German A2 Complete Course for Beginners

Hello, hello, and welcome to Deutschite. Ready to make German A2 grammar finally click? In part one, we will master the past with perfect, the dative and object system, prepositions for place, direction, and time, plus reflexive and prepositional verbs. The complete A2 course is seriously packed. So instead of squeezing everything into one giant video, we divided it into two powerful parts. And while you're studying and mastering part one, we'll be busy preparing part two. So no pressure. You learn this part, and we prepare the next one. Sounds like a fair deal. Perfect. Let's begin. Now we're starting unit one. In this unit, you will learn how to talk about the past in German using the perfect clearly and naturally. By the end of this unit, you will be able to build clear past sentences with more confidence. Great. Let's begin with the meaning of the perfect. The perfect is the most common past tense in everyday spoken German. We use it to talk about an action that happened in the past and is already finished. Imagine a simple timeline. The action happened before now, and the action is complete. For example, I worked. The work happened in the past, and it is finished now. In this sentence, it shows the main action to work, and the complete sentence tells us about a finished past event. So the main idea is simple. We use the perfect to talk naturally about finished actions in the past. Very good. Now let's see when we use the perfect. We use it for different kinds of finished past activities. First, a finished daily activity. For example, I studied German. The learning happened in the past, and the activity is finished. We can also use the perfect for a completed visit. For example, I visited my friend. The visit happened before now, and it is complete. The perfect is also used when someone moved from one place to another. For example, we traveled to Berlin. The journey happened in the past, and it is already finished. So we can use the perfect for a finished activity, a completed visit, or movement to another place. The situation changes, but the main idea stays the same. The event happened in the past and is finished now. Excellent. Now let's look at the basic perfect formula. The perfect has two verb parts. First, we need a helper verb haben to have or sein to be. Then we add the past form of the main verb. This form is called past participle. So the basic formula is haben or sein plus. Look at our first example: haben gelernt. I studied German. Here haben is the helper verb, and gelernt is the past form of the main verb. Now look at an example with sein: sein gefahren. We traveled to Berlin. Here sein is the helper verb and gefahren is the past form of the main verb. So every perfect sentence needs these two parts, a helper verb and a past participle. For now, focus on the formula. We will learn how to build the different forms step by step. Great. Now let's look at the two verbs inside a perfect sentence. They appear together, but they do two different jobs. Look at this example. I watched a film. The first verb is haben. Haben is the helper verb. It is the conjugated verb in the sentence. This means it changes to match the subject. Here the subject is I, ich, so we use ich habe. The helper verb also shows that the sentence is in the perfect. Now look at the second verb gesehen. This is the past participle of the verb sehen, to see. Gesehen carries the main meaning of the action. It tells us what actually happened. Someone watched or saw something. So the two verbs have different jobs. Haben is the helper verb. It matches the subject and carries the tense. Gesehen is the main action in the past form. Notice that the helper verb can change. Ich habe einen Film gesehen. Du hast einen Film gesehen. Wir haben einen Film gesehen. The forms haben and sein change with the subject, but gesehen stays the same. So remember the two jobs. The helper verb changes with the subject, and the past participle shows the main action in the past. Excellent. Now let's look at the Satz. In German, this structure is called Satzklammer, the sentence bracket. In a perfect sentence, the two verb parts create a frame. The conjugated helper verb opens the bracket, and the past participle closes it at the end. Look at this example. Ich habe gestern lange gearbeitet. I worked for a long time yesterday. The first verb part is haben. It comes early in the sentence. The second verb part is gearbeitet. It comes at the very end. Between the two verb parts, we place the other information. Here we have gestern and lange. So the sentence bracket is habe between gestern and gearbeitet. The middle of the sentence contains the time and the extra details. Now look at an example with sein: sein gefahren. We traveled to Berlin yesterday. Here sein öffnet the sentence bracket, and gefahren closes it at the end. The information gestern nach Berlin stands between the two verb parts. So the pattern stays clear. The helper verb comes early. The extra information goes in the middle, and the past participle comes at the end. This two-part frame is the basic sentence structure of the perfect. Very good. Now, we know that every perfect sentence needs a helper verb. But how do we choose between haben to have and sein to be? For now, let's begin with a simple overview. Most German verbs build the perfect with haben. Look at this example. Ich habe gekocht. I cooked. The main verb is to cook. This is an activity. So the sentence uses haben as the helper verb. The complete pattern is habe gekocht. Now look at the second possibility. Some verbs use sein to be. This often happens with movement from one place to another. For example, ich bin nach Hause gegangen. I went home. The main verb is gehen, to go. Here the person moves to a new place. So we use bin as the helper verb. The complete pattern is bin gegangen, went. Notice the difference. I cooked, an activity with haben, and I went home, movement to a new place with sein. The choice does not depend on the subject. It depends mainly on the type of the main verb. So this is the first important overview. Most verbs use haben. Some movement verbs and some verbs that describe a change use sein. We will explore this choice in detail in its own lesson. For now, remember the basic contrast: activity, haben; movement or change, sein. Excellent. Now let's bring the whole perfect pattern together. We will look at three complete sentences. Each sentence has the same important parts: a subject, a helper verb, and a past participle. Let's begin with a sentence using haben. Ich habe gestern Deutsch gelernt. I studied German yesterday. The subject is ich. The helper verb is habe, and the past participle is gelernt, learned. The helper verb comes early, and gelernt closes the sentence at the end. Now look at a sentence using sein. Wir sind nach Berlin gefahren. We traveled to Berlin. The subject is wir. The helper verb is sind, and the past participle is gefahren, traveled. The helper verb changes, but the basic structure stays the same. The helper verb comes early, and the main past form comes at the end. Now let's change the beginning of the sentence. Gestern habe ich lange gearbeitet. Yesterday, I worked for a long time. This sentence begins with gestern. Because the time expression comes first, the helper verb still stays in the second position. The subject ich comes after it, and gearbeitet still comes at the end. So compare the three patterns. The beginning can change. The helper verb can be haben or sein. But the central perfect pattern stays clear. The conjugated helper verb comes early. The extra information stands in the middle, and the past participle comes at the end. Great. Now let's understand what the past participle actually is. The past participle is the past form of the main verb that we use inside the perfect. Look at the verb to work. Its form is worked. So we have to work becoming worked. Now let's place it inside a complete sentence. Ich habe gearbeitet. I worked. Here habe is the helper verb, and gearbeitet is the past participle of the main verb. The past participle shows the action that happened in the past. It normally appears with a form of to have or to be. For example, Ich habe gearbeitet and Ich bin gegangen. In the first sentence, gearbeitet is used with haben. In the second sentence, gegangen is used with sein. So, the main idea is simple. The perfect needs a helper.

course is seriously packed. So instead of squeezing everything into one giant video, we divided it into two powerful parts. And while you're studying and mastering part one, we'll be busy preparing part two. So no pressure. You learn this part and we prepare the next

one. Sounds like a fair deal. Perfect. Let's begin. Now we're starting unit one. In this unit, you will learn how to talk about the past in German using the perfect clearly and naturally.

By the end of this unit, you will be able to build clear past sentences with more confidence.

Great. Let's begin with the meaning of the perfect. The perfect is the most common past tense in everyday spoken German. We use it to talk about an action that happened in the past and is already finished. Imagine a simple

timeline. The action happened before now and the action is complete. For example, I worked. The work happened in the past and it is finished now.

In this sentence shows the main action to work and the complete sentence tells us about a finished past event. So the main idea is simple. We use the perfect to talk naturally about finished actions in the past. Very good. Now let's see when we

use the perfect. We use it for different kinds of finished past activities. First, a finished daily activity. For example, I studied German. The learning happened in the past and the activity is finished.

We can also use the perfect for a completed visit. For example, I visited my friend. The visit happened before now and it is complete.

The perfect is also used when someone moved from one place to another. For example, we traveled to Berlin. The journey happened in the past and it is already finished. So we can use the pay effect for a finished activity, a completed

visit or movement to another place. The situation changes but the main idea stays the same. The event happened in the past and is finished now. Excellent.

Now let's look at the basic perfect formula. The perfect has two verb parts. First we need a helper verb haren to have or zine to be. Then we add the past form of the main verb. This form is

called past participle. So the basic formula is har or z plus. Look at our first example harbor de gallant.

I studied German. Here harbor is the helper verb and galant is the past form of the main verb.

Now look at an example with Z via Zinder. We traveled to Berlin. Here zint is the helper verb and is the past form of the main verb. So every perfect sentence needs these two parts, a helper verb and aip.

For now, focus on the formula. We will learn how to build the different forms step by step. Great. Now let's look at the two verbs inside a perfect sentence. They appear together, but they do two different jobs. Look at this

example. I watched a film. The first verb is harbor. Have harbor is the helper verb.

It is the conjugated verb in the sentence. This means it changes to match the subject. Here the subject is I. I so we use I have the helper verb also shows that the sentence is in the perfect.

Now look at the second verb gazine seen. This is the past participle of the verb zen to see.

Gazine carries the main meaning of the action. It tells us what actually happened. Someone watched or saw something.

So the two verbs have different jobs. Harbor is the helper verb. It matches the subject and carries the tense.

Gazine is the main action in the past form. Notice that the helper verb can change.

I watched a film. You watched a film. Filmazine. We watched a film. The forms harbor and haren change with the subject, but gazin stays the same. So remember the two jobs. The helper verb changes with the subject and the

shows the main action in the past. Excellent. Now let's look at the zats. In German, this structure is called datama, the sentence bracket. In a perfect sentence, the two verb parts create a frame. The conjugated helper verb opens

the bracket and the past participle closes it at the end. Look at this example.

I worked for a long time yesterday. The first verb part is harbor. Have it comes early in the sentence. The second verb part is get it worked. It comes at the very end. Between the two verb parts, we place the other information.

Here we have guest yesterday and l for a long time. So the sentence bracket is har between gited have between worked. The middle of the sentence contains the time and the extra details.

Now look at an example with zine to be vintar. We traveled to Berlin yesterday.

Here zint are opens the sentence bracket and traveled closes it at the end. The information guest yesterday to Berlin stands between the two verb parts.

So the pattern stays clear. The helper verb comes early. The extra information goes in the middle and the past participle comes at the end. This two-part frame is the basic sentence structure of the perfect.

Very good. Now, we know that every perfect sentence needs a helper verb. But how do we choose between harben to have and zine to be? For now, let's begin with a simple overview. Most German verbs build the perfect with.

Look at this example. I cooked. The main verb is to cook. This is an activity. So the sentence uses harbor have as the helper verb. The complete pattern is harbor cooked.

Now look at the second possibility. Some verbs use z to be. This often happens with movement from one place to another.

For example, I went home. The main verb is g to go. Here the person moves to a new place. So we use bin am as the helper verb. The complete pattern is bin gagan went. Notice the difference.

I cooked an activity with and I went home. Movement to a new place with zine. The choice does not depend on the subject. It depends mainly on the type of the main verb. So this is the first important overview. Most verbs use

harbin. Some movement verbs and some verbs that describe a change use zine. We will explore this choice in detail in its own lesson. For now remember the basic contrast activity harben movement or change sign.

Excellent. Now let's bring the whole perfect pattern together. We will look at three complete sentences. Each sentence has the same important parts. A subject, a helper verb, and a past participle.

Let's begin with a sentence using to have. I studied German yesterday. The subject is I. The helper verb is have and the is galant learned.

The helper verb comes early and galant closes the sentence at the end. Now look at a sentence using to be via.

We traveled to Berlin. The subject is via we. The helper verb is zint are and the is traveled.

The helper verb changes, but the basic structure stays the same. The helper verb comes early and the main past form comes at the end.

Now let's change the beginning of the sentence. Yesterday I worked for a long time.

This sentence begins with guest yesterday. Because the time expression comes first, the helper verb still stays in the second position. The subject I comes after it and the worked still comes at the end. So compare the three patterns.

The beginning can change. The helper verb can be or z. But the central perfect pattern stays clear. The conjugated helper verb comes early. The extra information stands in the middle and the comes at the end.

Great. Now let's understand what the past participle actually is. The is the past form of the main verb that we use inside the perfect. Look at the verb to work. It's form is worked.

So we have to work becoming worked. Now let's place it inside a complete sentence.

I worked. Here is the helper verb and is the of the main verb. The shows the action that happened in the past. It normally appears with a form of to have or to be. For example, I worked and

I went in the first sentence is used with habin. In the second sentence, gang is used with been. So, the main idea is simple. The perfect needs a helper verb and the of the main verb. There are different

ways to build the regular forms, verbs ending in d or t, strong forms and mixed forms. Each group follows a different pattern. And now we will build them step by step. Excellent.

Now let's build the of regular verbs. Regular verbs follow a clear and friendly pattern. No surprises here. The formula is G plus the verb stem plus T. So we get G plus stem plus to. Let's start with M. To do or to

make. First we remove the ending N. This leaves the stem mak. Then we add g at the beginning and t at the end. So m to do becomes g done. You can think of g and t to as two little helpers standing

around the stem. Now look at lenon. To learn the stem is learn. We add g and to. So lan to learn becomes gant learned.

One more example to play. The stem is spiel. Then we build G plus T. So to play becomes Gish played.

Now compare the three forms. M to do done. Learn to learn learned gish to play played. The pattern stays the same. G comes at the beginning. The verb stem stays in the middle and t comes at the end.

Now let's use one of these forms inside a perfect sentence. Deutschant. I studied German. Here have is the helper verb and galant learned is the part of lean to learn. So the regular pattern is simple. G plus stem plus T. Once you find the stem, the

rest is almost like building with blocks. Put G in front, put T at the end, and your regular partip is ready.

Very good. Now, let's look at a small but important group of regular verbs. These are verbs whose stem ends in d or t. They follow the regular pattern, but they need one small extra sound. Why?

Because German wants the word to sound smoother. So instead of g plus stem plus t, we get g plus stem plus it. That extra a is the little helper here. It makes pronunciation easier. Let's start with aren to work. First remove n and

the stem is arite. This stem ends in t. So we do not say just garbite.

That sounds a bit too tight. Instead, German adds an extra e. So, aren to work becomes worked. Now, look at to talk. Again, remove n and the stem is this stem ends in d. So, we add g at the

beginning and at the end. So readen to talk becomes ger talked. One more example to wait. The stem is again it ends in t. So the ised waited. Now compare the pattern to work to worked.

to talk to Git talked vat to wait to git waited. So the rule is simple. If the stem ends in d or t, we usually add it, not just t. Now let's place one form inside a perfect sentence.

I worked for a long time. Here have is the helper verb and worked is the part.

So remember this special regular pattern G plus stem plus it. A small extra E but a very useful one. Excellent. Now let's look at the first group of strong verbs.

Strong verbs do not always use the regular ending t. Some of them use a n instead. And in this group, the verb stem stays the same. So the pattern is g plus same stem plus a n. Let's begin

with fen to travel or to drive. First remove the infinitive ending a n. The stem is far. Then add g at the beginning and a n at the end. So far to travel becomes traveled. The stem far does not change.

Only the outside parts build the parted. Now look at zen to see the stem is z. We add gay and a n. So zen to see becomes gazen seen. Again the stem stays the same. The regular t simply takes a

little break here. Now let's use schlafen to sleep. The stem is schlaf. So schlafen to sleep becomes gishlafen slept. And finally vashan to wash. The stem is vash. So vashan to wash becomes gvashen washed. Now compare the four

forms. Faren to garen. Travel to traveled. Zean to gazian. Se to seen. Schlafen to gishlafen. Sleep to slept.

and vash to gvashen. Wash to washed. The middle part stays recognizable. Fa, z, schlaf, and vash. The main difference is the ending. Regular verbs usually end in t, but these strong verbs end in a n.

Now look at two complete examples. We traveled to Berlin and I slept for a long time. Here and are the partip forms. So remember this strong verb pattern g plus same stem plus a n. The stem stays calm and a

does the special job. In the next group, the ending stays a n, but the stem will change too.

Great. Now, let's look at the second group of strong verbs. These ones still use n at the end, but now something else happens. The stem changes too. So, the pattern is g plus changed stem plus n.

In the last slide, the stem stayed calm. This time the stem gets a little dramatic.

Let's begin with to write. First remove the infinitive ending n. The basic stem is but in the stem changes. So to write becomes written here the middle part does not stay the same exactly.

Now look at finden to find the basic stem is find but the isen found. So again the stem changes and the form still ends in n. Now let's takeen to drink. The basic stem is trinken drunk. So the middle part changes again.

One more example to speak. The stem is and the isen spoken. Now compare the four forms.

to write. Gribben written. Finden to find. Genen found to drink. Genen drunk. To speaken spoken.

So what stays the same? The beginning g and the ending n. and what changes the stem in the middle. That is the key idea in this group. Now let's look at two complete examples.

I wrote a letter here is the ofen to write and via haren. We drank water here is the party of trinken to drink.

So remember this strong verb pattern g plus changed stem plus n. The ending stays n but the stem changes in the middle. That is why these forms need a little more attention. They are not impossible. They just like to be

remembered as special forms. Excellent. Now let's meet the mixed verbs. They are called mixed because they combine two different features.

Like strong verbs, their stem changes, but like regular verbs, they end in t. So the basic pattern is g plus changed stem plus t. They borrow one feature from each group. A little grammar teamwork.

Let's begin with bring to bring the regular stem would be bring but inside the party the stem changes to then we add gay at the beginning and t at the end. So bring to bring becomes gra brought.

Now look at den to think. The stem changes from denk to d. Then we add the regular ending to. So den to think becomes gd thought. The middle changes but the ending is still to. Now let's take canon to know or to be familiar

with. The stem changes from can to can. So canon to know becomes gant known. And finally ven to know effect. The stem changes from this to v. So ven to know becomes gost known.

Now compare the four forms. Bring to bring to brought den to gd to think to thought. Kenan to gant to know to known and visten to gvst to know to known.

What do they have in common? The stem changes in the middle and every form ends in t. That is why they are mixed verbs. The changed stem comes from the strong pattern and the ending t comes from the regular pattern. Now let's see

them inside complete sentences. She brought the food. Here brought is the part of bring to bring I thought about you. Here thought is the den to think and I did not know that. Here known is the part of to know. So

remember the mixed pattern gee plus changed stem plus t. The ending is familiar but the middle likes to change its outfit. These forms cannot always be predicted perfectly. So it is best to learn each verb together with its party.

Excellent. Now let's look at three very important forms that deserve their own memory space. These verbs are common but their part forms are not easy to build by using one simple rule. So the approach is learn each verb together

with its complete part form. Let's begin with z to be its part is b been. So we learn the complete pair z to be to gizen b been the form gizen looks very different from zine. So this one should be remembered as a complete

form. For example, I was tired. Here bin am is the helper verb and gen is the part of zine to be. Now look at veren to become. Its part is become. So the complete pair is to become toward

become. For example, s is kgen. It became cold. Here is is the helper verb and gorden become shows the change that happened. In this lesson, we use gordon with the meaning to become. Now let's take gan to go. Its part is gang

gone. So we learn to go to gang gone. For example, I went home. Here b been am is the helper verb and gang gone is the part of gan to go. Now compare the three complete forms zen galden gan gangan.

These forms are different but they share one useful learning strategy. Do not try to force them into one regular formula.

German is giving us a small memory challenge here. So learn them as complete verb pairs. Z, gizen, ven, gardin guan gangan.

And remember very irregular does not mean impossible. It only means the full form deserves to be learned together with the infinitive.

Excellent. Now let's learn six essential partitipu forms that appear again and again at level A2. These are common verbs. So it is best to learn the infinitive and thevi as one complete pair. Let's begin with common to come. its is common come. So

we learn common returns to come returns to come. For example, I arrived late. Notice that common uses a form of z to be in the perfect.

Now look at to stay its part is stayed. So returns to stay returns to stayed. For example, we stayed at home. Here again the helper verb is zine to be. So far we have common returns to gam and bllben returns

to giblben. Both are used with zine. Now let's move to essen to eat. It's gessen eaten. So essen returns to gigesen. To eat returns to eaten. For example, I ate pizza. Here we use have as the helper verb. Next comes non

to take. It's g taken. So non returns to gomen. To take returns to taken. For example, He took the bus. The middle of the verb changes. Name becomes numb. So this form needs to be remembered as a complete

pair. Now look at gaben to give. It's gaben. Given. So gabin returns to gaben.

to give returns to given. For example, she gave me the book. This form is friendly. The stem gap stays recognizable.

Finally, we have to help. Its isen helped. So helpen returns to gulen. To help returns to helped. For example, you helped me a lot. Here the vowel changes. Hel becomes hul. Now compare the six important pairs. Common returns

to g. Bllyben returns to Gablen. Essen returns to Gessen. Non returns to Genomin. Gabin returns to Gabin.

Helen returns to Ghulen. Remember the helper verbs too. Common and blen use zine. The other four verbs use haben.

These forms may look different, but they are extremely common. So, learn each pair together. The infinitive and its.

A little memory now saves a lot of guessing later. Great. So far we have learned the basic ways to build the parti past participle.

But some verbs do not follow the usual pattern in the usual way. They have a few special habits. Sometimes gay moves into the middle of the verb and sometimes gay disappears completely.

German likes to keep us awake. Let's look at the four special groups we need in this lesson. First, separable verbs in German.

Separable verbs. These verbs have a prefix that can separate from the main verb. For example, al to open its part is opened. Here g does not come at the beginning. It goes inside the verb between the prefix and the main part.

The next question is where exactly does gay go? For separable verbs, the basic idea is prefix then gay, then the verb stem and the ending. For example, al plus g plus mach plus t becomes algam opened. Now let's look at another group.

Inseparable verbs in German. Inseparable verbs. These verbs have prefixes that stay attached to the verb and these prefixes normally block gay.

For example, bizen to visit becomes biz. Visited. There is no gay inside the form. And finally, we have verbs that end in.

These verbs also build their party without gay. For example, to study becomes studied. So this lesson has one big question. Does gay stay at the beginning? move into the middle or disappear completely. The answer depends on the type of verb. We will look at

each group clearly and step by step. For now, remember the main idea. Sometimes gay moves and sometimes it disappears.

Excellent. Now let's look at separable verbs in the some German verbs have a prefix that can separate that is why they are called separable verbs in German separable verbs. When we build the of a separable verb the prefix stays at

the front then g goes after it. So the basic idea is prefix plus G plus verb part plus ending. Now let's begin with regular separable verbs. These verbs follow the regular pattern. So they usually end in to look at al to

open. Its part is al opened. Here we can see al the prefix then g then mach and finally to now look at to shop or to buy. It's shopped or bought. Again, the prefix stays first and G goes into the middle.

So, both of these are regular separable verbs. To open, opened to shop, buy, shopped, bought. Now, let's move to strong separable verbs.

This is where things get a little more interesting. The verb is still separable. So G still goes into the middle. But the verb itself is strong. So it keeps the strong pattern. That means the ending may be n

to look at to watch TV. It's gazen watched TV. Here f is the prefix then comes g and the verb keeps its strong ending n. Now look at mit to go along. It's mitang gone along. Again the prefix stays

first. G goes after it and the verb keeps its strong form. So compare the two groups. Regular separable verbs usually end in to opened to shop buyed bought. Strong separable verbs can end in n fine fanazine. to watch TV, watched

TV, to go along, gone along. So the important idea is simple. A separable verb stays separable in the if the verb is strong already, it stays strong. So the prefix position does not change the verb family. It only changes

where G goes. So remember separable verb prefix first then G and after that the verb follows its own pattern. Regular verbs often end in t. Strong verbs may end in n.

Very good. Now let's focus on one very important question. Where does G go in a separable verb? The answer is simple. It does not come at the very beginning of the word. Instead, G goes after the prefix. So the visual

pattern is prefix plus G plus stem plus ending. You can think of it like a small sandwich. First comes the prefix, then G, then the verb stem, and finally the ending.

Now let's look at to open. It's opened. Now let's break it into parts. al plus G plus M plus T. So here al is the prefix, G comes after it, M is the stem and T is the ending.

Now look at to shop or to buy. It's is shopped or bought. Again, we can split it clearly.

Plus G plus Calf plus T. So once again, prefix first, then G, then the stem, then the ending. Now let's look at a strong separable verb. fan to watch TV.

It's fanazine watched TV. Here the pattern is still the same in position. Fan plus G plus Z plus N. So G still comes after the prefix but because the verb is strong the ending is n instead of t. So compare

the three forms al to opened to shopped or bought fian to fanazine. watched TV.

The endings are not all the same, but the position of G stays the same. That is the key idea in this slide. For separable verbs, G does not stand in front of the whole word. It goes inside the verb right after the prefix. So

remember the rule like this. prefix first, then G, then the stem, then the ending. That is where G goes.

Excellent. Now, let's see separable verbs inside complete perfect sentences. In a main clause, the conjugated helper verb stands in position two and the complete past participle stands at the end. With separable verbs, the prefix and the verb come back together inside the part.

So the prefix does not stay separated in a perfect sentence. Let's begin with to open. Look at the sentence.

I opened the door. The subject is I. The conjugated helper verb is harbor. Have. It stands in position two. And the other information detour. The door stands in the middle and the party is opened. It stands at the end.

Inside this form, we can see al plus gay plus m plus t. The prefix al comes first. Then gay stands after the prefix and the complete form is opened.

Now look at our second example. We shopped at the supermarket. The subject is via we. The conjugated helper verb is have been have. It again stands in position two. And the information in zupa marked at the supermarket stands in the middle and the

party is shopped. It stands at the end. Inside the form we have plus gay plus to. So to shop becomes shopped the prefix and the verb are together again a short separation then a happy reunion at the end of the sentence.

Now let's look at a strong separable verb fzian to watch TV. The sentence is hatazian.

He watched TV. The subject is air. He The conjugated helper verb is has. It stands in position two. And the party is fan watched TV. It stands at the end. Inside this form, we can see fan plus g plus z plus n.

This form ends in n because zen to see is a strong verb. So the verb stays strong even when it is separable.

Now compare the three complete sentences. I opened the door. We shopped at the supermarket.

He watched TV. In every main clause, the conjugated helper verb stands in position two. The other sentence information stands between the two verb parts and the complete separable parti stands at the end. So remember the sentence structure. subject or another

first element conjugated helper verb in position two middle information and the party at the end.

Excellent. Now let's look at inseparable verbs in German. Inseparable verbs. These verbs have a prefix that stays attached to the main verb. The prefix does not separate.

And when we build the past participle, we do not add G. The most common inseparable prefixes are be fa and miss.

You can think of these prefixes as a small G stop sign. They block G from entering the verb.

Let's begin with regular inseparable verbs. Look at bizen to visit. The prefix is be because be is inseparable.

We do not add G. So bizen to visit becomes biz visited. The form ends in to because the verb follows the regular pattern. For example, I visited my aunt.

Now look at to sell. The prefix is fair. Again there is no G. So fairen to sell becomes fair sold. For example, he sold his car.

One more regular example is to tell or to narrate. The prefix is. So to tell becomes told. For example, she told a story.

Now let's move to strong inseparable verbs. The rule about G stays exactly the same. There is still no G, but the main verb keeps its strong form. Look at to understand. The prefix is fair and the is also

understood. So to understand becomes understood. There is no G and the form ends in N because it is a strong verb. For example, I understood the question.

Now look at the common to receive or to get. It's also becom received or got. So the complete pair is becom to receive to becoming received or got. The form looks exactly like the infinitive. No G no visible costume change. German kept this

one very economical. For example, we received an email. Now compare the two groups. Regular inseparable verbs have no G and usually end in T. Booken becomes biz. Fen becomes becomes strong inseparable verbs have also no G but they keep their strong form. Fin

becomes festant. Be common becomes becom. So the important rule is inseparable prefix no G. The verb may be regular or strong. The prefix blocks G, but the verb family still decides the ending and the stem form.

Excellent. Now let's look at verbs ending in. These verbs follow a very clear rule in the party.

They do not use G. So the main idea is verbs. No G. This group is friendly.

Once you see, you already know that G stays outside. Let's begin with to study. First remove the infinitive ending n. This leaves then add t. So becomes to study becomes studied. Notice that we do not say giat.

There is no g. The correct form is simply studiat. Now look at telephone to telephone remove n and keep telephone then add t. So telephon becomes telephonate. To telephone becomes telephoned again no g. Now let's take organ to organize. The party is organiz

organized. The same pattern works again. Remove n add and do not add g. One more example is renov to renovate. It is renovated.

Now compare the four forms. And to renovate every verb ends in and every part form has two important features. No G and an ending in T. Now let's use one form inside a complete sentence.

I studied German. Here harbor in have is the conjugated helper verb in position two and stud is the party at the end.

The form is not it is German has decided that these verbs already look long enough. So remember the simple rule if the infinitive ends in do not add g remove n add t and the party is ready. Excellent. Now let's

bring two important ideas together. There are two main cases where we do not add G in the first case is inseparable verbs and the second case is verbs ending in.

So the big idea is simple. Sometimes German says no G at all. Let's start with inseparable verbs. These verbs have prefixes like be, fair, air, ant, s and miss. These prefixes block g. So we do not add it. Look at a regular

inseparable verb to visit. It's biz visited. There is no G. We do not say G.

Now look at a strong inseparable verb to understand. It's understood. Again no G and because the verb is strong the form also changes in its own way. So inside inseparable verbs the rule is clear regular or strong still no g. Now let's move to the second

case verbs ending in these verbs also build the without g. Look at to study. It becomes studied not.

Now look at telephone to telephone. It becomes telephoned. Again no G. So now compare the two big groups. First inseparable verbs. For example bizen to biz and to fandon.

second verbs for example to and so when do we not add G in two important cases with inseparable verbs and with verbs ending in that is the main rule for this slide two groups same result no G easy to Remember

if the prefix blocks it or the verb ends in then g stays out. Brilliant.

Now let's bring the whole picture together. So far we have seen different patterns. Now we want one clear comparison.

The big question is when does G appear, move or disappear. Let's begin with the regular pattern.

Look at lenon to galant. Here the pattern is simple. G comes at the beginning. The stem stays in the middle and the verb ends in to. So, regular verbs usually look like this. G plus stem plus t.

Now, let's compare that with a separable verb. Look at al to this time g is still there, but it does not stay at the beginning of the whole word. It moves after the prefix. So the pattern becomes prefix plus G plus stem

plus ending. That is why al becomes alga. So inseparable verbs g moves into the middle.

Now let's look at an inseparable verb bazooken to baz. Here the prefix is inseparable.

That means it blocks G. So we do not add it. Not gaz but baz.

So with inseparable verbs g disappears. Now look at our fourth pattern to verbs ending in also do not take G. So again there is no G. We do not say we simply say.

So now compare the four types. Regular G in the front, separable G in the middle, inseparable no Gin verbs, no G.

So that's the big comparison. And now the special forms should feel much clearer. There's one small detail to remember, too.

Some separable verbs can also be strong and some inseparable verbs can also be strong. But in this slide, our main focus is not the whole strong or regular story. The main focus is what happens to G. So remember the key question. Does G

stay in front, move after a prefix, or completely disappear? That question helps you recognize the pattern very quickly. So, this is your final map. Regular G in front. Separable G in the middle. Inseparable.

No Gen verbs. No G. That's the big comparison. And now the special forms should feel much clearer.

Nice work. Now we are ready for one of the biggest choices in the perfect.

Every perfect sentence needs a conjugated helper verb. The two possibilities are haren to have or zine to be. Both helpers help us build the past, but we cannot choose between them randomly. German is not flipping a coin here. The correct helper depends mainly

on the main verb and on the meaning of the action. Let's begin with a simple activity.

I worked. The main verb is to work. This verb describes an activity. So we use the conjugated form is have and the is worked. So the complete perfect form is now compare that with movement to a new place.

I went home. The main verb is gan to go. Here the person moves from one place to another. So we use zine. The conjugated form is been am and the is gang gone. So the complete perfect form is

gang. Now compare the two ideas. This is an activity and this is movement to a destination. The subject is I in both sentences but the helper changes. Why? Because the main verbs express different kinds of events.

So the first important idea is most verbs use haben. A smaller group uses zine especially with movement to a new place, change of state and a few important verbs that we must remember.

But this is only our first overview. Not every physical movement automatically uses zine. And some verbs can use either helper when their meaning changes. We will examine each case carefully. For now, remember the big choice. Activity usually points to haben. Movement to a

destination often points to zine. The verb and its meaning make the decision. Well done. Now, let's look at the most important starting rule for choosing the helper verb. Most German verbs build the perfect with harbon, to have. So, when

you learn a new verb, harbon is usually the larger and more common group. This is especially true for ordinary activities, daily actions, and things that someone does. Let's begin with to work. Look at the sentence.

I worked yesterday. The action is a normal activity. There is no movement to a new destination and there is no change from one state to another. So we use harbor, the conjugated form of the helper verb. Now look at loun to learn via haren de

gallant. We learned German. Learning is also an activity. So the sentence uses the same helper verb. Next we have to cook.

She cooked dinner. Here someone performs an action. The helper changes to match the subject. So with Z, she we use has but the helper verb is still a form of harban. Now takepen to play kinder harson.

The children played outside. Playing can involve plenty of movement, running, jumping, and probably a little chaos, too. But the verb describes an activity. It does not describe a completed journey from one place to another. So, we still use harbon.

Now, compare the four verbs, arbiton, lannon, cocken, and spiel. They describe ordinary actions or activities and all four build the perfect with the same helper. So the basic pattern is a conjugated form of harban plus the partitip past participle. For example harbor

gited harban galant hut g and harban gashpield. The exact form of the helper changes with the subject, but the helper family does not change. It remains harbon. So remember the foundation of the lesson.

Most verbs use harbon, especially verbs that describe activities and ordinary actions. It is the default helper for the largest group of German verbs. Not a perfect guess for every verb, but definitely the best place to start.

Perfect. Now, let's look at another very useful sign that points to haren to have.

Many German verbs act directly on a person or a thing. That person or thing is called the direct object. The direct object in German, the direct object normally stands in the accusative case. A simple question can help us find it. What does

someone see? What does someone read? What does someone open? What does someone learn? The answer is the direct object. And when a verb takes a direct object, it builds the perfect with haren. The action has something to land

on. Very convenient. Let's begin with zen to see. Look at the phrase to watch a film. The verb is zen and the direct object is film a film.

Now place it inside a complete sentence. I watched a film. Ask the question, what did I watch? The answer is film. So the verb has a direct object and the perfect uses, the conjugated form of haren.

Now look at leen to read. The phrase is to read a book. The direct object is a book. The complete sentence is I read a book. What did I read?

The action is directed toward an object. So again we use haren. Now let's takeen to open the phrase is to open the door. The direct object is the door. Look at the sentence.

She opened the door. What did she open? Detour. The answer identifies the direct object. So the helper verb is a form of haben.

Now look at learnen to learn. We can say to learn German here is the direct object. The complete sentence is we learned German. What did we learn?

So this verb also uses. Now compare the four examples and each verb has something that receives the action. The film is watched. The book is read. The door is opened. And German is learned. So all four verbs build the perfect with haren.

This gives us a very strong rule. Direct object usually means haren. But be careful with the direction of the rule.

If a verb has a direct object, use haren. But a verb does not need a direct object to use haren. For example, arbiton to work does not normally take a direct object, but it still builds the perfect with haren. So do not think no

direct object means zine. That would be too easy for German. The useful rule is direct object points strongly to haren.

Now look once more at the sentence patterns. The objects are different and the conjugated forms of the helper verb can change or but the helper family stays the same. It is always haren. So remember the practical question. Does the verb act

directly on someone or something? Can you ask what or whom? If the sentence has a direct object, choose haren. That is one of the safest and most useful clues for choosing the helper verb.

Exactly. Now, let's clear up one very common mistake with zine to be. You may hear that verbs of movement use zine, but that rule is too simple. Not every verb that involves physical movement uses zine. Sometimes the body moves, but the

verb only describes an activity and ordinary activities usually build the perfect with haben to have. Let's begin with tensen to dance. Look at the sentence via haben gatens. We danced. Of course, dancing involves movement. You move your arms, your legs, and hopefully

you stay on the beat. But tonsen describes an activity. It does not tell us that someone traveled from one place to another. So we use now look at to train.

He trained. Again there can be a lot of physical movement running, lifting, jumping, but the main idea is still an activity. There is no necessary change of location. So the perfect uses a form of habin.

Now let's take to play. Dinda haben gishpiet. The children played. The children may run all over the place. They may jump, chase a ball, and create a little chaos. But the verb itself still describes an activity. So again, we use hobin.

Now compare the three verbs tansen and all three can involve physical movement but none of them automatically describes a journey to a new destination.

That is the important difference. Physical movement is not enough. The real question is, does the verb describe movement to a new place? That distinction will make the choice much clearer.

So remember, physical movement does not automatically mean z. Dancing is movement, training is movement, playing can be movement, and all three still use hobin. The key is not does the person move. The better question is does the verb describe movement to a new place.

That distinction will make the choice much clearer. Great job. Now, let's look at one of the most important uses of zine in the perfect.

We use zine when the verb shows real movement from one place to another. This means the person or the thing does not stay in the same place.

There is a starting point and there is a new destination. You can imagine a simple arrow from A to B. That is the key picture for this rule.

Let's begin with gan to go. Look at the sentence. I went home. Here the person moves from one place to another place. The destination is house home. So we use been the conjugated form of z.

Now let's take common to come. He came late. The verb shows arrival. Someone comes from another place to here. So again the sentence uses a form of zine.

Now look at to travel or to go by vehicle via. We traveled to Berlin.

Here the movement is clear. The people start in one place and then they arrive in Berlin. So the helper verb is zint.

Now look at fle to fly. She flew to Rome. This is also real movement to a new place. So we use with gloen.

And now one more important verb risen to travel. We traveled through Germany. This verb also shows movement from place to place. So it builds the perfect with zine.

Now compare the five verbs gen common faren fle and risen. They all describe real movement from one place to another place. That is why they use zine.

So the main idea for this slide is very clear. Movement from A to B points to Z.

Not just body movement but real movement to a new place. That is the important clue.

So remember the picture. Start here. Go there. If the verb shows that kind of movement, zine is usually the right helper verb.

Nice work. Now let's look at one of the clearest clues for understanding movement with zine. to be a destination can make a big difference. But be careful, the destination itself does not magically choose the helper verb. It helps us see what kind of action the

verb describes. Let's compare two situations. First, I trained in the park. The main verb is to train and impark only tells us where the activity happened. The person can run, jump, lift weights, and probably regret the last 10 minutes, but the verb

still describes an activity. It does not describe a change of location from one place to another. So, we use harban. Now compare that within I ran home. The main verb is to run and shows a clear destination. The person

begins in one place, moves and ends in another place. So here we have a real change of location. That is why the sentence uses zine. Now look carefully at the difference. Impark tells us the place where an activity happens but

nouser shows the destination of the movement. One answers where did the activity happen. The other answers where did the person move to. That is the important contrast. So compare again.

Harbor in park an activity happening in one location and galen movement toward a new destination.

A destination phrase is therefore a very useful clue. words and phrases like to Berlin, to home, to the train station, or in dishtat into the city often make a change of location easy to recognize. But remember, we still look at the meaning of the whole

verb. Not every sentence with a place uses zine and not every physical action is movement to a new destination. So the better question is does the verb describe an activity that happens somewhere or does it describe movement to a different place? Activity in a

location usually points to herban. Real change of location usually points to z. That is why the destination can make the difference. That's it. Now let's look at the second major reason for using zine to be. We already know that real

movement from one place to another often uses this helper. But sometimes nothing travels from A to B. Instead something changes from one state to another. and many important verbs that describe this kind of change build the perfect with

zine. Think of it as a different journey. Not place A to place B, but state A to state B. Let's begin within to fall asleep. Before the action, the person is awake. After the action, the person is asleep. So there is a clear

change of state. I fell asleep. The person did not travel anywhere. Maybe not even from the sofa, but the state changed. Awake to asleep.

That is why this verb uses zine. Now look at alvaken to wake up. Here the change goes in the opposite direction.

Asleep to awake. For example, I woke up early. Again, the important idea is not movement to a new place. It is movement from one condition to another. Now, let's look at ven to become. Its particip is become. Look at the sentence.

It became cold. Before the situation was different. Then something changed and now the new state is cult.

So ven is one of the clearest examples of a change of state. Now look at to die. Its particip is gesturban died.

For example, deep fla the plant died. Here too we have a complete change from one state to another. So compare the four verbs awake to asleep. Alvan asleep to awake.

Ven one condition to a new condition and a complete change of state. These verbs do not describe an ordinary activity and they do not need a destination on a map.

The change happens to the state itself. So now we have two major ideas that point to z real movement from one place to another and an important group of verbs that describe a change of state. A useful picture is simply before change

after. If the verb shows that the subject enters a genuinely new state, there is a strong chance that the perfect uses zine. So remember, sometimes the journey is across a city and sometimes the journey happens without taking a single step. Place A to

place B or state A to state B. Both can point to zine. Very good. Now let's put the two main zine patterns side by side. We have already seen that zine to be is often used in two important situations.

First a change of place and second a change of state. They may look completely different but both describe a transition. Something is different after the action.

Let's begin with a change of place. Look at she traveled to Berlin. The main verb is far to travel or go by vehicle. Before the journey, she is in one place, then she moves and after the journey, she is

in Berlin. So, we can imagine place A movement place B. the location changes. That is why this use of builds the perfect within.

Now compare that with a change of state. Look at the weather became cold. The main verb is ven to become its is become. Here nothing travels to a new destination. The weather is not packing a suitcase. Instead the condition

changes before the weather is warmer. Then a change happens after the weather is cold. So we can imagine state A change state B. The location stays the same but the state becomes different.

Now compare the two examples. This is change of place and this is change of state. In the first example, the subject ends up in a new location. In the second example, the subject ends up in a new condition. So

the two patterns are place A to place B and state A to state B. Both describe a clear transition and both can point to zine. This gives us a useful question when choosing the helper verb. Did the subject move to a genuinely new place or

did the subject enter a genuinely new state? If the answer to one of these questions is yes, Zine is often the right helper. So remember the visual difference. Change of place, the location changes. Change of state, the condition changes. Two different

journeys, but the same important helper verb. Zine. Keep going. Now, let's look at a small group of verbs that deserve special attention.

Most of the time, our rules help us choose between habin to have and zine to be. But some important verbs are best learned together with their helper verb.

They do not always show an obvious journey from A to B. So for these verbs, the safest approach is simple. Learn the verb. learn its and remember that it uses zine.

Let's begin with the verb zitip is gvesasen b been. So the complete pair is zasen and in the pect the verb itself also uses a conjugated form of zine. For example, I was tired.

This form may look a little unusual, but the important thing is zine belongs to the zine group.

Now look at blen to stay. It's stayed. For example, We stayed at home. And this is interesting. The person does not move to a new destination. In fact, the whole meaning is that the person stays. But blen still uses zine. So this verb must

be remembered as an important special case. Now let's take to happen it's happened for example what happened again there is no clear movement from one place to another and there is no ordinary activity with a direct object but piran builds the pect with zine

Now we have one more important verben to meet someone by chance or to encounter someone. It's met or encountered for example.

I met him by chance yesterday. This verb can surprise learners. There is no obvious a tob journey in the sentence, but begnen still uses zine.

And one useful detail, the person we meet stands in the dativ case. That is why we say im him in this example.

Now compare the four important verbs. Zin gvesen bllan gablibben piranin, piat, and beagnet. They do not all fit neatly into the simple picture of movement to a destination. So, don't force every verb into one rule. German sometimes says,

just remember this one. And honestly that is allowed. So learn these verbs as complete packages. The infinitive, the helper zine. These four belong on your special memory list because sometimes the best grammar rule is simply this verb uses zine. You've got it. Now we

are ready for a very interesting detail. Some German verbs can build the perfect with haren to have or zine to be. But this does not mean that we can choose whichever helper we like. The helper changes because the meaning or the use

of the verb changes too. The same verb, two different situations, two different helpers. Let's look at the basic contrast.

When the verb describes a journey or movement to a new place, we often use zine.

But when someone controls something, uses something or performs the action directly on an object, we usually use harbon.

Let's take far to drive or to travel. Look at this sentence. We traveled to Berlin.

Here the verb describes a journey. The subject moves from one place to another. There's a destination to Berlin. So we use zine.

Now compare that with he drove the bus. This time the idea is different. The person is not simply being described as traveling somewhere. He is controlling a vehicle and the vehicle den the bus is the direct object of the action. So now

the same verb faren uses harban. Notice what changed. The verb itself is still the same but its role inside the sentence is different. In the first sentence journey to a destination. So zine. In the second sentence control or

action on an object. So harban. We can see a similar idea with other verbs too.

For example, flegen to fly. A person traveling to another place can use zine, but someone actively flying or operating an aircraft can use harbon.

So the real lesson here is do not choose the helper verb only by looking at the infinitive.

Look at how the verb is being used. Ask yourself, is this a journey or a real change of location? Then zine is often the right choice. Or is someone controlling something, using something, or acting directly on an object? Then

harbon is usually the right choice. This is why some verbs can appear with both helpers. The meaning changes, so the helper changes, too. And this is important. Not every German verb can freely use both helpers. We're talking about a specific group of verbs whose

meaning can work in different ways. So remember the central idea movement or journey zang control or action on an object harbon. Same verb different meaning different helper. Brilliant. Now let's zoom in on two very important verbs. Faren and fleen.

These two verbs are perfect examples of a special idea in German. The same verb can use zine or harban depending on the meaning. So today the big question is not only which verb. It is also what does the verb mean in this sentence.

Let's begin with to travel or to drive. Look at the first sentence. We traveled to Berlin. Here the sentence describes a journey. The subject moves from one place to another place. The destination is Berlin. So this use of

faren shows real movement to a new place. That is why the helper verb is zine. Now compare that with the second sentence.

He drove the bus. This time the idea is different. The sentence is not focused on a journey to a destination. Instead it shows that the person controlled a vehicle and we can see a direct object too. Dean bus the bus. So here the verb

is used more like an action performed on or with an object. That is why the helper verb is haren. So compare the two meanings of faren journey to a destination. Zine control of a vehicle or action on an object. Harben.

Now let's move to our second verb fle to fly. Look at this sentence. She flew to Rome. Again we see a journey. The person starts in one place and ends in another place. The destination is n.

So this use of fleg describes movement to a new place. That is why the helper verb is z. Now compare it with the pilot flew the airplane. Here the meaning changes again. The sentence is not mainly about the pilot traveling

somewhere. It is about operating the airplane. And once more we have a direct object. Thus fluktoy the airplane. So in this use the helper verb is harban.

Now let's put the four sentences side by side. Journey. So zine control of a vehicle. So harban journey. So zineasan control of an airplane. So harban. So what is the key lesson here? Do not choose the helper verb by looking only

at the infinitive. Look at the meaning inside the sentence. If the verb describes movement to a destination, zine is often the right choice. If the verb describes controlling something or acting on an object, harbon is usually the right choice. German is basically

saying same verb, new meaning, new helper. And yes, sometimes German likes to keep us awake. So remember the shortcut like this journey or destination zine control or direct object harbon. That's the difference with fen and fleen. Clear so far.

Now let's look at another interesting group of verbs. Verbs like to swim. These verbs can sometimes appear with zine to be or haben to have depending on what the sentence is focusing on. The important contrast is direction or activity.

Let's begin with clear movement toward a destination. Look at we swam to the other shore.

The phrase and to the other shore shows a clear destination. The swimmers begin on one side, they move through the water and they end at a different place. So the sentence describes a real change of location. That is why we use zine. The

important picture is start point, movement destination. Now compare that with a sentence focused on the activity itself.

We swam for 1 hour. Here the important information is for 1 hour. The sentence is not telling us where the swimmers ended up. The focus is on the activity and its duration. So in this activity focused use habin can be used. Now compare the

two ideas and shows direction toward a destination. So zine and focuses on how long the activity lasted.

So haben can be used. The verb itself has not changed. the focus of the sentence has and that difference can influence the helper verb. You may notice some variation with verbs like this in real German. German speakers do

not always use every movement verb in exactly the same way. But for A2, this distinction is very useful. Clear direction to a new destination. Think of zine activity or duration without a destination focus. Habin can be possible. So do not look only at the

verb. Look at the whole sentence. Ask yourself where did the subject move to? If there's a clear destination, the sentence strongly points to zine. Or is the sentence mainly describing the activity itself? how long it lasted or what someone was doing then habin may be

used. That's the key idea within and some similar movement verbs. Same action different focus different helper can be possible. So remember direction to a destination zine activity or duration haben can be possible. The whole meaning of the sentence makes the difference.

Great progress. Now, let's look at a very useful connection between related verbs. Sometimes you already know which helper verb the basic verb uses, and that can help you with verbs built from the same verb plus a prefix. The

important idea is when the new prefix verb keeps the same basic meaning and the same type of movement, it usually keeps the same helper too. Let's begin with common to come. In the perfect verb uses to be. For example,

I came late. Now look at uncommon to arrive. It's parti is common arrived. The meaning is still connected with movement and arrival. So it also uses z. For example, the train arrived.

Now take to come along. It's mit. Come along. Again the verb belongs to the same movement family. So we say mit. My friend came along. So we can see a small verb family common, uncommon and mitcom. Different prefixes but the same

basic movement idea and all three use zine. Now let's look at another useful family.

to climb or to rise. Its part is climbed or risen. This verb also uses zine. Now add some common prefixes to get in or to board becomes got in or boarded. For example, We got on the train. Now look at

to get out is got out. For example, she got off at the next station. And finally to change trains or connections it is changed trains. For example in Berlin I changed trains in Berlin. So again we have one verb family

and the prefixes change the exact meaning but the verbs still describe the same general type of movement. So they keep the same helper zine. This gives us a very useful learning trick. When you meet a new prefix verb, look at the

basic verb. If the new verb still belongs to the same meaning family, its helper often stays the same, too. But be careful, this is a learning clue, not a rule you should apply blindly to every prefix verb in German. A prefix can

sometimes change the meaning so much that the grammar changes too. German still likes a little independence. So remember the safe version. Same base verb, closely related meaning, same type of movement, very often same helper.

That is why learning verbs in families can save you a lot of memorizing. Nice.

Now let's turn everything we have learned into one clear decision path. When you need to choose between harben to have and zine to be do not guess. Ask a few questions about the meaning of the verb. Let's start with the first

question. Does the verb describe a real movement to a new place? In other words, does the subject begin in one location and end in another? If the answer is yes, think of for example, we traveled to Berlin. There's a clear

change of location. So this branch leads to zine. Now suppose there's no movement to a new place. Move to the next question. Does the verb describe a real change of state? Does the subject begin in one condition and end in a different

condition? If the answer is yes, again think of zine. For example, it became cold. The location does not change but the condition does. So this branch also leads to zine.

Now imagine the answer is no. Again ask the next question. Is this one of the important special verbs we already learned? For example, zen to stay to happen or been to meet someone by chance. These verbs are learned together

with their helper and that helper is for example. We stayed at home. no journey but this verb still belongs to the zine group.

Now suppose none of those ideas fits then ask does the verb describe an ordinary activity or does it act directly on an object. If the answer is yes the sentence will usually use haren.

For example, I worked. That is an ordinary activity. And I watched a film. Here the verb has a direct object.

A film. Both paths lead to harbin. So the decision path looks like this. Real movement to a new place. Yes, Z.

No, check for a change of state. Change of state. Yes, Z. No, check the special verb group. Special zine verb. Yes, use zine. If none of these applies and the verb describes an activity or takes a direct object, you will usually use

harbon. Now there's one important final check. Some verbs can change their helper when their meaning changes like faren to travel or to drive and fleen to fly. So with these verbs look at the whole sentence. Journey or change of location

think zine. Control or action on an object think herban. And with verbs like to swim, the focus can also matter.

Clear direction to a destination often zine activity or duration harban can be possible. So use the decision path as your map but always keep the meaning of the whole sentence in view. The final shortcut is new place zine, new state

zine, special remembered verb zine, ordinary activity or direct object usually haren. And when the meaning changes, stop, look at the whole sentence, then choose the helper.

Brilliant. Now, let's bring the whole lesson into one final clear map. By this point we have seen that every perfect sentence needs a helper verb and the big choice is haren or zine. So this slide is our final comparison not a new rule

jungle more like a clean grammar map you can actually trust. Let's start with the biggest group. Most verbs use haben.

This is the normal helper for activities and for many ordinary actions. For example, I worked. This is an activity, so it belongs to the haren side. Now add another important clue. Verbs with a direct object also usually use haren.

For example, film. I watched a film. The verb acts directly on something. So that also points to haren. So on one side of our final map, we have activities, ordinary actions, and verbs with a direct object.

These usually lead to haren. Now let's move to the other side. We use zine for real movement to a new place. For example, we traveled to Berlin. Here the subject changes location from one place to another. So this belongs to Z. The

second big reason for zine is a change of state. For example, it became cold. Nothing travels across a map here, but something changes from one condition to another. So this also points to zine. And then we have the

small special group that should simply be remembered. For example, I was tired. We stayed at home.

see it. What happened? I met him by chance. These verbs do not always show a clear journey, but they still use zine. So on the zine side, our final map says real movement to a new place, change of state, and special

remembered verbs. Now we add one small but important note. Some verbs can use both but the meaning changes. That means the helper does not change for decoration. It changes because the sentence meaning changes too. Look at we can say

we traveled to Berlin. That is a journey. though. But we can also say he drove the bus. Now the verb shows control of a vehicle and action on an object. So haren. The same idea can happen with flegan and with verbs like

where direction points to zine and activity or duration can allow harban. So the final comparison is really this simple. If the verb shows an activity or acts on an object, usually think harban.

If the verb shows real movement to a new place, think z. If it shows a change of state, think z. If it belongs to the special remembered group, think z. And if the verb can use both, stop for a

second, look at the meaning of the whole sentence, then choose. So here is your final shortcut. Activity or direct object har new place z new state zine special remembered verb zine meaning changes. Check the whole sentence.

That's the big picture. Not random, not magic, just meaning, pattern, and a little attention. And honestly, that is already a very strong A2 skill.

Great progress. Now we are going to look at the basic frame of a complete perfect sentence.

The key idea is the zatma the sentence bracket. In a normal main sentence, the conjugated helper verb stands in position two and the past participle stands at the end.

Everything else fits between these two parts. Look at this example. My brother sent off his application documents yesterday.

Here the helper verb is has. It stands in position to and the main verb appears as upg.

These two verb parts create the bracket. Inside the bracket, we have the other information in this sentence. Guest yesterday and his application documents.

Now look at a different example. Several friends came to visit at the weekend. This time the helper verb is zint are and the participle is g come.

Again the conjugated helper stands in position to the main verb closes the sentence at the end. So the basic structure is one element in position one, the conjugated helper in position two, the middle information and the patitip at the end. This is the structure you

should keep in your head. The first position can change. The information in the middle can become longer, but in a normal main sentence, the helper keeps position two and the participle closes the bracket. That is the core structure

behind a wellbuilt perfect sentence. Nice work. Now, let's make the first position more flexible. In a perfect perfect tense main sentence, we do not always have to begin with the subject.

Sometimes the time information is more important. So, we can place it in position one. But one important rule does not change. The conjugated helper verb still stands in position two. Look at yesterday I sent the new documents to my

colleague. The sentence begins with guest yesterday. So the helper have comes immediately after it in position two. Then the subject I moves behind the helper verb and the participle two sent still closes the sentence. Now look at a longer time expression.

Let's dev last week fills position one. Even though it contains two words, it works as one complete element. After that comes hot has in position two. Then the subject and the rest of the information follow and gal solved stands

at the end. One more example. Early in the morning, the train departed late because of the bad weather. The opening phrase early in the morning takes position one.

Then comes is in position two. The middle of the sentence can contain much more information, but the participle departed still stays at the end. So when time comes first, remember this pattern.

Time expression in position one, conjugated helper in position two, subject after the helper, and the participle at the end. The beginning can change but the core frame of the sentence stays stable. Very good. Now let's use the flexibility of position

one in another way. Instead of beginning with the subject or with time, we can begin with a place. In a perfect tense main sentence, the place expression can take position one. But the conjugated helper verb still stays in position two.

Look at in the city center. I viewed a new apartment yesterday. The sentence begins with in the city center. This whole phrase fills position one. Then comes have in position two and the subject I follows the helper. The

past participle viewed still stands at the end. Now look at another place phrase by my aunts. We had dinner together on Sunday. Here by my natanta at my aunts takes position one. Then the helper haben comes immediately after it. The

subject via we moves behind the helper and gesen eaten closes the sentence. Notice something important. Position one does not mean one single word. A complete phrase can fill that position.

One more example. A major traffic jam developed in front of the train station in the afternoon.

The opening phrase in front of the train station is one complete element in position one. Then comes is in position two. The middle contains the time information and the subject and enstantton developed stands at the end.

So when place comes first, the pattern is clear. Place expression in position one, conjugated helper in position two, subject and other information in the middle, and the participle at the end.

The first position is flexible, but in a normal main sentence, position two still belongs to the conjugated verb.

Well done. Now, let's look inside the sentence bracket. We already know that the conjugated helper opens the verbal frame and the past participle closes it. But between these two verbal parts, a sentence can contain much more information.

This middle area can include the subject, objects, time information, place information, and other details.

Look at this sentence. The course instructor gave the participants the new worksheets today. The helper hut stands in position two and gaben given closes the sentence.

Between them we find to the participants a dative object today a time expression and the new worksheets a direct object.

All of this information fits inside the verbal frame. Now look at a sentence with time and place.

My sister bought a present for my mother at the shopping center on Saturday. Inside the bracket, we have Zamstack on Saturday. Then at the shopping center and the object a present for my mother. In a neutral sentence, time often comes before place,

but the important idea on this page is bigger than one fixed order. The middle can grow as we add useful information.

Now look at what happens when position one is already occupied. Here nim concert after the concert takes position one. Then comes haren have in position two. So the subject via we now appears inside the middle. The middle also contains unar

to our friends for dimata in front of the theater and deotos the photos then get psyched shown closes the sentence.

So the middle of a perfect sentence is not one small slot. It is the space where the sentence carries its details.

The subject can appear there when another element takes position one. Objects can appear there. Time and place can appear there. And the sentence can become longer. But the verbal frame still holds everything together. Helper verb near the beginning, middle

information inside the bracket and the participle at the end. That is what makes longer German sentences much easier to organize.

Exactly. Now, let's turn our perfect sentences into questions. There are two main patterns we need here. Yes or no questions and the fraen ws.

Let's begin with yes or no questions. In this type of question, the conjugated helper verb moves to position one. The subject comes directly after it and the past participle still stands at the end.

Look at you already made an appointment with the dentist. The question begins with h has then comes the subject do you and for einbart arranged closes the question.

Another example dinvest hotel. Did your sister reserve the hotel rooms online? Here comes first. the subject follows and reserved stays at the end. The same pattern works with zine to be as the helper. For example, time yesterday.

The helper zite opens the question and anger common arrived closes it. So for a yes or no question the pattern is helper verb subject middle information participle at the end. Now let's look at v fraen. These questions begin with a

question word. Then the conjugated helper stands in position two. Look at why did you suddenly drop out of the language course. The question word takes position one. Then comes hust in position two. The subject follows and upgraen dropped out stands at the end.

Now look at when did the technician install the new device. Here van comes first then the helper takes position too and install installed closes the sentence. One more example.

M for where did you sell your old furniture? The question word v comes first then hed takes position too and for cout sold stays at the end. So remember the contrast. Yes or no question helper first w question word

first helper second. But in both patterns the still closes the verbal frame. Only the beginning of the sentence changes. The end of the perfect structure stays stable. Perfect.

Now, let's look at how to use nic not inside a perfect tense sentence. We use n when we want to negate an action, a description, a circumstance or one specific part of the sentence. The important question is what exactly do

you want to negate? Let's begin with the whole action. Look at I did not answer the email. Here the action itself did not happen. So n comes near the end of the sentence directly before the antwarted answered the

past participle. This is a very common pattern when we negate the complete action. Now look at we did not arrive on time. Here the important word is punct on time. We are not saying that the arrival did not

happen. We are saying that it was not on time. So the position of n shows us what part of the meaning is being negated.

The same idea works with place information. For example, my colleague did not work in the office today.

The negative word stands directly before im. So the place is the information being denied. Maybe she worked somewhere else.

Now look at a time contrast. We did not start on Monday but on Tuesday here stands before montag because that is the specific information we are correcting.

The action happened but not at that time. So the basic idea is simple. When you negate the whole action in the perfect, the negative word often appears close to the end before the participle.

But when you negate one specific detail, place n directly before that detail, an adjective, an adverb, a time expression, a place expression, or another phrase.

So do not ask only where does go. Ask instead what exactly am I negating. Once that is clear, its position becomes much easier to understand.

Brilliant. Now let's look at how to use kind. No, not a, not any. Inside a perfect perfect tense.

We use kind when we want to negate a noun. This usually happens with a noun that has no article or with a noun that would normally take an indefinite article. So the key question is not where is the negative. The key question

is, am I negating the noun itself? If the answer is yes, we often use kind.

Let's begin with a masculine noun. Look at ticket. He did not buy a ticket. Here the noun is ticket. Ticket. It is a neuter noun and in the sentence it is the direct object. So we use kind ticket.

The idea is clear. He bought nothing in the category of ticket. Now look at a feminine noun.

We did not order any soup. Here the noun is zup soup. It is feminine. So kind changes to kind.

The negative word matches the noun form. We are not negating the action in general. We are negating the noun. No soup was ordered.

Now let's take a masculine noun in the accusative. She did not arrange an appointment.

The noun is tamine appointment. It is masculine and because it is the direct object, the form becomes ken.

So here we can already see something important. Kind changes its form like an article. For example, kind ticket neuter kind of zupa feminine and ken masculine accusative.

Now compare that with not. We use n to negate an action, an adjective, an adverb or another part of the sentence. But when we want to say no ticket, no soup, no appointment, we use kind because we are negating the noun

itself. So the rule for this slide is simple. Noun negation usually points to kind and kind changes its form according to the gender and the case of the noun. That is why we say kind ticket but kind of and

kind. So remember the practical question am I negating the action itself? Then think about n. Am I negating a noun? Then think about kind.

That is the core idea you need here. That's it. Now let's put the whole structure of a perfect perfect tense sentence together.

We have learned that the beginning can change. The middle can carry different details and the past participle still closes the verbal frame.

Let's start with time in position one. Two days ago, my neighbor signed her new employment contract.

The time phrase two days ago comes first. Then the helper has stands in position two and signed closes the sentence.

Now look at a place first sentence. At the city library, I finally found a suitable specialist book. The place phrase at the city library takes position one.

Then comes have and the subject follows. The basic frame stays stable. Now let's turn the structure into a question.

short notice. The question word vum why comes first. The helper hapts in position two and gend changed stays at the end.

Now add negation with not. My parents did not cancel the planned trip. Here the whole action is being negated. So the negative word appears near the end before agazact cancelled.

And when we negate a noun we use kind. No or not any. For example, the customer did not receive any confirmation.

Here, no confirmation negates the noun itself. So, the final picture looks like this. Time or place can take position one. The conjugated helper keeps its correct position. The middle carries the necessary information.

Questions change the beginning. N not negates an action or a specific detail. K. No negates a noun. And the past participle still completes the zat verbal bracket.

The sentence can become longer, the first element can change and the meaning can become more detailed. But once you recognize the frame, the structure becomes much easier to control. That is how all the pieces work together.

Great. Let's begin with one of the most useful past forms in everyday German. Zine to be.

In the past, we very often use va was and its other forms. We use these forms to describe a past state, a past location or a past situation.

Let's first see the complete pattern. If va I was, do vast. You were va. He was z va. She was s va. It was via v vin. We were y v. You were and z vin they were.

For the formal form, we also say z you were formal. Notice the pattern with i and z, s, he, she, it. We use va.

With do you, we use vast. With via we and z they, you formal we use vin.

And with you plural, we use that. Now let's use these forms in real situations.

First a past condition. Yesterday I was completely exhausted after the long meeting. Here we are describing how someone felt at a specific time in the past.

Now a past location. On Saturday, we were at a street festival the whole afternoon.

The sentence tells us where the people were in the past and now a past situation.

hotel. The hotel was surprisingly quiet during our stay. Here we are describing what the situation was. So when you want to talk about a past condition, a past location or how something was, these forms are extremely useful. You do not

need a complicated construction. Choose the correct form for the subject. Then describe the past situation.

That is the practical role of va and the other past forms of zine. Nice work. Now let's move to another very useful past form have been to have. In the past, we very often use had to had and its other

forms. These forms help us talk about things we had, time we had, problems, appointments, reservations, and other situations that existed in the past.

First, let's see the complete pattern. I had doest. You had a hatter. He had zhatter. She had shatter. It had via we had. I had you had and zhaten. They had. For the formal form, we also say zhaten. You had formal.

The pattern is easy to recognize. With I and a Z, S, he, she, it, we use had.

With do you, we use hadist. And with via we, and Z, they formal we use Hutton. And with u plural we use it.

Now let's see how these forms work in real situations. First talking about time. I hardly had any time for a break yesterday.

Here we are describing a situation that existed at a specific time in the past.

Now look at a past problem. My colleague had a technical problem before the presentation.

The problem existed at that moment in the past. We can also use these forms for arrangements and reservations.

We had reserved a room by the lake for the weekend. Here the important idea is that the reservation already existed for that period. And now a past opportunity.

You finally had the opportunity to speak with the department manager. Again, we are describing something someone had in a past situation.

So, when you want to say that someone had something, had time, had a problem, had an appointment, or had an opportunity, these forms are extremely useful. Choose the correct form for the subject, then add the thing or situation

that existed in the past. That is the practical role of hada and the other past forms of have been. Excellent. Now let's look at two very useful past forms. Cont was able to or could and must have had to. Both help us talk

about past situations but they describe two completely different ideas. Cont is about ability or possibility. Was someone able to do something? Was something possible at that time? Look at after several attempts, I was able to solve the technical problem myself. The

important idea is the action was possible and the person had the ability to do it. Now look at the negative form.

Because of an important appointment, I could not take part in the meeting. Here the situation made the action impossible. So contished could not shows that someone was not able to do something. Now let's move to muster had to. This form expresses necessity. The

person did not simply choose the action. The situation made it necessary. For example, my colleague had to complete an urgent task at the weekend. The focus here is not ability, it is obligation or necessity.

Now look at another situation. Because of the bad weather, we had to change our plans at short notice. So the contrast is very clear. Cont asks about ability or possibility. Must expresses necessity or obligation.

Compare the ideas. I was able to do it. Think cont. I had to do it. Think muster. And with cont the meaning becomes I was not able to do it. So when you describe a past situation ask yourself was the action possible? Then

think about cont. was the action necessary? Then think about must. That difference is the key to using these two forms naturally in the past. Very good.

Now let's compare two more useful past forms. Va wanted to or intended to and dft was allowed to. Both talk about past situations but they answer different questions.

V is about a wish, a plan or an intention someone had in the past. Look at I wanted to study in the library after the course. The important idea is that was my intention. It tells us what I

wanted to do but it does not automatically tell us whether I actually did it. Now look at another situation.

practicum. My sister wanted to do an internship abroad in the summer. Again, the sentence describes a past plan or intention. Now, let's move to dorfa was allowed to this form is about permission. Was something allowed? Did someone have permission to do it? For

example, museum. During the guided tour, we were allowed to take photos in the museum.

The action was possible because permission was given. Now look at the negative form. The employees were not allowed to use mobile phones during the exam. Here were not allowed to would be possible in many contexts. But in this sentence, the

noun phrase kind of hendes no mobile phones shows what was prohibited. Now compare the two ideas, a past intention.

I wanted to do something. Think va a past permission. I was allowed to do something. Think da. And when permission was not given, we can use was not allowed to. For example, because of the safety rules, nobody was

allowed to enter the room alone. So the difference is simple. Describes what someone wanted or planned to do. Dorfa describes what someone was allowed or not allowed to do.

One is about intention, the other is about permission. That is the key to choosing the right form in past situations.

Perfect. Now, let's look at two more past forms that express very different ideas. Z was supposed to was expected to and liked. Let's begin with ze. We use it when something was expected, planned, or recommended in a past situation. Look at

the new employee was supposed to be in the office at 8:00. Here, there was a clear expectation.

That was the planned time. Now, look at a recommendation in the past. After the doctor's appointment, I was supposed to take it easy for one week.

Here, the idea comes from advice or a recommendation. So, za can describe what someone was expected or advised to do.

But be careful, by itself, it does not automatically mean that the person actually did it. Now, let's move to This is the past form of to like. We use it to describe something someone liked in the past. For example,

as a child, I especially liked long train journeys. The sentence describes a past preference. Now, another example.

restaurant atmosphere. My grandparents liked the small restaurant because of the quiet atmosphere. Again, we are talking about what someone liked in the past. Now, there is one very important difference.

Liked is not the same as would like. The smallout changes the meaning completely. Compare I liked the old part of the city and I would like to visit the old part of the city. The first sentence describes a

past preference. The second expresses a wish. So keep these two forms clearly separated. Past preference me a polite wish. And the final contrast for this page is expectation or past recommendation.

Think ze past preference. Think ma. That is the practical difference between these two forms. Keep going.

Now let's make the pattern much easier. Instead of memorizing every modal verb separately, we can learn one shared map.

Let's begin with cont. Could was able to look at the full pattern. cont. Do contest you could.

Cont. Z cont. S cont it could. V conten we could and z conten they could.

For the formal form, we also say zonten you could formal. Now notice the structure with i and a z s he, she, it. We use the basic form with do you. We add st with via we and z

they u formal we add n t and with u plural we add t. That same pattern works with the other modal verbs too.

Now look at mister. Had to vter. wanted to da was allowed to za was supposed to and liked.

So we get the same shape again. I had to do must you had to ven we had to must it you had to. Now the same idea with another verb.

I wanted to do volst. You wanted to via volton. We wanted to v you wanted to. And the same pattern continues with da z and mt.

So the real shortcut is this. Learn one pattern then carry it from verb to verb.

Basic form with ish and a zs plus s t with do plus n t with via and z and t with.

That is why this page matters. You do not need six completely different tables. You need one strong pattern and then you can apply it to cont and ma.

That makes these past forms much easier to recognize and use. Clear so far? Now let's use these past modal forms inside complete sentences. The structure is very practical. In a normal main sentence, the conjugated modal verb stands in position two and the main verb

stays in the infinitive at the end. Let's begin with the subject first. My neighbor wanted to renovate her apartment before moving. Here the subject my neighbor takes position one. Then comes the conjugated modal v wanted to in position two and the main verb renov

to renovate stands at the end. So the modal verb carries the past meaning while the second verb stays in its infinitive form. Now let's put a time expression first.

The next morning, the technician had to check the system again. The time phrase amnest the next morning takes position one.

Then the modal must had to stays in position two. the subject comes after it and the infinitive uber proofen to check closes the sentence. So even when position one changes the main pattern stays the same. One element first

conjugated modal verb in position two the middle information and the infinitive at the end. Now look at a question.

Why were you unable to pick up the delivery on time? The question word vum why comes first. Then the conjugated modal cont were able to stands in position two. The subject follows and the infinitive appole to pick up stays

at the end. So the structure is very consistent. Subject first, modal verb in position two, infinitive at the end.

Time first, modal verb still in position two, infinitive still at the end. W question first, modal verb again in position two, and the infinitive still closes the sentence. The important point is the modal verb is the conjugated verb. It shows the person and the past

form. The main action remains in the infinitive at the end. That is the sentence pattern you need to use these past modal forms naturally. Brilliant.

Now, let's answer one important question. Why have we used the preum simple past with these verbs throughout this lesson? In everyday German, the perfect perfect tense is very common for talking about past events. But with zine, to be, haren, to have, and modal

verbs, German speakers very often prefer the shorter preerum forms because they are simple, natural, and easy to use.

Let's start with zine. Compare I was sick yesterday and I was sick yesterday. Both sentences can express the same basic idea, but in normal everyday German, the shorter sentence with va is often the more natural choice.

The same idea works with harban. Look at we had only a little time before departure. We could also say the meaning is essentially the same, but Hutton is shorter and very common in everyday communication.

Now, modal verbs make the difference even clearer. Look at I had to stay longer at the office yesterday. This sentence is direct and easy to understand. The perfect version is the meaning is the same but the structure is longer and heavier.

Notice that this is only a comparison. You do not need to learn the complete modal perfect system on this page. The important point is simply to recognize why the shorter form is so useful. So in everyday German you will very often hear

and use forms like va, hutter, cont, must va da and za even when people normally use the perfect for many other past actions. And remember this does not mean that the perfect forms are automatically wrong. The choice can

depend on context and speaking style, but for these very common verbs, the preerum forms are often the simpler and more natural option. So the practical shortcut is with zine, harban, and modal verbs. Do not be surprised when everyday

German uses the short past form. for this lesson. That is exactly the pattern you need to recognize and use naturally.

Great job. Unit one is complete and now it is time to begin unit two. In this unit, we will focus on datative, the dative case, and understand how the German object system works. Ready? Let's start unit two.

Great. Let's begin with a basic idea behind datif, the dative case. Before we look at articles or pronouns, we first need to understand what the datif actually does in a sentence.

Very often it points to a person who receives something or to someone who benefits from an action. Look at I send the documents to my colleague.

The documents are the thing being sent but minor collean to my colleague shows who receives them. That person is connected to the action indirectly.

Now look at a different situation. I buy a ticket for my father. Here the ticket is the thing being bought and mumm for my father shows the person who benefits from the action. So as a first clue the datif often carries an idea

like to someone or for someone. But be careful this is only a useful starting point. It is not a fixed translation rule. German does not use the dartif simply because English has the word to or for. The real question is what role

the person has inside the German sentence. Very often the person is not the main thing directly affected by the action. Instead the person receives benefits or is involved in another way.

So for now keep this picture in your head. An action happens, something may be involved and another person is connected to that action indirectly.

That is one of the central jobs of the datif. And in the next step, we will follow that action visually and see who gets what. Great. Now, let's follow the action step by step. On this page, we are not focusing on grammar labels yet.

We are simply watching what happens inside the situation. Look at the basic picture. One person starts the action. Something moves or is given and another person receives it.

Let's take a simple example. The student shows her friend a photo. Now follow the action visually.in the student is the person doing the action in photo a photo is the thing that is being shown and f to her friend

is the person who receives that thing in the situation. So the visual story is person doing the action thing person receiving it. Now look at another scene.

Someone does the action. Something is moved or delivered and someone else receives it. The waiter starts the action. The coffee is the thing and the woman is the person who gets it. That is the core idea for this page. Do not

think about grammar names yet. Just ask who is doing the action, what is the thing and who gets it. That simple visual logic will help you a lot because in the next step we will take this same story and give each role its grammar

name. Nice work. On the last page we followed the action without using grammar labels. Now we are ready to give the three roles their real names. In many German sentences, different parts of the sentence have different jobs. The

person doing the action is usually in the nominative nominative case. The person or thing directly affected by the action is often in the accusative accusative case. And finally, the person who receives something or is indirectly involved can be in the datif dative case. Look at

this sentence. The trainer shows the participant the new exercise. Let's give each part its grammar job.

The trainer is doing the action. So this part is in the native. Now look at the new exercise. This is the thing being shown. It is directly connected to the action. So this part is in the auif.

And finally to the participant. This is the person who receives the information. So this part is in the datif. The sentence therefore contains three different jobs.

the doer, the thing directly affected and the receiver or indirectly involved person. And German uses the three cases to show us those different roles. So keep this map in your head. Doer, nominatif, direct object, a zatif, receiver or

indirect person, datif. One important point, these cases describe a grammatical job, not simply the first, second, or third position in the sentence. The word order can change, but the role of each element still matters. For now, you do not need to

memorize all the endings. The important thing is to understand the three jobs. Once that idea is clear, the article changes will make much more sense. Great job. Now that we understand the basic job of the datif dative case, let's look

at the definite articles. The good news is there are only three main forms you need to recognize. Let's start with masculine nouns. the article de to in the for example the doctor explains the examination to the patient here

to the patient is masculine. So de patient becomes dimin. Now look at feminine nouns. The article d changes to de in the datif. For example, the company offers the customer a different solution. Here dea kundin to the customer is the feminine dy form. So

dundin the female customer becomes deundin. Now let's take a neuter noun. The article does also changes to dim. For example, the grandmother reads a story to the child every evening. Here dimint to the child is neuter. So duskint the child

becomes dimkint. This gives us one very useful shortcut. masculine de becomes deem. Neuter thus also becomes deem. Feminine d becomes de.

Now let's look at the plural. The plural article d changes to din in the dif. For example, The association offers its members a free language course here to the members is plural. So the definite article becomes dean. There is

also something special that happens often to the plural noun itself. But we will give that pattern its own page next. For now, focus only on the article map. Masculine deem, feminine dea, neuter deem, plural deem. The easiest pattern to remember is masculine and

neuter share deem, feminine uses de, and plural uses d. Once these four forms become familiar, spotting the datif inside a sentence becomes much easier.

Well done. Now, let's focus on one special pattern inside the datif dative case with plural nouns. Two things can happen. First, the plural article d the changes to den the and very often the plural noun itself also gets an extra n.

Look at dkinda the children. In the datif we get denkindan to the children. The article changes from d to den and the noun kinder children gets an extra n. So kinder becomes kind. For example, the librarian recommends an exciting

audio book to the children. Now look at another plural noun dest. The guests in the datif deneston to the guests. Again the article becomes den and guest guests gets an extra n. For example hotel manager deneston.

The hotel manager shows the guests their new rooms. So the basic pattern is den plus plural noun and usually an extra n.

But there is an important exception. If the plural noun already ends in n or n, we do not add another one. Look at d famil. The families the plural already ends in n. So in the datif we simply say

den familian to the families for example beat it familian program the cultural center offers the families a free weekend program. No extra ending is needed. There is also another useful exception. Plural nouns ending in s do not normally get an extra

n. For example, d teams, the teams becomes den teams to the teams, not den teams.

For example, teams. The coach explains the new rules to the teams before the tournament.

So remember the basic pattern plural article d becomes den. Then check the plural noun. If it does not already end in n or n and it is not an s plural, it will usually get an extra n. That's the

special datif plural pattern. Den plus the plural noun and very often n. Nice work. Now let's move from definite articles to indefinite articles in the datif dative case. The pattern is closely connected to what we already know with masculine nouns.

A slan changes to a/ an for example. The receptionist gives a guest the room key. Here amust to a guest is masculine and stands in the dative. So guest a guest becomes amust.

Now look at a feminine noun. A/ an changes to for example The course instructor sends the missing information to a female participant.

Hereina to a female participant is the feminine dative form. So a female participant becomes.

Now let's take a neuter noun. changes to. For example, the teacher explains the next step to a girl. Here to a girl is neuter. So, a girl becomes.

Now notice the connection to the definite articles. Masculine dame matches. Feminine de matches a and neuter dame matches.

So the shortcut is masculine and neuter shareim while feminine uses. Now one important point about the plural. German has no plural form of an orina.

There is no indefinite article that means some in the same way that means a/ an for indefinite plural nouns. German can simply use the noun without an article. For example, The school offers parents free advice.

Here parents is plural but there is no indefinite article before it. So the core map is masculine feminine neuter plural no indefinite article.

Once you connect this pattern to dame and de indefinite forms become much easier to remember.

Very good. Now let's look at possessive articles in the datif dative case. words like mine, my dine, your zine, his her and unza, our also change when they stand in the datif.

The easiest way to understand the pattern is to start with mine. Let's begin with a masculine noun. Mine my brother becomes to my brother. For example, the doctor prescribes a new medication to my brother.

The masculine ending is m. So we get my name. My in the masculine dative.

Now look at a feminine noun. My neighbor becomes to my neighbor. For example, I am bringing the borrowed books back to my neighbor tomorrow.

The feminine ending is so we get minor. my in the feminine dative. Now let's take a neuter noun.

My company becomes my to my company. For example, the insurance company sends a written confirmation to my company.

Masculine and neuter share the same ending m. So both use minimum. Now look at the plural.

My grandparents becomes to my grandparents. For example, we are sending an invitation to the celebration to my grandparents.

The plural ending of the possessive article is n. So we get min in the plural dative.

This gives us one clear pattern. masculine minm feminine my neut my name plural my name them and the important thing is you do not need a completely new system for every possessive article the endings stay the same only the possessive word at the

beginning changes for example dynam your in the masculine or neuter dative Zer his in the feminine dative her in the masculine or neuter dative and unzarin our in the plural dative.

So the real shortcut is masculine and neuter m feminine e plural n. Once you know these endings, you can apply them to many different possessive articles.

That is much easier than memorizing a separate table for every word. Excellent. Now, let's look at the personal pronouns in the datif.

Just like articles, personal pronouns also change their form when they have a datif role. Let's see the complete map.

I to mia. I to me or to me. Do to dia. You to you or to you. A to him.

He to him or to him. Z to Ia. She to her or to her. S to it to it or to it. Via to UN.

We to us. To o. U plural to you or to you. Z to en.

They to them. And Z to en you formal to you. Notice two useful patterns. A he and s. it both become im.

And the two forms that look almost the same are en to them and en you formal. The capital letter shows us the formal form. Now let's use some of these pronouns in real sentences.

The technician explains the new function to me. Here mia shows who receives the explanation.

Now look at can you please send her the address. Herea refers to a female person. Now another example.

I will bring you the tickets later. Here o refers to more than one person we are speaking to informally.

And look at we will show them the event room tomorrow. Here enan refers to several people. Finally in a formal situation we can say the human resources department gives you further information.

Here enan is the formal datif pronoun. So the important map to remember is mia, dia im oen, and enen. These forms let us talk about the person connected to the action without repeating the full noun every time. On the next page, we will see

exactly how a datif noun phrase can be replaced by one of these pronouns. Perfect. On this page, we take the next practical step. Sometimes a full datif noun appears in one sentence and after that we do not want to repeat the same

noun again and again. So instead, we can replace the dativ noun with a dativ pronoun. That makes the sentence shorter, more natural, and easier to follow.

Look at this example. I explain the new process to the intern here to the intern is the datif noun. If we do not want to repeat it, we can say I explain the new process to him. So, practic becomes.

Now look at a feminine example. The team the team leader sends the customer the confirmation here to the customer is the dativ noun. We can replace it with and say The team leader sends her the confirmation.

So dein becomes Now let's take a plural example. The music teacher shows the children a new song. Here dinan to the children is plural. So we replace it with enan and we get deerano.

The music teacher shows them a new song. So kindan becomes enan. This is the key idea for the page. First spot the dativive noun. Then ask which dartive pronoun matches it. A masculine or neuter person or noun can become e. A

feminine noun can become and a plural noun can become eman. So think in a simple before and after pattern. full dartive noun first, dartive pronoun after that. We do this because German does not like heavy repetition.

Once the listener already knows who we mean, the pronoun is often the better choice. So, the goal here is not only to know the list of pronouns. The goal is to use them naturally to replace a dative noun and to make your sentence

lighter and smoother. Brilliant. Now let's compare three important question words. Via who vin whom slash who and them to whom.

These three words do not ask the same question. Each one asks about a different job in the sentence. Let's begin with via. We use via when we ask about the person doing the action. That person is in the nominative

nominative case. Look at this example. bring in who is bringing the documents to the office tomorrow. Here via asks about the doer of the action. The answer could be minor brink in my colleague is bringing the documents to the office tomorrow.

Now let's move to vin. We use vin when we ask about the person directly affected by the action. That person is in the accusative accusative case. Look at this example.

Whom did the doctor call yesterday? Here vin asks about the person receiving the action directly. The answer could be dearesten.

The doctor called the patient yesterday. Now let's look at vim. We use vim when we ask about the person who receives something or is connected to the action indirectly.

That person is in the dates dative case. Look at this example model. To whom is the saleswoman showing the new model? Here vim asks about the person receiving something. The answer could be the saleswoman shows the customer the

new model. So now we have a clear contrast. Via asks for the doer. Vin asks for the direct object and vim asks for the dative person. So think in this simple map who does the action think via who is directly affected think vin who

receives something or is indirectly involved. Think vim. That is the key to choosing the right question word naturally. Great progress. Now let's bring everything together and learn how to spot the datif dative case inside a real sentence. The easiest method is not

to start with the ending. Start with the meaning. Ask yourself, is there a person who receives something, benefits from the action or is connected to it indirectly? If yes, that person may be in the datif. Then move to the second

step. Check the form. Let's look at an example. The caretaker opens the side door for the visitor. First look at the meaning.

The visitor benefits from the action. Now check the form for the visitor. The article dea is one of the definite datif forms. So meaning and form point in the same direction.

Now look at a neighbor lends his ladder to a student. Who receives the ladder?

A student or to a student. Now check the article. This is an indefinite dati form. So again the role and the form work together.

Now take a possessive article. The agency reserves a separate room for our group. The group benefits from the reservation and for our group has the feminine datif ending eer.

Possessive articles can therefore give us another useful clue. And sometimes there is no article at all. Look at my colleague prints the documents for me. Here mia for me is already a datif pronoun. So when you see a form like

mia dia im o or enan or enan, you already have a strong datif signal. So your decision path can be very simple. First check the meaning. Is there a receiver, a beneficiary or another person connected indirectly?

Second check the form. Do you see dimin orima or a possessive ending such as e m e r e n or a datif pronoun. If the meaning and the form match, you have a very strong clue that you found the datif. And

remember, do not identify the datif only by position. A datif element can appear in different places inside the sentence.

Its grammatical job is more important than where you see it. So the practical method is meaning first form second then confirm the role. That is how you can spot the datif confidently inside real German sentences.

Exactly. Now let's read the dative datif case inside complete real life sentences. The goal here is not to learn a new rule. We are simply going to find the datif element and understand why it has that role. Let's begin with a

definite article. Mita din appl the project manager explains the procedure to the new employee who receives the explanation to the new employee.

This person is connected to the action as the receiver of the information. So this phrase is in the datif and the form dee is another clue.

Now look at a possessive article. We are sending the signed documents to our landlady tomorrow.

Who receives the documents to our landl? The role points to the daties and the ending on helps confirm it.

Now let's look at a plural noun. plans to the players after training. The people receiving the plans are dinpelan to the players. Here we can see the plural datif pattern din pluspan with the extra n on the plural noun. And

finally the datif can appear as a pronoun. marked. My brother brings me fresh fruit from the weekly market.

Who benefits from the action? Mia, me for me. This time we do not have a full noun phrase. The datif role is carried by the pronoun itself.

So these sentences may look different. Dean, a definite article phrase, a possessive article phrase, a plural datif phrase, and mia, a datif pronoun.

But the question behind them is similar. Who receives something? Who benefits? Who is connected to the action in this indirect role?

Once you find that person, look at the form. That combination of meaning and grammar form helps you recognize the datif inside longer German sentences.

And from here we are ready to look at an important next step. Verbs that naturally connect with a datif person.

Great. Now we are moving to an important new idea about the dativ. So far we have often seen the dottive with a person who receives something or benefits from an action. But that is not the whole story.

Some German verbs simply require a dativive person. The verb itself decides which case that person takes. So even when there is no object being passed and no obvious receiver, the person can still stand in the dativ. That is why it

is useful to learn certain verbs together with their case. Think of them as one package. For example, hen plusive to help someone. A useful learning pattern is yayen to help someone. The word yandom someone in the dat form shows us the structure

that belongs to the verb. Another example is duncan plus dativ to thank someone. So we learn yay mundan to thank someone.

Notice something important. English does not usually show us this case difference. We simply say help someone or thank someone. But German grammar still gives that person a specific case.

So we should not only ask is this person receiving something, we should also ask does this verb naturally require the dativ? That is the key idea for this lesson. Some do roles come from the meaning of the situation. But with

certain verbs, the dativ is simply part of the verb's pattern. So from now on, do not learn only the verb. Learn the verb and its case together. Heen plus dativ, duncan plus dativ, and other important verbs we will meet step by

step. Once you learn these combinations as complete packages, building correct German sentences becomes much easier.

Nice work. Now we need a practical way to find the datif person with these verbs. A very useful tool is the question vim to whom. We already know this question word but here we are going to use it for a specific purpose to

discover which person belongs to the datif verb. Look at the employee will reply to the customer today. We know that to answer reply is connected to a person. To find that person, we can ask Dund to the customer. So Dundon is the

datif person in the sentence. The question helps us find that role. Now look at a completely different verb.

The new working hours suit our department very well. Here there is no object being given to anyone but the verb pen to suit fit still connects to a datif element. So we ask who do the new working hours suit very

well? The answer is unra our department or to our department. That phrase is in the datif. So this gives us a very practical method. First look at the verb. Then ask them who is the person or group connected to it in

the datif. And finally check the answer. Does it appear with a datif article, a possessive form or a datif pronoun? for example kundylong or forms like mia me or to me and enan them or to them. So the shortcut for

this lesson is datif verb ask vim find the person or group that answers the question. That element is your datif clue. You do not need to rebuild the whole sentence from scratch. Use the verb ask the right question and identify

the datif element. Well done. Now let's focus on one of the most important dats in the dat.

So the pattern you should learn is to help someone. The important point is German does not use an accusative person after this verb. The verb itself requires the look at the career adviser helps an applicant improve his CV.

Who receives the help? The answer is an applicant to an applicant. This person stands in the datif.

The action does not need an object being passed from one person to another. The verb already tells us which grammatical case the person needs.

Now look at a technology situation. Can you help me set up the app correctly?

Here mia me to me is the person receiving the help. So again we have a dy form.

Now another example from everyday life. On moving day we helped our friends until late in the evening.

Here our friends to our friends is the datif element. Notice that the sentence can change the tense can change and the datif person can be a noun phrase or a pronoun but the verb pattern stays the same plus datif.

Now let's look at a very common mistake. Because English says help someone, learners sometimes try to use the accusative in German. For example, is a with we need the form I help a visitor.

So the important contrast is not but the ending shows the case. And if you are unsure which person belongs to the verb, you can ask vimto whom are you helping.

The answer will give you the datif person. So the practical rule for this page is simple. When someone receives help use plus datif.

Learn the verb and the case as one complete package. That way you do not have to guess the case every time you build a sentence. Very good. Now let's look at another important datif verb.

Duncan to thank. With Duncan, the person we thanks in the dative. So the pattern you should learn is duncan to thank someone.

This is important because English simply says thank someone but German uses a dative person.

Look at Who receives the thanks? Mina, my colleague or to my colleague. This person stands in the dative. So we do not think of the English structure.

We learn Duncan plus datif as one complete pattern. Now look at another situation. The patient personally thanked the doctor after the treatment.

Here dim the doctor or to the doctor is the person being thanked. So again the verb requires the datif.

Notice that the tense can change but the case does not. Whether we say dunked, thanks or hutgadunked, thanked, the person connected to Duncan still stands in the datif.

Now let's look at a formal situation. Duncan, we would like to thank you for your quick response.

Here, enan you or to you formal is a dative pronoun. So, the same verb pattern works with a full noun phrase or with a pronoun.

There is also a useful sentence pattern you will often see. to thank someone for something.

The person is in the dative and the reason for the thanks often comes after f for. So in the dative person is while for her support tells us the reason for the thanks.

Now let's look at the common mistake. Do not say yeen duncan to thank someone with an auzatif form. Instead use yem duncan because duncan requires the datif. And if you want to find the datif person, ask vim dangst

whom are you thanking? The answer will show you the person in the datif. So remember the complete package duncan plus datif.

The person you thank is always the datif element. Learn the verb with its case and the structure becomes much easier to use naturally. Nice work. Now let's focus on another common dative verbaten to answer or to reply with

the person we reply to stands in the dative case. So the pattern you should learn is to answer someone or reply to someone.

This is another case where English can be misleading. In English, we can simply say answer someone. But in German, the person receiving the reply is in the look at the customer adviser replies to the customer that same afternoon.

who receives the reply to the customer. So this person stands in the datif and the verb pattern is plus datif.

Now look at a personal situation. I have not yet replied to my landlord about his message.

Here to my landlord is the person receiving the reply. The message itself is not the dative person. That distinction is important. One part tells us what we are responding to. Another part tells us who receives our answer within

that person is in the datif. Now look at a personal pronoun example. Can you please reply to me by tomorrow?

Here mia to me is the dativ pronoun. So the person can appear as a full noun phrase or as a pronoun but the pattern does not change ye unfortunat itself that is separate from the datif person. So when you use

ask whom are you replying to? The answer shows you the dativ person and remember the common mistake not button.

So learn the complete package plus datif. The person you answer or reply to is the dativ element. Once this pattern becomes automatic, using anten correctly becomes much easier. Good job.

Now let's look at one of the most important datif verbs galen to please or to be liked.

This verb works very differently from the English verb to like. In English, we usually begin with the person. I like something. But with gealen, German changes the perspective. The thing that creates the positive feeling is the subject. And the person who likes it

stands in the datative case. Look at I really like the new city park. Now look at the German structure. Demoat park the new city park is the subject.

It is the thing that creates the positive impression. And mia to me is the dative of person.

So instead of thinking I like the city park, think of the German logic more like the city park is pleasing to me.

That is why the basic pattern is someone likes something or more literally something is pleasing to someone.

Now look at another situation. Our project manager really likes this idea here. This idea is the subject and to our project manager is the person who has the positive reaction. So that person stands in the datif.

Now let's take a design example. Most customers like the new logo. Again the logo is the subject and to most customers is the dative element.

The same structure also works with activities and experiences. For example, my brother really liked the photography course. Here my neba to my brother is still the dativative person. The tense changed but the perspective did not. The course is the thing that was liked and

the person who liked it is in the datif. Now notice one more important point. The verb agrees with the subject. Look at my flatmate likes the new furniture.

Here the new pieces of furniture is plural. So we use gealen instead of the singular form gelt pleases or is liked.

The dative person to my flatmate does not control the verb form. The subject does. So when you use geelen, do not begin by translating I like word for word. Ask instead what is liked. That is usually the subject. Who

likes it? That person stands in the datif. And if you want to find that person ask who likes that. The answer will give you the datative element. So remember the German perspective. The thing is the subject the person is in the datative

and the complete pattern is geland. That change in perspective is the key to using gealen naturally.

Great progress. Now let's look at another important data verb gurin to belong to. With gurin, German describes a relationship between a thing and its owner. The important idea is the thing that belongs to someone is the subject and the owner stands in the datif. So

the basic pattern is something belongs to someone. Look at park plots. The parking space belongs to our neighbor here. De parkpl the parking space is the subject. It is the thing that belongs to someone. and to our neighbor shows the owner. So the

owner stands in the datif. Now look at a different example. Does gia the charger belongs to me here. Mia to me is a dative pronoun. The thing is still the subject and the person who owns it is still in the datif.

Now notice what happens with a plural subject. These keys belong to the property management. This time these keys is plural. So the verb becomes guren. The owner dear house favalong to the property management remains the dative element. This shows

us something important. The owner does not control the verb form. The subject does one thing several things.

Now let's look at the most useful question with this verb. Da kofa. Who does this suitcase belong to? The question word to whom asks directly for the owner. The answer could be course. It belongs to a participant from

my course. So to a participant is the datif owner. With plural things, the question changes with the subject.

Who do these documents belong to? Notice again vim still asks for the datif person or group while the verb agrees with the thing being owned. So when you use gurin, think in two parts. What belongs to someone that is the subject

who is the owner that person or group stands in the datif. So the practical pattern is and the question is or with a plural subject.

Great. Now, let's look at another useful dat. The important thing about this verb is we can use it in several different situations. It can describe whether clothes fit someone, whether a time is convenient, or whether a plan or

solution suits a person. But the basic structure stays the same. The thing that fits or suits is the subject and the person it suits stands in the datif the dative case. So the pattern is paste something fits or suits someone. Let's

begin with clothing perfect. The coat fits my sister perfectly here. Dear mante the coat is the thing that fits. So it is the subject and minster my sister to my sister is the person the coat fits. So that person stands in the

datif. Now let's move away from clothing. Look at pasta. Unfortunately, the suggested appointment does not work for me. Here, mia, me for me is the datif person. The verb passen does not only mean that something physically fits in this situation. It

means that the appointment is or is not convenient for someone. Now look at a plural subject.

The new working hours suit many employees better here. The new working hours is plural. So the verb becomes person and feel many employees too many employees is the dativ group. Again the person or group does not control the verb form. The

subject does one thing past fits suits several things passen fit suit. We can also use the same structure for plans and solutions. For example, perhaps this solution will suit our team better. The solution is the subject and unarum team our team to our team is the

datif element. So when you see passen do not think only about clothes think more broadly. Does this fit someone? Does this time work for someone? Does this plan or solution suit someone? In all of these situations the person stands in

the datif. And to find that person ask vim pastas who does that fit or suit.

The answer will give you the datif element. So remember the complete pattern past yandum. The thing is the subject the person it fits or suits is in the datif. Once you understand that pattern, you can use person naturally in many

more situations than just clothing. Excellent. Now, let's look at another very important dat. This verb often feels different from English because German builds the idea from another angle. With feeling the missing person or the missing thing is the subject and the person who feels

that something or someone is missing stands in the datif dative case. So the basic pattern is something or someone is missing to someone. Let's begin with a person.

I miss you. Here do you is the subject. You are the person who is missing and mia to me is the dativ person. So German does not begin with I miss you. It begins more like you are missing to me.

That is the key shift in perspective. Now let's look at a thing. I do not have time for a break today.

Here the time is the thing that is missing. So it is the subject and mia shows the person who feels that lack. Now let's take a plural subject.

We are still missing two pieces of information for the report this time. Information two pieces of information is plural. So the verb becomes felen instead of f. The datif person is uns to us. Again the person feeling the lack

stands in the datif and the missing thing controls the verb form. Now look at another example with a person missing in a daily situation.

The team misses its experienced colleague in the office. Here its experienced colleague is the subject. She is the missing person and dim team to the team is the datif element. So with failen always ask two questions. What is missing? That part is

usually the subject. who feels that something or someone is missing. That person stands in the datif. If you want to find the datif person, you can ask to whom is something missing or who misses someone. The answer will show

you the datif element. So remember the practical pattern. The missing thing or person is the subject. The person experiencing the lack is in the datif.

That is why we say and this changed perspective is the key to using feeling naturally in German. Well done. Now let's look at another useful verb with a different German perspective. Schmecken to taste or to taste good to someone. With this verb,

the food or drink is the subject and the person experiencing the taste stands in the datif the dative case. So the basic pattern is yandum.

Someone likes the taste of something or more literally something tastes a certain way to someone. Let's begin with My aunt really likes the homemade apple cake here.

The homemade apple cake is the subject and min to my aunt is the person experiencing the taste. So that person stands in the datif.

Notice the German logic. We do not build the sentence like the English idea, my aunt likes the cake. Instead, the cake tastes good to my aunt. Now look at a negative opinion.

I do not like the taste of the spicy sauce at all. Here mia to me is the dative person and the source is still the subject. So schmecken can describe both positive and negative reactions to taste. Now let's take a plural subject.

ineston. The guests like the new fruit juices surprisingly well. This time the new fruit juices is plural. So we use schmecken instead of schmeck tastes.

The dative group deston to the guests does not control the verb form. The subject does one thingme several things.

Now look at another natural use. We are not simply saying that he likes it or dislikes it. We are describing how the taste feels to him. And minum kan to my colleague is still the dative person.

So with this verb the structure can express tastes good, tastes bad, too sweet, too bitter or another reaction to the taste. If you want to find the dative person, ask vimmedas who likes the taste of that or more

literally to whom does that taste good? The answer shows you the person experiencing the taste. So remember the German perspective. What is being tasted? That is the subject. Who experiences the taste? That person stands in the dif and the practical

pattern is yandim. Once you think from that perspective, using schmemecken becomes much more natural and predictable.

Brilliant. Now let's look at one of the biggest traps when using dative verbs. Translating directly from English.

Sometimes the English sentence and the German sentence describe the same situation, but they organize the people and things very differently. So if you translate word for word, you can easily choose the wrong subject or the wrong case. Let's look at

I really like the new exhibition. In English, we naturally say I like the exhibition. But in Germany, the new exhibition is the subject and mia to me is the dative person. So do not build gealen from the English

pattern I like. Follow the German structure. The thing creates the reaction. the person experiencing it is in the dative. Now look at my colleague is still missing an important piece of information.

English puts the person at the center but in German an important piece of information is the missing thing and therefore the subject.

While minor collean to my colleague is the dative person. The same problem can happen with schmecken. Look at We focus on the people who like the taste. But German focuses on the dessert as the subject and to our guests is the dative group. Now

look at the later appointment works better for us. Again the German subject is the later appointment and us or for us is the date is pronoun.

So the safest method is not translate the English sentence word for word. Instead ask two questions. First what is the German subject? What is liked? What is missing? What tastes a certain way?

What fits or suits? Then ask who experiences that situation. That person is often the dative element. So compare the two ways of thinking. English often says a person likes something, a person misses something, or something works for a person. German may organize the same

idea from another perspective. The thing becomes the subject and the person stands in the dative. That is why natural translation is useful for understanding the meaning but it should not control your German grammar. When building the German sentence, think

about the German roles. What is the subject? Who is in the dative? Once you answer those two questions, verbs like gealin, felin, schmecken, and pen become much easier to use correctly.

That's it. Now, let's organize the most important datif verbs from this lesson into one clear map.

The goal is not to memorize eight isolated words. The goal is to recognize the pattern that belongs to each verb.

Let's begin with the first group. Verbs that describe an action directed toward a person. The first one is to help. The pattern is to help someone. And we can ask vimu who are you helping?

The person receiving the help stands in the dif the dative case. The second verb is duncan to thank. The pattern is yandum duncan to thank someone. And the useful question is vim dungto. Who are you thanking?

Again the person connected to the action is in the datif. The third verb is to answer or to reply. The pattern is to reply to someone and we ask who are you replying to?

So these three verbs form one useful group. Helen, Duncan, and Antwarton. With all three, focus on the person connected directly to the action.

Now, let's move to the second group. Verbs that describe a reaction, a relationship ownership suitability something missing, or an experience.

First, gealen to please or to be liked. The pattern is someone likes something and we ask who likes that. Here the thing is the subject and the person experiencing the positive reaction is in the datis.

Next is gurin to belong to. The pattern is Something belongs to someone and the question is vimas who does that belong to. The thing is the subject and the owner is in the dif.

Now is pen to fit or to suit. The pattern is something fits or suits someone and we ask them who does that fit or suit. Again the thing is the subject and the person it suits stands in the datif.

Next comes failen to be missing. The pattern is Someone or something is missing to someone. The useful question is who feels that something is missing.

Here the missing person or thing is the subject and the person experiencing the lack is in the datif.

And finally schmecken to taste or to taste good to someone. The pattern is someone likes the taste of something and we can ask who likes the taste of that. The food or drink is the subject and the person

experiencing the taste stands in the datif. So now we have two useful families action toward a person. Helen, Duncan and Antoarten and reaction or relationship verbs gealen, gueurin, passen, failen and schmecken.

But the most important habit is the same for all of them. Do not learn only the meaning of the verb. Learn the complete pattern verb plus dartif. And when you need to find the dartive person, use vim to whom as your checking question. The

English translation may change. The German structure may look different from English, but the verb pattern stays reliable. So learn the verb, the question, and the case as one complete package. That is the map that will help you recognize and use these common dart

verbs much more naturally. Huh? H lesson complete. Great. Now we are going to look at a new sentence pattern. Sometimes one action connects three important parts. the person doing the action, a thing connected directly to the action, and

another person who receives or gets that thing. Look at One action connects two different elements.

A herbal tea is the thing being served and deundin to the customer is the person who receives it. So inside one sentence the verb can connect both a person and a thing. Now look at another situation.

The librarian recommends a travel guide to the visitor. Again, we have two different roles.

A travel guide is the thing connected directly to the action and dim bazooka to the visitor is the person connected to that thing. So the basic picture is someone does something. A thing is involved and another person receives,

gets or is connected to that thing. This is what we mean when we talk about two objects in one action. For now do not worry about the grammar labels or the order of these elements. First learn to see the two different roles. Who is the

person involved and what is the thing involved? Once that picture is clear, we can give each role its correct German case and see how the whole structure works. Excellent. Now that we can see the two different roles, let's give them

their grammar names. In this type of sentence, the person who receives something often stands in the datif dative case and the thing that is given, shown, sent or transferred often stands in the accusative, accusative case. So the basic idea is who gets it? Think

datif. What is the thing? Thinkif. Look at this sentence. The caretaker gives the apartment key to the new tenant. Let's separate the two objects first to the new tenant. She is the person who receives something. So she is the datif

person. Now look at the apartment key. This is the thing being given. So it is the acquisatif thing that gives us the basic relationship person receiving datif thing involved directly in the action aquatif and notice the two cases do different

jobs in the same sentence. The datif tells us who gets it. The auatif tells us what is being given, shown, brought, or sent. This same logic will appear again and again with the verbs in this lesson. The verb may change, the

situation may change, but the two roles often stay easy to recognize. A person in the datif and a thing in the acquisif.

So before thinking about word order, first identify the roles. Who gets it and what is the thing? Once those two answers are clear, the structure becomes much easier to understand. Nice work.

Now let's look at two very common verbs that connect a person and a thing in the same action. gaen to give and shanken to give as a gift. Both verbs can follow the same basic pattern.

To give someone something and shen to give someone something as a gift. With both verbs, the person who receives something stands in the datif case and the thing being given or gifted stands in the accusative case.

Let's begin with gaben. Look at the team leader gives the new employee an access code here to the new employee is the person receiving something. So this is the datif person and cord an access code is the thing being

given. So this is the accusative thing. The transfer is clear. One person gives something to another person.

Now let's move to shanken. The grammar pattern is very similar but the meaning is more specific. We use shanken when something is given as a gift. For example, For her birthday, Lena gives her cousin a cooking course as a gift. Who receives

the gift? A cuisina to her cousin. That is the dativ person. And what is the gift?

A cooking course. That is the accusative thing. So the two verbs share the same case pattern. With gabin, someone receives something. With shanken, someone receives something as a gift.

But in both cases, ask who gets it. That person is in the datif and what is given that thing is in the aquatif.

So remember the two complete patterns and edas shanken. The meaning of the verb changes but the relationship between the two objects stays the same.

Personif thing. Very good. Now let's look at two more verbs that connect a person and a thing in the same sentence.

to show and to explain. Both verbs follow a very useful pattern to show someone something and to explain something to someone. With both verbs, the person who sees something or receives the explanation stands in the datif dative case and the

thing being shown or the information being explained stands in the accusative accusative case. So with we can think person who sees it dif thing being shown accusative.

Now let's move to here we are not showing a physical object. We are giving someone an explanation or information. Look at the course instructor explains a new procedure to the participants.

Who receives the explanation? to the participants that is the datif group and what is being explained no the new procedure that is the acquisif thing. So the meaning changes with someone sees something. With someone understands or receives information about something, but the

case pattern stays the same. And the person is in the datif. The thing or information is in the acquisif.

So when you build a sentence with these verbs, ask two questions. Who is the person receiving the visual information or explanation? That is the datif element. And what is being shown or explained that is the acculative element. The verb changes, the type of

information changes, but the two grammatical roles stay clear. Datif person, datif thing. Perfect. Now, let's look at two more verbs that connect a person and a thing in the same action.

Bring them to bring and chicken to send. Both verbs can follow the same basic pattern.

To bring someone something and shiken to send someone something. With both verbs, the person who receives something stands in the datif dative case and the thing being brought or sent stands in the acquisatif accusative case. So with bringing something

physically moves towards a person. Now let's move to shiken. Here the thing does not need to be carried by the speaker. It can be sent as a package, a document, or even a digital message.

Look at via Morgan email. We will send the invoice to our customer by email tomorrow. Who receives the invoice? Unin to our customer that is the dative person. And what is being sent the invoice that is the accusative

thing. Now look at another type of delivery. Dear online shop here to my brother is the dative person and a replacement part is the accusative thing. So the main difference between the two verbs is the type of movement.

With bringen, someone brings the thing to the person. With shiken, the thing is sent to the person, but the case pattern stays the same.

And the receiver, the thing that moves or is sent. So when you use these verbs, ask who receives it. That is the dative element and what is being brought or sent that is the accusative element. Different type of delivery same grammatical

pattern. Keep going. Now let's look at two more verbs that can connect a person and a thing in the same sentence. Calfen to buy and lion to lend. Both verbs can follow the pattern to buy someone something and

lion to lend someone something. The grammatical roles are similar but the relationship between the person and the thing is different. Let's begin with calfen.

When we buy something for another person, that person stands in the datif dative case and the thing being bought stands in the accusatif accusative case.

Look at before the trip. Jonas buys his sister a new suitcase. Who is the thing being bought for? Zina for his sister. That is the dative person. And what is being bought?

Noan coffer. A new suitcase. That is the accusative thing. Notice the meaning. The dative person does not need to receive the thing at that exact moment.

The important idea is that the purchase is for that person. Now let's move to lion. Here someone receives a thing temporarily.

Look at our neighbor lends us his drill for the weekend. Who receives the borrowed thing?

us or to us that is the dative person and what is being lent zina buashina his drill that is the accusative thing. The important difference is that the thing is not permanently given away. It is only available for a limited time. Now

look at another example. instrument. The music school lends a student an instrument for the course. Here to a student is the dative person and an instrument an instrument is the accusative thing. So the two verbs share the same case pattern. With calen the

thing is bought for someone. With lion the thing is given to someone temporarily. But in both cases ask who is the person connected to the thing.

That person stands in the datif and what is being bought or lent that thing stands in the auzatif.

So remember the two complete patterns. Eden and Edvas lion different meaning same grammatical structure dative person accusative thing exactly now let's bring the eight verbs from this lesson into one clear map. The verbs have different meanings but they can all use the same

basic case pattern. It is yandumas plus verb to do something with something for or to someone.

Let's look at the eight combinations. To give someone something to give someone something as a gift.

to show someone something. To explain something to someone. To bring someone something. To send someone something.

to buy someone something and lion to lend someone something. Now look at what stays the same to someone represents the person connected to the action. That person stands in the datif case and something represents the thing being given shown explained brought sent

bought or lent. That thing stands in the aquousif case. So the verb changes, but the two grammatical roles stay familiar. person datif thing afarning shortcut. Do not memorize eight completely separate sentence systems.

Learn the verbs with the shared pattern. bring chicken and lion. The meaning changes from verb to verb, but the case relationship stays the same. Who is the person involved? Think datif.

What is the thing involved? Think Akuzatif. For now, focus only on these roles. We are not deciding the word order on this page. That comes next. The important idea here is eight common verbs, one shared case pattern. yandmas

plus verb. Once you recognize that pattern, these verbs become much easier to understand and build correctly. Nice work. Now we are ready to focus on word order. Let's begin with the simplest case. Both objects are nouns or full

noun phrases. In this situation, the neutral and very common order is datif. So the pattern is datifoun before aif noun. Look at the photographer shows the photos to the bridal couple here.

to the bridal couple is the dative person and the alam the photos is the accusative thing. Because both objects are noun phrases, the neutral order is first then.

So we get dative noun before aif noun. Now look at another example. The employee sends the confirmation to the supplier. The person receiving something is to the supplier. That is the dative object. And the thing being sent is

the confirmation. That is the accusative object. Again, both objects are noun phrases, so the neutral order is dative first, accusative second.

Now, one more example. The tour guide explains the route to the tourists. Here to the tourists comes before dut.

Same pattern appears again. Noun plus noun datif before aif. But there is one important point. This is the neutral and usual order. It is not a rule saying the sentence can never change. German can move information for emphasis or context. We will look at

that later. For now, when both objects are full nouns or noun phrases, the safest neutral pattern is dative person, then accusative thing. So remember, noun plus noun, dative first, accusative second. That is the basic order you should recognize and use naturally.

Great progress. Now let's change one part of the sentence. The dative object is no longer a full noun phrase. It is now a pronoun. In the neutral word order, a pronoun normally comes before a full noun phrase. So when we have dative

pronoun plus accusative noun, the dative pronoun comes first. Look at training plan. The coach explains the training plan to her. Herea to her is the dative pronoun and din training's plan. The training plan is the acquisifya is a pronoun. It comes before the full

noun phrase. So the pattern is dative pronoun then noun. Now look at another example.

We are sending you the tickets. Here to you plural is the dative pronoun and the cotton the tickets is the accusative noun. Again, the pronoun comes first.

Now, one more example. My sister lends me her laptop. The date of pronoun is Mia to me. And the acquisif her laptop. So, we get the same order again. Pronoun first, full noun phrase after it. Now compare this with the

previous pattern. When both objects were nouns, the neutral order was dative noun then aquisatif noun. Here the dative still appears first. But now there's another reason. It is a pronoun. And pronouns normally come before full noun phrases in neutral word order. So

remember this pattern. dative pronoun plus accusative noun. The pronoun comes first. For example, plus training plan, o plus and mia plus laptop. This becomes especially important when we change the other object into a pronoun because then the order will change. But for now, keep

this pattern clear. Dative pronoun first acquisif. Great job. Now, let's look at the opposite situation.

This time the acquisif phrase. So the basic order is pronoun then noun. Look at I send it to my colleague here. S it refers to a feminine noun. though it is the acquisif.

So the order is s first then. Now look at another example. The doctor explains it to the patient one more time. Here Z it refers to a feminine noun. So it is the acquisifi to the patient is the datif noun phrase.

So again the acquisative pronoun comes first. Now one more example. We are bringing it back to our teacher tomorrow. Here in it, him is the aquisatif pronoun and unar to our teacher is the datif phrase. So the same

pattern appears again. acquisitive pronoun before datif noun. This page is important because it shows us that datifi first is not a blind rule. On the previous page, the datif came first because it was a pronoun. Now the order changes because the aquisatif

object is the pronoun. And in neutral German, pronouns usually come before full noun phrases. So here the pronoun wins the first position between the two objects. That gives us the practical pattern. Aquisatif pronoun plus datif noun. for example sigin

and so remember the key idea if the aquisatif object is a pronoun and the datif object is a noun phrase the neutral order is aquisatif pronoun first datif noun second that is why we say s minan, not the other way around. Well done.

Now, let's take the final neutral pattern with two objects. This time, both objects are pronouns. And when both the accusative object and the datative object are pronouns, the usual neutral order changes again. The pattern is accusative pronoun, then dative pronoun.

Look at I give it to you. Here s is the accusative pronoun and dear is the datative pronoun. Because both objects are pronouns, the neutral order is s first then dear. So we get accusative pronoun before dative pronoun. Now look

at another example. Zia, can you please send it to me? Here Z it is the accusative pronoun and mia is the dative pronoun. Again the accusative pronoun comes first. Now another situation via we will bring it to you tomorrow. Here

in it is the accusative pronoun and o to you plural is the datative pronoun. So the same order appears again in before o. This is different from the pattern with two nouns. When both nouns are objects the neutral order is d first

then accusative. But when both objects are pronouns, the neutral order is accusative first then datif. So compare the two patterns. Noun plus noun datif before accusative. Pronoun plus pronoun accusative before datif. That is why we say with s before dear. The easiest shortcut

is two nouns dative first, two pronouns acquisative first. And remember, we are talking about the neutral and usual word order. German can change the order when something needs special emphasis. But for a normal sentence with two pronouns, use accusative pronoun then datative

pronoun. That is the pattern you should recognize and use naturally. Clear so far? Now, let's look at one final idea about word order.

The patterns we learned on the previous pages are the normal neutral patterns. They are the best starting point when no element needs special emphasis.

But German word order can change when the spooker wants to highlight or contrast a particular element. Look at I will give you the book tomorrow.

Here the book is the accusative object but it appears in position one. Why? Because the speaker is putting special focus on that particular thing. Maybe we are contrasting the book with something else. The important point is moving the

object does not change its grammatical case. DB is still accusative. Its position changed. Its role did not. And notice the conjugated verb g stands in position two.

Now look at a different kind of emphasis. Dear I am sending the documents to you not him. Here dear to you is the datif pronoun. It comes first because the contrast is about the person you not him. The phraseim

not him makes that contrast especially clear. Again the position changed but the case did not. Dear still datif and dalag the documents still aatif.

So this gives us an important distinction. Neutral word order shows the usual unmarked pattern. Emphatic word order can move an important element to the front. But German does not change the cases just because the order changes.

The article, the pronoun, and the grammatical role still tell us which element is datif and which one is ausatif.

So the neutral patterns we learned are still your foundation. Two noun phrases, datif before aatifus noun, the pronoun comes first.

Accusative pronoun plus datif noun. Again, the pronoun comes first and with two pronouns accusative before datif.

But when the speaker wants to emphasize one particular element, that element can be moved to a prominent position. So do not think of German word order as completely fixed. Think instead start with the neutral pattern. Then recognize when context or contrast changes the

order. And always remember position can change. Case stays connected to the grammatical role. That is the key to understanding both neutral and emphasized two object sentences naturally.

Great. Let's begin with a new noun pattern called end declenion. The main idea is actually quite simple.

Some masculine nouns do not only change their article when the case changes. The noun itself also changes. Look at dea kund the customer. This is the basic form in the nominative zingula nominative singular. But now look at the

same noun in the accusative accusative case. We get dane kund the the customer. The article changes from de to dane the and the noun kund customer gets an extra n. So kund becomes kund.

Now look at the datif dative case. We say d kund to the customer. Again the article changes but the noun changes too. So the basic visual pattern is deund then kund and dee kunden. The important point is the nominative singular keeps the

basic noun form, but outside the nominative singular, these special masculine nouns usually get n or n. In this lesson, we will focus especially on how this works in the accusative and the dative. And be careful, this does not

happen with every masculine noun. It happens with a particular group of masculine nouns. So the goal is not to add n or n to every masculine word. The goal is to recognize which nouns belong to this pattern. For now, keep one

simple picture in your head. The article changes and with an end noun, the noun itself changes too. That is the central idea behind end.

And from here we can start to see exactly when the basic form stays and when the noun needs a new ending. Good job. Now let's make the central rule of endion end completely clear.

With these special masculine nouns, the nominative singular keeps the basic noun form. But in the accusative and datif, the noun normally gets n or e n. Let's see the pattern with one noun. Dear practicant, the intern is the basic form. Now in the accusative

we say dinant the intern and in the dativant to the intern. Notice what happened. The nominative singular practicant in turn stays basic but outside the nominative the noun becomes practicanten.

So the pattern is nominative singular basic form accusative singular add n or e n. Datif singular again add n or e n.

The exact ending depends on the noun pattern and we will look at that difference on the next page. For now the important idea is with an end declansion noun do not look only at the article.

Check the noun too. If it is in the auzatif or datif singular, the basic form usually needs an extra ending. So remember the core picture nominative singular basic form. Auzativ singular and datif singular the noun changes.

Nice work. Now let's look at an important visual pattern inside end. On the last page, we saw the big idea.

Some masculine nouns do not only change their article. The noun itself also changes. Now the next question is when do we see in and when do we see in?

Let's start with a very common group. Many masculine nouns that end in e often take only n. Look at de the customer.

Outside the basic form it becomes din the customer and de kundon to the customer.

The noun ends in a. So we clearly see the added n. Now look at another noun from the same group the colleague. This becomes dinan the colleague and digan to the colleague.

Again the word already ends in a. So we only notice an added n. Now one more example the boy this becomes the boy and dee yung to the boy.

So this first visual group is quite friendly word ending in a very often add n.

Now let's look at another pattern. Some masculine nouns do not end in a and these often show n.

Look at desent the student. It becomes dudentin the student and dudentin to the student.

Now look at dench the human being or person. This becomes dane mention the person and dame mention to the person.

Here the visual pattern is different. We do not just feel a small n at the end.

We see a n more clearly. So this gives us a useful first map. Many nouns ending in a often go to n.

Other common nouns often show e in. There is also one very important word you should notice early danama the name.

This becomes din naman the name and dee naman to the name. This word is common and students meet it all the time. So it is worth remembering early.

For now, you do not need to turn this into a huge rule list. The goal on this page is simpler. See the shape of the noun. Does it end in e and look like the first group or does it show the stronger

e n pattern? That visual feeling will help you spot the pattern much faster. On the next pages, we will use these noun forms inside real sentences. So the ending becomes easier to recognize in context.

Very good. Now let's focus completely on acquisifion. With these special masculine nouns, the change happens in two places. The article changes and the noun itself also gets its ending.

Let's begin with deund the customer. In the accusative we get din the customer. Notice both changes. Dell the becomes din and kund customer becomes ken.

Now look at the complete sentence. The employee calls the customer back in the afternoon. The noun cannot stay in its basic form. We need din not.

Now let's take the colleague in the accusative the colleague for example. I am meeting the new colleague after the meeting.

Here again the article shows the accusative but the noun also changes. Colle becomes. Now look at student the student in the accusative the student for example professor the professor greets the student before the exam. This time the noun takes en so

student becomes student. Now one more example. Dement the human being or person in the accusative dinment the person.

Look at mention of experience often changes a person more than expected. Again the accusative form needs both parts to be correct. the article dean and the changed noun form mention. So the important pattern on this page is do

not stop after changing the article with an endloun. You also need to check the noun ending.

So we get de becomes dean the customer becomes dean the colleague dear student becomes dean studentent the student and deh becomes demention the person. The practical question is is this noun anat noun and is it in the accusative? If

yes, change the article and make sure the noun also has the correct a n or n ending. That is what makes the complete auzati form correct.

Perfect. Now let's focus on end declination end declenion in the dif. The basic idea is the same as in the accusative with these special masculine nouns. The article changes and the noun itself also gets its n declin ending.

Let's begin with de kund the customer. In the datif we get dee kunden to the customer. Notice both parts de the changes to deem the and kund customer becomes kunden.

Now look at a complete sentence. The service online the service employee helps the customer with the online order. Here the correct form is deem kund.

Changing the article is not enough. The noun needs its ending too. Now look at the colleague in the dive to the colleague. For example, we are talking with the colleague today about the new project. The preposition mit with requires the dive and because

an end declen. Now let's take student the student in the dive to the student. Look at the librarian recommends a digital dictionary to the student. Here again the article is d and the noun takes n.

So student becomes studenten. Now one more example the human being person in the dive dimment mention to the person for example music can demention in mmenten music can help a person in difficult moments again the noun cannot stay in

its basic form we need mention with e n. So the dativ pattern is very clear. Deen the customer deer to deem the colleague. Deent to deem studenten the student and de men to deem menshen the person. The important habit is when

you recognize an n declin noun in the datif check two things. First, is the article in the correct daty form? And second, does the noun have its correct en or n ending? So, do not stop at deem.

Check what comes after it too. With these nouns, the complete form needs both changes, the dartive article and the changed noun ending. Great. Now, let's focus on one very useful group inside the end declination.

The end declansion. These nouns have something easy to recognize. Their basic form ends in e.

And when they change outside the nominative singular they normally add just n. So visually the pattern is simple word ending in a plus n.

Let's begin with deund the customer. The noun already ends in a. So in the accusative we get dinen the customer and in the datif kund to the customer.

The noun change is simply kund to kund customer to customer with the n decclenion ending.

Now look at a complete example. The salesperson greets the customer in a friendly way.

Here kund has the added n. Now let's take de the colleague. The same visual pattern appears again. colleague to colleen colleague to colleague with the n declenion ending.

So in accusative din the colleague and in to the colleague for example the manager speaks with the colleague after the appointment.

Again the basic word ends in a and we add only n. Now look at the boy. The change is to yen boy to boy with the n decclenion ending.

So we get din the boy and to the boy. For example, the neighbor gives the boy his lost ball back.

So all three nouns follow the same visual pattern. Kund to kund to ken and y to yung.

The important shortcut is these nouns already end. So we do not add a n as a completely new ending. We simply add n to the existing basic form.

That gives us kund plus n equals kund. Ka + n equals and y + n equals yen.

So when you see a masculine n declenion noun ending in a outside the nominative singular, look for an added n.

The pattern is small, but once you see it, these forms become much easier to recognize and build correctly. Well done. Now let's look at another important group inside end declination end declenion.

On the previous page we focused on nouns ending in e which normally add n. Now we have a different visual pattern. Some common nllin nouns take a n outside the nominative singular. Let's begin with student the student. In the auif we get

student the student and in the datif student to the student. So the noun change is student to student to student with the n declin ending.

Look at a complete example. The company invites the student to a job interview. Here the basic form cannot stay unchanged. We need student with e.

Now look at dech the human being person. The pattern is similar mench to mention person to person with the end declining.

So in the acquisif mention the person and in the dive dim mention to the person. For example, Here I am aimention to a person shows the same e pattern. So these two nouns give us a clear visual group student to

studententin and mench to mention. But now we need one important special case dear hair the gentleman. This noun also belongs to n declination but its singular forms look different. Instead of adding e n we add only n. So hair to

h gentlemen to gentlemen with the n declination ending in the aquisatif din han the gentleman and in the datif dim han to the gentleman. You will often see this form before a surname. For example, no, Mr. Noman becomes

Mr. Noman outside the nominative. Look at the receptionist calls Mr. immediately. And in another situation, I will speak with Mr. Noman later. In both sentences, the form is hyman.

So, keep the contrast clear. Student to studentan, mench to mention, but hair to h. The first two show a n. The special noun hair takes only n. So the useful habit is learn these nouns with their changed form. Dear student to student,

dement to mention and de hair to h. Once the changed form becomes familiar, you will recognize these n declinion nouns much more quickly inside real sentences.

Excellent. Now let's look at one of the easiest places to get confused with endlansion.

Sometimes a singular end noun looks exactly like its plural form. So the noun ending alone does not always tell us whether we are talking about one person or several people. Look at student the student. The plural form is

the students. Now compare these two phrases to the student and student to the students.

The noun itself looks the same studententin but the article shows us the difference. Deem here points to one student in the datif while deem points here to several students in the datif.

Look at the complete sentences. The advisor helps the student with his application. Herein means one student. Now compare the advisor helps the students with their applications.

The noun form student did not change, but the article and the context tell us that we now mean more than one person.

We can see the same issue in the accusative. Look at I see the student in front of the library. Herein means one student. But now look at I see the students in front of the cafeteria.

Again the noun is studentent in both sentences but din shows accusative singular while d shows plural. So the important lesson is do not look only at n or n. The ending may look the same in singular and plural. Instead check the

article, check the case and check the meaning of the whole sentence. For example dimin one student in the datif.

Dean studententin can mean several students in the datif and it can also be one student in the akuzatif.

So context matters. The noun ending gives you one clue but the article often gives you the clue that solves the puzzle. That is why within you should read the whole noun phrase, not only the noun, singular or plural.

Look carefully at the article and let the context confirm the meaning. Brilliant. Now let's build a practical method for spotting an end declination end declenion noun.

The first thing to remember is do not decide from the ending alone. Start with the noun itself.

Step one, ask is the noun masculine. Most nouns in this pattern use deathe the in the nominative zingula nominative singular. If the noun is not masculine, it does not belong to the normal end pattern we are learning here.

Now step two, ask is this noun one of the nouns that follows nin. Some nouns give us useful clues. Many describe people or living beings and some have common endings that appear frequently in this group. But be careful

being masculine does not automatically mean the noun follows n declin. So the safest habit is to learn the changed form with the noun. Look at de journalist the journalist.

This noun belongs to the pattern. So in the auzatif we get den journalist the journalist and in the datif journalist to the journalist.

Now step three check the case. Are we still in the nominatiful? If yes, the noun normally keeps its basic form. But if the noun is in the accusative or datif, check whether it needs n or en. So the decision path is

masculine noun, yes. Niclat noun, yes. outside the nominative zingula. Yes. Then check the noun ending. Does it have the correct n or e n form?

Now there is one very important word you should always keep in mind. Deama the name. This word is extremely common but its changed form is easy to forget.

in the accusatif. So do not say dama or d nama. The noun itself must change. This is a very useful word to memorize as a complete package. dama then dam and dam.

So when you meet a masculine noun inside a sentence use this practical path. First identify the noun. Second ask whether it belongs to n declination.

Third check the case. And finally, check the ending on the noun itself. That's the key habit. Do not look only at the article. Do not look only at the position. Look at the complete noun phrase, noun, case, and ending. Once

these three clues work together, spotting an end noun becomes much easier. That's it. Now let's read some declinion nouns inside complete real life sentences. The goal here is not to learn another new rule. We are going to identify three things. What is the end

noun? Which case is it in? And what happened to the noun ending? Let's begin with a noun in the nominative singular.

The expert explains the new safety rule. The noun is dear expert. The expert here this noun is the person doing the action. So it stands in the nominative singular. And because the nominative singular keeps the basic form, we simply

have expert expert. No extra ending is added. Now look at a sentence in the journalist interviewed conference. The journalist interviews the president after the conference. The declin is president the president. But inside this sentence we see president the

president. The noun stands in the accusative. So president becomes president. The noun takes n. Now let's move to the dif.

at the ticket machine. The basic noun is dear tourist the tourist but here the sentence contains dee tourist to the tourist. The noun stands in the dif. So tourist becomes tourist again we see n.

Now look at one more example. The veterinarian gives the elephant a new medication. The basic form is dear elephant the elephant. Inside the sentence we see dee elephant to the elephant. This noun stands in the datif. So elephant becomes

elephant with e n. Now compare what we have seen in the nominative singular deer stays in the basic form in the accusative ded shows the changed noun form and in the datif deist and dee elephant also show the endat

ending. So when you read a longer sentence, do not look only at the article. Find the noun, identify the case, then check the noun ending. Your mini reference is simple. Nominative singular basic form a and datif often n

or n. That is the practical way to read end inside real German sentences without guessing from the noun ending alone.

Great job. Now it's time to begin unit three, prepositions, place, and time. In this unit, we will learn how German talks about where something is, where someone is going, and when something happens. We will explore important prepositions and learn how to use them

naturally in real German sentences. So, let's get started. Great progress. Now let's begin with the central idea behind dative prepositions.

In German, some prepositions always require the dative. This means the preposition itself decides the case of the element connected to it. So the basic package is preposition plus dative. You do not need to look for a receiver, a beneficiary or one of the

datative verbs from the previous unit. Here the reason is simpler. The preposition requires the dative. Imagine that a preposition connects itself to a person, a place or another noun phrase.

If that preposition belongs to this group, the element connected to it must appear in its dative form. This can affect different parts of the phrase.

The article may change, a pronoun may change, and sometimes you will see a very common short form, but the starting point is always the same. First recognize the preposition. Then remember this preposition requires the dative. So instead of learning only the meaning of

a preposition, it is useful to learn the grammar pattern with it. Think of it as one complete package. Preposition plus dative. The preposition tells us which case we need and the words connected to it take the correct datative form. On

the next page, we will first see what happens to the article after one of these prepositions. Then the different prepositions themselves will become much easier to understand inside real sentences.

Nice work. Before we learn the individual dative prepositions, let's first see what happens to the article after them. The key idea is simple. A dative preposition requires a dative form. So the article connected to the noun must also change. Let's begin with

masculine nouns. The basic article deathe the changes to deem. So after a dative preposition you may see mitan with the neighbor. The important form here is deem.

Now look at feminine nouns. The article d the changes to de. For example, by deen at the doctor's or with the doctor. So the feminine dative form is de.

Now let's take a neuter noun. The article thus the also changes to dame. For example, dame b from the office. So masculine and neuter nouns share the same dative article dame.

Now look at the plural. The plural article d the changes to dane. For example fun from the parents.

So the definite article map is masculine dea to dame, feminine d to dea, neuter thus to dame, and plural d to dane.

Now look briefly at indefinite articles with a masculine or neuter noun. In a or an becomes inim. For example, mitigan with a colleague and with a feminine noun a or an becomes a for example by fen at a female friend's place or with a female

friend. So when you meet a dative preposition, do not keep the original article form. The preposition pulls the noun phrase into the dative and the article must show that change. The most important forms to recognize are dim, dem,

and you do not need to memorize the prepositions yet on this page. For now remember one connection dative preposition then dative article. Once this pattern is clear forms like mit dame by dea and fondane will make much more sense when we meet the full list of

prepositions. Very good. Now let's meet our first four datif prepos. MIT, with n, to or after, from or out of, and by, at, with. All four require the datif. So, whenever one of these prepositions connects to a noun

phrase, the article must appear in its datif form. Let's begin with mit. We use it when someone or something accompanies us. For example, house Leah is going to the furniture store with her flatmate. Here with her flatmate shows the person who

accompanies Leah. And because the phrase follows mit, we use the dy form. We can also use this preposition for a means of transport or a tool. For example, by train. So the main idea is together with someone or using something.

Now let's move to n. This preposition has two very common uses. First, it can express a destination, especially with cities and many countries. Look at tomorrow we are flying to Vienna. Here to Vienna shows the destination. Notice that there is no article in this phrase,

but the preposition still belongs to the dativ group. The second common meaning is after. For example, after the lesson. Here we clearly see the datif article.

So with n the context tells us whether the meaning is to or after. Now let's look at this preposition often describes movement from inside to outside or where someone or something comes from. Look at the children are just coming out of the

swimming pool. The phrase is out of the swimming pool. The article dim shows the datif. We can also use to talk about origin. For example, Rossi Italian. Miss Rossi comes from Italy. So the central idea is from inside

something or from a place of origin. And finally, by. This preposition often tells us that someone is at someone, at a company or institution, or connected to a situation or activity. Look at at the weekend, we are staying with our

relatives. Here by favant with our relatives at our relatives place shows where we are staying and unarant appears in the datif. Another useful phrase is by the bank at the bank. So with by think about being at or with

someone or somewhere. Now let's put the four meanings next to each other. Mit, company or means, n destination or after from or out of and by at or with. The meanings are different but the grammar connection is the same. Each preposition

requires the datif. So when you see one of these four, first understand the meaning, then check the form that comes with it.

And different situations, same case pattern, preposition plus datif. Excellent. Now let's look at the second group of datif prepositions fun from by to zite since for and gigan uba opposite or across from all four require the datif.

So the meaning changes from one preposition to another but the grammar package stays the same. Preposition plus datif.

Let's begin with fon. We often use it for a source an origin or the person something comes from. Look at becom I got the message from my colleague here from my colleague shows the source of the message and because the phrase

follows fun we use the dy form minuman now let's move to t to this preposition often shows movement toward a person, a place or a destination that is not expressed with look at course after the evening course Sophia goes to

her parents' place here to her parents' place shows the destination. And again the noun phrase appears in the datif.

Now let's look at zite. This preposition connects a starting point in the past with a situation that continues until now. Look at has been working in a car workshop for one year. The phrase is for one year or since one year ago. Here

stands in the datif. So with zite, think about something that started earlier and still continues now.

And now the special one, gagan uba. This preposition usually expresses position on the opposite side and very often we see it after the noun or pronoun. Look at dim museum gig uba. The hotel is opposite the museum. Here dim museum

geuba opposite the museum is the common postposition pattern. So the student should get used to seeing noun or pronoun plus gig uba. For example, zit gigubber.

The woman is sitting opposite me. Here, mia, gigan opposite me shows the same idea.

You can also see gage uba before the noun. For example, gagen uba dee museum opposite the museum. But the form after the noun or pronoun is very common. So it is important to recognize it early.

Now let's place the four meanings next to each other. Fun source or from someone to movement to a person or place. Zite starting point in the past up to now. Geig and uba opposite or across from different meanings same

grammar pattern each one requires the so when you see or dim first understand the meaning then remember the package preposition position plus datif.

Good job. Now, let's see what happens when a dative preposition is followed by a pronoun. The basic idea is simple. We do not use just any pronoun form. The pronoun must appear in the dative. So, instead of thinking only about the

preposition, learn the two parts together. preposition plus dative pronoun. The most important pronoun forms are mia, me to me, dia, you to you, him, him to him, her to her, uns us to us, o you to you plural, enan, them to them. and the

formal form enan you to you formal. Now let's see how these forms work with prepositions.

Look at are you coming with me today? The preposition is mit with and the pronoun is mia. So the complete phrase is mit mia with me. Now look at Can I work at your place tomorrow? Here at your place with you uses the dative

pronoun dia. Now another example. I got the tip from him. The phrase from him shows the same pattern. dative preposition then dative pronoun. We can also say after the meeting I am going to her place here to her to her place uses.

Now look at a plural form. The new coach has been working with us for two weeks. The phrase mitun with us contains the dative pronoun and the same principle works with o and for example I will speak with you all later and

the message comes from them. Now remember our special preposition gagen opposite across from with pronouns. It very often comes after the pronoun. Look at the man is sitting opposite her. So the natural phrase is opposite her. You may also see

opposite you toward you or opposite them toward them. So the practical pattern is clear. Dative preposition requires a dative pronoun that gives us useful combinations like And the preposition stays the same, but the pronoun must have the correct dative

form. Once these combinations become familiar, you will recognize and use them much more naturally in everyday German. Perfect. Now, let's look at four very common short forms with dative prepositions.

These appear when a dative preposition is followed by a definite article. So instead of saying the full form every time, German often uses a shorter everyday form. The first one is to the this usually becomes to the for example

we still need to go to the doctor today. So in everyday German people normally says not the full long form. The second one is to the this becomes to the for example my neighbor goes to work every morning.

So here we use the third short form is from the this becomes from from the for example I am just coming from the station. So the natural phrase is from and the fourth one is at the or with the this becomes

at the or during the for example during breakfast I often listen to a podcast and another very common phrase is at the doctor's so now we have the four important Short forms becomes becomes fun becomes f and bame becomes bime.

The important point is these short forms are not strange special versions. They are usually the natural everyday form when they are possible. So when you see or you should immediately recognize the full meaning behind them. Short form, same preposition, same date of

connection, just a more natural everyday shape. Nice work. Now, let's read dative prepositions inside complete real life sentences. We are not learning a new rule here. We are going to identify two things. Which preposition do we see? And

what dative form is connected to it. Let's begin with a definite article. The technician comes into the office with the new router. The preposition is mit with and the dative phrase is with the new router. The noun router is masculine. So after

we see the dative article dame. Now look at an indefinite article. Elellanena has been waiting for her order for a week. The preposition is zite. since for and the data phrase is for a week. Here a one is the feminine data form. So the

preposition and the article work together as expected. Now let's use a pronoun. Can you come by my place tomorrow? The preposition is by at with and the connected form is by mia at my place with me. This time there is no article.

The dative information is carried directly by the pronoun mia me or to me. Now look at a short form.

The children are just coming back from the sports field. The important form is from from the this is the short form of fame from the. So from sport plat from the sports field still contains the same dative connection. The form is simply

shorter and more natural. And finally let's look again at giganuba opposite or across from. Look at diapot leaked dear house giganuba. The pharmacy is opposite the town hall. Here the data phrase is deat house giganuba opposite the town

hall. Notice the position. The noun phrase comes first and giganuba comes after it. This is a very common pattern with this preposition. So now compare the five structures.

definite article indefinite article by pronoun plat short form and de house ganuba noun phrase that comes after preposition.

They look different but the checking method stays simple. First find the preposition. Then look at the form connected to it. Is it a dative article, a dative pronoun, a short form, or in the case of giganuba, a noun phrase that

appears before the preposition? Once you recognize those two parts, reading dative prepositions inside longer sentences becomes much easier and much more automatic. Exactly. Now, let's bring the eight dative prepositions into one clear visual map. The goal here is

not to add a new rule. The goal is to keep the whole system easy to see and easy to remember. Let's begin with the full list. Mit with n to after from, out of, by, at, with, fun, from,

by to to zite, since, for, and giganuba, opposite, across from These eight prepositions all share the same grammar idea. They require the dative. So it is useful to learn each one as one package preposition plus dative.

Now let's add the first small key article form. After a dative preposition, the article changes dem to de to dem plur to dane. And with indefinite articles, we often see in tom anda to.

So when you read a phrase like with the colleague or for a week you can immediately recognize the dative form. Now the second key pronoun form after these prepositions we use dative pronouns.

Mia me to me. De you to you. H him to him. H her to her. Un us to us. O you to you plural. Enan them to them and enan you to you formal. So we get natural combinations like met mia with me by at

your place with you and fun enan from them. Now the third key, short forms.

Some very common dative combinations often appear in a shorter everyday form. Sue dem to s to sm to f and bym to bime. These short forms are not unusual. They are usually the natural form in everyday German. So

phrases like to the doctors to work from the station and during breakfast should feel completely normal to you. Now one final mini reminder for giganuba.

This preposition often comes after the noun or pronoun. For example, Dame Ganuba opposite the supermarket or mia ganuba opposite me. So when you read it, do not be surprised if the noun comes first and ganuba comes after it. So the

whole map becomes simple. Eight prepositions, one shared pattern, preposition plus dative. Then remember the three small helpers. article form, pronoun form, and short forms. If you keep those four pieces together, the preposition, the dative form, the pronoun form, and the short form, these

structures become much easier to recognize and use naturally. Great. Now let's begin with the central idea behind acquusive prepositions.

In German, some prepositions always require the accusative. This means the preposition itself decides the case of the word or phrase connected to it. So the basic package is preposition plus accusative.

Here you do not choose the case because of the verb and you do not need to search for a direct object first. The reason is simply the preposition requires the aquisatif.

Imagine that a preposition connects itself to a person, a thing, a place, or a pronoun.

If that preposition belongs to this special group, the connected element must appear in its acquisif.

This can affect the article, the pronoun, and sometimes you will also see a common short form.

But the starting point is always the same. First recognize the preposition. Then remember this preposition requires the acquisif.

So instead of learning only what a preposition means, learn its grammar pattern at the same time.

Think of it as one complete package. Preposition plus acquisif. On the next page, we will first see what happens to the article after one of these prepositions.

Then the individual accusative prepositions will be much easier to recognize and use inside real sentences.

Very good. Before we learn the individual accusative preposion, let's first see what happens to the article after them. The key idea is an accusative preposition requires an accusative form and the clearest change appears with masculine nouns.

Let's begin with the definite articles. for a masculine noun de the changes to din.

Look at the pattern demal to din mantle the coat. So after an accusative preposition you may see fantal for the coat. The important change is dear to din.

Now look at a feminine noun d the stays d. For example to the invitation without the invitation.

The article does not look different, but the phrase is still in the accusative because the preposition requires it.

Now, let's take a neuter noun. Thus, the also stays. Look at to dentum the city center through the city center.

Again, the article form looks unchanged, but grammatically the phrase is in the accusative and with plural nouns d also stays d.

For example, dan to gen the rules against the rules. So the definite article map is masculine dear to din feminine d to d neuter dus to dus plural d to d. This shows us something important with definite articles. The visible change happens

mainly in the masculine form. Now let's look briefly at indefinite articles with a masculine noun in a an changes to for example to an appointment without an appointment.

This is another very important visible change in toen. Now look at a feminine noun.

A an stays a for example res to res a reservation for a reservation and with a new noun stays.

look at toab a building through a building. So the indefinite article map is masculine to feminine aer to neuter in toin.

The most useful shortcut for this page is watch the masculine forms din and these are the clearest changes you will see. But be careful if an article looks exactly the same that does not mean the case stayed the same. The preposition

still requires the accusative. The form simply does not show a visible change. So when you meet an accusative preposition, remember this connection preposition then accusative article and pay special attention to the masculine forms din and once this pattern is clear the examples

on the next pages will be much easier to read and understand. Great. Now let's look at our first three accusative preposion for owner without and through. All three require the accusative.

So when you see one of these prepositions the word or phrase after it must appear in the accusative form.

Let's begin with f. We often use it to show who something is for or who benefits from something. Look at I am buying a new charging cable for my brother. The important phrase is for my brother. Here muda

my brother stands after f. So it appears in the accuseti form with f. Think about for a person for a purpose or intended for someone. Now let's move to.

This preposition shows that something is missing or that an action happens without a person or thing. Look at We cannot go to the consulate without an appointment. The key phrase is without an appointment. Here an appointment comes after.

So it also appears in the accusative form. With the basic idea is simple. something is absent or not included.

Now let's look at de preposition often shows movement through a place from one side to another. Look at on Sunday we are walking through the palace park. The important phrase is Schllo Park through the palace park.

Here dinlos park the palace park follows dish. So it stands in the accusative form with dish. Think about moving through a space. Now let's put the three meanings next to each other. F for on without and do through the meanings are

different but the grammar pattern is the same. Each preposition requires the accusative. So when you see or first understand the meaning then notice the form that comes after the preposition that is the main pattern for this page. Preposition plus accusative

different situations same case connection. Excellent. Now let's look at the second group of accusative prepositions.

Gan against or around approximately around or at and bis until or up to. All three require the accusative.

So when you see one of these prepositions, the word or phrase after it must appear in the accusative form.

Let's begin with gigan. We often use it for opposition or movement towards something. Look at the team is playing against the league leader today. The important phrase is against the league leader. Here stands after gigan. So it appears in the

accusative form. This preposition can also express an approximate time. For example, at around 8:00.

So with gean think against or around approximately. Now let's move to this preposition often gives us a time or movement around something. Look at the train leaves at 7:00 here.

At 7:00 shows the time. Now look at another use. The children are running around the fountain. The important phrase is around the fountain. Here din dean Brunan stands after.

So it appears in the accusati form. So with think at for time or around for movement around a place.

Now let's look at bis. This preposition often shows an end point in time or space. Look at We are staying in until next week. Here the key phrase is until next week. Notice something important with bis. With bis we often do

not see an article at all. For example, bis mont until Monday or until next week. That is a very common pattern. But sometimes bis appears together with another preposition. For example, bis and up to the coast or up to the changing rooms. In these

combinations, bis does not decide the form alone. The second preposition is the one that controls what comes after it. So in an determines the form and inclines the form.

Now let's place the three meanings next to each other. Geon, against or around approximately, at or around, bis, until or up to the meanings are different, but the grammar pattern is the same. When the preposition directly takes its phrase,

it works with the accusative. So when you see or first understand the meaning then notice the form that comes after the preposition and keep one special note in your mind. Bis often appears without an article and when it joins another

preposition the second preposition determines the form after it. That is the key pattern for this page. Different meanings, same preposition idea, and one important warning for bis.

Nice work. Now, let's see what happens when an accusative preposition is followed by a pronoun. The basic idea is simple. We cannot use just any pronoun form. The pronoun connected to the preposition must appear in the accusative.

So the pattern is accusative preposition plus accusative pronoun. The important pronouns forms are mik, me, dish, you in, him, z, her, or them. s it, uns o you plural and the formal form Z U formal.

Let's see these forms inside natural sentences. Look at this message is only for me. The preposition is F for and the pronoun is M. So the complete phrase is F.

The pronoun is I cannot stay in its basic form after this preposition. We need now look at without you, I would not have solved the problem so quickly. The important phrase is the basic pronoun do you changes to d

after owner. Now another example through him I found out about the available position here shows the same pattern. The basic pronoun he becomes in after the preposition.

Now look at be it gi our team is playing against them tomorrow. The phrase is ganz.

Here z can mean her or them. The context tells us which meaning is intended but the pronoun form stays the same.

Now let's use around. Look at mention. Suddenly there were people all around us. The important phrase is here via we changes to.

Now notice another useful example. I have prepared something for you all. The phrase is the basic pronoun you plural becomes after the preposition.

We can also say without them we cannot begin the presentation here on uses the same pronoun form we saw before and with formal German look at this package is for you here Z keeps the same written form but because It follows

fur. It functions as an accusative pronoun. So now compare the most important changes. I changes to m. Do into d. A becomes in. Z remains z. Says s. V becomes uns.

Changes to o. and Z remains Z formal. The most visible changes are especially mik dish and in other forms may look like before but the grammar role has still changed. So when you use an accusative preposition do not choose the

pronoun by translation alone. First recognize the preposition. Then use the correct accusative pronoun. That gives us natural combinations like gig and different prepositions, different meanings, but the same pronoun pattern.

Accusative preposition plus accusative pronoun. Brilliant. Now let's look at three very common short forms with accusative preposition.

These forms appear when certain prepositions come together with does the. Instead of keeping the two words separate, German often combines them into one shorter form. Let's begin with f for when fas for the comes together we usually get f for the look at via

we are already planning something special for the weekend. The important phrase is here fur contains both f and so instead of saying the longer combination German normally uses the shorter everyday form. Now let's move to do through. When

through the comes together we get through the for example a lot of sunlight is coming through the window today. The key phrase is again the preposition and the article have become one word. Now let's look at um around when

around the comes together we gets around the for example's house. After dinner we walk around the house once more. The important phrase is house. And another expression you may hear very often is around the corner. So the three

important short forms are fasals equals and equals. They all have the same basic idea.

Preposition plus does can give us a common short form. fus and s. Once you recognize these three combinations, they become very easy to understand in real German. Clear so far?

Now let's read accusative prepositions inside complete real life sentences. We are not learning a new rule here. We are going to check two things. Which preposition do we see? and what a form is connected to it. Let's begin with a

definite article in the visitors enter the building through the main entrance. The preposition is through and the important phrase is helped.

Here din shows the masculine accusative form of the definite article. So we can clearly see the connection preposition then the correct accusative phrase. Now look at an indefinite article.

Miriam is looking for a small gift for a birthday. The preposition is four for and the connected phrase is here shows the masculine accusative form of the indefinite article. Now let's use a pronoun.

You can start eating without me. The preposition is without and the pronoun phrase is.

This time there is no article. The accusative form is carried directly by the pronoun m. Now look at a common short form.

The children are collecting money for the holiday camp. The important form is f for the this comes from fas.

So the phrase ferian laga still contains the same accusative connection. The preposition and the article have simply become one shorter word. And finally let's look at bis until or up to. Look at The exhibition remains open until Sunday. The important phrase is bis

zontag. Here bis appears without an article. That is a very common pattern with time expressions.

So now compare the five structures. Definite article indefinite article. pronounian laga short form and this zontag without an article. They look different but the checking method stays simple. First find the preposition. Then look at the form connected to it. Is it an article, a

pronoun, a short form, or a phrase with no article after bis? Once you recognize those two parts, reading accusative prepositions inside longer sentences becomes much easier and much more automatic.

That's it. Now, let's bring the six accusative preposion into one clear map. The goal here is not to learn another new rule. The goal is to see the whole system in one place.

Let's begin with the six preposition for for without through ge against or around approximately around or at and bis until or up to. When these prepositions directly connect to a noun phrase or pronoun, they work with the accusative.

So the basic package is preposition plus accusative. Now let's add the first key article forms. With definite articles, the clearest visible change appears in the masculine form. de to dane.

The to the other forms look the same. D to dus to dus and in the plural d to d. With indefinite articles, the masculine form changes an toin.

uh to uh while to and to keep the same visible form. So the most important article forms to notice are din and for example gagan din against the wind and without an ID card. Now the second key pronoun forms after these preposion we

use acquisive pronouns. M me. Dish, you in him, Z, her or them, S, it un us O you all, and Z, you formal.

So we can build natural combinations like for me without you all and gigan in against him. Now the third key short forms.

Some combinations with das can become one shorter word. Fas to f the das to do through the andas to around the. So when you see f concert for the concert's museum through the museum or around the stadium you are still seeing

the same preposition and article combination just in a shorter everyday form. And now one important reminder for bis.

This preposition often appears without an article, especially with time expressions. For example, bis fright until Friday or Bis Morgan until tomorrow.

But bis can also appear together with another preposition. For example, up to the intersection. Here to to is the preposition that determines the case of the phrase after it. So the complete map is now clear. Six common preposition,

article forms, pronoun forms, short forms, and one special note for bis. The checking method stays simple.

First find the preposition. Then look at the form connected to it. Is it an article, a pronoun, a short form, or a phrase with no article after bis?

Once these four keys are familiar, aquisative preposion become much easier to recognize and much more natural to use.

Great. Now let's begin with a special group of German prepositions. They are called vexel preposition.

Two-way prepositions. What makes this group different is that the same preposition can work with datif or aatif.

So unlike the prepositions we learned before, the case is not always fixed from the beginning. A vexel preposition can appear with datif in one situation and with auzatif in another situation.

The important point is the preposition itself does not change. What changes is the situation and the form connected to it.

There are nine important vexel preposition. Let's meet them. In, in, or into, on, at, on or to, off, on or onto, on, under or below, uba, over or above.

for in front of or before, hint behind, naben next to or beside, and between.

These nine prepositions belong to one complete system. So you do not need to treat them as nine separate grammar problems. The first thing to remember is simply each one can connect to a daty phrase or to an accusative phrase. The

choice depends on what is happening in the situation. So when you see one of these prepositions, do not immediately think this one always takes one specific case. Instead, first recognize that it belongs to the vexel preposition group.

then ask what is happening in this situation. That meaning will help us decide which case we need. On the next page, we will learn the central question that makes this whole system much easier to understand. Once that question is

clear, these nine prepositions will stop looking like a long list and start working as one logical system. Very good. Now we come to the central question behind vexil preposition two-way prepositions. The choice between andif depends on what the sentence is

expressing. The first question is vo where. We use v when we ask about a location. Someone or something is already in a place. There is no change to a new position. In this situation, we use look at I am in the kitchen. The sentence

answers vo the location is already clear. I am in the kitchen. So is a dirty phrase. Now compare that with the second question.

Where too? We use vhin when someone or something moves toward a new place or changes its position. In this situation, we use look at I am going into the kitchen. Here the person is not simply at a location. The

destination is the kitchen. So the sentence answers and is an acquis. Now compare the two sentences answers.

So we use answers. So we use acquisif in in slash into stays the same. What changes is the situation and the case connected to it. Let's see the same idea with another vexel preposition.

Look at built and the picture is hanging on the wall. The picture already has a fixed location. So we ask and we use.

Now look at I am hanging the picture on the wall. This time the picture changes from one position to a new position on the wall.

So we ask vhin and we use aquisatif. Notice the contrast. And describes the location while and shows the destination of the change. So the key system is simple v locationif.

But remember one important point. Movement alone does not automatically mean aquisatif. The real question is does the action lead to a new position.

If we are describing where something is, think vo and datif. If we are describing where something is going or where it is being placed, think vhin and aquisif.

This is the main key for the whole lesson. Same preposition, two possible cases, and the meaning tells us which one we need. Nice work. Now, let's add another useful tool for choosing between datif and aquisatif. The question v

where or vhin where too is still the main key, but the verb can often give us a strong clue. Think of it as a verb compass. Some verbs usually describe a state or a fixed location. For example, zine to be blen to stay. Lean to lie or

to be lying. To stand or to be standing, zitsen to sit or to be sitting and hanging to hang. These verbs often answer vo. So with a vexel preposition they often appear with datif.

Now compare them with verbs that often show movement toward a destination or a change of position. For example, gan to go. Faren to travel or go by vehicle.

Legian to lay or to put. Stellan to place or to put upright. Ziten to sit down or to set. and hangen to hang.

These verbs often answer vhin, so they often appear with aquisatif. Some of the most useful verb pairs show this contrast very clearly. Let's begin with lean and lean to be lying to lay or put. Look at the keys are lying on the dresser. Here

describes the current position. The question is v. So is a dif phrase. Now look at I put the keys on the dresser. This time lean shows a change of position. The keys move to a new place. So the

question is and alum is an acquisative phrase. Now take and to be standing to place upright. For example, the vase is standing next to the lamp.

The vase already has a position. So we have now compare. I place the vase next to the lamp. Here the vase is moved to a new position. So we have acquisif.

The same contrast appears with zitsen and zetsen to be sitting to sit down or to set. For example, The dog is sitting in front of the door.

This describes where the dog is, but the dog sits down in front of the door.

Shows the dog moving into a new position. There is one pair that needs special attention. Hanging and hanging.

The verb itself can look exactly the same. So the meaning of the sentence becomes especially important. Look at the string lights are hanging above the window. This describes a location. So we use now compare.

I hang the string lights above the window. This describes placing something in a new position. So we use aquisatif.

This shows us why the verb compass is helpful but it is not the final rule. A verb can point you in the right direction but the real question is still v or vhin. And remember movement by itself is not enough. Look at

the children are running in the schoolyard. There is movement but the sentence only tells us where the activity is happening. There is no destination or new position. So the phrase uses datif that gives us a practical checking method. First look at

the verb. Does it describe a state or location or does it suggest a change of position? Then check the meaning. Vu usually points to datif. Vuhin usually points to aquisatif. So use the verb as your compass and use the meaning to make

the final decision. Exactly. Now let's focus on the form that comes after a vexel preposition.

We are not learning new prepositions here. We are learning what the student will actually see inside real phrases.

The important idea is simple. The preposition can stay the same, but the phrase after it can change. That change depends on the meaning. So this page is a practical comparison page. Same preposition, different form. Let's begin with in in into

look at these two phrases inda in the room and indust into the room. The preposition in is the same in both phrases but the situation is different. in dimma answers v where it describes a location. Instim answers vhin where too. It shows a direction or

a change to a new place. So the meaning changes and the form changes. Now let's add another pair with un at on to.

Compare and at the door and and to the door. Again the preposition does not change. What changes is the phrase after it. And describes a location while and shows a destination.

So once again meaning decides which form we see. Now let's add a third comparison with alf on onto.

Look at al dimish on the table and al dimish onto the table. Here the same rule appears again. Alfish describes where something is. Alfish shows where something goes. So the pattern is becoming clear. Same preposition, different phrase.

Now let's place the three pairs next to each other. These pairs help us see something important. Sometimes the article changes clearly. For example, dim or de or d.

So when you read a vexel preposition phrase, do not only look at the preposition, also look carefully at the form that follows it. That is where the grammar signal often appears. And remember, we are not changing the preposition itself. We are changing the

phrase after it because the meaning of the sentence changes. If the phrase answers vo where we expect the location pattern. If the phrase answers vhin where too, we expect the direction pattern. So this page gives us a useful

reading habit. First find the preposition. Then look at the phrase after it. Ask yourself, am I looking at a location form or a direction form?

That small comparison makes Vexel preposition much easier to read. And on the next page, we will see that some of these forms also appear in shorter everyday combinations.

Brilliant. Now, let's look at four short forms that appear everywhere in everyday German. They are im in the um at the ins, into the and to the or onto the. These are not new prepositions. They are simply short

combinations of a preposition and an article. Let's begin with in plus dim equals im.

When in in or into comes together with dim the dative article the two words usually become im. Look at bin imino.

I am at the cinema. The full form behind iminoor is in dimino. The meaning does not change. The form is simply shorter and much more natural in everyday German. Now let's look at an plus deem equals um. When an at, on, or

to comes together with dim, we usually get um, for example, zits amster. I am sitting by the window. Here comes from undefens.

Again, we have the same grammar connection in a shorter form. So far both short forms belong to the dative side.

Comes from in plus deem and um comes from an plus deem. Now let's move to the accusative side. Look at in plus does equals ins.

When in comes together with does, we usually get ins. For example, ink I am going to the cinema. The full form behind ink is in.

This time the sentence shows a destination. So the short form belongs to the accusative pattern. Now the final one. An plus d equals ants.

When an comes together with d we get ants. Look at an fster. I go to the window. Here fster comes from an fster.

So the four forms can be organized very easily. Dative in plus dim equals im. an plus deem equals um accusative in plus d equals ins and an plus d does equals ants. Notice the connection. The short form still keeps the same

preposition and the same case. Nothing new has been added. The two words have simply become one natural form. So when you see im or um think about a dative combination and when you see ins or ants, think about an accusative

combination. This gives you another useful clue when reading vexel preposit. Do not treat these short forms as separate vocabulary. Open them in your mind. Im means in plus dim. Um means an plus deem. Ins means in plus d. And ants

means an plus d. Great. Now let's look more closely at three of the most common vexel preposin.

in, into, an at, on, to, and al on, on onto. All three can appear with dativ or accusative.

The meaning tells us which one we need. Let's begin with in. We often use it when something is inside a place or moves into that place. Look at Lena is working in the office today. The sentence tells us where Lena is working.

So the question is V where and is a dive phrase. Now compare Lena in after the lunch break Lena goes into the office. This time we have a destination.

So we ask vhin and inspir is an accusative phrase. So with in, think about the difference between being inside a place and moving into that place.

Now let's move to an. This preposition often describes being at or close to an edge, a boundary, or a particular point.

Look at at the weekend we often sit by the lake. Here the sentence describes a location.

So we ask and uses dativ. Now compare via. Tomorrow we are driving to the lake.

This time the lake is the destination. So we ask and unen uses a preposition stays the same but the situation changes.

Now let's look at al. We often use it for a position on a surface or in certain open areas.

Look at Our friends are having breakfast on the terrace. Here the activity is already happening there. So we ask V and uses.

Now compare. After the meal, everyone goes onto the terrace. Here we have a destination. So we ask volin and alasa uses accusative.

Now compare the three patterns within location inside a place or direction into that place. With an location at a point or boundary or direction toward that point and with ALF, location on a surface or open area or direction onto

that place. The checking method stays the same. First understand what the preposition means in the sentence. then ask vo for a location or vhin for a destination or change of position.

So even though in an and al have different meanings they all follow the same central system location datifus.

Perfect. Now let's continue with three more vex preposion on under below over above across and for in front of before.

Just like the prepositions we saw before, all three can work with datif or auzatif.

The system doesn't change. Location gives us one pattern and direction to a new position gives us the other. Let's begin with we use it when something is below or underneath something else. Look at the stroller is standing under the

canopy. The sentence tells us where the stroller already is. So we ask where and is a datif phrase.

Now compare we push the stroller under the canopy. This time the stroller moves to a new position. So we ask where too and is an auzati phrase.

So with un the difference is between being under something and moving under it. Now let's move to uber. This preposition can describe a position above something or a path across or over something. Look at thick fog lies over the river. The fog

is already in that position. So the question is where and uses datif. Now compare we travel by train across the river.

Here we have movement from one side to the other. So we ask vhin where too and uses auzatif.

With uber the context is especially important. It can describe a position above or a path across.

Now let's look at for in spatial situations. It often means in front of. Look at a delivery van is parked in front of the bakery. The van already has a fixed position. So we ask where and uses.

Now compare the delivery van drives up in front of the building. This time the vehicle moves to a new position in front of the building. So the question is vhin and for debear uses auzatif.

Now compare the three patterns with un location below something or direction to a position below it. with uber location above something or movement across or over it. And with for location in front of something or direction to a position

in front of it, the meanings are different, but the grammar system stays the same. ask vo where for the location datif or vhin where too for the new position or destination akuzif.

So whether you see un uber or for do not memorize a separate case for each preposition first understand the situation then choose the case that matches the meaning. Good job. Now let's complete our group of vexel prepos with

three more hint behind next to or beside and between. These three often describe the position of one thing in relation to another. And once again the grammar system stays exactly the same. For a location, we ask vo where and use datif. For a direction

to a new position, we ask vhin where to and use aquisatif. Let's begin with hintter. We use it when something is at the back of something else. Look at restaurant. The rubbish bins are behind the restaurant. The sentence describes

their current location. So we ask v and hint restaurant is a dirty phrase. Now compare de house.

The caretaker takes the rubbish bins behind the restaurant. This time the bins are moved to a new position. So we ask vhin and hintter restaurant is an acquisative phrase. So with hintter the difference is between being behind something and moving something to a

position behind it. Now let's move to nean. This preposition describes a position directly next to something else. Look at my coffer is shrank. My suitcase is next to the wardrobe. The suitcase already has that position. So we ask

and shrank uses. Now compare I push my suitcase next to the wardrobe. Here the suitcase moves to a new position beside the wardrobe. So the question is and uses aquisif.

Now let's look at we use it when something is in the space between two or more reference points.

Look at the cat is sleeping between the cushions. The sentence only describes where the cat is. So we ask v and vishin kissen uses dartif.

Now compare the cat jumps between the cushions. This time the cat moves into a new position between them. So we ask and kissen uses acquis.

Now compare the three ideas with hintter a position at the back of something with neon a position next to something and withish a position in the space between things. The spatial relationship is different but the grammar system does

not change. V describes the existing location. Dif vhin shows a movement to a new position aquisatif.

So when you see hintter, neben orish, first picture the spatial relationship then ask the central question. Is something already there or is it moving to that position? That tells you whether you need datif or aquisif.

Clear so far? Now let's read inside complete real life sentences. We are not learning a new rule here. We are going to check three things. Which preposition do we see? Does the sentence answer v where or vhin where too? And

finally which case do we see in the phrase? Let's begin with a short form.

The winter jackets are hanging in the hallway. The preposition behind the short form is in in the important phrase is imlu.

Here im comes from in plus deem. The jackets already have a fixed location. So the sentence answers v and we see.

Now compare that with another short form. After the course we go into the language lab. The important phrase is in.

Here in comes from in plus. This time the language lab is the destination. So the sentence answers vhin and we see a.

Now look at a verb that gives us a useful clue. neighbor computer. Paul places the printer next to the computer. The preposition is naban next to or beside and the connected phrase is naben dane comput.

The verbellin to place or to put upright shows that the printer is being moved to a new position. So we ask vhin and the phrase uses a.

Now look at the opposite type of situation. is hint behind. The key phrase is hint.

Here the bicycles already are in that position. So we ask and we see. And finally look at there is a small playground between the houses. The preposition is between and the important phrase is the sentence describes where the

playground is located. There is no destination or change of position. So the question is vo and the phrase uses datif.

Now compare the five structures. Influ short form plus datif short form plus auatif computer direction plus auatif location plus datif and din location plus datif.

The sentences look different but the reading method stays the same. First find the vexel preposition.

Then ask or vin. Finally look at the form connected to the preposition. Once you connect these three clues, preposition, meaning, and form, reading vexelos inside longer sentences becomes much easier and much more automatic.

That's it. Now let's bring the whole vexel prepos system into one clear map. We have nine important prepositions.

In into at onto. Alf. On. Onto. Un. Under. Below. Uber. Over. Above. Across. For in front of before, hintter behind. Neen next to beside. And between.

All nine can work with datif or auzatif. So the preposition alone does not tell us the case. The first key is the meaning. Ask vo where. When the sentence describes an existing location or position, we use datif then ask vhin to

where when the sentence shows a destination or a change to a new position, we use a.

So the central map is location datif new position or destination akusif. Now let's add the second key, the verb compass. Some verbs often describe an existing position. For example, lean to be lying, to be standing, zitsen to be sitting and

hanging to be hanging. These often point us towards vo and datif. Some verbs often show a change to a new position. For example, lean to lay or to put. Stellin to place or to put upright.

Zetsen to sit down or to set. And hanging to hang or to put up. These often point us towards vhin and aatif.

But remember the verb is only a clue. The meaning makes the final decision. Movement alone does not automatically mean accusative.

The important question is does something move to a new position. Now the third key short forms on the datif side we often see im in the which comes from in plus dim and um at the or on the which

comes from an plus dim. On the accusative side, we often see into the which comes from in plus thus and ants to the or onto the which comes from an plus thus.

These short forms do not create a new grammar rule. They simply make common combinations shorter and more natural.

So the complete checking method is simple. First recognize the vexel preposition. Second understand the situation. Third ask v or vhin.

Fourth use the verb as an extra clue. And finally check the form that follows the preposition. Is it showing a dartif pattern or an acquisitative pattern?

So the whole system comes back to one central contrast. existing location datif destination or new position acquisifier to recognize and use in real German.

Great. Now let's begin with one of the most useful questions for talking about destinations.

Vin where too. When we answer this question in German, we do not use one single preposition for every destination.

English often uses to in many different situations, but German chooses between n to to in into or to. The choice is not random.

It depends on the type of destination. So before choosing the preposition, first ask yourself what kind of destination is this? There are three main paths. The first path is for a geographical destination or direction.

For this path, we often use nach. For example, Nak Prague to Prague. Here the destination is a city. So we choose the geographical path. The second path is for a person, a service, a shop, or an institution as a general destination.

For this path, we often use tsu. Look at to the pharmacy. Here the focus is on going to a service or place for a particular purpose. The third path is for entering a building or an enclosed place. It is also used with countries

that have an article. For this path we often use in for example in d biblotic into the library. Here the meaning is not only going to the place the person is moving inside it. So the three main destination paths are geographical

destination or direction person service or general destination to entering a place or a country with an article in.

Notice something important. All three prepositions may be translated with the English word to but German looks more closely at the destination. That is why translation alone is not enough. You need to identify the destination type.

So when you answer vhin do not immediately choose the first preposition you remember. First classify the destination. Is it geographical? Is it a person or a service? Or does the action lead inside a place? Once that decision is clear, the correct expression becomes

much easier to choose. So, think of this lesson as a destination map. Three paths, three destination types, and one logical system. On the next pages, we will explore each path separately and learn when German chooses to or in.

Very good. Now, let's look at the first path. We use mainly for three destination types. Cities, countries without an article, and directions. So this page has one clear idea. If the destination is geographical or directional is often the right choice. Let's begin

with cities. Look at Morgan via Hamburg. Tomorrow we are going to Hamburg. Hamburg is a city so we use Nak. Here the destination is geographical, not a person, not a service, and not the idea of entering a building.

Now let's move to countries without an article. Look at in summer my sister flies to Spain.

Spain appears here without an article. So again we use n. This is one of the most common uses of this preposition city or country without an article. Then often works.

Now let's look at directions. Look at via links. After the station we go to the left here. Nak links shows direction not a country not a city but still a directional destination. So we use the same preposition.

You can think of this group as movement toward a place on the map or toward a direction. That is why cities, countries without articles and direction words belong together on this page.

Now let's add another direction example. The children run outside and then to the right. Again the important idea is direction. So works naturally here. But now we need one important warning. Not every country uses n. Some countries have an article

and those countries do not go with this pattern. So do not say instead those countries belong to the in group. We will study that on the next pages. For now just remember the warning clearly. Countries with an article do

not use n. So the core map for this page is simple. city n country without an article n direction.

That gives you a quick checking method. Ask yourself, am I talking about a geographical destination or direction?

If yes, no is often the right answer. And if the country has an article, stop there because that is not a knock destination.

Nice work. Now let's move to the second destination path to two. We often use to when the destination is a person, a service, a shop, a workplace or an institution as a general destination.

The main idea is we are going to that person or to that place for a purpose.

Let's begin with people. Look at on Sunday we are going to my parents' house. The destination is a group of people. So we use to the important phrase is now let's look at a service after work Daniel goes to the

hairdresser here the destination is a service and we see the short form to the this comes from equals.

So instead of saying two separate words, German usually combines them into one natural form.

Now look at a feminine destination. We still need to go to the bank today.

This time we see ta to the it comes from plus equals to the bank is the destination and also the service we need. So tsa bank fits the pattern. We also use this preposition with shops and everyday destinations.

Look at Leia is going to the bookshop on Saturday. The focus is the destination as a place to visit. So we use and with work look at my brother travels to work every morning. The phrase is one of the most common destination

expressions in everyday German. So the useful map for this page is person masculine or neuter destination.

Feminine destination. But remember and are not new prepositions. They are simply common short forms of tu.

Now we need one important distinction. With some places German can use either tu or in but the focus is different. Tu usually presents the place as a destination or service. In usually emphasizes entering the inside of the place. So for now use to when the main

idea is going to a person, using a service, visiting a shop or reaching a general destination.

Then watch for the two very common forms and that gives us the second path in our destination map. geographical destination n person service or general destination to and on the next page we will look at the third path entering a

place with in perfect now let's look at the third path in to enter to we use in when the destination leads inside a building an enclosed place or a defined area. The main idea is entering the place itself.

Because we are answering where to the phrase after in uses. Look at after class the students go into the sports hall. The important phrase is inala.

The students move from outside that space to the inside. So the focus is clearly on entering.

Now look at a neuter destination. In the afternoon we go to the swimming pool. Here we see the common short form ins into the. It comes from in plus thus ins. So insimbard means that we are going inside the

swimming pool building. This is not a new preposition. It is simply a shorter and more natural form.

Now let's look at a masculine place. Dear technica get in den server realm. The technician goes into the server room. The destination is the inside of the room. So we use in den server realm.

Again the central meaning is entering an enclosed place. Now we come to an important country rule. Most cities and countries without an article use n but countries with an article use in plus aquatif.

Look at inventor. In winter, many tourists travel to Switzerland. The country has the feminine article dishes Switzerland. So we do not use n here. We use in dishes.

The same pattern appears with durkai turkey. For example, nest in monat fleeline in durkai.

Next month, Seline is flying to Turkey. And with plural country names, we also use in plus aquisif.

Look at includes an article. So it belongs to the in group. This gives us two main uses for this path. Entering a building or enclosed place and traveling to a country with an article. So the quick check is does the

destination lead inside the place itself? Use in. Does the country have an article? Use in. and acquisative.

And remember the short form in plus d ins. So do not say nvites. The correct destination phrase is indites.

That distinction is one of the most important points in the whole destination system. Well done. Now let's bring the three destination paths into one clear decision map. The question is still vhin where to but before choosing a preposition we need to identify the type

of destination. The three choices are n to to and in into or to. Let's begin with the first question. Is the destination a city, a country without an article or a direction?

If yes, choose We are traveling to Vienna on Friday. The destination is a city. So it follows the geographical path.

Now look at the second question. Is the destination a person, a service, an institution or a place as a general destination?

If yes, choose to. For example, Nora goes to her neighbor's house after training. The destination is a person, so the two path is the natural choice.

Now the third question, does the movement lead inside the place itself or does the country have an article? If yes, choose in. Look at the guests go into the concert hall.

Here the focus is clearly on entering the room. So we use in plusif and with a country that has an article.

Look at in April we are traveling to the Netherlands. The country name includes an article so it belongs to the in path.