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German face to face courses with a teacher

German On-site Course – Level B2

Course Information

Start dates

08.12.2025 14.02.2025

Lesson time

09:00 - 12:45

Duration

8 weeks

Total

200 lessons à 45 min

Participants

max. 20

Price

1400,00€
(640 OMR)

Location

Muscat/Oman

Level

B2.1 and B2.2

Course General Objective B2.1

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

  • 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.
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B2

German
Level

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German On-site (in Oman/Muscat) Courses

Days: Mo, Di, Mi, Do, Fr
Lessons: 40 Days / 160 Lesson
Level A1:12.01.2026
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Level A2:12.03.2026
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Level B1:17.05.2026
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Level B2:26.07.2026
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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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