Lernziele: Level 2
Can-do Descriptors
Learning a new language can be a daunting task. We often focus on everything that we cannot say yet, rather than think of what we have already learned. Our perceived inadequacies tend to hamper our abilities even further. These self-evaluations aid in the realistic assessment of what can be achieved at each step in the process of foreign language acquisition.
Each learner is different, with certain concepts being easier to understand for some learners than others. At the end of each chapter, fill out the evaluation in order to see the areas in which you need to improve, as well as those areas in which you already communicate well. This will help you identify the language tools you still need to develop in order to communicate more effectively. This will not only help you in your German studies, but in all foreign language studies that you may someday pursue. The more you are aware of what you can already do, the better you will be equipped to articulate your goals and pursue them effectively.
© 2010 Langenscheidt KG, Berlin und München Duplication permitted for language teaching.
Page 1
Lernziele: Level 2
This is a self-assessment of what I know and can do in German.
I’ll mark my progress as well as my weaknesses in order to see: what I can do, what I know, and where I can still make progress in listening, reading, writing and speaking German. When I’ve accomplished these goals, I can add other learning goals of my own.
: I can do or I know what is described and am satisfied. : I don’t feel sure and therefore must practice more.
: I’m having difficulty and must work harder at this topic.
Kapitel 13
I can… |
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1. ...talk about clothes. |
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2. |
…interact with salespeople and purchase |
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clothes. |
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…express my likes and dislikes with respect to |
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clothing. |
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…read and understand ads for clothes. |
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…listen to and understand a dialog of a sales |
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transaction. |
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6. |
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7. |
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8. |
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I know… |
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1. |
…some vocabulary for clothes. |
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2. ...how to produce the comparative and |
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superlative forms of adjectives. |
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…that monosyllabic adjectives often receive |
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an umlaut in the comparative and |
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superlative forms. |
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…that gut, gern, and viel have irregular |
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comparative and superlative forms. |
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…that some verbs take the dative case. |
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6. |
…the personal pronouns in the nominative, |
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accusative and dative cases. |
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…that the definite article can stand alone as a |
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demonstrative pronoun. |
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8. |
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9. |
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© 2010 Langenscheidt KG, Berlin und München |
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Duplication permitted for language teaching. |
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Page 2 |
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Lernziele: Level 2
This is a self-assessment of what I know and can do in German.
I’ll mark my progress as well as my weaknesses in order to see: what I can do, what I know, and where I can still make progress in listening, reading, writing and speaking German. When I’ve accomplished these goals, I can add other learning goals of my own.
: I can do or I know what is described and am satisfied. : I don’t feel sure and therefore must practice more.
: I’m having difficulty and must work harder at this topic.
Kapitel 14
I can… |
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1. ...talk about the holidays and other kinds of |
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celebrations. |
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…invite someone to an event. |
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3. ...respond appropriately to an invitation. |
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…talk about gifts. |
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5. |
…talk in more detail about family and friends. |
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6. |
…read and understand a graphical table. |
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7. |
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8. |
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9. |
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I know… |
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1. ...the vocabulary to accept and decline |
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invitations. |
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2. |
…how to express congratulations, wishes and |
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condolences. |
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3. |
…how to use the possessive adjectives in the |
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different cases. |
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…how to use verbs with indirect and direct |
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objects. |
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…how to use the simple past of the modal |
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verbs with the correct endings. |
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6. |
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7. |
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8. |
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© 2010 Langenscheidt KG, Berlin und München Duplication permitted for language teaching.
Page 3
Lernziele: Level 2
This is a self-assessment of what I know and can do in German.
I’ll mark my progress as well as my weaknesses in order to see: what I can do, what I know, and where I can still make progress in listening, reading, writing and speaking German. When I’ve accomplished these goals, I can add other learning goals of my own.
: I can do or I know what is described and am satisfied. : I don’t feel sure and therefore must practice more.
: I’m having difficulty and must work harder at this topic.
Kapitel 15
I can… |
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1. ...talk about my personal situation and |
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express feelings. |
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…give reasons for doing something. |
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3. |
…ask for and give advice. |
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…help council others. |
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5. |
…list conditions. |
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6. |
…discuss conflicts. |
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7. |
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8. |
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9. |
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I know… |
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…the vocabulary for talking about feelings |
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and conflicts. |
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2. |
…how to use wenn and weil to form a |
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subordinate clause with the verb at the end. |
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3. |
…a clause beginning with wenn can come |
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before or after the main clause. |
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4. |
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5. |
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6. |
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© 2010 Langenscheidt KG, Berlin und München Duplication permitted for language teaching.
Page 4
Lernziele: Level 2
This is a self-assessment of what I know and can do in German.
I’ll mark my progress as well as my weaknesses in order to see: what I can do, what I know, and where I can still make progress in listening, reading, writing and speaking German. When I’ve accomplished these goals, I can add other learning goals of my own.
: I can do or I know what is described and am satisfied. : I don’t feel sure and therefore must practice more.
: I’m having difficulty and must work harder at this topic.
Kapitel 16
I can… |
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1. ...talk about my schooling, my educational |
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progress and goals. |
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2. |
…talk about my hopes and plans for the |
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future. |
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3. |
…express opinions. |
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4. |
…read, understand and discuss informational |
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texts. |
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5. |
…describe some differences between the |
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German school system and my own. |
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6. |
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7. |
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8. |
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I know… |
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…the vocabulary for time expressions in the |
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past, present and future. |
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2. ...the vocabulary to discuss my schooling and |
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my career plans. |
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3. |
…how to talk about events in the future using |
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the present tense with a time expression. |
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4. |
…how to form a subordinate clause |
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beginning with dass. |
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5. |
…how to form the past participles of both |
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regular and irregular verbs. |
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6. |
…how to form the past participles of verbs |
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with separable and inseparable prefixes. |
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7. |
…that the sentence accent is always on the |
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most important information. |
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© 2010 Langenscheidt KG, Berlin und München Duplication permitted for language teaching.
Page 5