prompt?
It's almost always printed in the prompt — «Blog», «E-Mail», «Artikel», «Rede» — so underline it first.
How do you decide the register for a text type?
From the form and its reader: a formal letter is Sie, a blog is semiformal, a speech depends on the audience.
Which criterion does the right text type protect?
Criterion C (Conceptual) — the conventions and register of the named form.
das Register
the register — how formal or informal the language is
der Adressat / der Empfänger
the audience / addressee — the reader you write to
informell (du/ihr)
informal register, using du (or ihr in the plural) — for friends and peers
formell (Sie)
formal register, using Sie — for officials, teachers, companies
die Anrede
the greeting / salutation (Hallo informal vs Sehr geehrte/r … formal)
die Grußformel
the sign-off (Liebe Grüße informal vs Mit freundlichen Grüßen formal)
Welche Merkmale hat das informelle Register?
du/ihr, Hallo und eine Grußformel wie Liebe Grüße.
Welche Merkmale hat das formelle Register?
Sie, Sehr geehrte/r … und eine Grußformel wie Mit freundlichen Grüßen.
Welches Register benutzt du für eine Firma oder einen Lehrer?
Das formelle Register (Sie).
What are the four moves for register?
Identify the reader → Choose du/ihr or Sie → Match greeting/sign-off/vocab → Keep it consistent.
Which markers move together when you switch register?
The greeting, the verb forms, the possessive and the sign-off — change all four or none.
What's the most common register mistake?
Mixing du and Sie in the same answer — usually hidden in verb endings and possessives.
Which criterion does a consistent register protect?
Criterion C (Conceptual) — register matched to the reader and held throughout.
How do you catch register drift before finishing?
Re-read every verb ending and possessive against your chosen register (du or Sie).
der Konnektor / das Bindewort
a connector — a linking word/phrase between ideas
die Kohäsion
cohesion — how smoothly ideas link and flow
außerdem / auch
besides / also — connectors of ADDITION (they invert: «außerdem macht er…»)
jedoch / trotzdem
however / nevertheless — connectors of CONTRAST (they invert)
obwohl
although — a SUBORDINATING connector of CONTRAST (verb goes to the end)
weil / da
because / since — connectors of CAUSE (subordinating: verb to the END)
deshalb / daher / also
that's why / therefore / so — connectors of CONSEQUENCE (they invert)
zuerst / dann / schließlich
first / then / finally — connectors of SEQUENCE
zum Beispiel / das heißt
for example / that is — connectors that give EXAMPLES
What are the four steps to build a cohesive paragraph?
Topic sentence → Develop with a connector → Add an example → Conclude or transition.
Why use a range of different connectors?
Repeating «und» or one linker caps Criterion A; variety shows range of language.
What word order does «deshalb» trigger, and what does «weil» trigger?
«deshalb» INVERTS (verb second: «Deshalb gehe ich…»); «weil» is subordinating (verb to the END: «…, weil ich müde bin»).
How do connectors help your IB criteria?
They lift Criterion A (range/accuracy of language) and help Criterion B (organised, clear ideas).
Which connector shows a RESULT/consequence to open a sentence (and how)?
«Deshalb» (that's why) — also «daher»/«also»; it inverts, so the verb comes next: «Deshalb bleibe ich…».
das Register
register — formal (Sie) or informal (du); never mix them
die Textlänge / der Umfang
length — your answer must reach the required word count
die Zeitform
verb tense — Präsens, Perfekt/Präteritum, Futur; keep it correct and consistent
die Textsorte
text type — Blog, E-Mail, Artikel…; use its conventions
eine Idee ausführen / entwickeln
to develop an idea — expand it with reasons and examples, not just name it
die Kongruenz / die Übereinstimmung
agreement — articles, adjective endings and verbs must match (der neue Wagen)
Which criterion does mixing du and Sie affect?
Criterion C (conventions and register).
Which criterion does a too-short text affect?
Criterion B (message); you don't get to develop the ideas.
Which criterion do verb-tense errors affect?
Criterion A (language).
What are the five steps of the final-check routine?
Words → Register → Conventions → Verbs → Ideas.
How long should you reserve for the final check?
About five minutes at the end of the exam.
What's the fix for a mixed register?
Fix one register (du OR Sie) from the greeting to the sign-off and keep it consistent.
Why does avoiding errors beat using rare vocabulary?
A clear, consistent, well-developed answer with correct verbs scores higher than a flashy one full of slips.
What's the fix for listing ideas without developing them?
Develop 2–3 ideas with reasons and examples instead of naming many.
How many recordings are in Paper 2 Listening (SL)?
Three (3) recordings, based on the course themes.
How many times is each Listening recording played?
Twice — once for the gist, once for the details.
How many marks is the Listening section worth (SL)?
About 25 marks (around 45 minutes).
How is the Listening section marked?
Objectively, against an answer key — the answer is right or wrong, not graded on language.
Name the Paper 2 Listening question types.
Multiple choice; true/false + justify (richtig/falsch + begründen); fill-in-the-gaps (Lücken füllen); short answer (kurze Antwort).
Was ist „das Hörverstehen“?
Listening comprehension — understanding spoken German.
Was ist „eine Aufnahme“?
A recording — the audio clip you listen to.
What does „richtig/falsch + begründen“ mean?
True/false + justify — you decide if a statement is true or false AND give the words that prove it.
How much of the SL grade is Paper 2 worth, and what does it test?
50% — it is the receptive-skills paper: Listening + Reading.
What is the five-step listening technique?
Read the questions → Predict the vocabulary → First listen for the gist → Second listen for the details → Check spelling & blanks.
Why are you allowed to hear each recording twice?
So you can get the general idea (gist) on the first play and catch the specific details on the second.
What should you do in the pause before a recording?
Read the questions and predict the vocabulary you'll hear, so you know exactly what to listen for.
Why is hearing a question-word in the audio NOT enough?
It may be a trap — the same word is often planted in a wrong place. Listen for the meaning and watch for synonyms.
Why write short answers in Listening, not long ones?
It's marked objectively on correctness — a short, accurate answer scores; a long, rambling one risks burying or losing the point.
What is a Multiple-Choice listening question?
A question with a short list of options (A, B, C, D) where exactly one is correct; you pick it from what you hear.
How is a listening multiple-choice item marked?
Right or wrong against an answer key — one mark, no half marks.
How many options are correct in a multiple-choice item?
Exactly one.
What is a 'distractor' (Distraktor) in multiple choice?
A plausible wrong option, often repeating a word you hear but twisting the meaning.
Was bedeutet „die richtige Option auswählen“?
To choose the correct option.
Was bedeutet „die Bedeutung“?
The meaning — what the whole sentence actually says.
What does „nur eine Antwort“ mean?
Only one answer — exactly one option is right.
Was heißt „ankreuzen“ bei Multiple-Choice?
To tick / mark the option you choose.
How many marks is each multiple-choice item worth?
One mark, awarded all-or-nothing.
What is the five-step method for a listening MCQ?
Read all the options → Predict what each could sound like → Listen for the MEANING → Eliminate the distractors → Choose one and move on.
Why should you read all the options before the audio?
So you know what they differ on and can predict the vocabulary, which lets you eliminate distractors as you listen.
Why is hearing a word from an option NOT enough to choose it?
It may be the word-match trap — the same word is often planted in a wrong option. Judge by meaning, not by a single word.
Why eliminate distractors rather than hunt for the answer?
Ruling out the options the recording contradicts is faster and narrows the choice, making the right option clear.
Should you change a confident answer on the second listen?
No — use the second listen to confirm; only change it if you clearly misheard the first time.
What is a Richtig/Falsch + begründen question?
A statement you mark true (R) or false (F) AND justify with words from the recording.
In R/F + justify, what do you score for a correct R/F with no justification?
Nothing — R/F alone earns no marks.
What does „begründen“ mean in this question type?
To justify — to prove your true/false choice with the relevant words from the recording.
What does „mit Wörtern aus dem Text“ mean?
With words from the text/recording — your justification must use the recording's own words.
Was ist „die Begründung“?
The justification — the exact proving words you quote to support your R/F.
Was bedeuten „richtig“ und „falsch“?
True and false.
Was ist „ein Zitat“ in diesem Kontext?
A quote — the exact words from the recording used as proof.
What is the 'relevant detail' in a justification?
The exact part of the recording that proves your R/F — not the whole sentence and not an unrelated line.
How many parts must be correct to score an R/F + justify mark?
Both — the R/F AND the justification.
What is the five-step method for R/F + justify?
Read the statement → Locate the part it refers to → Decide R or F → Find the exact justifying words → Write BOTH the R/F and the justification.
Why is a bare R/F worth nothing?
The question awards the mark for the R/F PLUS the justifying words; without the justification the answer is incomplete.
Why quote the relevant words rather than the whole sentence?
Copying the whole sentence buries the proof; the mark needs the exact words that decide R or F.
Why watch verb tenses in R/F + justify?
A past-tense detail („früher…“) can be true once but false now — the tense can flip whether the statement is R or F.
Why is an irrelevant justification not enough?
It doesn't prove your R/F; only the relevant detail that actually supports the answer earns the justification mark.
What is a Lückentext (gap-fill) listening question?
A sentence or note with a blank that you complete with the exact word(s) you hear.
In gap-fill, do spelling and umlauts count?
Yes — the exact word is the answer, so a misspelling or missing umlaut can lose the mark.
How many words do you usually write in a gap-fill?
Usually one word or a few — only what the gap needs.
What does the gap-fill answer have to do besides being the right word?
Fit grammatically in the sentence (correct case, gender, number and sense).
Was bedeutet „Lücken füllen“?
To fill in the gaps.
Was ist „die Lücke“?
The gap — the blank you complete.
Was ist „der Umlaut“ (ä, ö, ü)?
The umlaut mark — e.g. the difference between „schon“ and „schön“.
Was bedeutet „grammatisch passen“?
To fit grammatically — your word must agree and make grammatical sense in the sentence.
Was heißt „die Rechtschreibung“?
Spelling — the correct letters, umlauts and ß of the word.
What is the five-step method for gap-fill?
Read the gapped sentence → Predict the word type → Listen for it → Write it correctly (spelling + umlauts) → Check it fits grammatically.
Why predict the word type before listening?
Knowing whether the gap needs a number, a time or a noun tells you exactly what to listen for, so the word jumps out.
Why must your gap-fill answer fit the sentence grammatically?
The gap is part of a real sentence; a word that doesn't agree or make sense is almost certainly the wrong answer.
Why can a right word still lose the mark in gap-fill?
Because spelling and umlauts are part of the answer — a misspelling or a dropped umlaut can cost the mark.
Why write only what the gap needs, not more?
Writing extra words can bury the answer or break the grammar of the sentence; the gap wants the exact word(s), nothing more.
What is a short-answer question (die kurze Antwort)?
A question you answer in a few words of German — not a sentence — giving the correct, relevant detail.
Was ist „die kurze Antwort“?
The short answer — a few words, not a full sentence.
Was ist „die Information / die Angabe“ in a listening question?
The piece of information / the detail the question asks you to give.
Was ist „das Schlüsselwort“?
The key word — the one word (or two) you note down as the answer.
What is a short answer marked on?
The correct, relevant content — NOT essay style, length, or perfect grammar.
Does „Mit dem Fahrrad“ score as well as „Sie fährt mit dem Fahrrad zur Schule“?
Yes — a few correct words score full marks; the full sentence adds nothing.
Was bedeutet „mit wenigen Wörtern antworten“?
To answer in a few words — give just the detail asked for, not a paragraph.
What do the German question words wann / wo / warum / wie viele tell you to give?
wann = a time, wo = a place, warum = a reason, wie viele = a number — the W-Frage flags exactly which detail to give.
Should a short answer be in German or English?
In German — a few words of German giving the correct detail.
What is the five-step short-answer technique?
Read the question → Listen for that detail → Note the key word(s) → Write a short, precise answer → Check it answers the question.
Why is a short answer safer than a long one?
The shorter the answer, the less chance of including something wrong that cancels the mark — give the detail and stop.
Why is copying a long chunk of the transcript risky?
The mark is for the precise detail; a long chunk may not answer the question and buries the relevant point.
What is the most common lost mark in short answers?
Answering a DIFFERENT question — a correct fact that doesn't answer what was actually asked scores nothing.
Should you ever leave a short answer blank?
Never — you hear each recording twice, so use the second listen to fill every gap; a blank scores zero.
What are listening strategies?
Overarching techniques (predict, two-listen, deduce, infer) that improve every Paper 2 Listening question type.
Was bedeutet «vorhersagen» beim Hören?
To predict — to guess the vocabulary you'll hear, from the questions, before you listen.
Was ist «die allgemeine Idee / der Kerngedanke»?
The gist — the general idea of the recording (who, where, what about).
Was ist «das Detail / die Einzelheit» in einer Aufnahme?
The detail — the specific piece of information a question asks for.
Was bedeutet «erschließen / herleiten»?
To deduce / work out — figure out the meaning of an unknown word from context.
Was ist «die Schlussfolgerung»?
Inference — what is meant but not stated outright (mood, opinion, purpose).
Name the four core listening strategies.
Active prediction; the two-listen strategy (gist then detail); deducing unknown words from context; inference of mood/opinion/purpose.
What is the two-listen strategy?
Use the first listen for the gist and the second listen for the details and to confirm.
Was bedeutet «die allgemeine Idee erfassen»?
To capture the gist — to grasp the general idea on the first listen.
What is the master listening routine?
Read the questions → Predict the vocabulary → First listen for the gist → Second listen for the details → Infer what isn't said & check.
Why shouldn't you try to catch every word?
Nobody catches every word — you need the meaning. The gist plus key details beats transcribing the whole clip.
What should you do when you hit an unknown word?
Don't freeze — deduce its meaning from the surrounding context and keep listening; one word rarely costs the answer.
When is inference needed in a listening question?
When the answer isn't word-for-word — you deduce the mood, opinion or purpose from the clues.
Why is the second listen important?
It exists to catch the details and confirm your answers — not just to re-hear the gist.
How many texts are in the Paper 2 Reading section?
3 texts, based on the themes.
Roughly how many marks is the Reading section worth?
About 40 marks (around one hour).
How is Paper 2 Reading marked?
Objectively, against an answer key.
In Reading, does the text stay in front of you?
Yes — unlike listening, you can re-read the text.
Name four common Reading question types.
Multiple Choice, richtig/falsch + begründen, Vokabular im Kontext, Lücken füllen, zuordnen, Sätze ergänzen, Bezugswörter, kurze Antwort.
What does „das Leseverstehen“ mean?
Reading comprehension.
What is „Vokabular im Kontext“?
A question on what a word means in this particular text.
What are „die Bezugswörter“?
Reference words such as „es“ or „das“ — you say what they point to.
What does „richtig/falsch + begründen“ require?
Decide richtig (true) or falsch (false) AND quote the line from the text that proves it.
Where is the answer to a Reading question always found?
In the text itself — you locate it, you never need outside knowledge.
Give the 5-step reading routine.
Skim → Read the question → Scan → Locate the line → Answer (paraphrase where asked).
Should you read the text or the question first?
Read the question first, then scan the text for that one detail.
Why might the answer use different words from the question?
Reading tests paraphrase and synonyms — match meaning, not just identical words.
Why is re-reading your advantage in Reading (vs Listening)?
The text never disappears, so you can go back to the exact line instead of answering from memory.
What does „Multiple-Choice / Mehrfachauswahl“ mean?
Multiple choice.
How many options are correct in a reading MCQ?
Exactly one.
How is a reading MCQ marked?
Objectively, all-or-nothing — right answer earns the mark, a wrong one earns nothing.
What is a „Distraktor“ in a reading MCQ?
A wrong option written to look tempting — often by reusing a word from the text.
What does the command word „wähle“ tell you to do?
Choose (select the one correct option).
In an MCQ, do you write anything?
No — you only choose the letter of the correct option.
What does „dem Text zufolge / laut Text“ tell you about your answer?
It must be supported by the text, not by outside knowledge.
What does „die Umsätze“ mean?
The sales / takings.
What does „für den Verkehr sperren“ mean?
To close (a street) to traffic.
Give the 5-step routine for a reading MCQ.
Read the question and all options → Find the relevant part → Read that sentence closely → Eliminate the distractors → Choose.
What is the word-match trap?
A wrong option that repeats a word from the text but misreads its meaning, so it feels familiar.
Why is eliminating distractors useful?
It is often easier to rule options out than to spot the right one; what's left is your answer.
Why must you read the WHOLE relevant sentence?
The meaning of the full line decides the answer — deciding on half a sentence loses marks.
Does a shared word between an option and the text prove it's correct?
No — be more suspicious; the writers plant that word, so check the whole sentence's meaning.
What does „richtig“ mean?
True.
What does „falsch“ mean?
False.
What does „begründen“ ask you to do?
Give the reason by quoting the relevant words from the text.
In R/F + justify, how are the marks usually split?
1 mark for the decision (R/F) and 1 mark for a correct justification.
Where does the justification come from?
From the text — you quote or copy the relevant words.
What does „die Aussage“ mean in this question type?
The statement you must judge true or false.
Should you copy a whole paragraph as your justification?
No — quote only the specific words that prove your answer.
What does „das Tierheim“ mean?
The animal shelter.
What does „adoptieren“ mean?
To adopt.
Give the 5-step routine for R/F + justify.
Read the statement → Find the relevant line → Decide true or false → Quote the justifying words → Write BOTH.
Why does a correct R/F earn nothing on its own?
The marks depend on justifying it with the relevant words from the text.
What's the most common way to lose marks in R/F + justify?
Writing R or F with no justification.
Why quote only the relevant words, not the whole paragraph?
A buried justification may not be credited; short and exact beats long and vague.
What two things must every R/F answer contain?
The decision (richtig/falsch) AND the justifying words from the text.
What does „Wortschatz im Kontext“ test?
What a word or phrase means in this particular text, using the context.
What does „bedeuten“ mean?
To mean.
What does „die Bedeutung“ mean?
The meaning.
What is „ein Synonym“?
A synonym — a word with the same meaning.
What is „ein falscher Freund“ (false friend)?
A word that looks like an English word but means something different.
What are the two formats of a vocab-in-context question?
(1) „Was bedeutet „X“ im Text?“ and (2) „Suche im Text das Wort, das Y bedeutet.“
What does „aktuell“ really mean?
Current / up-to-date — NOT 'actual' (a false friend).
What does „vermissen“ mean?
To miss (someone or something).
What does „sich anmelden (für)“ mean?
To sign up for / register for.
Give the 5-step routine for vocab in context.
Locate the word → Read around it → Infer from context → Match to the option / find the synonym → Check it fits.
Why shouldn't you rely on a dictionary meaning alone?
A word can have several meanings; the context decides which one fits here.
How do you confirm a vocab-in-context meaning?
Re-read the sentence with your meaning slotted in — it should make sense.
How does the 'fit test' expose a false friend?
Slot the English-looking meaning into the sentence; if it makes no sense, it's a false friend.
Can you decode a word you've never learnt?
Yes — the surrounding context usually gives the meaning away.
What does „der Lückentext“ mean?
A gap-fill (a fill-in-the-gap task).
In a gap-fill, where does the missing word usually come from?
From the text itself, or from a given word bank (Wortbank).
How long is a typical gap-fill answer?
One word or just a few words.
What does „die Lücke“ mean?
The gap / blank space to be filled.
What does „ergänzen“ mean?
To complete / fill in (e.g. complete the sentence).
What does „das fehlende Wort“ mean?
The missing word.
Does spelling matter in a gap-fill answer?
Yes — it is marked objectively, so spelling, umlauts and capital letters must be exact.
What does „dem Text zufolge / laut Text“ mean in a gap-fill instruction?
According to the text — the word must come from the text.
What three things must a correct gap-fill word do?
Come from the text/word bank, fit grammatically, and be spelled correctly.
Give the 5-step gap-fill routine.
Read the gapped sentence → Predict the word type → Find it in the text → Write it correctly → Check it fits.
Why predict the word type before searching?
So you scan for the right kind of word (noun, verb, number) instead of any word.
Why can a correct idea still lose the gap-fill mark?
If the word is the wrong form, missing an umlaut or capital letter, objective marking won't award it.
Should you invent a word for a gap if you can't find one?
No — the word comes from the text or the given word bank; never invent it.
How should you copy a gap-fill word from the text?
Exactly — letter for letter, with the correct umlauts and the capital letter for nouns.
What does „zuordnen“ mean?
To match / pair up (a matching task).
What does a matching task ask you to do?
Link each item in one set to its partner in another set.
Name three common matching formats.
Personen↔Meinungen, Überschriften↔Absätze, and the two halves of a sentence.
How many times is each option used in matching?
Exactly once.
What does „es bleiben Wörter übrig“ mean?
There are extra (spare) words/options left over that match nothing.
What does „die Überschrift“ mean?
The headline / heading.
What does „der Absatz“ mean?
The paragraph.
What does „die Meinung“ mean?
The opinion / view.
Why is there usually one extra option in matching?
It's a distractor — a spare that matches nothing, to catch you out.
Give the 5-step matching routine.
Read both lists → Do the sure ones first → Eliminate → Match the rest → Check none is reused and the spare is left over.
Should you match in order, top to bottom?
No — do the matches you're sure of first; each one removes an option.
Should you match because two items share one word?
No — match on the meaning of the whole statement, not a single shared word.
What if you've used the same option for two items?
One of those matches is wrong — each option is used only once.
Should you ever leave a matching question blank?
No — match every item, using elimination for the ones you're unsure of.
What does „Sätze ergänzen“ mean?
To complete sentences (a sentence-completion task).
What does a sentence-completion task ask you to do?
Finish a sentence so it matches what the text says.
What are the two sentence-completion formats?
Choose the right ending (a/b/c), or complete the sentence with words from the text.
What does „der Satzanfang“ mean?
The sentence stem — the beginning you must complete.
What does „das richtige Ende“ mean?
The correct ending.
What does „richtig laut Text“ mean?
True according to the text.
What does „dem Text zufolge“ mean in a completion task?
According to the text — the ending must match the text.
Does the ending need to fit grammatically?
Yes — the completed sentence must fit the grammar of the stem.
When is a completed sentence correct?
When it is true according to the text, not just sensible in general.
Give the 5-step sentence-completion routine.
Read the stem → Find what the text says → Choose or write the ending → Check the sentence is true per the text → Move on.
Can an ending be wrong even if it sounds reasonable?
Yes — if the text doesn't state it, a sensible-sounding ending is still wrong.
What is the 'time shift' trap in completion?
An ending true for a later part of the text but not for the part the stem asks about.
Should you complete a sentence from memory?
No — complete it from the text, which stays in front of you.
How do you find the right ending?
Match the stem to the exact line in the text and pick the ending that agrees with it.
What is a „Bezugswort“ (reference word)?
A word like „es“ or „das“ that points back to a noun or idea said earlier in the text.
What is „der Bezug / das Bezugsobjekt“?
The referent — the actual noun or idea a reference word points to.
What does „sich beziehen auf“ mean?
To refer to / to point back to (something said before).
What does „ersetzen“ mean?
To replace / to substitute one word for another.
What do „er“, „sie“, „es“ usually point to?
A noun already mentioned — they take its gender (der→er, die→sie, das→es).
What do „das“ and „dies“ usually point to?
A whole idea or sentence said before, not just one noun.
What do „dieser“ and „jener“ usually point to?
The nearest noun.
What do „dort“ and „da“ usually point to?
A place that was mentioned.
What do „sein“ and „ihr“ usually point to?
The owner mentioned (whose something is).
Do reference words point forwards or backwards?
Backwards — they point to something said earlier, so read the lines before the word.
Give the 5-step routine for tracking a reference.
Find → Read before → Identify → Substitute → Check.
How does gender help you find the right referent?
The referent must agree in gender and number with the word, so „er“ needs a masculine noun, „sie“ a feminine/plural one and „es“ a neuter noun.
How do you confirm you have the right referent?
Substitute the noun back in place of the reference word and check the sentence still makes sense.
When you answer „Worauf bezieht sich „es“?“, what should you write?
The actual noun or idea it points to (e.g. „das Buch“), never the word „es“ itself.
What is „die Kurzantwort“ (short answer)?
An answer of a few words or a short phrase to a question about the text.
What does „mit eigenen Worten“ mean?
In your own words — you must paraphrase, not copy the line.
What does „dem Text zufolge / laut Text“ tell you?
According to the text — the answer is in the passage, so locate it.
What does „umschreiben / paraphrasieren“ mean?
To paraphrase — say the same idea in different words.
What does „wörtlich abschreiben“ mean?
To copy word-for-word — avoid this when own words are required.
What does „antworten / beantworten“ mean?
To answer / to answer a question.
In a short answer, what is mainly marked — style or content?
Content correctness — the right information, briefly; style is not the point.
Are minor language slips heavily penalised in a reading short answer?
Usually not — the content (the correct, text-supported idea) is what earns the mark.
May you copy from the text when the question does NOT say „mit eigenen Worten“?
Yes — then you may lift the words straight from the text.
Give the 5-step short-answer routine.
Read the question → Locate → Note the key info → Write a short answer → Check it answers the question.
Should you read the text or the question first?
Read the question first, so you know exactly what to look for in the text.
Why shouldn't you over-write a short answer?
Extra padding earns no extra marks and risks contradicting yourself; a few words are enough.
Why should you never leave a short answer blank?
A blank scores zero, but a brief, text-supported attempt can score the mark.
What's the risk of copying the line when „mit eigenen Worten“ is required?
You may lose the mark for not paraphrasing — you must reword the idea.
die mündliche Einzelprüfung
the individual oral (IA)
das Bildmaterial / der visuelle Stimulus
the visual stimulus (a photo)
die Vorbereitungszeit
the supervised preparation time
die Präsentation / der Vortrag
the presentation
das Gespräch
the conversation
beschreiben → deuten → verbinden
describe → interpret → link (to a theme)
in Verbindung bringen mit / verbinden mit
to link / connect to
die Bewertungskriterien
the assessment criteria
Auf dem Foto sehe ich…
In the photo I can see… (describe)
Ich glaube, das Bild zeigt…
I think the image shows… (interpret)
How long is the IA preparation, and how long do you speak?
~15 min supervised preparation; then ~3–4 min presentation + ~4–5 min conversation.
Out of how many marks is the IA, and what are the criteria?
/30 — A Sprache /12, B Botschaft /12, C Verständnis & Interaktion /6.
What does the IA presentation start from?
A visual stimulus (a photo) linked to one of the five themes — you describe, interpret and link it.
How should you answer in the conversation?
Never in one word — develop with „weil…“, „zum Beispiel…“, „meiner Meinung nach…“.
die Bewertungskriterien
the assessment criteria
Kriterium A — Sprache (/12)
Criterion A — Language: range + accuracy + clear pronunciation
Kriterium B — Botschaft (/12)
Criterion B — Message: relevant, developed ideas about the stimulus + in the conversation
Kriterium C — Interaktion & rezeptive Fertigkeiten (/6)
Criterion C — Interactive & receptive: understand the examiner + keep the conversation going
die Gesamtnote
the total mark — A + B + C = /30
beschreiben, deuten und besprechen
to describe, interpret and discuss (what your message must do)
Out of how many is the Individual Oral marked?
/30 — A Sprache /12 + B Botschaft /12 + C Interaktion /6.
Which criterion rewards your spoken German (range + accuracy)?
Criterion A — Sprache (/12).
Which criterion rewards developed, relevant ideas?
Criterion B — Botschaft (/12) — describe, interpret AND discuss.
Which criterion rewards interaction with the examiner?
Criterion C — Interaktion & rezeptive Fertigkeiten (/6).
Name two ways to develop an idea for Criterion B.
Add a reason („weil…“) and an example („zum Beispiel…“) — and link it to the theme.
How do you earn Criterion C marks in the conversation?
Understand the examiner, answer what's asked, and keep it flowing (even ask a question back).
What's a common way to LOSE Criterion B marks?
Only describing the stimulus and never interpreting it, or listing ideas without developing them.
Which two criteria carry the most marks?
A Sprache and B Botschaft (/12 each); C Interaktion is /6.
Was musst du tun, wenn du das visuelle Bild präsentierst?
Beschreiben (was literally da ist) UND interpretieren (was es andeutet oder bedeutet).
In welcher Zeitform beschreibst du das Bild?
Im Präsens: „es gibt“, „ich sehe“, „eine Person lächelt“.
beschreiben
to describe — say what is literally in the image (people, place, actions)
interpretieren / deuten
to interpret — say what the image suggests, means or conveys
der Vordergrund / der Hintergrund
the foreground / the background — front of the image vs. further away
Welche Sätze dienen zum Beschreiben des Bildes?
„Auf dem Bild sehe ich… / es gibt…“, „im Vordergrund / im Hintergrund“, „links / rechts“.
Welche Sätze dienen zum Interpretieren des Bildes?
„Es scheint, dass… / Ich glaube…“, „Es wirkt, als ob…“, „Das Bild zeigt / vermittelt…“.
Welche fünf Schritte beschreiben ein Bild?
Überblick → Detail → Position → Interpretation → Bezug zum Thema.
„links / rechts“
„on the left / on the right“ — position language for locating elements in the image
What's the difference between describing and interpreting?
Describing = saying what's literally there; interpreting = saying what it suggests or means. The oral needs BOTH.
Why use position language when describing the stimulus?
Words like „im Vordergrund“, „im Hintergrund“, „links“ make the description precise and controlled, and keep you talking.
How do you avoid drying up while describing the image?
Follow overview → detail → position → interpret → link; if you stall, jump to the next move — there's always one more thing to say.
How do you move from describing to interpreting?
Switch from „ich sehe… / es gibt…“ to „es scheint, dass… / ich glaube, das Bild zeigt…“ — from what you see to what it means.
Why is a bare list of objects a weak description?
It's description only, with no interpretation and often no position language — it loses Message marks.
Dieses Bild gehört zum Thema …
This image belongs to the theme of …
In den deutschsprachigen Ländern …
In the German-speaking countries …
Ich vermute, dass …
I suppose / imagine that … (inference)
Wahrscheinlich …
Probably … (inference)
Meiner Meinung nach …
In my opinion …
Im Vergleich zu meinem Land …
Compared with my own country …
Name the five course themes (German).
Identitäten, Erfahrungen, Menschliche Erfindungsgabe, Soziale Organisation, Wie wir den Planeten teilen.
Name a concrete festival reference for DE/AT.
das Oktoberfest in München (DE); der Karneval in Köln (DE); der Wiener Opernball (AT).
Name a concrete food reference for DE/AT/CH.
die Wurst und das Brot (DE); der Apfelstrudel (AT); die Schweizer Schokolade (CH).
Why give a CONCRETE cultural reference, not a vague one?
A specific, accurate DE/AT/CH reference shows real cultural knowledge and scores under Criterion B (Message).
What are the four moves of a strong IO opening?
Beschreiben → Thema nennen → Kultur verbinden → Vermuten & bewerten.
Which criterion rewards naming the theme and culture?
Criterion B (Message) — using the language to develop ideas, not just describe.
Give an inference signpost (other than „Ich vermute“).
Es sieht so aus, als ob … (it looks as if …); Wahrscheinlich … (probably …).
der Weihnachtsmarkt
the Christmas market (a common DE/AT cultural reference)
die Präsentation
the presentation — your prepared ~3–4 minute spoken opening on the stimulus
der Bildimpuls
the visual stimulus (the photo you present on)
die Einleitung
the introduction — one sentence saying what the image shows
die Beschreibung
the description — the key elements you can see
die Deutung / die Interpretation
the interpretation — what the image means, plus your opinion
die Verbindung zum Thema
the link to the theme — connecting the stimulus to one of the five themes
der Abschluss / der Schluss
the closing — a final sentence that rounds off and opens the conversation
How long is the presentation?
About 3–4 minutes of uninterrupted speaking on the visual stimulus.
Name the five parts, in order.
Einleitung → Beschreibung → Deutung & Meinung → Verbindung zum Thema → Abschluss.
How do you OPEN the presentation?
One clear sentence: „Das Foto zeigt…“ / „Auf dem Bild sieht man…“
Why is „only describing“ a trap?
You lose Message marks — you must describe AND interpret (say what it means) and give an opinion.
How do you link to the theme?
Name it: „Das hängt mit dem Thema … zusammen, weil…“
How do you round off (hand over)?
„Zusammenfassend… ich würde gern mehr über … sprechen.“ — a short close that opens the discussion.
Should you write a full script?
No — plan only ideas and key words (Stichwörter) in your 15 minutes of prep; a read-out script sounds flat.
das Gespräch / die Unterhaltung
the conversation (the interactive part of the IA)
eine Antwort entwickeln
to develop / expand an answer
begründen — „…, weil …“
to justify — „…, because …“
ein Beispiel geben — „zum Beispiel…“
to give an example — „for example…“
in meinem Fall…
in my case…
zurückfragen — „Und Sie?“
to ask back — „And you?“
die Füllwörter / Gesprächssignale
fillers / discourse markers (also…, ehrlich gesagt…)
um Wiederholung bitten
to ask for something to be repeated
„Könnten Sie das bitte wiederholen?“
„Could you repeat that, please?“
das Gespräch in Gang halten
to keep the conversation going
Why does a one-word answer like „Ja“ lose marks?
It shows almost no interaction or development — it sinks Criterion C (Interaction).
How do you develop an answer in the conversation?
Answer + „weil…“ (reason) + „zum Beispiel…“ (example) + „in meinem Fall…“ (own experience) + ask back.
What should you do if you don't understand a question?
Ask for clarification in German: „Könnten Sie das bitte wiederholen?“ — never stay silent or switch to English.
Which criterion does the conversation mainly build?
Criterion C — Interaction (/6); developing/justifying answers also lifts Message (B /12).
Auf dem Bild sieht man… (function?)
DESCRIBE — In the image you can see…
Es scheint, dass… / Ich habe den Eindruck, dass… (function?)
INTERPRET — It seems that… / I get the impression that…
Meiner Meinung nach… (function?)
OPINE — In my opinion…
Im Vordergrund / Im Hintergrund
in the foreground / in the background
Ich würde sagen, dass…
I would say that… (Konjunktiv II — high-level opinion)
Es wäre besser, wenn…
It would be better if… (Konjunktiv II + verb-final)
Man sollte… / Man könnte…
One should… / One could… (modal verbs — high level)
Give three connectors to link ideas.
außerdem (besides), jedoch (however), deshalb (therefore) — also: weil, obwohl, trotzdem.
das Füllwort
filler word
Name three GERMAN fillers to buy thinking-time.
also…, naja…, (ja) genau…, weißt du…, lass mich kurz überlegen…
um Zeit zu gewinnen
to buy / gain time
How do you ask for clarification in the oral?
„Könnten Sie das bitte wiederholen?“ — never switch to English.
Name the three Individual Oral criteria.
A Language (12), B Message (12), C Interactive & receptive skills (6).
What's the order of functions in the oral?
Describe → Interpret → Opine — then link with connectors and fill pauses in German.
der Roman
the novel
die Kurzgeschichte / die Erzählung
the short story
das Theaterstück / das Drama
the play
die Novelle
the novella
die Figur
the character
die Hauptfigur
the protagonist (main character)
der/die Erzähler(in)
the narrator
die Handlung
the plot
das Thema
the theme (big idea)
die Stimmung / die Atmosphäre
the atmosphere / mood
der Textauszug / der Auszug
the extract
How many literary works do HL students study, and in what language?
Two works, read in German.
What is the difference between the narrator and the author?
The narrator (der/die Erzähler/in) tells the story inside the work; the author (der/die Autor/in) is the real writer. A first-person „ich“ is the narrator, not the author.
Give the close-reading method in three words.
Detail → Zitat → Wirkung (detail → quotation → effect): name the detail, quote it, explain its effect.
das Thema (die zentralen Themen)
the theme (the central themes)
die Figur (die Figuren)
the character (the characters)
die Hauptfigur / der/die Protagonist(in)
the main character / protagonist
der/die Antagonist(in)
the antagonist (the opposing character)
die Nebenfigur
the secondary / minor character
das Motiv / die Motivation
the motive / motivation (what drives a character)
die Beziehung (zwischen Figuren)
the relationship (between characters)
die Entwicklung der Figur / der Figurenbogen
the character's development / character arc
ein Thema verkörpern
to embody a theme (a character standing for a central idea)
das wiederkehrende Motiv
the recurring motif (a repeated image/object that points to the theme)
What is the difference between a topic and a theme?
A topic is a single word (die Familie); a theme is the claim the work makes about it („die Familie kann Zuflucht oder Gefängnis sein“). A theme is a sentence, not a noun.
How do you find the theme of a work?
Ask three questions: Was wiederholt sich? (what recurs?), Welche Entscheidung zählt? (what choice matters?), Was verändert sich am Ende? (what changes by the end?).
Give the character-analysis method in three words.
Eigenschaft → Zitat → Bedeutung (trait → quotation → meaning): name the trait, quote the text, explain what it shows. Look at Motiv, Beziehung and Entwicklung.
Is the antagonist always a villain?
No — the antagonist (der/die Antagonist(in)) is whoever opposes the protagonist's goal, not necessarily an evil „Bösewicht“. And the protagonist (die Hauptfigur) is a character, never the real author.
die Erzählperspektive
the narrative perspective (who tells the story and from where)
der Blickwinkel / der Standpunkt
the point of view
der Ich-Erzähler
first-person narrator (uses «ich»)
der Er-/Sie-Erzähler
third-person narrator (uses «er/sie»)
der auktoriale (allwissende) Erzähler
authorial/omniscient narrator (knows everything, even hidden thoughts)
der Ton / die Stimmung
the tone / mood (the feeling/attitude of the writing)
das Register
the register (formal, informal, poetic…)
die Metapher
metaphor — calls one thing another directly («die Zeit ist ein Dieb»)
der Vergleich
simile — compares using «wie» («treu wie ein Hund»)
das Bild / die Bildsprache
imagery — vivid sensory detail
das Symbol / die Symbolik
symbol/symbolism — an object that stands for an idea
die Personifikation
personification — gives human traits to a thing («das Meer atmete»)
What is the one rule that tells a simile from a metaphor?
A Vergleich uses «wie» (or «schien»/«gleicht»); a Metapher drops «wie» and says it *is* the thing.
What is the difference between the narrator and the author?
The narrator (der/die Erzähler/in) is the voice inside the work; the author (der/die Autor/in) is the real writer. A first-person «ich» is the narrator, not the author.
der Auszug / das Textstück
the extract / passage
die genaue Lektüre / das genaue Lesen
close reading
die Analyse / die Interpretation
the analysis / interpretation
das (literarische) Mittel
the (literary) device
das Symbol
the symbol
die Metapher
the metaphor
der Ton
the tone
die Erzählstimme / der Erzähler
the narrative voice / narrator
die Wirkung
the effect
den Atem anhalten
to hold one's breath
Wie lauten die drei Fragen der genauen Lektüre?
Was passiert? (what happens) → Wie ist es geschrieben? (voice, tone, devices) → Was bedeutet das? (theme, effect).
What is the difference between retelling and close reading?
Retelling says *what happens*; close reading notices *how it's written and what it suggests* — and earns the marks.
Give the close-reading rule for every comment, in three words.
Mittel → Zitat → Wirkung (device → quotation → effect): name the device, quote it, explain its effect.
In «Was passiert? / Wie? / Was bedeutet das?», which gets the most time in the oral?
The last two — Wie ist es geschrieben? and Was bedeutet das? «Was passiert?» is just one sentence.
die mündliche Einzelprüfung (IO)
the individual oral
der literarische Auszug
the literary extract (the HL oral stimulus)
die (beaufsichtigte) Vorbereitung
the supervised preparation (~15 min)
die Präsentation
the presentation (3–4 min)
das Gespräch
the conversation (with the teacher)
beschreiben
to describe (what happens)
deuten
to interpret (what it means)
verbinden (mit dem Werk)
to relate (link the extract to the whole work)
das Kriterium
the (assessment) criterion
das Thema
the theme (big idea)
What is the HL individual-oral stimulus, and how does it differ from SL?
HL = a literary EXTRACT (ein literarischer Auszug) from one of the two works studied; SL = a visual stimulus (an image) on a course theme.
Name the four stages of the HL individual oral, in order.
1) ~15 min supervised preparation (Vorbereitung), 2) 3–4 min presentation (Präsentation), 3) conversation on the work (Gespräch über das Werk), 4) broader conversation on the themes.
How is the HL individual oral marked?
Out of 30: Kriterium A Sprache /12, Kriterium B Botschaft /12, Kriterium C Interaktion & rezeptive Fertigkeiten /6.
What three things must the presentation do with the extract?
Describe it (beschreiben — what happens), interpret it (deuten — what it means), and relate it (verbinden) to the whole work — not just summarise.
der Autor zeigt… / die Szene stellt … dar
the author shows… / the scene depicts… (describing)
der Erzähler berichtet, dass…
the narrator tells us that… (describing)
das Werk handelt von…
the work is about… (describing)
das deutet darauf hin, dass…
this suggests that… (interpreting)
man kann es so verstehen, dass…
it can be understood as… (interpreting)
es symbolisiert… / es ist eine Metapher für…
it symbolises… / it is a metaphor for… (interpreting)
das erzeugt ein Gefühl von…
this creates a sense of… (effect / interpreting)
meiner Meinung nach… / ich finde, dass…
in my opinion… / I find that… (personal response)
was mir besonders auffällt, ist…
what particularly strikes me is… (personal response)
ich kann mich mit … identifizieren, weil…
I can identify with … because… (justified personal response)
How do you talk about what a text DOES — present or past?
The literary present (das szenische Präsens): «der Autor zeigt…», «die Szene stellt … dar», «Marta sieht den Schnee» — even though you read it in the past.
How does the Konjunktiv II lift a literary opinion? Give two examples.
It softens/hedges an opinion: «ich würde sagen, das Thema ist…» (I would say…) and «man könnte es als … verstehen» (one could understand it as…) — mature, tentative.
How does the passive (das Passiv) help in literary analysis? Give an example.
It describes how the text is constructed without naming an agent: «Die Einsamkeit wird durch das Fenster dargestellt» (werden + Partizip II).
What is wrong with «das Buch gefällt mir» in the oral?
It's an unjustified opinion — it earns nothing. Justify it: «ich finde es bewegend, WEIL…» / «was mir besonders auffällt, ist… weil…» (verb to the end after weil).
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