This is a sample video from my 'German grammar - word order' course. For more information about the complete course, go to https://angelikasgerman.uteach.io/courses/german-grammar-german-word-order
This is a sample video from my 'German grammar - word order' course. For more information about the complete course, go to https://angelikasgerman.uteach.io/courses/german-grammar-german-word-order
1) The song teaches the rules for using "haben" and "sein" as auxiliary verbs in German past tense constructions.
2) It explains that "haben" is used with direct objects and separable prefix verbs while "sein" is used with intransitive and inseparable prefix verbs.
3) The song notes some irregular past participles and exceptions like the verb "to stay," reinforcing that "haben" and "sein" must come second in the clause followed by the past participle at the end.
1) The song teaches the rules for using "haben" and "sein" as auxiliary verbs in German past tense constructions.
2) It explains that "haben" is used with direct objects and separable prefix verbs while "sein" is used with intransitive and inseparable prefix verbs.
3) The song notes some irregular past participles and exceptions like the verb "to stay," reinforcing that "haben" and "sein" must come second in the clause followed by the past participle at the end.
The document provides a summary of an IT professional's qualifications and experience. It lists certifications in project management, IT service management, and Teradata. It also outlines over 12 years of experience in roles such as project manager, database administrator, and software engineer. Responsibilities have included database design, performance optimization, and implementing IT service management frameworks.
To form the perfect tense in German to talk about past events, use an auxiliary verb which is either 'haben' or 'sein' combined with the past participle of the main verb. For regular verbs, the past participle is formed by adding 'ge-' to the stem of the verb and '-t', such as 'ge-kauf-t' and 'ge-sag-t'.
The document provides examples of using the past continuous tense in sentences describing actions that were ongoing at specific times in the past. It includes a quiz with sentences for students to identify whether the simple past or past continuous tense should be used. It also provides exercises for students to practice forming sentences using the past continuous tense correctly.
The document discusses the Spanish imperfect tense, which is used to describe repeated or habitual past actions, ongoing past states, and background information. It provides examples of how the imperfect is used and explains how to form the imperfect of regular verbs and the irregular verbs ir, ver, and ser. Keywords that indicate the imperfect include siempre, a menudo, and varias veces. The imperfect of haber is había. The imperfect is distinguished from the preterite in that the preterite is used for single, memorable past events while the imperfect is used for repeated or habitual past actions.
This document provides instruction on using the imperfect tense in French. The imperfect tense is used to describe things that used to happen regularly or what something was like in the past. It provides examples of using the imperfect tense in English, such as "I used to play netball every Friday." The document then explains how to conjugate verbs into the imperfect tense form in French, including choosing the pronoun and adding the correct ending. It provides a quiz for the learner to practice conjugating verbs like "chanter" (to sing) and "jouer" (to play) into the imperfect tense.
The document provides information on forming and using the perfect tense in German. It discusses the four main factors that affect verbs in the perfect tense: weak verbs, strong verbs, irregular verbs, and the auxiliary verbs "haben" and "sein". It provides examples of conjugating regular and irregular verbs in the perfect tense and explains the general rules for determining whether a verb takes "haben" or "sein" as its auxiliary verb. Practice exercises are included to help the reader learn the perfect tense.
The imperfect tense in Latin is formed by adding "ba" to the present stem of the verb and adding personal endings that are almost identical to the present tense endings. Exceptions exist for verbs ending in -iō, which add "ie" before "ba", and the irregular verb "to be", which has unique forms in the imperfect that use the same personal endings. The imperfect tense expresses incomplete or ongoing action in the past and can be translated as "was/were" or "used to" in English.
The document provides examples of sentences and requests their transformation into different tenses. Some examples include changing "I sit down" to present continuous "I am sitting down", "She does her job" to past continuous "She was doing her job", and "Let's go!" to past future perfect "We would have gone!". The document demonstrates transformations between tenses like past, present, future, continuous, and perfect.
This presentation provides an overview of HIV and AIDS. It defines HIV as a virus that attacks the immune system and destroys the body's ability to fight infections and diseases. It is transmitted through certain body fluids like blood, semen, vaginal fluids, and breast milk. The presentation details how HIV infects and replicates within immune cells called CD4 cells. It explains the stages of HIV infection from the initial window period to the development of AIDS when the immune system is severely compromised. Treatment options are discussed as well as strategies for prevention.
This document lists 7 musical instruments in French - saxophone, piano, violin, keyboard, guitar, trumpet, and drums - with the objective to learn them and be able to recall at least 4 instruments as well as state which ones can and cannot be played.
This document lists 10 colors in French and provides an objective and outcome for a lesson to learn the new colors. The objective is to learn 10 new colors in French and the outcome is to recognize and remember at least 8 of the 10 colors listed, which are bleu, noir, marron, blanc, vert, jaune, gris, orange, rouge, and rose.
The document outlines an objective to understand the past tense in French. It lists three outcomes: being able to recognize past tense verbs, read and understand paragraphs in the past tense, and potentially write paragraphs in the past tense. Examples of common French verbs in the past tense are provided like "manger" (to eat), "vendre" (to sell), and "finir" (to finish). Various conjugations of these verbs in the past tense are shown for "I", "you", "he/she", "we", and "they".
The document discusses activities at a leisure center. It says that the author likes to go to the leisure center because it is fun, and they can go swimming and dancing. Dancing is described as energetic. There is also a shop where you can buy sporting goods. The author likes to go to the leisure center on Saturdays.
The document contains questions and answers in French about playing sports and musical instruments. It tests knowledge of prepositions like "de", "du", "au", and "aux" used before nouns when discussing playing various sports and instruments in French. The questions cover topics like playing football, rugby, volleyball, piano, guitar, and not playing an instrument.
The document provides learning objectives and outcomes for learning French words related to family members. The objectives are to learn 10 French words for family and to describe one's family. The outcomes include being able to remember 6 French words for family, say all 10 words, read questions about a family and write answers, understand a family description in French, write a family description, and potentially speak about and describe one's own family.
6. … or… I have played tennis. Ich spielte Tennis. Imperfect Tense
7. … or… I was playing tennis. Ich spielte Tennis. Imperfect Tense
8. … or… I used to play tennis. Ich spielte Tennis. Imperfect Tense
9. It is used mainly in writing for... Imperfect Tense NARRATIVE, REPORTS and ACCOUNTS
10. The imperfect forms of... SEIN e.g. ich war Imperfect Tense and HABEN e.g. ich hatte are however used more often than the perfect forms (ich bin gewesen and ich habe gehabt) in spoken German.
11. Which of the following would you use in writing? Ich habe Hockey gespielt. Ich spielte Hockey. Imperfect Tense
20. Which of the following would be the written version of events? Aber ich habe Angst gehabt, habe gewartet, bis auch die Putzfrau gegangen ist, und habe mich in die Schule einschließen lassen. Aber ich hatte Angst, wartete, bis auch die Putzfrau ging, und ließ mich in die Schule einschließen. Imperfect Tense
28. Imperfect Tense Now click on the link to practice the imperfect of weak verbs. WEAK VERBS
29.
30. Strong verbs take the following set of endings on the changed stem: Imperfect Tense ich nahm (no ending) du nahm st er/sie/es nahm (no ending) wir nahm en ihr nahm t sie/Sie nahm en STRONG VERBS
31. Using your verb tables to help if you need to, practice your strong verb knowledge by clicking on the document below: BE SURE TO FOLLOW THE INSTRUCTIONS CAREFULLY BEFORE YOU START! Imperfect Tense STRONG VERBS
32. Some irregular STRONG verbs take the weak verb ending in the imperfect tense: denken - ich dach te Some irregular WEAK verbs change their vowel and sometimes consonant in the imperfect tense: bringen - er br achte Imperfect Tense IRREGULAR (or mixed) VERBS
33. Perfect Tense YOU JUST HAVE TO LEARN THEM AS YOU GO ALONG!! As this is quite confusing, there is only really one way of getting to know them properly… (sorry!) IRREGULAR (or mixed) VERBS
34. Using your verb tables to help if you need to, practice your strong verb knowledge by clicking on the document below: BE SURE TO FOLLOW THE INSTRUCTIONS CAREFULLY BEFORE YOU START! Imperfect Tense IRREGULAR (or mixed) VERBS
35. As you should now be an expert on the imperfect tense, click on the link to test yourself, this time without your verb tables! Imperfect Tense http://www.teachers.ash.org.au/dnutting/germanaustralia/e/quiz-imp.htm