33 lines
1.6 KiB
Markdown
33 lines
1.6 KiB
Markdown
# Teaching Notes
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## User profile
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- Native English speaker, living in Heitersheim (Baden-Wurttemberg), Germany
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- Works at cn-mobility GmbH — German-language workplace
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- Children in German schools — wants to be part of their lives more fully
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- B1.2 at Goethe Institut Freiburg, 2x/week
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- 30-60 min/day for self-study
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- Has a detailed weak-spots document from prior practice; that document should seed early lessons
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## Known weak spots (from their self-assessment doc)
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Priority order:
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1. V2 word order after fronted elements (~40% of errors) — highest leverage
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2. Verb conjugation: *ich habe* not *ich hat*
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3. Noun gender and adjective endings (especially tech vocab)
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4. Possessive pronouns (*sein-* vs *ihn/er*)
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5. Missing prepositions (*an* with task work)
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6. Compound noun splitting (*Datenbank kopie* → *Datenbankkopie*)
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7. Partizip II — inseparable prefix verbs take no *ge-*
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8. du/Sie register slips in formal messages
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9. Subordinate clause verb-final (*weil, dass, ob, wenn*)
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10. Meaning distinctions: *ob* vs *wenn*, *fur mich* vs *bei mir*, *eingestellt* etc.
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## Teaching preferences / approach
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- Goethe class already handles systematic grammar — complement, don't duplicate
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- Ground all lessons in real-life contexts: cn-mobility work, Heitersheim community, children's school
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- Interleave listening + reading + writing practice, not just grammar drills
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- Space repetition of weak-spot patterns across lessons
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- Vocabulary scope: everyday German life, NOT just tech. Priority contexts: Zahnarzt, Kinderarzt, Friseur, Zahnreinigung, restaurant reservations, Ölwechsel, TÜV — the admin and social interactions of living in Germany
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