This deck is the grammar reference and practice deck for A2.2. It sits next to the 8-week lesson decks: use single topics when the lesson reaches them, or the whole deck for revision before the A2 exam. Every topic follows the same pattern: rule and table (a), Merke and Warum? (b), examples (c), Übung for pairs in breakout rooms (d), Lösung (e). After every three or four topics there is a mixed exercise. At the end: vocabulary for the five A2.2 topics and a checklist. Self-study learners: cover the Lösung slide, write your answers first, then check.

Same colour key as the A1 and A2.1 grammar reference, so learners already know it. Remind the group: blue = der and the conjugated verb, pink = die and every plural, green = das, red = Akkusativ or an irregular form to learn by heart, orange = Dativ. In this deck blue is used a lot for the verb at the end of a Nebensatz, and red/orange for mich/mir. Colour is always combined with bold, so learners with colour vision difficulties or a black-and-white printout lose nothing. Ask one learner to read each example aloud and say why it has its colour.

Discovery first: write „Ich wasche das Auto.“ and „Ich wasche mich.“ on the board. Ask: who gets washed in the second sentence? The same person as the subject, so the object is a reflexive pronoun. Then show the table column by column. Learners notice: only er/sie/es and sie/Sie use „sich“; ich, du, wir, ihr use the normal Akkusativ pronouns they already know (mich, dich, uns, euch). treffen has the stem change e → i in du and er (triffst, trifft), marked red. Typical error of English speakers: leaving the pronoun out, because English says „I am glad“, „I hurry“ without „myself“. Typical Urdu-speaker error: „Ich freue“ without mich, or „Ich freue mir“. Say clearly: no other object in the sentence → mich.

Read the list with the group; one learner reads the Infinitiv, the next one the example. Point out that most of these verbs come with a fixed preposition: the preposition group is red where it is Akkusativ (auf, über, für, an) and orange where it is Dativ (mit, bei). The Perfekt is always with haben, even sich anmelden. Ask learners which verbs they need in Germany right now: sich anmelden (Bürgeramt, Sprachkurs), sich entschuldigen, sich beeilen. Cultural bridge: „Ich freue mich auf Eid“, „Ich interessiere mich für Cricket“, „Ich erinnere mich an Lahore“. English speakers often say „Ich erinnere mich meine Heimat“ without an; insist on learning verb + preposition together.

No Warum card here: there is no short honest reason why exactly these verbs are reflexive in German and not in English; it is lexical, so we show the typical errors instead. freuen auf vs. über: „Ich freue mich auf das Wochenende“ (it is still coming), „Ich freue mich über das Geschenk“ (I already have it). Quick drill: the teacher says a noun (Eid, das Geschenk, der Urlaub in Karachi, die Prüfung ist vorbei) and learners decide auf or über. Then a chain: each learner says one sentence „Ich interessiere mich für …“ with a hobby. Correct only the missing pronoun or the wrong preposition.

Let learners read the German column only, English hidden, and translate. Then focus on position: in a main clause the pronoun comes right after the conjugated verb (Ich freue mich …). In the Perfekt it stays after haben (Ich habe mich gefreut), with a modal verb after the modal (Wir müssen uns beeilen). In the imperative it follows the verb: Beeil dich! / Beeilen Sie sich! Ask: what would the Sie-form of „Beeil dich“ be? Learners from Pakistan often transfer English word order and put the pronoun at the end („Ich habe gefreut mich“); show the Satzklammer again: haben in position 2, Partizip at the end, everything else in between.

Breakout rooms in pairs, 6 minutes. Person A reads the sentence with a gap, person B says the full sentence, then switch roles every item. Both write the answers in the shared chat or on paper. Back in plenum: one pair per item reads the full sentence. Watch item 2 (du interessierst dich, -st ending), item 4 (wir treffen uns, no stem change in wir), item 6 (sie = she, so entschuldigt sich) and item 8 (separable: melden … an, pronoun right after the verb). Self-study: write the full sentences before checking the Lösung.

Show after the plenum check. Ask pairs to count their correct answers. Most frequent errors to discuss: „Du interessierst sich“ (sich only for er/sie/es and sie/Sie), „Wir melden an uns“ (pronoun goes right after the verb, the prefix at the very end), and „Sie entschuldigen sich“ when the subject is one woman (sie = she → entschuldigt). In items 9 and 10 the pronoun stays directly after haben. If many errors: repeat the table on t27a and do items 1–5 again orally with other subjects (du, ihr).

Discovery: write „Ich wasche mich.“ and „Ich wasche mir die Hände.“ Ask: what is washed in sentence 2? The hands. So „die Hände“ is the Akkusativ object, and the person (me) moves into the Dativ. Then show the table: good news, only two forms are new, mir and dir; everything else is the same as in Thema 27. Connect to A2.1 (Thema 14–17): Dativ = the person who receives or profits, like „Ich gebe dem Mann das Geld“. Typical error: „Ich wasche mich die Hände“ (two Akkusativ objects) or, from English „my hands“, „Ich wasche meine Hände“ – understandable but not natural German.

Mime it: the teacher brushes teeth, washes hands, combs hair on camera; learners say the sentence („Sie putzen sich die Zähne“). Then learners mime for each other in the main room. Point at the columns: the Akkusativ object (die Zähne, ein Eis, die Hände) never changes, only the pronoun and the verb ending. waschen has the stem change a → ä in du and er/sie/es (red), like fahren and schlafen from A1. Note on putzen: du putzt, not „du putzst“, because the stem already ends in -tz. sich ein Eis kaufen = to buy oneself an ice cream: the Dativ shows who profits.

The Warum card is a logic reason, not history: German verbs with two objects (geben, schenken, zeigen, schicken from A2.1) always put the person in the Dativ and the thing in the Akkusativ. A reflexive verb with a body part follows exactly the same pattern; the person is just the same as the subject. Quick test for learners: „Is there another Akkusativ thing in the sentence? Then mir/dir.“ Typical error from English: „Ich putze meine Zähne“ – grammatical, but Germans say „Ich putze mir die Zähne“. Urdu speakers may find the article version natural: „main daant saaf karta hoon“ also has no „my“. Let learners say three sentences about their morning routine with mir.

Ask learners to find the Akkusativ object in each sentence (die Zähne, die Hände, ein neues Handy, das Bein, das, einen Film, die Haare). That object is the reason for the Dativ pronoun. Two useful chunks to learn by heart: „Das kann ich mir nicht merken“ (I can't remember that) and „sich etwas ansehen“ (to have a look at something, e.g. „Ich sehe mir die Wohnung an“). „Ich habe mir das Bein gebrochen“ is useful at the Arzt; connect it to the health vocabulary from A2.1. Learners often confuse sich merken (to memorise, Dativ) with sich erinnern an (to remember, Akkusativ) – write both side by side.

Breakout rooms in pairs, 5 minutes. Rule for the pair: before writing the pronoun, say aloud whether there is another Akkusativ object („die Hände – ja → mir“). Then the partner checks. Item 6 is the trap: no other object, so mich. Items 9 and 10 bring two new chunks: sich etwas vorstellen (to imagine something) and sich etwas anziehen (to put something on). Back in plenum, ask a pair to explain item 6 vs. item 1. Self-study: underline the Akkusativ object first, then fill the gap.

Only item 6 is Akkusativ (red); all others are Dativ (orange) because there is a second object. Point out that for sich, uns and euch learners cannot see a difference – only mir/dir vs. mich/dich show the case. So when unsure, practise with ich and du. Typical error to discuss: „Kannst du dich das merken?“ – das is the Akkusativ object, so dir. Optional extension: learners write two sentences about getting ready in the morning in Karachi or Lahore („Ich ziehe mir die Schuhe an, ich kämme mir die Haare …“).

Discovery: ask „Warum lernen Sie Deutsch?“ and collect answers in the chat. Then write two of them as weil-sentences and let learners find where the verb went. Go through the rows: the verb always ends up last, even the modal verb and the Perfekt auxiliary; the separable verb is written as one word again (abfährt). Last row: the whole weil-clause counts as position 1, so the main-clause verb comes right after the comma (verb, comma, verb). Typical errors: „weil ich bin krank“ (English word order and spoken German in some regions; in A2 exams it is wrong), and forgetting the comma. In spoken German some people say „weil + main clause“; tell learners not to copy it.

Background for the teacher: linguists describe German as a verb-final language at its base (like Urdu, Hindi, Japanese, Turkish). You see this order in the Nebensatz, in the infinitive group („Deutsch lernen“) and in the Satzklammer, where the main verb waits at the end. Only in the main clause does the conjugated verb jump to position 2 (V2 rule). So the weil-clause is not a strange exception; it is the basic order, and the main clause is the special case. Urdu speakers can use this: „kyunke main bimaar hoon“ has the verb last as well. Please let an Urdu-speaking colleague check the transliteration. English speakers have no such help; for them repeat: comma – weil – … – verb.

Read each sentence and ask a quick Warum-question for it: „Warum kommt er nicht?“ – „Weil er keine Zeit hat.“ Learners answer with the weil-clause alone, which is natural in spoken German. Then personalise: „Warum trinken Sie Chai?“, „Warum wohnen Sie in Bremen / in Karachi?“, „Warum spielen Sie Cricket?“. Point out sentence 4: in the Perfekt the auxiliary (bin) is last, after the Partizip. Sentence 5 shows the verb–comma–verb pattern. Common Urdu/English-speaker error: putting the subject after weil in the wrong place („weil hat er keine Zeit“); the subject comes right after weil.

Breakout rooms in pairs, 7 minutes. A reads the two sentences, B joins them with weil; switch every item. The pair types the full sentences in a shared doc or the chat. Strong pairs: do items 1–4 a second time with the weil-clause first („Weil ich in Deutschland arbeiten will, lerne ich Deutsch.“). Watch for: item 5 and 9 (Perfekt: auxiliary last, „gegangen bin“, „bestanden hat“), item 6 and 8 (modal last: „arbeiten muss“, „einkaufen muss“), item 7 (Ich brauche → ich Hilfe brauche). Self-study: write each sentence, then read it aloud and tap the table on the last word: it must be the verb.

Every sentence ends with the conjugated verb (blue). Check the comma before weil in every answer – learners often forget it, and in the A2 writing exam it is a visible error. Ask: in which sentences are there two verbs at the end? (1, 5, 6, 8, 9) Which comes last? Always the conjugated one. If the group is fast: ask them to turn three answers around so that the weil-clause comes first, and to say where the main-clause verb goes now.

Start with opinions: „Was denken Sie: Ist Deutsch schwer?“ Learners answer „Ich denke, Deutsch ist schwer.“ Write it, then write the dass-version below it and let them spot the difference: with dass the verb moves to the end, the same rule as weil. So learners already know the mechanics from Thema 29; this is a second word for the same pattern. Point out the left column: these main clauses are chunks to learn by heart. Typical error: „Ich denke, dass Deutsch ist schwer.“ (English order). Another: writing „das“ with one s; see the Merke slide.

Background: the conjunction dass developed from the demonstrative pronoun das, which pointed forward to the following clause („Ich weiß das: …“). For centuries both were often spelled the same; the different spelling (daß, since 1996 dass) was later used to keep them apart in writing. In speech they still sound the same, so the spelling is a pure writing problem. English „that“ does both jobs, which is why English speakers mix them up. Practice: dictate five sentences with das/dass („Ich hoffe, dass das Wetter gut wird.“) and let learners write them. Also show the Merke point: after glauben, denken, meinen you may drop dass – then the normal main-clause order returns.

Let learners read and then change each sentence to themselves: „Ich hoffe, dass meine Familie aus Lahore im Sommer kommt.“, „Es ist wichtig, dass ich in Bremen eine Ausbildung finde.“ Sentence 3 is a nice das/dass pair: „dass das Wetter“ – conjunction plus article. Sentence 2 and 6: two verbs at the end, the conjugated one last (kommen kann, besucht hat). Cultural point: „Es ist wichtig, dass wir pünktlich sind“ – punctuality at the Behörde and at work in Germany is a frequent topic in A2 speaking exams.

Breakout rooms in pairs, 6 minutes. A reads both sentences, B says the dass-sentence; switch every item. Extra task for fast pairs: say items 1, 2 and 8 again without dass („Ich glaube, er ist krank.“) and notice that the verb stays in position 2. Watch for: item 7 (modal last: „arbeiten muss“), item 8 (Präteritum war goes to the end: „der Test schwer war“), item 5 (keep „jeden Tag Deutsch“ before lernst). Self-study: write each answer and circle the last word; it must be the verb.

Check comma and spelling (dass with ss) in every answer. Ask the group: which word is different from Thema 29? Only the conjunction – the verb position is identical. Item 9: the place (in Köln) moves before the verb. If time: learners write two true sentences about themselves, one with „Ich hoffe, dass …“ and one with „Es ist wichtig, dass …“, and post them in the chat; the teacher reads a few aloud and corrects only verb position and spelling.

Mixed revision of Themen 27–30, 8 minutes in breakout rooms of two or three. Each group writes the answers in the chat as one message (1–10). Items 1–5 test the reflexive pronoun: ask the pair to decide first whether there is a second Akkusativ object (items 2 and 4: yes → Dativ). Items 6–10 test verb position and das/dass. Item 9 is the das/dass test from Thema 30: can you say „this“? Yes, „das Restaurant“ (article). Self-study: do all ten before checking.

Groups compare with their chat message and count points. Discuss the items with the most errors. Item 2 and 4 are Dativ (orange) because die Hände / ein neues Handy are the Akkusativ objects; items 1, 3 and 5 are Akkusativ (red). Item 10: the verb comes after „im Sommer“, at the very end. If a group scored under 7, send them back to t28b (mich oder mir?) and t29b (verb at the end) for self-study.

Discovery with a timeline on the whiteboard: one dot in the past („Als ich nach Deutschland kam …“), many dots in the past („Immer wenn ich Heimweh hatte …“), a dot in the future („Wenn ich Zeit habe …“). Let learners match wenn/als to the dots. Then the table. Remind them: the clause with wenn/als works like weil – verb at the end, and if it comes first, the main clause starts with the verb (verb, comma, verb). „Als ich ein Kind war“ is a period of time, but one single period (childhood happens once), so als. Typical error: „Wenn ich ein Kind war“ – English speakers, because „when“ covers both.

The Warum card is a logic check, not history. Test question for learners: „Can I say ‚whenever‘ or ‚if‘ here?“ Yes → wenn. No, it is one fixed moment or period in the past → als. This test also explains why the present always takes wenn: a present or future event is either repeated or not certain yet. Three words, three jobs: wann asks (Wann?), wenn connects open or repeated events, als connects one past event. Quick oral drill: the teacher says a beginning („… ich 2019 nach Deutschland kam“, „… ich nach Hause komme“, „… kommt der Bus?“) and learners shout als, wenn or wann. Urdu note: „jab main bachcha tha“ / „jab bhi …“ – please let an Urdu-speaking colleague confirm.

Read the examples and ask for each: one time or many times? past or not? Then personal storytelling in the main room: each learner says one als-sentence about their arrival or childhood („Als ich in Karachi wohnte, …“, „Als ich in Bremen ankam, …“) and one immer-wenn-sentence about now („Immer wenn ich Heimweh habe, koche ich Biryani.“). Note that the main clause after als often uses Präteritum (schlief, wohnte, regnete) or Perfekt; both are fine at A2. Typical error: „Als ich gestern nach Hause kam, mein Bruder schlief schon“ – the main clause must start with the verb.

Breakout rooms in pairs, 5 minutes. For each item the pair must say the reason aloud: „one time in the past“, „repeated“, „present/future“ or „if“. That reason matters more than the word. Then plenum: the teacher reads the item, one pair answers with word + reason. Traps: item 5 and 9 (immer wenn / jedes Mal, wenn: always wenn, even in the past), item 8 („zum ersten Mal“ = one time, als). Self-study: write the reason next to each answer.

Colour on this slide only separates the two answers: wenn in blue, als in red (bold in both cases). Count: 5 × wenn, 5 × als. Ask pairs which items they got wrong and why; most errors are item 5/9 (repeated → wenn) and item 2 (childhood = one period → als). Extra challenge: let learners change item 5 into the past („Immer wenn er kam, brachte er Obst mit.“) – it stays wenn, because it is still repeated.

Role play to start: the teacher is a stranger at Bremen Hauptbahnhof. Learners first ask direct questions („Wo ist Gleis 5?“). Then the teacher says: „In Germany, with strangers and at the Behörde, it sounds more polite to say: Können Sie mir sagen, wo Gleis 5 ist?“ Learners notice: the verb moved to the end, like weil and dass. Go through the table: yes/no questions have no W-word, so German needs a new word, ob. The punctuation follows the main clause: „Ich weiß nicht, …“ ends with a full stop, „Können Sie mir sagen, …?“ with a question mark. Typical error: „Ich weiß nicht, wo ist der Bahnhof“ (English and Urdu-influenced order).

Right card is a typical error instead of a Warum: English uses „if“ both for conditions (wenn) and for indirect yes/no questions (ob). The „whether“ test works well for learners with good English. Background for the teacher: the verb-final position is the same base order as in every Nebensatz (see Thema 29); the indirect question is just one more Nebensatz type, so there is nothing new to learn about the verb. Quick drill: the teacher asks a direct question („Ist der Arzt heute da?“) and learners turn it into „Ich weiß nicht, ob …“ or „Können Sie mir sagen, ob …?“.

These are survival sentences for the Bürgeramt, the Arzt and the Bahnhof. Let learners collect three situations where they need them in Germany (or for the visa appointment in Islamabad or Karachi): „Können Sie mir sagen, wann mein Termin ist?“, „Wissen Sie, ob ich eine Meldebescheinigung brauche?“. Point out sentence 4 and 5: two verbs at the end, the conjugated one last. Sentence 6: separable verb written together (ankommt). Pronunciation: the voice goes up at the end of „Wissen Sie, …?“ like any yes/no question.

Breakout rooms in pairs, 6 minutes. A asks the direct question, B answers with the indirect question; then switch. Before answering, B decides: W-word or yes/no (→ ob)? Remind them to finish with „.“ after „Ich weiß nicht“ and with „?“ after „Wissen Sie“ / „Können Sie mir sagen“. Watch items 7 and 9 (Perfekt: „gekommen ist“, „angerufen hat“) and item 8 (modal last: „parken kann“). Fast pairs: invent three indirect questions for a phone call to the Bürgeramt.

Check three things in every answer: the right connector (ob for yes/no questions, the same W-word otherwise), the verb at the end (blue), and the punctuation at the very end (. or ?). Item 9 is special: wer is the subject itself, so the clause is „wer angerufen hat“ with no extra subject. If the group struggles, go back to the role play from t32a with real Bremen or Lahore places.

Build it physically: three learners on camera hold up cards (or type in the chat) „Ich“, „bin“, „krank“. The teacher adds denn in front: nothing moves. Adds weil: „bin“ walks to the end. Adds deshalb in front of „bleibe ich zu Hause“: deshalb takes position 1, so the verb stays in position 2 and the subject moves behind it. Important for meaning: denn and weil introduce the reason; deshalb introduces the result, so the order of the two ideas is swapped (krank → deshalb → zu Hause). Typical errors: „deshalb ich bleibe“ (English „so I stay“), and „denn ich krank bin“ (mixing denn with weil order).

Background: German has three kinds of connecting words. Coordinating conjunctions (und, aber, oder, denn, sondern) stand outside the sentence in position 0, so the following main clause is unchanged. Subordinating conjunctions (weil, dass, wenn, als, ob) open a Nebensatz with the verb at the end. Adverbs (deshalb, deswegen, darum, trotzdem, dann) are a normal part of the main clause and take position 1, so the V2 rule pushes the verb right after them. Learners who understand these three types can place every new connector they meet at B1. Note: denn cannot start a sentence in this meaning (*Denn ich bin krank, …) and the denn-clause cannot come first; weil can.

The first three rows say the same thing in three ways: let learners read them one after another and point to the verb each time. Then personal practice in the main room: each learner says one sentence about their plans with deshalb („Ich möchte eine Ausbildung in Bremen machen, deshalb lerne ich Deutsch.“) and the next learner turns it into a weil-sentence. Stylistic tip: in writing (A2 letter or email), using all three connectors makes the text sound better than repeating weil. In speech denn is more formal; weil and deshalb are most common.

New exercise (the reference doc has a quiz table for this topic but no Übung; its items are reused in the mixed exercise). Breakout rooms in pairs, 5 minutes. Strategy: look at the verb first, not the meaning. Verb at the end → weil. Verb right after the gap → deshalb. Subject right after the gap and verb second → denn. Pairs must name the clue for each item. Items 1–3 are the same sentence three times, a good starting point. Item 6: „regnet“ comes after „den ganzen Tag“, at the end, so weil. Self-study: circle the verb in the second half before choosing.

Check answers by the verb clue, not by feeling. Item 6: „regnet“ stands after „den ganzen Tag“, so it is at the end: weil. With denn it would be „denn es regnet den ganzen Tag“. Point out that a very short clause like „es regnet“ looks the same in both orders, which is why the exercise adds a time phrase. Items 3, 5, 8: verb directly after deshalb, subject behind it. Ask fast learners to rewrite item 8 with deswegen and darum.

Mixed revision of Themen 31–33, 8 minutes in breakout rooms of two or three; one chat message per group with all ten answers. Items 1–4: als, wenn or wann. Items 5–7: indirect questions (connector or verb at the end). Items 8–10 come from the quiz table in the grammar reference (denn / weil / deshalb). Tip to give before they start: in every item, first find the verb in the clause with the gap – its position tells you the answer in items 8–10. Item 10: the clause comes first, so only weil is possible (denn and deshalb cannot start this sentence).

Groups check and count. Item 1: one period in the past (wohnte = Präteritum, the time in Karachi is over) → als; if a learner argues „ging oft“ is repeated, explain that the als-clause is the one period, the repetition is in the main clause. Item 4 is the question word wann. Item 5: yes/no question → ob, not wenn. Item 7: separable verb written together. If a group scored under 7: self-study t31b and t33b.

Start with a comparison game: show two photos side by side (Lahore and Berlin, a rickshaw and a train, chai and coffee) and ask „Was ist schneller / billiger / wärmer?“. Learners answer in English if needed, and the teacher recasts in German. Then the table: regular adjectives just add -er; the red ones get an umlaut (a → ä, o → ö, u → ü). These are mostly short, very common one-syllable adjectives – learn them as a list. Typical errors: „mehr schnell“ (English „more“ pattern, never with short adjectives in German), „größer wie“ (regional spoken German, wrong in exams), forgetting the umlaut („alter als“).

Three groups on this slide. 1) teuer and dunkel lose the e of the last syllable (teurer, dunkler), otherwise it sounds clumsy („teuerer“). 2) hoch loses the c (höher) and nah gets an umlaut. 3) gut, viel, gern are completely irregular: besser, mehr, lieber. gern is special because it is used with verbs: „Ich trinke gern Tee“ → „Ich trinke lieber Tee als Kaffee“. Ask learners: „Was trinken Sie lieber: Chai oder Kaffee? Was essen Sie lieber: Biryani oder Pizza?“. Note: mehr never takes an ending („mehr Zeit“, „mehr Leute“).

Background: German and English are both West Germanic languages, and the comparative ending -er and the irregular pairs come from a common ancestor: besser and better, mehr and more are related words, which is why both languages have the same irregularity in the same place. Differences to stress: English uses „more“ with long adjectives (more interesting); German always uses -er, even for long words (interessanter, komfortabler). Urdu compares with „se“ („Lahore Karachi se chhota hai“ – smaller than Karachi) and does not change the adjective; Urdu speakers often forget the -er ending: „Der Zug ist schnell als der Bus“. Please let an Urdu-speaking colleague check the example.

After reading, a speaking round in the main room: „Vergleichen Sie Ihre Stadt mit Ihrer deutschen Stadt“ (or with Berlin): größer, kleiner, wärmer, teurer, lauter, ruhiger. Each learner says two sentences, one with als and one with so … wie. Note the pronoun after als: „als ich“ (Nominativ), like English „than I (am)“. Learners with English often say „als mich“ (English „than me“) – correct it gently. Also point out the last example: „so heiß wie“, the adjective has no ending.

Breakout rooms in pairs, 5 minutes. A reads the sentence with „hmm“ for the gap, B says the full sentence; switch every item. Then each pair invents two extra sentences comparing Pakistan and Germany and brings them back to the plenum. Watch: umlaut in 3, 4, 9 (älter, kälter, höher – hoch also loses the c), dropped e in 5 (teurer), the irregular forms in 6–8 and item 10 (so … wie, not als). Self-study: say each answer aloud – the umlaut must be audible.

Blue = regular, red = umlaut, dropped letter or irregular (all bold). Count how many red answers each pair had right; these are the forms to learn by heart. Most frequent errors: „alter“ without umlaut, „teuerer“, „hocher“, „mehr gut“. Quick follow-up in plenum: the teacher says an adjective, the group answers with the Komparativ in chorus (alt – älter, gut – besser, gern – lieber, nah – näher).

Continue the comparison game from Thema 34 with three items: „Karachi, Lahore, Islamabad – welche Stadt ist am größten?“, „Zug, Bus, Rikscha – was ist am schnellsten?“. Learners answer with am …sten. Then show the two forms: am …sten stands alone after sein or a verb („Er läuft am schnellsten“); der/die/das …ste stands before a noun and gets an adjective ending like in Thema 36 („das älteste Haus“). The umlaut from the Komparativ stays in the Superlativ (älter → am ältesten). Typical error: „am schnellste“ or „der schnellsten Zug“ – mixing the two forms. The -esten after s/ß/t/z/d is only there to make it easy to pronounce (heißsten would be hard to say).

These five are the forms learners must know by heart. groß is the famous exception to the -esten rule from the previous slide: it ends in ß but takes only -sten (größten). hoch keeps the c in the Superlativ (höchste) even though it lost it in the Komparativ (höher). Pakistani context for speaking: „Welcher Berg ist am höchsten? Welche Stadt ist am größten? Was essen Sie am liebsten?“ – K2 is the highest mountain in Pakistan (and the second highest in the world), Karachi the largest city. am liebsten is extremely useful: „Am liebsten trinke ich Chai mit viel Milch.“

Background: as with the Komparativ, the Superlativ ending -st and the irregular set besser/best come from the same Germanic source as English -est and better/best. Learners with good English can map: best = am besten / der beste, most = am meisten. Difference: English „the most interesting“ uses most; German always adds -st (am interessantesten). gern/lieber/am liebsten has no English partner word in daily use (old English „lief“ is not taught here). Quick chorus drill: teacher says gut, learners answer „besser – am besten“; then viel, gern, groß, alt, hoch.

Ask learners to sort the examples: which use „am …sten“, which use „der/die/das …ste + noun“? Then a class survey in the main room: „Welche Sprache findest du am schwersten: Deutsch, Englisch oder Urdu?“, „Was isst du am liebsten?“, „Was war der schönste Tag in diesem Jahr?“. Note sentence 1: „der größte“ refers back to „Bruder“, so it keeps the article and is written in lower case. „am kältesten“: kalt gets umlaut + -esten (after t).

Breakout rooms in pairs, 5 minutes. Before filling the gap, the pair decides: is there a noun after the gap? Then der/die/das …ste. No noun? Then am …sten. They say the decision aloud. Watch for: item 2 (größte, not größeste), item 3 (am heißesten, with -e-), item 5 and 8 (irregular: am liebsten, am meisten), item 10 (Am besten at the start, then the verb gefällt in position 2). Self-study: mark every item N (noun) or A (am) first.

Blue = regular, red = umlaut or irregular (always bold). Discuss: item 8 „am meisten Geld“ – here am meisten stands before a noun, an exception learners can simply copy. Item 2 again: größte without -e-. If learners wrote „der älteste Haus“ in item 1, point at the gap: the article is already given (das), they only need the adjective. Extension: each learner writes one true sentence with am liebsten and one with der/die/das …ste about Pakistan or Germany.

Discovery: show the table with only the Nominativ row first. Learners notice: singular always -e, plural -en. Then add Akkusativ: only masculine changes (den …en), which matches what they know from A1 (der → den, the only Akkusativ change). Then Dativ: everything -en. Draw a line around the five -e cells (Nom. singular ×3, Akk. neuter and feminine): a small „house“ shape on the left; outside the house everything is -en. Colour key here: blue/green/pink = Nominativ by gender, red = Akkusativ change, orange = Dativ. Dativ plural also adds -n to the noun (den guten Leuten), as in A2.1 Thema 14. Typical error: „den gute Mann“.

Background: German grammar books call these the „weak“ endings (schwache Deklination). The principle behind all adjective endings is: somebody in the noun group must show gender and case clearly. After der/die/das the article does the job, so the adjective gets only -e or -en. In Thema 37 the article ein cannot always do the job, and then the adjective takes over (strong ending). Understanding this one idea saves learners from memorising three separate tables. English has no adjective endings at all, and Urdu changes adjectives only partly (achha / achhi / achhe), so the idea of an ending that depends on case is new for most learners; go slowly and use colours.

For each sentence ask two questions: which case? (Nominativ, Akkusativ or Dativ – look at the verb or the preposition) and which gender? Then find the cell in the table. Sentence 5: helfen takes the Dativ (A2.1 Thema 16), so „der alten Frau“ – the article der here is Dativ feminine, not masculine Nominativ: a good moment to show why the article alone can confuse and the table helps. Speaking: describe people in the class or family photos („Der junge Mann aus Karachi spielt Cricket.“).

Breakout rooms in pairs, 6 minutes. Method for every item: 1) case? 2) gender or plural? 3) inside the -e „house“ or outside? Pairs say all three steps aloud; this is slower at first but makes the rule automatic. Typical traps: item 2 (masculine Akkusativ → -en), item 6 (helfen + Dativ → -en, even though the article is der), item 8 (plural → -en even in the Nominativ), item 9 (in + Dativ, Wo? → -en). Self-study: write N/A/D above every gap first.

Colours follow the table: blue/green/pink by gender, red for the masculine Akkusativ, orange for Dativ. Five answers have -e (1, 3, 4, 5, 10), five have -en. Item 9: in spoken German „im großen Haus“ (im = in dem), same ending. If many errors: show t36a again and let learners point to the cell for each answer before moving on.

Mixed revision of Themen 34–36, 8 minutes in breakout rooms of two or three; one chat message per group. Items 1–4: Komparativ and als/wie. Items 5–7: Superlativ (with noun → der/die/das …ste, without noun → am …sten). Items 8–10: adjective endings after der/die/das. Note: items 5 and 7 combine Superlativ and adjective ending: „der höchste Berg“, „das beste Restaurant“ – the Superlativ before a noun behaves exactly like any adjective after der/die/das (Nominativ singular → -e). Self-study: write the full sentence for each item.

Groups check and count. Red marks irregular forms and the masculine Akkusativ (item 8), pink the feminine Nominativ (item 9), orange the Dativ (item 10, helfen + Dativ). Most frequent errors: „mehr warm“ instead of wärmer, „am liebste“, „den neue Arzt“. Under 7 points: self-study t34a2 (irregular Komparativ) and t36a (the -e house).

Put the two tables side by side (t36a and this one) and let learners find the differences. Answer: only three cells are different – ein guter Mann, ein gutes Kind (Nominativ and Akkusativ). Everything else is identical to Thema 36. Ask: why there? Look at the article: „ein“ has no ending in these three cells, so you cannot see if it is der or das. The adjective takes the ending of the missing article: der → -er, das → -es. Plural with ein does not exist, so the table uses keine (and meine works the same). Typical error: „ein gute Mann“, „ein neue Auto“ – learners use the Thema-36 ending.

This is the same principle as on t36b: one clear signal per noun group. When the article shows gender and case (der, den, dem, einen, einem, einer …), the adjective takes the weak -e/-en. When the article has no ending (ein, kein, mein in masculine Nominativ and neuter Nominativ/Akkusativ), the adjective takes the „strong“ ending, which copies the last letter(s) of der/das: -er, -es. With no article at all (heißer Tee, kaltes Wasser) the adjective always takes this strong ending – a preview for B1, mention only if asked. Memory trick: „der → -er, das → -es: the adjective borrows the article's ending“.

Use the examples for a „Wohnung und Job“ speaking round, which fits A2 exam topics: „Ich habe eine kleine Wohnung in Bremen. Ich suche einen neuen Job. Ich habe einen guten Chef.“ Learners describe their flat, job or family with ein/mein + adjective. Point out sentence 2: after sein the noun group is Nominativ („Er ist ein guter Lehrer“), a common error spot („ein guten Lehrer“). Sentence 3: „einen jungen Bruder“ is correct grammar; in daily German people would rather say „einen jüngeren Bruder“ (a younger brother) – you can mention it as a Komparativ link.

Breakout rooms in pairs, 6 minutes. Same three steps as in Thema 36 (case, gender, cell), plus one new question: does the article have an ending? If not (ein, mein, kein without ending), the adjective needs -er or -es. Items with the special endings: 1 (neues), 4 (guter), 8 (altes, mein works like ein). Trap: item 4 after sein → Nominativ. Item 5: plural with keine → -en. Item 10: einen shows the Akkusativ, so -en. Self-study: underline the article ending first.

Three answers use the special strong endings: 1 neues, 4 guter, 8 altes. Everything else is identical to the der/die/das table. Ask pairs which of the three they missed; usually item 4 (after sein) or item 8 (mein instead of ein). Quick oral follow-up: the teacher shows objects on camera („Das ist ein … Handy“, „Das ist mein … Laptop“) and learners add an adjective with the right ending.

Start with feelings: „Wozu haben Sie heute keine Lust?“ – learners answer in English or simple German, the teacher writes „Ich habe keine Lust, … zu …“ sentences. Then the table. Key points: 1) zu + infinitive goes to the very end, like the verb in a Nebensatz. 2) Separable verbs: zu between prefix and verb, written as one word (aufzustehen, anzurufen, mitzukommen). 3) um … zu expresses a purpose (why? → in order to). 4) After modal verbs no zu – this is the most common error from English („Ich muss zu arbeiten“ from „I have to work“). Urdu speakers often put the infinitive group first; show that German keeps it at the end after a comma.

Background: German zu and English to come from the same West Germanic word, and in both languages the modal verbs (can, must, may / können, müssen, dürfen) take the bare infinitive without it. This makes the rule easy for learners with good English: where English has „to“, German usually has „zu“; where English has a bare verb after can/must, German has none either. The trap: English „have to“ (I have to work) is a modal meaning in English but in German it is müssen without zu: „Ich muss arbeiten“, not „Ich habe zu arbeiten“ (that exists but means something else and is not A2). Practise with contrast pairs: „Ich kann kochen / Ich habe Lust zu kochen“.

Read the sentences and let learners find the zu-forms; ask which ones are written as one word (abzuschließen, mitzukommen – separable verbs). Speaking round: „Was ist schwer in Deutschland?“ → „Es ist schwer, eine Wohnung zu finden / einen Termin beim Bürgeramt zu bekommen / Freunde zu finden.“ and „Was ist schön?“ → „Es ist schön, mit der Familie in Lahore zu telefonieren.“ Sentence 5: um … zu answers „Wozu?“ / „Warum?“; compare with weil from Thema 29 („…, weil sie einen Termin braucht“).

Breakout rooms in pairs, 5 minutes. A reads the sentence, B completes it; switch roles. For each item the pair asks: separable verb? (then zu in the middle) – modal verb? (then no zu). Watch for: items 3, 4, 6, 7 (anzurufen, abzuschließen, aufzustehen, mitzukommen – one word), item 9 (um), item 10 (kann → no zu: kommen). Fast pairs: write three true sentences starting with „Ich habe keine Lust, …“, „Ich versuche, …“, „Es ist schwer, …“. Self-study: mark separable verbs before filling the gaps.

Check spelling of the separable forms (one word, no space: anzurufen, not „an zu rufen“). Item 10 is red because it is the exception: modal verb → no zu. Ask: which items had a separable verb? (3, 4, 6, 7). If learners wrote „zu anrufen“, show the rule again with a gap in the middle: an _ rufen → anzurufen.

Discovery with two versions of one request: „Geben Sie mir das Salz!“ and „Würden Sie mir bitte das Salz geben?“ – which one would you say to your neighbour in Bremen? Learners feel the difference immediately. Then the table: all forms have an umlaut (red) and the endings are the same as in the Präteritum (blue): ich/er without ending, du -st, wir/sie -n, ihr -t. ich and er/sie/es are the same form. At A2 the goal is not the grammar of „unreal“ situations, only the polite chunks; Konjunktiv II for wishes and conditions comes at B1. Typical error: forgetting the umlaut („Ich hatte gern einen Kaffee“ = past, „I had“).

Five chunks for five situations: café/shop (Ich hätte gern), any request (Könnten/Würden Sie), wishes and plans (Ich würde gern), permission (Dürfte ich – dürfen is not in the table on t39a but works the same: durfte → dürfte), and very formal requests (Wären Sie so freundlich, … zu …, a link to Thema 38). Role play in breakout rooms: one learner is a waiter in a Karachi café or a clerk at the Bürgeramt, the other uses each chunk once. Point out the Satzklammer: Könnten/Würden/Dürfte in position 1 (question) or 2, infinitive at the end (blue).

Background: the Konjunktiv II forms come from the Präteritum stem (hatte, konnte, war, wurde, durfte) plus umlaut where possible. English uses the same trick without umlaut: could, would, might, should are originally past forms and are used for politeness and unreal situations. Careful with etymology: würde is the form of werden, while English would comes from will, so they are not the same word – but they do the same job, which is what learners need. könnte and could, however, are related (können/can). Learners already know möchte (from mögen) – it is also a Konjunktiv II form, which is why it sounds polite. Typical Urdu-speaker strategy is to add „bitte“ to an imperative; show that German politeness comes more from the verb form.

Group the sentences by place: hotel (1), street (2), any conversation with a German speaker (3 – the most useful sentence for learners!), doctor or Bürgeramt (4), office or host family (5), restaurant (6). Practice: learners phone a „Praxis“ in a role play: „Guten Tag, ich würde gern einen Termin vereinbaren. Könnten Sie mir sagen, wann …?“ – combining Thema 32 and 39. Pronunciation: the ä in hätte and wäre sounds like e in „Bett“; the ü in würde and dürfte needs rounded lips – practise slowly.

Breakout rooms in pairs, 5 minutes. A reads the sentence, B fills in the form and says the whole request politely (with friendly intonation!). Switch roles. Watch the person: item 7 du → könntest, item 10 ihr → könntet, items 6 and 2/3/9 wir/Sie → -n. Item 5: dürfen → dürfte (not in the table, but same pattern). Fast pairs: turn three direct imperatives into polite requests („Mach das Fenster zu!“ → „Könntest du bitte das Fenster zumachen?“). Self-study: say each sentence aloud after writing it.

All answers have an umlaut – if an answer has no umlaut (hatte, konnten, wurde), it is the Präteritum and means something else („Ich hatte gern …“ makes no sense). Check the person endings in items 6, 7 and 10. Close the topic with a quick round: every learner asks the teacher one polite question with a different chunk.

Mixed revision of Themen 37–39, 8 minutes in breakout rooms of two or three; one chat message per group. Items 1–4: adjective endings after ein/eine/einen/einer (vocabulary from the A2.2 media topic). Items 5–7: zu + infinitive – item 7 is the trap (modal verb muss → no zu). Items 8–10: polite Konjunktiv II forms. Ask groups to also say for each item which slide would help them if they are unsure (t37a, t38b, t39a).

Groups check and count. Item 2: das Handy is neuter → ein praktisches (strong ending, green). Item 3: after sein → Nominativ masculine → guter (blue). Item 1: einen → Akkusativ masculine → -en (red). Item 6: aufladen is separable → aufzuladen. Item 7: muss → no zu. Under 7 points: self-study t37b, t38b and t39a before the next lesson.

Vocabulary from the A2.2 list, topic Medien und Technik, part 1 of 2. Learners cover the English column and guess from the example. Note: die Nachrichten (plural) also means „the news“ on TV. Passwort has an umlaut in the plural (Passwörter, red). Colours in the examples: orange = Dativ group (mit dem Handy, am Laptop, im Internet, dir), red = Akkusativ object. Speaking: „Wofür benutzen Sie das Handy?“ – learners answer with weil or um … zu from this deck.

Part 2 of Medien und Technik. Der Akku is a rechargeable battery (phone, laptop); a normal battery is die Batterie. Ladekabel and Fernseher have the same form in the plural. Link to grammar: „Mein Akku ist leer, deshalb kann ich nicht anrufen.“ (Thema 33), „Hast du ein Ladekabel? Könntest du es mir leihen?“ (Thema 39). Quick game: one learner describes an object without naming it, the others guess with article.

Verbs for media and technology. Separable verbs: herunterladen, einschalten, ausschalten, aufladen, ausdrucken (prefix at the end in the main clause). laden has a stem change: er lädt herunter / lädt auf. All verbs here take haben in the Perfekt. Link to Thema 38: „Vergiss nicht, den Akku aufzuladen / das Handy auszuschalten.“ Link to Thema 29: „…, weil das Internet nicht funktioniert.“ Ask learners which verbs they use daily on WhatsApp with family in Pakistan.

All examples use the adjective after sein, so there is no ending. Practice that links to Themen 36 and 37: learners move the adjective before the noun: „der kaputte Bildschirm“, „ein kaputter Bildschirm“, „das langsame Internet“, „eine praktische App“. And Komparativ: „Mein Internet ist langsamer als dein Internet.“ Note: online and kaputt normally do not take endings before a noun in careful German („ein Online-Kurs“ is used instead), so practise endings with the other five.

Freizeit und Sport, part 1. Cricket is very important for most learners: in Germany there are cricket clubs (Vereine) in many cities, often founded by Pakistani and Afghan communities – a real way to make friends and practise German. Speaking: „Was machst du in deiner Freizeit?“ answered with reflexive verbs from Thema 27 („Ich interessiere mich für Cricket.“, „Ich treffe mich mit Freunden.“). Mannschaft and Verein are good for Dativ practice: in der Mannschaft, in einem Verein.

Part 2. Wechselpräpositionen review (A2.1 Thema 20): ins Konzert / ins Fitnessstudio = Wohin? → Akkusativ (red); im Schwimmbad = Wo? → Dativ (orange). Museum has an unusual plural: Museen. „Der Eintritt ist frei“ – useful in Germany: many museums are free on certain days. Speaking with Konjunktiv II (Thema 39): „Ich würde gern ins Konzert gehen. Hättest du am Samstag Zeit?“

Point out the Perfekt with sein (bold „ist“): movement verbs schwimmen, joggen, wandern, Rad fahren, ausgehen. zuschauen takes the Dativ (dem Spiel zuschauen = to watch the game). Rad fahren: fahren has a stem change (er fährt), and Rad is written separately. Links to grammar: „Als wir das Spiel gewonnen haben, …“ (Thema 31), „Hast du Lust, heute auszugehen?“ (Thema 38). The A2.2 list adds a note that zuschauen is used for watching a person or event.

Use these adjectives for Komparativ and Superlativ (Themen 34–35): „Cricket ist spannender als Fußball.“, „Welcher Film war am langweiligsten?“. Note the -esten after -t: am interessantesten, am spannendsten (after -d, both forms exist; spannendsten is standard). Endings after ein (Thema 37): „ein spannendes Spiel“, „ein langweiliger Film“, „eine lustige Party“. Ask learners to describe the last cricket match they watched.

Very practical vocabulary for learners who move to Germany. Anmeldung: in Germany you must register your address at the Bürgeramt within 14 days of moving in; you then get the Meldebescheinigung, which banks and employers ask for. Aufenthaltstitel is the general term (visa, Aufenthaltserlaubnis, Blaue Karte); Aufenthaltserlaubnis is one type of it. Grammar links: „Können Sie mir sagen, ob ich einen Termin brauche?“ (Thema 32), „Ich würde gern einen Antrag stellen.“ (Thema 39), „Ich melde mich beim Bürgeramt an.“ (Thema 27). Information on rules can change; tell learners to check the official website of their city.

Part 2 of Behörden und Dokumente. „Hier fehlt Ihre Unterschrift“: Ihre Unterschrift is the subject (Nominativ), so it is marked pink (feminine) rather than as an object. Konto has the plural Konten. Role play: Bürgeramt counter – the clerk asks for Ausweis, Formular, Unterschrift, Kopie; the learner answers politely with Konjunktiv II and indirect questions („Könnten Sie mir sagen, wo ich unterschreiben muss?“). Pakistani documents: the CNIC is „der pakistanische Personalausweis“; a birth certificate may need a translation and Beglaubigung.

Separable: sich anmelden, ausfüllen, abgeben, mitbringen, einreichen, ablaufen. Not separable: beantragen, unterschreiben, verlängern, bestätigen, erlauben (be-, ver-, er- and unter- here are not separable). ablaufen takes sein in the Perfekt („Mein Pass ist abgelaufen“) and has a stem change (läuft). erlauben + Dativ person + zu-infinitive links to Thema 38: „Die Behörde erlaubt mir, in Deutschland zu arbeiten.“ Writing task for homework: a short email to the Ausländerbehörde asking for a Termin, using Konjunktiv II and dass/ob.

Formal adjectives that appear in letters from authorities. Practise them in front of nouns with the endings from Themen 36–37: „ein gültiger Ausweis“, „ein abgelaufener Pass“, „der vollständige Antrag“, „die zuständige Behörde“. Useful question with ob (Thema 32): „Wissen Sie, ob mein Visum noch gültig ist?“, „Können Sie mir sagen, welche Behörde zuständig ist?“. Note: zuständig is often translated as „responsible“ in the sense of „in charge of this case“.

Weather is the perfect topic for Komparativ and Superlativ: „Im Juni ist es in Lahore heißer als in Bremen.“, „In Karachi ist es im Mai am heißesten.“ Also for wenn/als: „Wenn es regnet, trinken wir Chai.“, „Als ich nach Deutschland kam, lag Schnee.“ „Heute gibt es starken Wind“ shows an adjective ending without article (strong ending -en in the masculine Akkusativ) – just copy it as a chunk. Many learners from Pakistan experience their first snow in Germany: ask about it.

Part 2. Watch out: der See = lake, die See = sea (Nordsee, Ostsee). Grad keeps its form after a number (30 Grad). Several plurals with umlaut (red): Wälder, Flüsse, Bäume. Wechselpräpositionen again: im Wald (Wo? Dativ), auf einen Berg (Wohin? Akkusativ), unter dem Baum (Wo? Dativ); um is always Akkusativ. Superlativ link: „Der K2 ist der höchste Berg Pakistans; der Indus ist der längste Fluss.“

Weather verbs use „es“ as subject: es regnet, es schneit, es donnert. wachsen has a stem change (er wächst) and takes sein in the Perfekt, like spazieren gehen. frieren: „Ich friere“ = I feel cold – very useful in the first German winter. Grammar links: „Wenn es schneit, bleibe ich zu Hause.“ (Thema 31), „Es regnet, deshalb gehen wir nicht spazieren.“ (Thema 33), „Ich hoffe, dass morgen die Sonne scheint.“ (Thema 30).

Weather comparison between Pakistan and Germany: „In Karachi ist die Luft schwüler als in Bremen.“, „In Lahore ist der Sommer trockener.“ (Komparativ: nass → nasser or nässer, both accepted). Adjective endings: „ein sonniger Tag“, „ein regnerisches Wochenende“, „bei kühlem Wetter“ (preview). Quick game: the teacher shows a weather photo, learners describe it with two adjectives.

Gefühle und Beziehungen, part 1. Learn the prepositions with the nouns: Angst vor + Dativ, Ärger mit + Dativ, sich Sorgen machen um + Akkusativ (a reflexive verb with Dativ pronoun, Thema 28: „Ich mache mir Sorgen“). Plural of Streit: the vocabulary list gives „Streitigkeiten“, which is the plural of a different word (die Streitigkeit, dispute); the plural of der Streit is „Streite“ and is rarely used – corrected here. Speaking with dass (Thema 30): „Ich habe Angst, dass ich die Prüfung nicht bestehe.“ Be sensitive: feelings and homesickness can be personal topics.

Part 2. Hochzeit is a great speaking topic: Pakistani weddings (Mehndi, Baraat, Walima) compared with German weddings – with Komparativ („Pakistanische Hochzeiten sind größer und länger als deutsche.“) and als („Als meine Schwester geheiratet hat, …“). Note: „Das ist eine Überraschung“ – eine Überraschung is Nominativ after sein, so it is not marked as an object. Heimweh has no plural; „Immer wenn ich Heimweh habe, …“ (Thema 31).

Case is the key with these verbs: vermissen, lieben, heiraten, trösten take the Akkusativ (red); vertrauen, glauben (a person), gratulieren take the Dativ (orange); schenken takes both (person Dativ, thing Akkusativ – the same pattern as on t28b). glauben + dass (Thema 30): „Ich glaube, dass er recht hat.“ English speakers often say „Ich vermisse zu meine Eltern“ or „Ich gratuliere dich“ – drill the case with a quick round: the teacher says a verb + person, learners make the sentence.

Feelings with weil and dass: „Meine Eltern sind stolz, weil ich die Prüfung bestanden habe.“, „Ich bin traurig, dass meine Familie so weit weg ist.“ Prepositions to add later: stolz auf + Akk, verliebt in + Akk, enttäuscht von + Dat. Adjective endings: „ein glücklicher Tag“, „die nervöse Studentin“. Speaking: learners pick a photo or a memory and describe how they felt (als-clause): „Als ich in Deutschland ankam, war ich nervös, aber glücklich.“

Final self-check. Learners read each line and rate themselves silently: „Das kann ich gut“, „Das kann ich ein bisschen“, „Das muss ich wiederholen“. Then they post the numbers of the topics they want to repeat in the chat; the teacher picks the two most frequent and goes back to those Merke and Übung slides. For self-study learners: go back to the topic slides (each section starts with tNNa) and do the Übung again without looking at the Lösung. A good final speaking task combines several topics: „Erzählen Sie: Als ich nach Deutschland kam … Ich hoffe, dass … Am liebsten … Ich würde gern …“.