Add Lektion 7 (combined course book + workbook + audio transcripts)
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@@ -10,7 +10,7 @@ Running summary of every lesson covered so far, for quick context loading.
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| 4 | [Der Tisch ist schön!](lektion-04.md) | Definiter Artikel der/das/die, Personalpronomen er/es/sie, Zahlen 100-1.000.000 | ~40 | done |
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| 5 | [Was ist das? – Das ist ein F.](lektion-05.md) | Indefiniter Artikel ein/eine, Negativartikel kein/keine | ~55 | done |
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| 6 | [Ich brauche kein Büro.](lektion-06.md) | Plural-Endungen (5 Muster), Akkusativ (erste Einführung) | ~30 | done |
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| 7 | | | | not started |
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| 7 | [Du kannst wirklich toll ...!](lektion-07.md) | Modalverb können, Satzklammer, Vokalwechsel (fahren/lesen/treffen) | ~40 | done |
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| 8 | | | | not started |
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| 9 | | | | not started |
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| 10 | | | | not started |
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# Lektion 7 — Du kannst wirklich toll ...!
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Kursbuch S. 41–44 · Arbeitsbuch S. 54–59
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This lesson opens Modul 3 (Freizeit).
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## Overview
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- Topic: Freizeit, Komplimente (leisure, compliments)
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- Communicative goals: Hören — Aussagen zu Freizeitaktivitäten; Sprechen
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— Komplimente machen ("Du kannst super tanzen!"); über Hobbys/
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Fähigkeiten sprechen ("Mein Hobby ist tanzen." / "Ich kann gut singen.");
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um etwas bitten ("Kann ich telefonieren?"); sich bedanken
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- New grammar focus: Modalverb **können**; the **Satzklammer** (verb
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bracket) — how a modal verb splits the sentence, with the modal
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conjugated in position 2 and the infinitive pushed to the end
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- Characters: Fabian & Rebekka on an awkward-compliment date (setting up
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the lesson's comic dialogue); Andi (football), Paulina (cello/music),
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Justus (nature/cycling) giving self-intros about their hobbies.
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## Vocabulary (official Lernwortschatz, Arbeitsbuch S. 59)
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### Freizeit und Hobbys (leisure & hobbies)
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| German | English | Notes |
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|---|---|---|
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| der Ausflug, -̈e | outing/excursion | |
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| der Film, -e | film | |
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| die Freizeit | free time | |
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| das Hobby, -s | hobby | |
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| das Kino, -s | cinema | |
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| Lieblings- (der Lieblingsfilm) | favorite- (favorite film) | prefix, combines with any noun |
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| backen | to bake | |
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| besuchen | to visit | |
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| fotografieren | to photograph | |
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| kochen | to cook | |
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| lieben | to love | |
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| malen | to paint | |
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| Musik hören | to listen to music | |
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| Rad fahren, du fährst Rad, er fährt Rad | to cycle | CH: Velo fahren; vowel change a→ä |
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| schwimmen | to swim | |
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| singen | to sing | |
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| spazieren gehen | to go for a walk | |
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| spielen (Fußball/Tennis/Gitarre spielen) | to play (football/tennis/guitar) | |
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| tanzen | to dance | |
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| treffen, du triffst, er trifft | to meet | vowel change e→i |
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| lesen, du liest, er liest | to read | vowel change e→ie |
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### Wie oft? (how often?)
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| German | English | Notes |
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|---|---|---|
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| (fast) immer | (almost) always | |
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| oft | often | |
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| manchmal | sometimes | |
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| nie | never | |
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### Danken (thanking)
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| German | English | Notes |
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|---|---|---|
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| Vielen Dank / Herzlichen Dank! | Many thanks / Heartfelt thanks! | |
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### Auf eine Bitte reagieren (responding to a request)
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| German | English | Notes |
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|---|---|---|
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| klar | sure/of course | |
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| natürlich | naturally/of course | |
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| leider | unfortunately | |
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| das geht (leider nicht) | that (unfortunately) won't work | |
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| leidtun: tut mir leid | to be sorry: I'm sorry | |
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### Weitere wichtige Wörter (other key words)
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| German | English | Notes |
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|---|---|---|
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| das Auto, -s | car | |
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| das Gespräch, -e | conversation | |
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| das Internet | internet | |
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| im Internet surfen | to surf the internet | |
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| die Natur | nature | |
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| Spaß machen | to be fun | "Das macht Spaß." |
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| können | can/to be able to | this lesson's modal verb |
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| rauchen | to smoke | |
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| gern | gladly/like to | |
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| nicht so (gut) | not so (well/good) | |
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| Wie oft? | How often? | |
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## Grammar (Kursbuch S. 44)
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### Modalverb können — Konjugation
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| | können |
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|---|---|
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| ich | kann |
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| du | kannst |
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| er/sie | kann |
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| wir | können |
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| ihr | könnt |
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| sie/Sie | können |
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Note the irregular pattern shared by modal verbs generally: **ich** and
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**er/sie** take the *same* unmarked stem form (kann/kann — no -e or -t
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ending), unlike regular verbs.
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### Modalverben: Satzklammer (verb bracket)
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| | Position 2 (modal, conjugated) | ... | Satzende (infinitive) |
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|---|---|---|---|
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| Aussage | Du **kannst** | wirklich super Gitarre | **spielen**. |
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| Frage/Bitte | **Kannst** | du das noch einmal | **sagen**? |
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This is the first appearance of the Satzklammer pattern: the conjugated
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modal verb sits in position 2, and the accompanying infinitive is pushed
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all the way to the end of the clause, "bracketing" everything else in
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between. This pattern will recur with every modal verb introduced later
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in the course.
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### Vowel-changing verbs recap (fahren, lesen, treffen)
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| | fahren | lesen | treffen |
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|---|---|---|---|
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| ich | fahre | lese | treffe |
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| du | **fährst** | **liest** | **triffst** |
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| er/sie | **fährt** | **liest** | **trifft** |
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Three vowel-change patterns now seen across the course: a→ä (fahren, also
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seen with sprechen's e→i in Lektion 3), e→ie (lesen), e→i (treffen,
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sprechen).
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## Communication patterns (Kursbuch S. 44)
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| Situation | Phrase(s) |
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|---|---|
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| Make a compliment | Du kannst ja/aber/wirklich toll/super/sehr gut tanzen ... |
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| Respond to a compliment | Vielen Dank! / Oh, danke! / Danke sehr! / Herzlichen Dank. |
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| State ability | Ich kann (gar) nicht / nicht so gut / ein bisschen / (sehr) gut singen/... |
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| Ask about hobbies | Was sind deine Hobbys? / Was machst du in der Freizeit? |
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| State hobbies | Meine Hobbys sind ... und ... / Mein Hobby ist ... / Ich ... gern. Das macht Spaß. / Ich liebe ... |
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| Ask frequency | Wie oft gehst du ins Kino/Theater/...? |
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| State frequency | Ich gehe oft/manchmal/nie ins Kino/... |
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| Ask permission / make a request | Kann ich mal telefonieren? / Kann ich hier rauchen? |
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| Grant/decline a request | Ja, klar. / Ja, natürlich. / Ja, gern. — Nicht so gern. — Nein, das geht leider nicht. / Nein, tut mir leid. |
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## Course book exercises (Kursbuch, S. 41–44)
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1. Look at a photo of a couple, guess what compliment the man is paying
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the woman ("Ich glaube, er sagt: Du ...")
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2. Listening — match 3 short compliment exchanges (cooking/dancing/eyes)
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to their content, then survey the class (Frauen vs. Männer) on which
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dialogue best fits the photo
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3. Discuss which conversation best fits the photo — class statistics
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4. "Du kannst ja super tanzen!" — match compliment sentences to photos of
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activities (skiing, swimming, chess, painting, guitar, binoculars,
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baking, tennis, cycling, ballet); identify remaining activities from
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the Bildlexikon
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5. Sentence-building — rearrange scrambled words into können-sentences,
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using the Satzklammer table as a model
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6. "Ich kann ein bisschen Schach spielen" — order degree adverbs (toll/
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sehr gut/super → nicht so gut → gar nicht); partner activity matching
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"who can do what"; speaking practice about your own abilities
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7. "Komplimente machen" — group activity: act out a hobby, others give
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compliments, the actor thanks them
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8. "Mein Hobby ist ..." — listening: match 3 audio self-intros to photos
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(football/cycling/cello), then match key phrases to each; discuss your
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own free-time habits using a provided phrase table (with fahren/lesen/
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treffen conjugation reference and a 0–100% frequency scale: nie, fast
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nie, manchmal, oft, immer)
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9. Partner speaking practice — "wer macht was wie oft?" (S.81)
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10. "Um etwas bitten" — roll dice to generate polite/less-polite/negative
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responses to requests (telefonieren/rauchen/das Auto haben); write 4
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of your own request questions on cards and play a request-and-respond
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game in groups of 4
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## Workbook exercises (Arbeitsbuch, S. 54–59)
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1. Solve word-scramble anagrams for 7 hobby words, then match German
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hobby verbs to their English translation, comparing to own language
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2. Fill in the correct form of können across 6 short sentences about
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family members' abilities
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3. Find sentence boundaries in a run-together block of text (no spaces/
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capitals) and rewrite as separate können-sentences with punctuation
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4. Write your own können-sentences on cards, swap with a partner who
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reorders the word-cards into a sentence
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5. Multiple choice — mark what each of 4 people can/can't do based on
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drawings (ski, swim, sing, cycle)
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6. Complete a chat conversation about hobbies/football/skiing/cycling/
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boxing using given sentence fragments
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7. Order degree adverbs (fast nie/oft/immer/nie/manchmal) along a 100%→0%
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scale
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8. Fill in a/ä or e/ie vowel-change endings across 2 short dialogues
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(fahren, lesen, treffen)
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9. Read a discussion-forum thread and identify each person's hobbies,
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then answer true/false comprehension questions
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10. Roll dice for polite-response phrases (mirrors Kursbuch exercise 10)
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### Training: Schreiben
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1. Read a group email asking about age/origin/languages/hobbies, mark
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Lisa's/the sender's questions, take notes, then write a reply email
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using the modeled template
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### Training: Aussprache (Wandernder Satzakzent — "wandering" sentence stress)
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1. Listen & repeat a progressively-building sentence chain (Spielen →
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Schach spielen → Ich kann Schach spielen → Ich kann gut Schach
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spielen → Ich kann sehr gut Schach spielen), noting how the stress
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moves to the newest/most important word each time
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2. Confirm the rule: sentence stress is **on the important information**,
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not fixed to the last word
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3. Listen and mark sentence stress across 3 short exchanges about music/
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singing preferences
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### Test (self-check, with point values)
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1. Fill in scrambled hobby words for 3 people's introductions (7 pts)
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2. Fill in frequency adverbs describing someone's weekly schedule (3 pts)
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3. Fill in correct verb forms: können, lesen, fahren, treffen (4 pts)
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4. Build sentences from scrambled word groups using können (4 pts)
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5. Complete compliment/thank-you exchanges (6 pts)
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## Audio / Listening (official Hueber Transkriptionen)
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Transcript source: **Official** (Hueber Transkriptionen — Kursbuch audio
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booklet, © 2012 Hueber Verlag). No standalone Arbeitsbuch dialogue this
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lesson (see below).
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### Kursbuch audio
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**Aufgabe 2** (three short compliment exchanges between Fabian and
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Rebekka — increasingly, comically over-the-top):
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```
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1
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Fabian: Wow! Du kannst ja super tanzen!
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Rebekka: Was?
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Fabian: Du kannst super tanzen.
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Rebekka: Was? Ich versteh dich nicht.
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Fabian: Ich finde, du kannst super tanzen ... ähh ... super tanzen.
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Rebekka: Oh, danke! ...
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Fabian: Wie heißt du?
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Rebekka: Was?
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2
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Fabian: Welche Farbe haben deine Augen, Rebekka?
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Rebekka: Ja, welche Farbe haben sie denn, Fabian?
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Fabian: Moment, sie sind ... sie sind ... grün ... und ein bisschen
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braun ...
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Rebekka: Und grau, oder? Sind sie nicht auch ein bisschen grau?
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Fabian: Grau? Ich weiß nicht. Deine Augen sind sehr schön!
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Rebekka: Oh. Kannst du das noch einmal sagen?
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Fabian: Du bist sehr schön, Rebekka.
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3
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Fabian: Hmmm!
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Rebekka: Fabian?
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Fabian: Hmmmmmmm!
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Rebekka: Fabian!!
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Fabian: Ich liebe es!
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Rebekka: FABIAN!!
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Fabian: Du Rebekka, das schmeckt sehr gut.
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Rebekka: Wirklich?
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Fabian: Weißt du was? Du kannst wirklich toll kochen! ...
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Rebekka: So? Aha! ... Hey! Fabian! NEIN!
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Fabian: Ach komm! Bitte!
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Rebekka: Nein!
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```
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**Aufgabe 8** (three self-introductions about hobbies, matched to
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photos):
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```
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1
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Andi: Hallo, ich bin der Andi. Mein Hobby ist Fußball. Das da sind meine
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Freunde. Wir spielen nicht im Verein. Wir sind nur eine
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Freizeit-Mannschaft. Aber wir können alle ganz gut Fußball
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spielen. Wir spielen zwei- bis dreimal im Monat hier im Park. Das
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macht Spaß!
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Spieler: Hey, Andi! Was ist? Kommst du?
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Andi: Ja-a! Also tschüs! ... Ich komme! Hier Werner! Hier!
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2
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Paulina: Hallo, ich heiße Paulina. Ich höre gern Musik und ich mache
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selbst gern Musik. Ich spiele Cello. Mein Lieblingskomponist
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ist Johann Sebastian Bach. Aber auch Jazz finde ich toll. ...
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Naja, ich liebe Musik.
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3
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Justus: Hi! Ich bin Justus. Ich liebe die Natur. Ich mache sehr gern
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Ausflüge. Oft gehe ich spazieren oder fahre Rad. Und natürlich
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mache ich auch gern mal eine Pause ... So wie jetzt!
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```
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### Arbeitsbuch audio
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No standalone Lektion 7 dialogue transcript — Training: Aussprache
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Übung 1 and Übung 3 both reference the printed Arbeitsbuch S. 57
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exercises directly (the spoken content is the sentence-stress practice
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sentences shown in the Training: Aussprache exercise above).
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## Answer key highlights
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**Kursbuch:**
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- 3 (which Gespräch matches the photo): 1 b; 2 c; 3 a
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- 4b (activity order heard): 2 schwimmen; 3 Schach spielen; 4 malen;
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6 fotografieren; 7 backen; 9 Rad fahren
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- 5: b Könnt ihr gut tanzen? c Sie können aber toll Ski fahren. d Er kann
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ja super Tennis spielen. e Können Sie Schach spielen?
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- 6a (degree order): gut; ein bisschen; nicht so gut; nicht; gar nicht
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- 8a (photo order heard): 1; 3; 2
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**Arbeitsbuch:**
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- 1a: 2 singen, 3 backen, 4 Tennis spielen, 5 schwimmen, 6 Ski fahren,
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7 kochen
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- 2: b können, c kann, d können, e können, f kann
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- 3: Könnt ihr schwimmen? / Ich kann nicht Tennis spielen. / Können deine
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Kinder Schach spielen? / Du kannst super Fußball spielen. / Kann Maria
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gut kochen? / Sie kann sehr gut singen.
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- 5: a nicht so gut, c nicht gut, d ein bisschen
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- 7: a immer, b oft, c manchmal, d fast nie
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- 8: a Fährst, lese, liest, lese; b treffen, Trefft
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- 9: a Peter: Musik, Filme; Lisa: Musik; Leon: Sport
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b 1 richtig, 2 falsch, 3 falsch, 4 falsch
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**Test:**
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- 2: b oft, c nie, d sehr oft
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- 3: b liest, c Fährst, d Können, e Triffst
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- 4: b Können wir ein bisschen Musik hören? c Er kann wirklich toll
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kochen. d Könnt ihr Tennis...
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## Notes / gotchas
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- **können's Satzklammer** is the headline grammar point and the first
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time a verb splits across the sentence like this — the conjugated modal
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goes in position 2, and the infinitive goes to the very end, with
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everything else (objects, adverbs, adjectives) sandwiched in between.
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This pattern is foundational: every modal verb introduced later in the
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course (müssen, wollen, dürfen, etc.) will follow the identical
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Satzklammer structure, so getting the "verb at the end" habit right here
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pays off repeatedly.
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- **ich kann / er kann** share the same unmarked form — a distinctive
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modal-verb quirk (no -e on ich, no -t on er/sie) that's easy to
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over-regularize by analogy with normal verbs.
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- Three now-familiar vowel-change verbs are drilled together here
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(fahren a→ä, lesen e→ie, treffen e→i) alongside sprechen (e→i) from
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Lektion 3 — worth treating as one recurring irregularity class rather
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than memorizing each verb separately.
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- The Fabian/Rebekka dialogue (Aufgabe 2) is a good source of natural
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compliment/reaction phrases, but its comic escalation (dialogue 3 ends
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with Rebekka shouting "NEIN!") makes it unsuitable as a literal model
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for real conversation — treat it as listening material, not a script to
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imitate verbatim.
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- This lesson opens Modul 3 — no module-wrap material to skip here,
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unlike Lektion 3/6; Lektion 8 begins immediately after.
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