1.9 KiB
1.9 KiB
Teaching Notes
User profile
- Native English speaker, living in Heitersheim (Baden-Wurttemberg), Germany
- Works at cn-mobility GmbH — German-language workplace
- Children in German schools — wants to be part of their lives more fully
- B1.2 at Goethe Institut Freiburg, 2x/week
- 30-60 min/day for self-study
- Has a detailed weak-spots document from prior practice; that document should seed early lessons
Known weak spots (from their self-assessment doc)
Priority order:
- V2 word order after fronted elements (~40% of errors) — highest leverage
- Verb conjugation: ich habe not ich hat
- Noun gender and adjective endings (especially tech vocab)
- Possessive pronouns (sein- vs ihn/er)
- Missing prepositions (an with task work)
- Compound noun splitting (Datenbank kopie → Datenbankkopie)
- Partizip II — inseparable prefix verbs take no ge-
- du/Sie register slips in formal messages
- Subordinate clause verb-final (weil, dass, ob, wenn)
- Meaning distinctions: ob vs wenn, fur mich vs bei mir, eingestellt etc.
Teaching preferences / approach
- Goethe class already handles systematic grammar — complement, don't duplicate
- Ground all lessons in real-life contexts: cn-mobility work, Heitersheim community, children's school
- Interleave listening + reading + writing practice, not just grammar drills
- Space repetition of weak-spot patterns across lessons
- 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
- Sometimes prefers chat-based quizzing over HTML lessons for diagnostic/testing sessions
- Cannot identify which case (Nominativ/Akkusativ/Dativ/Genitiv) to use — raised explicitly as a Goethe class struggle. This is the root cause of recurring accusative ending errors.