2007

Sunday, August 19, 2007

Can Herpes Get On Sheets

0. Scientific Structures: DSH sample tests

Kap Winstar Ii 25 Recurve Riser

second Subjunctive II: unreal sentences

first Indirect speech

Exercise 1 - To achieve the specific examples or the number of example . Click
Exercise 2 - Levels International, Klett Edition
Exercise 3
Exercise 4 - Schubert C1, TestDaF preparation
Exercise 5 - Michael Mobius

Chicas Espanol Follar

third Passive \u0026lt;-> active, passive substitutes

passive education
- only verbs with accreditation object (transitive verbs) or Dat-lens t

X exceptions

- not reflexive verbs :

	spread:	English is spreading worldwide.
	X
	spread sth:	The message is spread by media worldwide.

active

<->

Pasive

subject

<->

of / by + accusative

subject = one		it (Satztanfang) / -
verb in the active accreditation object	<-> <->	verb in the passive subject
Dat object	<->	Dat object
preposition object	<->	preposition object

more: ABC grammar

passive substitutes:

Passive: The problem is solved. The problem to be solved.					is + activated It solves the problem. One should solve the problem.
can / should + passive The problem can / must be resolved.					be + to + infinitive The problem is solved.
can + passive The problem can be replaced.					are + infinitive The problem can be solved.
					be + bar The problem is solvable.

more: ABC grammar

Exercise 1 - click to solve the specific examples, the number of the example.

Vittoria Belvedere Craving Desire

4th Nominalization and verbalization

verbs with accreditation information:

! do not confuse with the passive transformation !

verb	<->	noun
subject	<->	by + accusative
accusative object	<->	genitive attribute
preposition object	<->	preposition object

verbs Dat-Objekt/Präposition:

verb	<->	noun
body	<->	Genitivattribut
Data-Object	<->	Präposition-building
Präposition-building	<->	Präposition-building

modals:
may not be able

must	<->	coercion, command
can	<->	capability / capacity possibility
	<->	inability impossibility
To	<->	permission
not	<->	ban
do	<->	intention
	<->	request
to	<->	call, duty

subordinate clauses: here

nominalization of verbs: most helpful suffixes

Exercise 1

Free Anniversary Speeches For Son

5th Nominalization and verbalization of subordinate clauses

V = verbal; N = nominal; NS = subordinate clause (end position); HS = Law (initial position / second position); IK = infinitive

subject sentence: who, what?

V-NS: that po si +. It is feared that he comes.
N: subject - nominative: His arrival is expected.

Objektsazt: Who, What?

V-NS: that po si +. I see that he tries.
N: accusative - Object: I see his effort.

causal (cause, reason): Why?

V-NS: because / da + Execution:. Because I am experienced, I get the job.
V-HS: why / why / why + Create. I have much experience, so I get the job.
V-HS: for + second:. I get the job because I have experience.

N: because of / due to + G: Because the experience I get the job.

conditional (condition): Under what conditions?

V-NS: if / when + Execution:. When it rains, we do not come.
N: at + D: In case of rain we get.

Propotional

V: j e (+ terminal.) - The more / more (+ two places.) The more he learns, the more the less time he has for his girlfriend.

Konskutiv (episode)

V-NS: so ... that / so that the + terminal.: It was cold, so we went home.
V-HS: consequence / consequently + primary control. It was cold. As a result, we went home.
N: result + G: result of the cold, we went home.

Instrumental (method, average): What?

V-NS: fact that / by + Execution: He improved by training regularly.
V-HS: thus / so / + Only in this way control. He trains regularly, because he is improving.
N: by + A: With a regular Trainig he has improved.

Final: Purpose, Goal: What?

V-NS: so + po si. He gets a scholarship so he could write his Doktortorarbeit abroad.
V-IK: to ...: Leave He received a scholarship for his doctoral work abroad can.
V-HS: to / for / about / to this end, + modal verb should / want + primary control. He wants to write his doctoral work abroad. For this he gets a scholarship.
N: to D + / G + in order um...willen / + G: He receives a scholarship for writing his doctoral thesis abroad.

concessive: not ausreichneder reason

V-NS: although po si +. came Though he was ill, he at the party.
V-HS: anyway / still + primary control. He was sick, yet he came to the party.
N: despite + G: Trozt of the disease, he came to the party.

adversative: Comparison

V-NS: for + po si. While there are floods in Europe, Africa, water is scarce.
V-HS: contrast / contrast, + primary setting: are In Europe, floods.. In contrast, in Africa the water is scarce.
N: as opposed to D + / D +, in contrast to: In contrast to the floods in Europe in short supply in Africa the water.

Temporal: Period: When / How long?

V-NS: during / while + Execution:. While floods in Europe, there are frequent power outages.
V-HS: while / at the same time + initial control. In Europe there are floods, during which there will be power outages.
N: during + G: comes during the floods in Europe it comes to power outages there.

Temporal: Time: When?

V-NS: if / as + Execution:. When I get home I watch TV.
V-HS: + since first setting. The classes began. As someone knocked.
N: at / to + D: knocked at the beginning of teaching someone.

Temporal: early

V-NS: + po si before. Before I eat, I wash my hands.
V-HS: before / before + first.: I eat, before I wash my hands.
N: before + D: Before dinner I wash my hands.

Temporal: Aftertime

V-NS: after po si +. After I had eaten, I took a walk.
V-HS: + Ersttell thereafter. I ate, then I took a walk.
N: to + D: After dinner I took a walk.

Temporal: early known

V-NS: for / since + terminal.: Since I take the tablets, I feel better.
V-HS: + since first setting. I take the tablets, since then I feel better.
N: + D since: Since my taking the tablets I feel better.

Temporal: End known

V-NS: to + po si. His mother saved money until he finishes his studies.
N: up to + D: saves until the end of his studies, his mother money.

summary of this topic: ABC grammar
Exercise 1

3do Games Might Of Magic

6th Partizipialatribute \u0026lt;-> relative clauses

first I. participle (present participle)

B ild TRAINING		infinitive + d + ending
importance		active
		simultaneity
example
the writing Student	=	The student who writes ...
the incoming train	=	The train, which arrives ...
to the decorative dancer	=	The dancer, who graces the ...

second II participle (past participle)

B ild TRAINING		(ge-) + stem + t X strong verbs
importance		passive
		prematurity
example
written by the students task	=	The task that the student has been writing ...
! the train arrived	=	The train, which arrived ...
! the decorated dancer	=	The dancer, who has decorated ...

3. Gerundive

B ild to TRAINING		+ infinitive + d + ending
importance		passive
		possibility / necessity
example
by students to be written task	=	The task be written by the student must / can
	=	The task of writing the is
	=	The task write can (only possibility)

timetable for conversion of Partizipialattributen in relative clauses

Exercise 1 - Schubert Publisher
Exercise 2 - Schubert Publisher
Exercise 3 - University of Porto (extended participle)
Exercise 4 - University of Porto (past participle -> relative clauses)
Exercise - gerundive
Exercise 5 - To achieve the specific examples please click the number of the example.
Exercise 6 - Institute for International Communication Dusseldorf 1
Exercise 7 - Institute for International Communication Dusseldorf 2
Exercise 8 - online learning forum DaF

Can I Still Go To Work With Chest Infection

7th Used as a function

In DSH they are common in the grammar section. But you can make with the other parts of the test tasks, testing the understanding of these structures. So here's an important topic for the exam preparation.
rules used as a function

list of used as a function: filter

after the noun (German language courses for foreigners, Munich): Overview FVG3
filter used as a function to theme (ABC-DSH grammar): Overview FVG2

Exercise 1
exercises

Monday, August 13, 2007

Mixing Creatine And Superpump

8th Modal verbs: Objective and Subjective importance

description of the modal verbs: obj. and subj. intended meaning

modal verb

lenses
importance

Subjective
importance

	the contract has to be entrusted the task have it is recommended it is advisable it makes sense	Allegedly ... They say ... It is claimed ... I've heard ...
want	intention intend the plan have plan intend to make be ready have to be willing the will	He / she says ... He / she said (about himself), ...
must	it is necessary it is the duty necessary have have an obligation be forced, it is imperative	I'm absolutely sure ... Undoubtedly, Secure There is no doubt know that .. every indication that ...
must Conj + II; may Conj + II	---------------- ----	I'm pretty sure ... I am very sure ... many indications, dass .. Some signs point to know that .. Probably ... Probably ...

may	have permission permission have have the power be entitled be empowered it is allowed, it is permissible it is named ...	--------------------
can	have the ability to have the opportunity to have the opportunity have the chance to be able be able to be able it is possible	Maybe ... may ... Probably ...
can + conj II	-----------------	Maybe ... may ... Probably ...
may have	the desire to want to feel like	Maybe ... Although ... but ...

rule for time-forms the modal verbs: obj. x subj. Importance

presence

past

He can come tomorrow.
= He is able to come tomorrow.

He could not come yesterday.
= He was not yesterday
to get into a position

He may come tomorrow
.
= He is probably tomorrow.

He can not yesterday came be .
= He is probably not come yesterday.

more with an objective to modals Meaning - ABC grammar
More on modals with subjective meaning - ABC grammar
Studienkolleg Darmstadt: obj + sub. meaning: Summary + exercises

Exercise 1
Exercise 2. - C1
Exercise 3 - Exercise 4
C1 - C2
Exercise 5 - To achieve the specific examples please click on the number of the example

I Have Come Too Fast Can I Do?