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German Online Courses with a Teacher

Morning German Course – Level B2

Course Information

Start dates

See the calendar board​

Lesson time

09:00 - 12:45
Mon, Wed, Fri

Duration

8 weeks
(24 days)

Total

96 lessons à 45 min
4 lessons/day

Participants

max. 16

Price

2x300,00€

Location

online

Level

B2.1 and B2.2

Course General Objective B2.1

  • The learner expresses views fluently and spontaneously on familiar and semi-specialist topics, engages in pro–con discussions, and structures ideas coherently.
  • Using advanced connectors and patterns (insofern, sofern, vorausgesetzt, je … desto, zwar … aber, dennoch), they construct more complex sentences; passive forms (Präsens/Präteritum/Perfekt), participial constructions, and noun–verb collocations give their language a more academic or professional tone.
  • They begin to use reported speech (Konjunktiv I/II) and source reporting, and are able to summarize tables and charts both orally and in writing.
  • In longer texts and audio, they identify the main line of argument and speaker intent; they produce problem–solution emails, reports, and proposals, and deliver 3–5 minute presentations including Q&A.

Course General Objective B2.2

  • Participate in virtual classes
  • Build reading comprehension competence
  • Strengthen speaking and interaction abilities
  • Advance listening and understanding skills
  • Practice writing clear and well-structured texts
  • The learner synthesizes multiple viewpoints into a coherent argument, grounds opinions with evidence and examples, and uses hedging appropriately (meiner Ansicht nach, tendenziell, womöglich).
  • They adapt register and tone to suit the context and maintain cohesion through complex sentence architecture (embedded clauses, nominalizations, layered passives) and a dense connector network.
  • They collect information from multiple sources and produce comparative summaries that highlight similarities, differences, and key insights.
  • In longer texts and audio, they detect implied meaning, stance, and consequences, and they can write well-structured argumentative essays as well as solution-oriented reports and emails.
  • They deliver presentations of 5+ minutes integrating visuals and data, and can also moderate discussions; by the end of B2, they achieve the linguistic agility required for independent communication in academic and professional contexts.

What will you be able to do after completing the B2 German course?

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B2

German
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Morning German Course

Days: Mon, Wed, Fri
Lessons: 24 Days / 96 Lesson
Level A1:22.06.2026
Level A2:22.06.2026
31.08.2026
Level B1:22.06.2026
31.08.2026
26.10.2026
Level B2:23.06.2026
29.08.2026
24.10.2026
19.12.2026

Course topics B2.1

  • Grammar: Review of the present tense; basic Konjunktiv I forms (reported speech—press, minutes), 3rd-person features, morphology.
  • Vocabulary: Daily routines, habits, frequency adverbs, news/document language.
  • Communication & phrases:
  • Describing habits: Generally… / In the mornings I usually…
  • Reported speech: The doctor says the patient is ill (er sei krank).
  • Typical errors & tips: Konj. I ≠ Konj. II; watch out for ist/sei confusion.
  • Task: Micro-interview → 10-sentence reported summary; mini-blog “My productive morning”.
  • Grammar: Tendency toward Perfekt in speech, Präteritum in writing; irregular verbs; time adverbs (zuerst/dann/danach).
  • Vocabulary: Travel experiences, mishaps, evaluations.
  • Communication: Last year I was in Rome; I visited the museum.
  • Errors & tips: Choosing the correct auxiliary (sein/haben); participle at the end (sentence bracket).
  • Task: Photo story → oral version in Perfekt, written version in Präteritum (150–180 words).
  • Grammar: Background description vs. chain of events; word order; TMP (time–manner–place).
  • Vocabulary: Childhood, school years, former routines.
  • Communication: Comparisons earlier… now…; connectors: während, damals, inzwischen.
  • Errors & tips: Overusing Perfekt in narrative → prefer Präteritum for sein/haben and modal verbs.
  • Task: Podcast “When I was 10…” (90–120 sec).
  • Grammar: werden + infinitive; present with future meaning; modal particles (wohl, bestimmt, vielleicht).
  • Vocabulary: Career/education goals, roadmap.
  • Communication: I will probably… / My goal is to…
  • Grammar: Present + time expression (near plan) vs. Futur I (assumption); werden wohl.
  • Vocabulary: Short/long-term plans, milestones.
  • Communication: Next week I’m meeting… / That will probably be difficult.
  • Task: Calendar simulation (conflict resolution); e-mail “Appointment confirmation & outlook” (120–150 words).
  • Grammar: würde + infinitive vs. synthetic forms (hätte, wäre, könnte); present-time regret.
  • Vocabulary: Suggestions, advice, wish formulas.
  • Communication: I’d recommend that you… / Could you possibly…?
  • Task: Consultation hour role-play + 100-word written recommendation.
  • Grammar: Irrealis in the past; missed opportunities; combined patterns with sollen/können (hätte … machen sollen).
  • Vocabulary: Evaluating past events.
  • Communication: If only I had started earlier… / I should have…
  • Task: Video/blog comment “What I would have done differently” (two sections).
  • Grammar: Subjunctive I (reported/indirect speech), Subjunctive II (wish / unreality / politeness).
  • Vocabulary: Emotions, advice, expressions of doubt.
  • Communication: If only …; it is said that … (he is …); it is recommended that …
  • Task: Expert quotations → newspaper report: 12–15 sentences in indirect speech.
  • Present: If I had time, I would travel.
  • Past: If I had studied more, … would have …
  • Vocabulary: Hypotheses, Plan B/C.
  • Communication: Weighing consequences, risk analysis.
  • Task: Decision matrix + “what if” debate.
  • Grammar: wenn + present → future/imperative (Type I) vs. wenn + Konj. II, würde … (Type II); also falls, sofern, unter der Bedingung, dass.
  • Vocabulary: Everyday and project planning.
  • Communication: Stating conditions, commitments/constraints: on the condition that…
  • Task: Mini cooperation protocol (MOU draft) with 5 conditions.
  • Grammar: für (recipient/purpose), wegen (reason; gen./dat.), um … zu (purpose infinitive), nach/zu/in (direction).
  • Vocabulary: Travel, goals, justifications.
  • Communication: … for …; Because of the weather…; … in order to …
  • Task: Route with justifications; 8 sentences with um…zu.
  • Grammar: der/die/das, wer/was, derjenige, der …; das, was …; commas; case in the relative clause; preposition + relative pronoun (mit dem, über die).
  • Vocabulary: Person/object definitions, technical specs.
  • Communication: Precise definitions: The person who…; The device with which …
  • Task: Product/person profile (≥5 relative clauses) + peer case check.
  • Grammar: Syntax of comparisons; irregular grading (gern → lieber → am liebsten); predicative vs. attributive.
  • Vocabulary: Places, people, events, data/statistics language.
  • Communication: Data-based argumentation: X is significantly cheaper than Y.
  • Task: Mini-dossier with chart commentary (130–160 words).
  • Grammar: Formation; separable verbs in the imperative; negation: Don’t do that!; modal particles (doch, mal, bitte).
  • Vocabulary: How-to/manual language, safety, service.
  • Communication: Instructing, prohibiting, graded language in customer contact.
  • Task: “How-to” clip (60–90 sec) + written step-by-step guide.
  • Grammar: Tense sequence in reported speech (present/past/future), switching K I → K II when forms overlap; embedding after sagen, berichten, behaupten, meinen.
  • Vocabulary: News, interviews, opinion pieces.
  • Communication: Accurately conveying third-party statements: The expert said the figures were stable but would rise.
  • Final tasks:
  • News-based reading/listening → written summary in reported speech (180–220 words).
  • Oral press-conference simulation (2–3 min per group).
  • Grammar: weil/da, damit/um…zu, obwohl/obgleich, trotzdem/dennoch, falls/sofern/unter der Bedingung, dass; sentence melody and V2/verb-final.
  • Vocabulary: Connector signals in academic/business writing; argument markers (einerseits/andererseits, außerdem, jedoch, folglich).
  • Communication & phrases:
  • Meiner Ansicht nach … ; Einerseits …, andererseits … ; Aus diesem Grund … ; Trotz … + V2 …
  • Errors & tips: obwohl vs trotzdem; damit vs um…zu (same subject → um…zu).
  • Task/Performance: 180–200-word opinion piece (2 arguments + counter-argument) + peer feedback.
  • Grammar: werden + Part. II (event/process passive) vs. sein + Part. II (state passive); agent with von/durch; passive across tenses (pres./past/perf.).
  • Vocabulary: Job ads, procedures, production/service processes.
  • Communication & phrases:
  • The goods are delivered. The door is closed. The e-mails were answered yesterday.
  • Errors & tips: sein-passive ≠ Perfekt; avoid unnecessary agents; Part. II at the end.
  • Task/Performance: Process diagram → written explanation in passive (120–150 words) + poster presentation.
  • Participial phrases, attributive clauses & nominalization
  • Grammar: Partizip I/II adjective phrases (die im Ausland lebenden Studierenden / die gestern eingeschriebene Person); converting relative clause ↔ participial phrase; zu + infinitive nominalization (die Möglichkeit, … zu …).
  • Vocabulary: Formal/report language, applications, academic phrases.
  • Communication & phrases:
  • Es besteht die Absicht, … zu … ; Die unten aufgeführten Punkte …
  • Errors & tips: Adjective endings in participial phrases; commas; avoid overlong chains → split into two sentences.
  • Task/Performance: Convert a paragraph with relative clauses into participial phrases + short motivation letter (140–170 words).
  • Grammar/Lexis: Prefixes/suffixes (un-, be-, ver-, -heit/-keit/-ung/-nis); typical B1–B2 collocations (Entscheidung treffen, in Betracht ziehen, Verantwortung übernehmen).
  • Vocabulary: Formal–informal equivalents in work/education; tone shifting.
  • Communication & phrases:
  • Formal: Hiermit teile ich Ihnen mit … / Informal: Just a quick heads-up …
  • Errors & tips: Word-for-word translation; wrong verb–noun combinations.
  • Task/Performance: Collocation card game → two e-mail versions (formal vs. friendly), each with ≥6 correct collocations.
  • Exam prep & integrated performance (Final)
  • Grammar: Targeted program-wide review (Konjunktiv I/II, passive, connectors, relative clauses, sequence of tenses).
  • Vocabulary: Closing individual gaps (health, work, education, travel).
  • Communication & phrase sets: Presenting, comparing, justifying, counter-arguing, summarizing, reported speech.

Course topics B2.2

  • Grammar: Tense overview (recent past/narrative past/habitual past) and text cohesion (connectors: moreover, furthermore, however, nevertheless, in this respect).
  • Vocabulary: Study/work, learning biography, metalinguistic terms (thesis, relevance, evidence).
  • Communication: Formulating learning goals; structured self-presentation (job–study–competences) with a clear throughline.
  • Reading/Listening: Short feature (2–3 min) + abstract.
  • Writing/Speaking: 120–150-word goal memo; 2-min reflection.
  • In-class task: Mark cohesion devices in a sample text.
  • Homework: 5 example sentences using however/nevertheless/etc.
  • Evaluation: Diagnostic feedback (coherence, register, grammar).
  • Grammar: Preterite vs. Perfect (stylistic choice); pluperfect for flashbacks.
  • Vocabulary: Narrative verbs; sequence adverbs (initially, subsequently, finally).
  • Communication: Experience report with flashback.
  • Reading/Listening: Reportage excerpt.
  • Writing/Speaking: 180–200-word narrative including a flashback.
  • Task: Arrange events on a timeline.
  • Homework: 8 sentences mixing main timeline + flashback.
  • Evaluation: Peer check for tense consistency.
  • Grammar: Habit markers (formerly, usually) vs. punctual actions; aspect (start, continue, stop).
  • Vocabulary: Childhood/socialization; routines.
  • Communication: Then-vs-now contrasts.
  • Reading/Listening: Opinion piece “Back then and now”.
  • Writing/Speaking: Two 45-sec mini-podcasts with contrasts.
  • Task: Fix unnecessary perfect forms.
  • Homework: 10 sentences (habit vs. event).
  • Evaluation: Spot check (aspect marking).
  • Grammar: Comparison (comparative/superlative), than/as, the more…the more, punctuation in comparison clauses.
  • Vocabulary: Evaluation lexis (crucial, formative, marginal).
  • Communication: Nuanced compare/contrast (pros/cons).
  • Reading/Listening: Test report/ranking.
  • Writing/Speaking: 200-word comparison article.
  • Task: Argument kit (claim–evidence–example).
  • Homework: 6 “the more…the more” sentences.
  • Evaluation: “Argument depth” rubric.
  • Grammar: Pluperfect + causal/final clauses (because/since, so that); cause–effect chains.
  • Vocabulary: Causes, triggers, consequences.
  • Communication: Causal storytelling (“Why did X happen?”).
  • Reading/Listening: Case analysis.
  • Writing/Speaking: Cause–effect diagram + 150-word conclusion.
  • Task: Turn bullet points into a causal paragraph.
  • Homework: 2 mini cases (6–8 sentences each).
  • Evaluation: Learning journal.
  • Grammar: Future I (intention/assumption); present for scheduled future.
  • Vocabulary: Project-management language.
  • Communication: Project pitch (SMART goals).
  • Reading/Listening: Project announcement.
  • Writing/Speaking: One-page project outline.
  • Task: Define goal metrics.
  • Homework: 8 future vs. present-tense sentences.
  • Evaluation: Goal-clarity checklist.
  • Grammar: Future II (completed by a future point); modal particles (likely, surely).
  • Vocabulary: Milestones, deliverables.
  • Communication: Forecasts with justification.
  • Reading/Listening: Short business news.
  • Writing/Speaking: 8 forecast sentences + brief reasons.
  • Task: Timeline “By Q4 we will have …”.
  • Homework: 120-word status report (Future II).
  • Evaluation: Form/content accuracy.
  • Grammar: If/Provided that (real conditions), on condition that.
  • Vocabulary: Condition, constraint, risk.
  • Communication: Negotiating conditions.
  • Reading/Listening: Simplified contract excerpt.
  • Writing/Speaking: 2-min negotiation simulation.
  • Task: Condition → action matrix.
  • Homework: 6 real conditional sentences.
  • Evaluation: Peer feedback (clarity).
  • Grammar: Subjunctive II present/past (would/would have); regret; face-saving criticism.
  • Vocabulary: Hypothesis, speculation.
  • Communication: “What if …?” alternative scenarios.
  • Reading/Listening: Editorial.
  • Writing/Speaking: 180-word “lessons learned” text.
  • Task: Clean up mixed/incorrect forms.
  • Homework: 8 counterfactual conditionals.
  • Evaluation: Grammar target hit/partly/not yet.
  • Grammar: Modal verbs of inference (must/might/could etc.) + evidential adverbs/particles (probably, allegedly, apparently).
  • Vocabulary: Evidence markers.
  • Communication: Calibrating uncertainty.
  • Reading/Listening: News analysis.
  • Writing/Speaking: Briefing with three evidence levels.
  • Task: Rewrite a headline in three evidential strengths.
  • Homework: 6 sentences (modal + evidential adverb).
  • Evaluation: Mini-quiz.
  • Grammar: Past + modal of inference (must have happened, could have occurred); non-factivity.
  • Vocabulary: Interpretation, plausibility.
  • Communication: Reconstructing scenarios.
  • Reading/Listening: Crime-fiction excerpt.
  • Writing/Speaking: Present two hypothesis paths.
  • Task: Fill an evidence pyramid.
  • Homework: 150-word reconstruction.
  • Evaluation: Peer rubric.
  • Grammar: that/whether clauses; reported speech (Subjunctive I baseline at B2.2); quoting + sourcing.
  • Vocabulary: Discourse markers (in my view, according to…).
  • Communication: Separating claim vs. source.
  • Reading/Listening: Interview excerpt.
  • Writing/Speaking: 180-word news piece with quotes (Rep. Speech).
  • Task: Paraphrasing workshop for quotes.
  • Homework: Convert 8 sentences into reported speech.
  • Evaluation: Are target forms used correctly?
  • Grammar: Relative clauses (with prepositions); whose (dessen/deren equivalents).
  • Vocabulary: Specifiers (specific, pertinent, relevant).
  • Communication: Building precise reference chains.
  • Reading/Listening: Specialist text passage.
  • Writing/Speaking: Product/program brief using relatives.
  • Task: Disambiguate ambiguous sentences.
  • Homework: 10 relative-clause sentences.
  • Evaluation: Comprehensibility test.
  • Grammar: because/since vs. therefore/thus; so … that.
  • Vocabulary: Cause–effect; intensity (significant, negligible).
  • Communication: Building an argument chain.
  • Reading/Listening: Short essay.
  • Writing/Speaking: 200-word cause→effect essay.
  • Task: Transformations: because ↔ therefore; so … that.
  • Homework: Mind map of factors & outcomes.
  • Evaluation: Logic check.
  • Grammar: although/even if; adversatives (however, whereas, nonetheless).
  • Vocabulary: Limitation, objection, counterexample.
  • Communication: Integrating polite objections.
  • Reading/Listening: Debate excerpt.
  • Writing/Speaking: Mini-debate with role cards.
  • Task: 6 sentences: claim + concessive turn.
  • Homework: 170-word comment with counterargument.
  • Evaluation: Discourse balance.
  • Grammar: If + pluperfect, would/could have + past participle; alternative with with + noun (“with proper planning…”).
  • Vocabulary: Error culture; retrospective consequences.
  • Communication: Constructive critique / post-mortem.
  • Reading/Listening: Project case.
  • Writing/Speaking: “What would we have done differently?” – 200 words.
  • Task: Root-cause tree (5 Whys).
  • Homework: 8 type-III conditionals.
  • Evaluation: Target structure accuracy.
  • Grammar: Subjunctive I/II in reported speech with sequence of tenses; backshifting for unverifiable claims.
  • Vocabulary: Reporting, distancing.
  • Communication: Rewriting a press release.
  • Reading/Listening: Quote → report.
  • Writing/Speaking: 180-word report using Subj. I/II.
  • Task: Sprint: direct → reported transformations.
  • Homework: 10 sentences with correct tense sequence.
  • Evaluation: Source/stance marking.
  • Grammar: Nominal vs. verbal style; passive variants (process/result) to objectify; polite/subjunctive forms.
  • Vocabulary: Academic/professional register.
  • Communication: Writing objectively; flagging evaluation.
  • Reading/Listening: Abstract + discussion.
  • Writing/Speaking: 220-word abstract/executive summary.
  • Task: Sentence densification (verb → noun).
  • Homework: 6 passive transformations + 6 register adjustments.
  • Evaluation: Style checklist.
  • Grammar: Review target areas (Subj. II, Conditional III, relatives, causal/consecutive, reported speech, Future II).
  • Vocabulary: Cross-topic discourse moves (summarize, contextualize, give perspective).
  • Communication: Exam simulation (L/S/R/W).
  • Reading/Listening: Mixed task bank.
  • Writing/Speaking: 220–250-word practice essay + 8-min speaking.
  • Task: Peer feedback using exam rubric.
  • Homework: Personal gap list + micro-drills.
  • Evaluation: Individual goal agreement.
  • Grammar/Vocab: Targeted fine-tuning.
  • Communication: Final assessment (oral/written) + reflection.
  • Reading/Listening: Short mixed test.
  • Writing/Speaking: 230–260-word final essay + 3–4-min presentation.
  • Task: Course retrospective (start–now–goal).
  • Homework: C1 transition plan (materials, routines).
  • Evaluation: Detailed feedback + portfolio close.

PS:  The course content may vary depending on the instructors‘ preferences regarding the order of topics.

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