Don't let the weird order of the words disturb you, even if the phrase seems totally incomprehensible at
first. I'll try to construct this bit by bit:
This is the basic question and answer pair:
"Wer rechnet?" - "Ich rechne."
"Who calculates?" - "I calculate."
To ask, if you want to do something, you use a construction similar to English:
"Wer will rechnen" - "Ich will rechnen."
"Who wants to calculate" - "I want to calculate."
Note that the "to" is already included in the German word "rechnen". "Rechnen" is clearly already an
infinitive, and doesn't need a "zu" to prove it. This is one of the main
reasons why complicated
conjugations can survive, they contain information that doesn't have to be expressed otherwise then...
To be a little more polite (or at least seem like it, since our teacher probably wouldn't take a no for an
answer ;-)
"Wer möchte rechnen?" - "Ich möchte rechnen!"
"Who would like to calculate?" - "I would like to calculate"
This is another example for brevity by conjugation. The word "möchte" contains the "would", as it is a
"Konjunktiv"-form of the word "mögen" which translates to "like". Don't be discouraged, many
Germans don't realize this, and many don't use the Konjunktiv correctly, if ever. However, "ich
möchte"-phrases are extremely popular, so just use them, even if you didn't understand
yet a word of
the explanation above ;-)
Let's introduce objects in our phrase:
"Wer rechnet die Aufgabe?" - "Ich rechne die Aufgabe"
"Who calculates the task?" - "I calculate the task", meaning "Who answers the
question"
This is a direct object, "Aufgabe" is in the accusative case. Because this is a feminine noun, this is not
so obvious, but the structure is the same as in:
"Wer sieht den Mann?" - "Ich sehe den Mann."
"Who sees the man?" - "I see the man."
Now, we also have an adverbial expression of the place. This is an expression that defines the verb,
thus ad-verbial.
"Wer rechnet an der Tafel?" - "Ich rechne an der Tafel"
"Who calculates on the blackboard?" - "I calculate on the blackboard"
Now let's put all this together:
"Wer rechnet die Aufgabe an der Tafel?" - "Ich rechne die Aufgabe an der Tafel."
"Who calculates the task on the blackboard?" - "I calculate the task on the
blackboard"
Note that the order of the object an the adverbial expression is interchangeable. You can emphasize
something by putting it closer to the end of the phrase.
And now for the whole phrase in all its glory:
"Wer | möchte | die Aufgabe | an der Tafel | rechnen?" - "Ich | möchte | die
Aufgabe | an der Tafel | rechnen."
"Who | would like | the task | on the blackboard | (to) calculate?" - "I | would
like | the task | on the blackboard | (to) calculate."
It wasn't THAT bad, was it?
Florian
geht zur Tafel, schreibt an und liest vor:
Florian goes to the blackboard, writes on and reads before:
"Florian goes to the blackboard, writes down and reads out aloud"
"zur" is another contraction, this time of "zu" and "der". Note that after "zu" follows the dative case, so
"der" is not the masculine but the feminine article ;-)
"anschreiben" splits to "schreibt an", and means litterally "writing on". It is often used when writing
legibly
on a large, visible surface such as blackboard or a flipchart.
"vorlesen" splits to "liest vor", and originates in "read before (an audience)". It translates to "read
aloud".
"5 plus 8 ist gleich 13"
"8 minus 5 ist gleich 3"
"3 mal 8 ist gleich 24"
"24 geteilt durch 12 ist gleich 2"
So, as you might have guessed, plus and minus are the same as in English - they are just pronounced
German. The verbs "addieren" and "subtrahieren" are probably not difficult either... "Ist gleich" or short
"gleich" corresponds obviously to "is equal to" or "equals".
"mal" means "times". This is also used in every day phrases, such as "100mal habe ich dir gesagt ..." "I
told you a 100 times ..." The corresponding verb is "malnehmen" or "multiplizieren"
"geteilt durch" is literally "divided by", and the verb is "teilen" or "dividieren".
Lehrer: Sehr gut, Florian! Very good, Florian!
Now, that was easy!
Die Glocke läutet. Es ist Fünfminutenpause.
The bell rings.
It is five-minute-break
Between classes, there is usually a break of five minutes to allow teachers and students to go from one
classroom to another. In most schools, classes such as German, English, History, Philosophy are taught
in the classroom. Classes that use special equipment, such as all sciences, music and
arts and of course
computers and sport are being taught in a specialized lab classes.
Schnell, wir müssen zu Musik!
Quick, we must to music!
This sentence sounds strange. This is, because in everyday German, sometimes the verb
gehen
can be
left out, if it is clear what is meant. In this case, the complete phrase would have to be "Wir müssen zu
Musik
gehen
". But since Torsten will not think Silke is going to fly there, there will be no
misunderstanding. Additionnally, the word "class", or "course"
is missing, which is the usual way of
students to talk about their subjects.
Note: In English, the phrase would might be "We
Do'stlaringiz bilan baham: