Handbuch zur deutschen Grammatik

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Cengage Learning, Jan 19, 2010 - Foreign Language Study - 528 pages
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This intermediate, modular approach to German grammar serves as both a reference handbook and a practice manual. There are a total of thirty chapters. The twenty-four regular chapters provide a presentation of new information, followed by material for oral and written practice including: Grammatik (grammar), Worschatz (vocabulary), Übungen (exercises, self-, and small-group practice), Anwendung (application, in-class group activities), Schriftliche Themen (writing topics), and Zusammenfassung (summary). The six remaining reference chapters consist of grammar presentations through explanations, models, and charts; and Übersicht (summary).
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Contents

Word Order
1
Present Tense
16
Present Perfect Tense
31
Definite Articles and DerWords Indefinite Articles and EinWords
48
Cases and Declensions
65
Prepositions
85
Negation
110
Simple Past Tense Past Perfect Tense
121
Adjectival Nouns Participial Modifiers
251
Personal Indefinite and Demonstrative Pronouns
265
Relative Pronouns
279
Questions and Interrogatives
296
DaCompounds Uses of Es
309
Subjunctive II
323
Indirect Discourse Subjunctive I
344
Imperative Mood Commands
359

Modal Verbs
138
Reflexive Pronouns Reflexive Verbs Selbst and Selber Einander
158
Infinitives
172
Passive Voice
186
Adjectives
203
Adverbs
223
Comparative and Superlative
233
Future Tense Future Perfect Tense
371
Reference Chapters
383
Appendices
455
GermanEnglish Vocabulary
471
Index
491
Credits
499
Copyright

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About the author (2010)

Jamie Rankin is director of the Princeton University Center for Language Study, and coordinator of language teaching and pedagogy in the Department of German. He has been a senior lecturer at Princeton since 1991. After completing a Ph.D. in German literature at Harvard University, he went on to specialize in second-language acquisition and pedagogy in the Department of Second Language Studies at the University of Hawaii. His work focuses on language teaching methodologies and curriculum development; the dynamics of foreign language classroom interactions; and how to train instructors to integrate second-language acquisition research in their classroom preparation and interaction. His research has frequently taken the form of collaborative classroom research with graduate student assistants and instructors in the department, and several of these studies have been published?including two awarded the Unterrichtpraxis' prize for Best Articles of the Year in 1999 and again in 2006.

Deceased. Professor Wells received his Ph.D. from Ohio State with a specialization in 19th century German literature. He championed student-centered, communicative learning that made students active partners in the classroom. His numerous publications, including HANDBUCH ZUR DEUTSCHEN GRAMMATIK, are considered by most educators in German as benchmarks in the field of German language instruction.

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