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 2
ANLAUF
K A P ITEL ZWEI
Familie und Freunde 39
ABSPRUNG ZIEL
Anna Adler stellt sich vor. . . . . . . . . . . . 40 Anna schreibt eine Eine E-Mail
E-Mail . . . . . . . . . . . 58 schreiben. . . . . 74
Strukturen: Strukturen: Zielaktivitäten . . . . . 74
I. Indicating possession or ownership. . . . . . . 48 VI. Referring to people and Wortschatz . . . . . . . 77
The verb haben. . . . . . . . . . . . . . . . . . . . . . 48 things . . . . . . . . . . 64
II. Expressing what you like and don’t like . . . . 52 Accusative pronouns. 64
The expression gern haben . . . . . . . . . . . . . 52 VII. Creating variety and
III. Describing actions. . . . . . . . . . . . . . . . . . . . 53 shifting emphasis. . . 65
Present tense of regular verbs . . . . . . . . . . . . . 53 Position of subject
A. Conjugation of regular verbs in and verb. . . . . . . . . 65
the present tense . . . . . . . . . . . . . . . . . . . 53 VIII. Describing daily
B. Present tense equivalents in English activities . . . . . . . . . 71
and German . . . . . . . . . . . . . . . . . . . . . . 53 Regular present tense
IV. Talking about what you like and don’t verbs: verbs with
like to do. . . . . . . . . . . . . . . . . . . . . . . . . . . 54 separable prefixes
Verbs + the adverb gern. . . . . . . . . . . . . . . . 54 and two-verb
A. Present tense of verbs with gern. . . . . . . . 54 constructions . . . . . . 71
B. Position of gern and nicht gern. . . . . . . . 55 IX. Expressing negation. . 73
V. Talking about what you have and Position of nicht . . . 73
don’t have. . . . . . . . . . . . . . . . . . . . . . . . . . . 56
The accusative case. . . . . . . . . . . . . . . . . . . . 56
A. Definite and indefinite articles. . . . . . . . . 56
B. Masculine N-nouns. . . . . . . . . . . . . . . . . 57
Wissenswerte Vokabeln: Wissenswerte Vokabeln:
Annas Familie. . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Die Monate . . . . . . . . . . .62
Die Familie und die Verwandten. . . . . . . . . . . . . 46 Die Wochentage . . . . . . . .66
Studienfächer. . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Zeitausdrücke. . . . . . . . . .67
Die Uhrzeit . . . . . . . . . . .68
Onkel Hannes’ Alltag. . . . .72
Brennpunkt Kultur:

German immigration to North America. . . . . . . 47
Types of universities in Germany . . . . . . . . . . . . . 76
Sprache im Alltag:
Abbreviated ich-forms of verbs. . . . . . . . . . . . . . 48
Expressions with the verb haben. . . . . . . . . . . . . 50

VIDEOTOUR
Texas-Deutsch. . . . . . . . . . . . . . . . . . V1-1
Vor dem Anschauen
Hinschauen
Nach dem Anschauen

vivi VORSPRUNG

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 3 K A P ITEL D R E I

Was gibt es in Heidelberg und

Mannheim zu tun? 79
ANLAUF ABSPRUNG ZIEL
Was halten wir von Anna? Heidelberg und Ein Gedicht über meine
Was hält sie von uns? . . . . . . 80 Mannheim. . . . . . . . . . . . 100 Stadt . . 114
Strukturen: Strukturen: Zielaktivitäten . . . . 114
I. Describing activities . . . . . . . . 86 VI. Expressing possibilities. . . . 109 Wortschatz . . . . . . 117
Present tense of stem-vowel The modal verb können . . 109
changing verbs. . . . . . . . . . . . 86 VII. Talking about people and things
II. Expressing relationships or that you know. . . . . . . . . . 112
ownership . . . . . . . . . . . . . . . . 90  The verb kennen. . . . . . . . 112
Nominative of possessive VIII. Expressing relationships or
adjectives. . . . . . . . . . . . . . . . . 90 ownership . . . . . . . . . . . . . 112
III. Expressing additional and  Accusative of possessive
contrastive information and adjectives. . . . . . . . . . . . . . 112
justification . . . . . . . . . . . . . . . 92 IX. Talking about more
Coordinating conjunctions . . . 92 than one item. . . . . . . . . . . 113
IV. Stating personal preferences. . . 93  Noun plurals . . . . . . . . . . . 113
The adverb lieber. . . . . . . . . . . 93
V. Expressing what you would like
to do. . . . . . . . . . . . . . . . . . . . 94
The modal verb möchte. . . . . . 94
Wissenswerte Vokabeln: Wissenswerte Vokabeln: Deutsch im Beruf 1: 119
Lebensmittel. . . . . . . . . . . . . . . . . . 96 Freizeitaktivitäten. . . . . . . . . . . . 108
Die Landeskunde Deutschlands . 110

Brennpunkt Kultur: Brennpunkt Kultur:

Mealtimes in German-speaking 
Heidelberg und Mannheim . . . . . 106
countries. . . . . . . . . . . . . . . . . . . . . 95 Sprache im Alltag:
The metric system. . . . . . . . . . . . . . 97 
Nur Bahnhof verstehen. . . . . . . . . . 83
Sprache im Alltag:
Assumptions with bestimmt, sicher,
wahrscheinlich, and wohl. . . . . . . 81
Es gibt, was gibt es ... ?,
was gibt’s?. . . . . . . . . . . . . . . . . . . . 90
Specifying amounts. . . . . . . . . . . . . 98
Bitte schön. . . . . . . . . . . . . . . . . . . 98

C OPN
R TE EF N
ACTS
E vii
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 4 K A P ITEL VIER

Unterwegs 121
ANLAUF ABSPRUNG ZIEL
Mutters Ratschläge. . . . . . . 122 Warum Radfahren?. . . . . .140 Fahrradunfälle. . . . 158

Strukturen: Strukturen: Zielaktivitäten . . . . 158

I. Telling friends or relatives to III. Expressing permission, prohibition, Wortschatz . . . . . . . 161
do something. . . . . . . . . . . . . 131 necessity, and strong desire. . 146
The informal imperative . . . . 131 Modal verbs (II). . . . . . . . . . 146
A. The du-imperative. . . . . . . 131 A. Expressing permission:
B. The ihr-imperative . . . . . . 133 dürfen. . . . . . . . . . . . . . . 146
C. Inclusive suggestions: B. Expressing necessity:
the wir-imperative. . . . . . . 133 müssen. . . . . . . . . . . . . . 147
II. Expressing ability, fondness, and C. Expressing strong desire:
expected obligation . . . . . . . . 135 wollen. . . . . . . . . . . . . . . 148
Modal verbs (I) . . . . . . . . . . . 135 D. Modal verb summary . . . 148
A. Expressing ability: IV. Expressing spatial movement, the
können. . . . . . . . . . . . . . . 135 recipient of something,
B. Expressing fondness and desire: opposition, and omission. . . 155
mögen and möchte. . . . . . 137 Prepositions with the
C. Expressing expected obligation: accusative. . . . . . . . . . . . . . . 155
sollen. . . . . . . . . . . . . . . . 138

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Das Gepäck . . . . . . . . . . . . . . . . . 128 Eigenschaften. . . . . . . . . . . . . . . 153

Brennpunkt Kultur: Brennpunkt Kultur: Brennpunkt Kultur:

Studienmöglichkeiten für 
Rad fahren. . . . . . . . . . . . . . . . . . . . . 145 Frankfurt am Main. . . . . 159
Deutschlernende. . . . . . . . . . . . . . 123 
Mit der Bahn fahren. . . . . . . . . . . . . 150
Sprache im Alltag: Mit dem Auto fahren. . . . . . . . . . . . 157
Assumptions with wohl and
­wahrscheinlich . . . . . . . . . . . . . . 126

viiiviii VORSPRUNG

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 5
ANLAUF
K A P ITEL FÜ N F
Freundschaften 163
ABSPRUNG ZIEL
Die Geschichte von Tante Uschi Die richtigen Fragen zum Freunde geben
und Onkel Hannes . . . . . . . 164 Kennenlernen . . . . . . . . . 184 Freunden
Ratschläge. . . . . . . 198
Strukturen: Strukturen: Zielaktivitäten . . . . 198
I. Talking about past events . . . . 170 II. Expressing complex ideas Wortschatz . . . . . . 201
The conversational past. . . . . . 170 with a subordinating
A. The auxiliaries haben conjunction. . . . . . . . . . . . . 192
and sein. . . . . . . . . . . . . . . . 170 A. The subordinating
B. Past participles. . . . . . . . . . . 172 conjunction dass. . . . . . . 192
C. Prefixes of past B. The subordinating
participles. . . . . . . . . . . . . . 176 conjunction ob . . . . . . . . 192
D. Past participles of sein III. Expressing a condition. . . . . 193
and haben . . . . . . . . . . . . . 179 Subordinate clauses
with wenn. . . . . . . . . . . . . . 193
IV. Giving reasons. . . . . . . . . . . 194
Subordinate clauses
with weil. . . . . . . . . . . . . . . 194
V. Expanding on an
opinion or idea. . . . . . . . . . . 195
Infinitive clauses with zu. . . 195
VI. Positioning information in
a German sentence. . . . . . . . 196
A. Subject-verb inversion . . 196
B. Two-part placement of
German verbs . . . . . . . . . 196
C. Verb forms at the end of
a subordinate clause. . . . . 196

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Das Wetter. . . . . . . . . . . . . . . . . . . 180 Freundschaft und Liebe . . . . . . . 190
Die Jahreszeiten . . . . . . . . . . . . . . . 182

Brennpunkt Kultur: Brennpunkt Kultur:

Hansestadt Hamburg. . . . . . . . . . . 177  Bekannte oder Freunde? . . . . . . . . 189
Sprache im Alltag: Sprache im Alltag:
Article with first names. . . . . . . . . . 165 Expressing fondness or love. . . . . . 191
Ganz. . . . . . . . . . . . . . . . . . . . . . . . 181

VIDEOTOUR
Deutsche Brotkultur. . . . . V2-1
Vor dem Anschauen
Hinschauen
Nach dem Anschauen

C OPN
R TE EF N
ACTS
E ix
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 6 KA P ITEL SEC H S

Willkommen in Tübingen 203

ANLAUF ABSPRUNG ZIEL
Anna zieht ins Kleine Zimmer, kleine In dieser Stadt. . . . 236
Wohnheim ein. . . . . . . . . . . 204 Miete – Leben im
Studentenwohnheim . . . . 220
Strukturen: Strukturen: Zielaktivitäten . . . . 236
I. Expressing the beneficiary or III. Expressing temporal and spatial Wortschatz . . . . . . 239
recipient of an action. . . . . . . . 212 relationships. . . . . . . . . . . . . . . 226
The dative case . . . . . . . . . . . . . 212 Dative prepositions. . . . . . . . . 226
A. The dative case: personal IV. Expressing attitudes and
pronouns. . . . . . . . . . . . . . . . 212 conditions such as gratitude,
B. The dative case: definite and pleasure, ownership, and need
indefinite articles, and for assistance . . . . . . . . . . . . 230
possessive adjectives. . . . . . . 214 Dative verbs and
II. Indicating location. . . . . . . . . . 215 expressions. . . . . . . . . . . . . . . . 230
A. Dative verbs. . . . . . . . . . . 230
B. Adjectives with the
dative case. . . . . . . . . . . . 231
C. Idiomatic expressions with
the dative case. . . . . . . . . 231
V. Specifying what you are talking
about. . . . . . . . . . . . . . . . . . 233
Der-words. . . . . . . . . . . . . . . . 233

Wissenswerte Vokabeln: Wissenswerte Vokabeln:


Das Studentenzimmer und Körperteile. . . . . . . . . . . . . . . . . 232
die Möbel. . . . . . . . . . . . . . . . . . . 204

Ein Einfamilienhaus, die
Stockwerke. . . . . . . . . . . . . . . . . . 216

Brennpunkt Kultur: Brennpunkt Kultur: Literarisches Deutsch:


Wo Studierende wohnen. . . . . . . . . 211 
Tübingen. . . . . . . . . . . . . . . . . . . . . . 225 Zwei Liebesgedichte. . 241
Sprache im Alltag:
Expressions with animals. . . . . . . . . 205
Emphasizing one’s opinion. . . . . . . 228

xx VORSPRUNG

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 7 KA P ITEL SIEB EN

Man kann alles in der Stadt finden 243

ANLAUF ABSPRUNG ZIEL
Barbara muss ein Konto Fußball hilft bei Mein Leben als
eröffnen . . . . . . . . . . . . . 244 Integration. . . . . . . . . . . . 266 Film. . . . . . . . . . . . 282

Strukturen: Strukturen: Zielaktivitäten . . . . 282

I. Expressing location and III. Talking about when events Wortschatz . . . . . . 285
destination. . . . . . . . . . . . . . . . . 250 happen. . . . . . . . . . . . . . . . . . . 274
Two-case prepositions: wo? versus Time expressions in the dative
wohin?. . . . . . . . . . . . . . . . . . . . 250 and accusative case. . . . . . . . . 274
A. Two-case prepositions. . . . . 250 A. Time expressions in the
B. More about an, auf, dative case. . . . . . . . . . . . 274
and in . . . . . . . . . . . . . . . . . . 253 B. Time expressions in the
II. Giving directions . . . . . . . . . . . 261 accusative case. . . . . . . . . 274
Prepositional phrases; hin IV. Talking about means of
and her. . . . . . . . . . . . . . . . . . . . 261 transportation. . . . . . . . . . . . . 276
A. Prepositional phrases indicating The preposition mit with the
location. . . . . . . . . . . . . . . . . 261 dative case . . . . . . . . . . . . . . . . 276
B. The prefixes hin V. Expressing time, manner,
and her . . . . . . . . . . . . . . . . . 262 and place. . . . . . . . . . . . . . . 278
C. Verbs commonly used with Word order for time, manner,
two-case prepositions . . . . . 262 and place . . . . . . . . . . . . . . . . . 278
VI. Expressing the purpose for
an action . . . . . . . . . . . . . . . 280
The subordinating conjunction
damit. . . . . . . . . . . . . . . . . . . . 280

Wissenswerte Vokabeln: Wissenswerte Vokabeln:


Wo gehst du gern hin? . . . . . . . . . 254 Wie kommt man dahin?. . . . . . . 277

Wo macht man das in der
Stadt?. . . . . . . . . . . . . . . . . . . . . . 256

Brennpunkt Kultur: Brennpunkt Kultur: Brennpunkt Kultur:


Ermäßigungen für Studierende. . . 245 
Fußball und Profi-Sport in München . . . . . . . . . . 284

Einkaufen. . . . . . . . . . . . . . . . . . . . . . 253 Mitteleuropa. . . . . . . . . . . . . . . . . . . 265

Stuttgart. . . . . . . . . . . . . . . . . . . . . . . 260 Sprache im Alltag:
Sprache im Alltag: Expressing regularity. . . . . . . . . . . 275
Names of cities with an/am . . . . . . 255

C OPN
R TE EF N
ACTS
E xi
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 8 K A P ITEL ACH T

An der Uni studieren 287

ANLAUF ABSPRUNG ZIEL
Ein Gruppenreferat. . . . . . 288 Uniwahl: Entspannt Ausreden im
bleiben! . . . . . . . . . . . . . . 306 Deutschkurs. . . . . . 328

Strukturen: Strukturen: Zielaktivitäten . . . . 328

I. Talking about activities we do for III. Talking about future events. . 318 Wortschatz . . . . . . 331
ourselves. . . . . . . . . . . . . . . . . . . 296 Future time . . . . . . . . . . . . . 318
Reflexive verbs with accusative A. The present tense with
reflexive pronouns. . . . . . . . . . . 296 a time expression. . . . . . . 318
A. Reflexive and non-reflexive B. The future tense: werden +
usage of verbs. . . . . . . . . . . . 296 infinitive . . . . . . . . . . . . . 319
B. Verbs that always require a IV. Expressing probability. . . . . . 321
reflexive pronoun. . . . . . . . . 297 The verb werden + wohl. . . . 321
C. Word order in sentences with V. Specifying additional information
reflexive pronouns. . . . . . . . 297 about actions. . . . . . . . . . . . 322
II. Talking about daily hygiene A. Using verbs with prepositional
routines. . . . . . . . . . . . . . . . . . . . 300 objects. . . . . . . . . . . . . . . 322
Reflexive verbs with dative B. Using da- and
reflexive pronouns. . . . . . . . . . . 300 wo-compounds. . . . . . . . 324

Wissenswerte Vokabeln:

Die tägliche Routine . . . . . . . . . . 298

Im Badezimmer . . . . . . . . . . . . . . 299

Krank sein . . . . . . . . . . . . . . . . . . 303

Sprache im Alltag: Brennpunkt Kultur:


Interjections, Rejoinders, 
Der Weg zum Studium. . . . . . . . . . 315
and Particles. . . . . . . . . . . . . . . . . . . 291 
Wie Studierende ihr Studium
Brennpunkt Kultur: finanzieren. . . . . . . . . . . . . . . . . . . . . 317

Deutsche Hochschulen. . . . . . . . . . 295 
Das Schulsystem. . . . . . . . . . . . . . . . 327
Sprache im Alltag:
Studieren vs. lernen. . . . . . . . . . . . 306

VIDEOTOUR
Der SmartBird:
Ein Robotervogel. . . . . . . . V3-1
Vor dem Anschauen
Hinschauen
Nach dem Anschauen

xiixii VORSPRUNG

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 9 K A P ITEL N EUN

Ein Praktikum in Wien 333

ANLAUF ABSPRUNG ZIEL
Karl hat ein Wiener Musikleben und Vorbereitung auf ein
Vorstellungsgespräch bei Musiker-Gedenkstätten . . 350 Jobinterview. . . . . . 372
der Wiener Staatsoper . . . 334
Strukturen: Strukturen: Zielaktivitäten . . . . 372
I. Providing additional information III. Describing people and Wortschatz . . . . . . 375
about topics. . . . . . . . . . . . . . . . 340 things (I) . . . . . . . . . . . . . . . . . 358
Nominative, accusative, and dative Endings on adjectives after
case relative pronouns . . . . . . . 340 ein-words, der-words, or
A. Nominative case relative neither . . . . . . . . . . . . . . . . . . . 358
pronouns. . . . . . . . . . . . . . . . 340 A. Endings on adjectives
B. Accusative case relative after ein-words:
pronouns. . . . . . . . . . . . . . . . 343 nominative case. . . . . . . . 358
C. Dative case relative B. Endings on adjectives after
pronouns. . . . . . . . . . . . . . . . 344 ein-words: accusative and
D. Relative pronouns after dative case. . . . . . . . . . . . 361
prepositions. . . . . . . . . . . . . 344 IV. Describing people and
II. Proposing activities, making things (II). . . . . . . . . . . . . . . . . 362
suggestions. . . . . . . . . . . . . . . . . 347 Endings on adjectives after
Present tense subjunctive with definite articles . . . . . . . . . . . . 362
würde, hätte, wäre. . . . . . . . . . 347 A. Adjectives preceded by a
A. The present subjunctive definite article: nominative,
of werden. . . . . . . . . . . . . . . 347 accusative, and dative case
B. The present subjunctive of endings. . . . . . . . . . . . . . 362
haben and sein. . . . . . . . . . . 348 B. Endings on unpreceded
adjectives. . . . . . . . . . . . . 364
V. Comparing people and things. . 367
Comparative and superlative forms
of adjectives and adverbs. . . . 367
A. Comparative forms. . . . . 367
B. Superlative forms. . . . . . . 369

Wissenswerte Vokabeln: Wissenswerte Vokabeln: Deutsch im Beruf 2: 377


Berufe . . . . . . . . . . . . . . . . . . . . . 342 
Eigenschaften von guten
Bewerbern. . . . . . . . . . . . . . . . . . 360

Österreichs Leute und Länder . . 366

Brennpunkt Kultur: Brennpunkt Kultur:

Berufswahl und Berufsausbildung in 
Wien. . . . . . . . . . . . . . . . . . . . . . . . . . 353
deutschsprachigen Ländern. . . . . . 346 
Österreich . . . . . . . . . . . . . . . . . . . . . 365
Sprache im Alltag:
Wishing someone luck. . . . . . . . . 338

C OPN
R TE EF N
ACTS
E xiii
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 10 KA P ITEL ZEH N

Feste, Feiertage und Ferien 379

ANLAUF ABSPRUNG ZIEL
Aschenputtel: Ein Märchen Braunwald autofrei: Ein Ein Schweizer
nach den Brüdern Wintermärchen ... hoch über Märchen . . . . . . . . 416
Grimm. . . . . . . . . . . . . . . 380 dem Alltag . . . . . . . . . . . . 396
Strukturen: Strukturen: Zielaktivitäten . . . . 416
I. Narrating past events. . . . . . . . 388 II. Talking about consecutive events Wortschatz . . . . . . 419
The narrative past. . . . . . . . . . . 388 in the past . . . . . . . . . . . . . . . . 406
A. Narrative past: The past perfect . . . . . . . . . . . 406
regular (weak) verbs. . . . . . . 388 A. Using the conjunction nachdem
B. Narrative past: irregular with the past perfect . . . . . . 406
(strong) verbs. . . . . . . . . . . . 391 B. Word order in sentences
C. Narrative past: sein, haben, beginning with a
and the modal verbs. . . . . . 393 subordinate clause. . . . . . . 406
D. Narrative past: III. Talking about concurrent
mixed verbs . . . . . . . . . . . . . 394 events in the past. . . . . . . . . . . 407
Using the conjunction als. . . 407
IV. Saying when events occur. . . 408
Using wenn vs. wann vs. ob. . 408
V. Expressing ownership. . . . . . . 409
The genitive case. . . . . . . . . . . 409
A. Masculine and neuter
nouns . . . . . . . . . . . . . . . 410
B. Feminine and plural
nouns . . . . . . . . . . . . . . . 410
C. Masculine N-nouns. . . . . 410
D. Adjective endings . . . . . . 410
E. Proper names. . . . . . . . . . 411
F. The dative preposition
von. . . . . . . . . . . . . . . . . . 411
G. Genitive prepositions . . . 411

Wissenswerte Vokabeln: Wissenswerte Vokabeln:


Märchen . . . . . . . . . . . . . . . . . . . 380 
Die Schweiz – geografische
Daten. . . . . . . . . . . . . . . . . . . . . 404

Brennpunkt Kultur: Brennpunkt Kultur:


Die Brüder Grimm und ihre Die Schweiz. . . . . . . . . . . . . . . . . . . . 403
Kinder- und Hausmärchen. . . . . . . 381 Fest- und Feiertage. . . . . . . . . . . . . . 405
Karneval, Fasching, Fastnacht. . . . . 390 Sprache im Alltag:
Urlaub oder Ferien? . . . . . . . . . . . 396
Diminutives. . . . . . . . . . . . . . . . . 402
Replacing the genitive in spoken
German . . . . . . . . . . . . . . . . . . . . 412

xivxiv VORSPRUNG

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Visit https://testbankfan.com
now to explore a rich
collection of testbank or
solution manual and enjoy
exciting offers!
 11 K A P ITEL ELF

Geschichte und Geografie Deutschlands 421

ANLAUF ABSPRUNG ZIEL
Was würdest du dann Die Geschichte Berlins. . . 442 Meine persönliche
vorschlagen? . . . . . . . . . . 422 Zeittafel. . . . . . . . . 456
Strukturen: Strukturen: Zielaktivitäten . . . . 456
I. Speculating about activities, III. Talking about actions as a Wortschatz . . . . . . 459
making suggestions. . . . . . . . . . . . . 430 process . . . . . . . . . . . . . . . . . . . 450
The subjunctive mood. . . . . . . . . . 430 The passive voice. . . . . . . . . . .450
A. The present subjunctive of A. The passive voice:
können and the other present tense . . . . . . . . . . 450
modal verbs. . . . . . . . . . . . . . . . . 431 B. The passive voice:
B. Making polite requests and narrative and
suggestions . . . . . . . . . . . . . . . . . 432 conversational past. . . . . . 451
C. Making role-reversal statements C. The impersonal passive. . 453
with an deiner (Ihrer, etc.)
Stelle ... and the present
subjunctive. . . . . . . . . . . . . . . . . 435
D. The past subjunctive. . . . . . . . . 436
E. The double-infinitive
construction . . . . . . . . . . . . . . . . 436
II. Talking about unreal
situations . . . . . . . . . . . . . . . . . . . . . 437
A. Expressing unreal conditions:
Wenn-clauses. . . . . . . . . . . . . . . 437
B. Present Tense Subjunctive II
forms of regular, irregular, and
mixed verbs. . . . . . . . . . . . . . . . . 438
Wissenswerte Vokabeln:

Sehenswürdigkeiten in Berlin 423
Brennpunkt Kultur: Brennpunkt Kultur: Brennpunkt Kultur:

Deutschland: von der Monarchie 
Deutschland: von der Monarchie 
Freistaat Sachsen: Leipzig
zur Republik (I) 434 zur Republik (III). . . . . . . . . . . . . . . 455 und Dresden. . . . . . . . . . . . 458

Deutschland: von der Monarchie
zur Republik (II) 444
Sprache im Alltag:
Confirming what someone said 427

VIDEOTOUR
Wiener Kaffeehauskultur��������������� V4-1
Vor dem Anschauen
Hinschauen
Nach dem Anschauen

C OPN
R TE EF N
ACTS
E xv
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 12
ANLAUF
K A P ITEL ZWÖ LF
Ende gut, alles gut! 461
ABSPRUNG ZIEL
Oh, Stefan, wenn du nur Warum Deutsch Lernerbiografien. . . 480
wüsstest! . . . . . . . . . . . . . 462 lernen? . . . . . . . . . . . . . . 470
Zielaktivitäten . . . . 480
Wortschatz . . . . . . 483

Brennpunkt Kultur: Brennpunkt Kultur: Literarisches Deutsch 2:


Der Einfluss der englischen 
Amerikaner und amerikanische 
Zwei Liebesgedichte. . . . . . 485
und der deutschen Sprache Kultur im deutschsprachigen
aufeinander. . . . . . . . . . . . . . . . . . . . 468 Mitteleuropa. . . . . . . . . . . . . . . . . . . 475
Sprache im Alltag: 
Deutsche und österreichische
Etwas and nichts. . . . . . . . . . . . . . . 466 Einflüsse auf Amerikas Kultur . . . . 479

Reference
Appendix 487
Grammar Summaries and Tables 488
Principal Parts of Irregular (Strong) and Mixed Verbs 494
German Grammar Tutorials 497
Videotour Transcripts 498
German-English Vocabulary 501
Index 531
Maps 540
Deutschland 540
Schweiz und Österreich 541
Europa 542

xvixvi VORSPRUNG

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 PREFACE

Vorsprung is a complete first-year program designed for beginning students of German.

It offers a communicative introduction to the German language and German-speaking
cultures and provides beginning German students with the necessary skills for successful
communication in today’s rapidly changing world by exposing them to a wealth of written
and spoken authentic textual materials. The first two parts (Anlauf and Absprung) are
organized around a spoken and written text, respectively. Vorsprung combines a focus
on spoken and written texts with interactive, in-class activities that foster accuracy in the
language and give students ample opportunity to practice realistic German in authentic
contexts. Designed and developed to address the diverse backgrounds and experiences of
today’s introductory German learners, Vorsprung and MindTap build confident, informed,
and empowered learners.

Chapter Organization
The Student Text is divided into twelve chapters, each focusing on a different aspect of German
culture. Each chapter is divided into three main parts. (Chapter 1 deviates slightly from
this format). The first two parts (Anlauf and Absprung) are organized around a written or
spoken text. The third part (Ziel) is devoted to culminating and integrative tasks and activities.
Extensive pre- and post-listening or reading work is provided. In addition, important structural
and lexical aspects of German are systematically explored in the first two parts of each chapter
(except Chapter 12, which practices material from all the other chapters). The storyline begun
in the Anlauf part is continued with a listening text (Endspurt) available in MindTap.

Chapter opener Each chapter begins with a photo focusing on the cultural themes of the
chapter. A statement of the chapter’s communicative, structural, lexical, and cultural goals is
included to provide students with an overview of what they can expect to learn in the chapter.

Anlauf (Warm-up) The first main section provides a “running start” to each chapter.
Anlauf features the Anlauftext, an audio text in dialogue form, much like a graphic novel,
whose audio is available in MindTap. The Anlauf section presents new grammatical
structures and important vocabulary in context, as well as the cultural theme of the chapter.
Chapter 1 has two Anlauf sections.

Vorschau (Pre-listening and pre-reading activities) The Anlauf section begins

with the Vorschau activities, pre-listening activities that function as advance organizers. There is
a variety of activities used for pre-listening. The Thematische Fragen (Thematic questions) help
students activate prior knowledge of themes, vocabulary, and structures before listening to the
Anlauftext. The Wortdetektiv or Satzdetektiv activities (Word- or sentence-detective activities) help
students focus on synonyms and build their active vocabulary base. Other predictive activities
help students establish context before listening to the text. The Vorschau section further promotes
awareness of the cultures of German-speaking countries and highlights cross-cultural contrasts.

Anlauftext The Anlauftext is recorded and available on MindTap and is represented

visually by a storyboard in the textbook and in MindTap. To aid comprehension, students
can listen to the Anlauftext while following the visual cues of the storyboard in their texts.
The storyboards are a unique feature of Vorsprung. In the Anlauftext, students meet Anna
Adler, an American studying for a year in Germany, along with Anna’s German relatives, the
Günthers, and her new friends at the university in Tübingen. All these frame the storyline
and unify the contents of Chapters 1–12.
P R E FA C E xvii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Rückblick (Post-viewing) The activities in the Rückblick section guide students
from initial comprehension of the text to personalization of the topics in the text. The
Stimmt das? (True or false?) activity, the first activity in the section, provides a quick check
of the content to determine how much of the text students understood. An Ergänzen Sie
(Fill-in) activity asks students to focus on new vocabulary in the context of the story. The
Kurz gefragt (Short-answer questions) activity guides students to produce more complete
statements about the text. The Textdetektiv activity guides students as they explore the
Anlauftext for grammatical and lexical structures to learn “how German works.” Further
activities encourage students to use the Anlauftext as a jumping-off point for giving more
personal reactions to the text.

Strukturen und Vokabeln (Structures and vocabulary) These sections (in

Chapters 1–11) appear after the Rückblick in the Anlauf and Absprung sections. Each is
organized around a selection of important language functions, such as describing yourself,
asking for information, or expressing likes and dislikes. Each language function is identified
with a roman numeral.

The grammar structures needed to perform each language function are clearly and
concisely explained in English. Numerous easy-to-interpret charts, tables and examples
aid comprehension. In addition, the vocabulary needed to fulfill the language function is
presented in sections called Wissenswerte Vokabeln (Vocabulary worth knowing). Groups of
thematically related words and phrases are presented in a richly illustrated format, eliminating
the need for translation. This contextual approach to vocabulary presentation coincides with
the functional and thematic approach of the book. A wide variety of productive and receptive
activities are interspersed throughout the Strukturen und Vokabeln sections to aid in
language development.

Absprung (Take-off ) The second main section of each chapter revolves around the
Absprungtext, an authentic written text produced originally for native speakers of German.
(Note that there is no Absprung section in Chapter 1.) The Absprung section parallels the
format of the Anlauf section by beginning with pre-reading activities in a Vorschau section.
Many of the same activity types are used here to activate prior knowledge and to prepare
students for reading and understanding the text. The Absprungtext itself is reproduced in
as authentic a format as possible. Text types offered in this section include advertisements,
brochures, newspaper and magazine articles, online activities, interviews, letters, time lines,
internet blog entries and articles, and fairy tales. All text types relate directly to the chapter
theme and to the continuing story presented in the Anlauf sections, and were selected
for their high frequency of occurrence and usefulness to students. Students can access a
recording of the Absprungtext with native speaker narrators in Mindtap.

The Absprungtext is followed by post-reading activities featured in a Rückblick section,

which is very similar to the Rückblick section that follows the Anlauftext.

The Absprung section ends with another Strukturen und Vokabeln section, which
parallels the Strukturen und Vokabeln section at the end of the Anlauf. Additional high-
frequency language functions and the grammar and vocabulary to perform them are also
presented and practiced.

Ziel (End goal) As its name implies, the Ziel section is the culminating point of the
chapter (there is no Ziel section in Chapter 1). The Zielaktivitäten guide students in
activities that recycle and review structures and vocabulary learned in the chapter in task-

xviiixviii VORSPRUNG

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based progression. By completing these culminating activities, students will demonstrate
their success in reaching the learning goals listed in the chapter opener.

Wortschatz (Vocabulary list) Each chapter ends with a Wortschatz section

that lists all the active words and expressions taught in the chapter. The vocabulary has
been categorized by semantic fields, which facilitates acquisition of new vocabulary by
encouraging students to associate words and word families.

Other Features of the Chapter

Brennpunkt Kultur (Focus on culture) These cultural notes appear throughout
the chapter, as appropriate. Each note provides background information and insightful
commentaries in English on themes encountered in the chapter, ranging from profiles of
individual cities to issues of significant cultural difference like friendship, dating, ecological
conscienceness, attitudes toward transportation, popular sports and many more. They are rich
in descriptive detail and include additional thematic German vocabulary. Each Brennpunkt
Kultur note is followed by a thought-provoking cross-cultural activity called Kulturkreuzung,
which encourages higher-level thinking about the cultural information and students’ cultural
assumptions. Starting in Chapter 4 this activity asks students to reflect on their own culture
and the target culture, and express those opinions in German they actively control.

Kulturnotiz (Culture note) Interspersed throughout the chapters are short cultural
notes that alert students to interesting or useful cultural knowledge related to the task or
topic at hand.

Sprache im Alltag (Everyday language usage) These short descriptions of

variations in spoken German highlight useful vocabulary and expressions.

Freie Kommunikation (Free communication) These featured activities appear

at regular intervals in the chapter, especially as the culminating activities for the Strukturen
und Vokabeln sections. Students are guided through role-play situations in which they
practice the communicative functions that have been introduced.

Schreibecke (Writing activities) These special activities accompany the Freie

Kommunikation activities throughout the chapter. They provide students with authentic tasks
and the opportunity to practice their written skills in short, manageable writing assignments.

Activity icons With the exception of the Kulturkreuzung and Videotour , all activities
are numbered consecutively throughout the chapter. Each activity is preceded by one of
four icons:

Receptive Productive Interactive

Audio MindTap

Receptive activities require students to recognize printed utterances. Productive activities

require them to produce their own utterances. Interactive activities are productive activities
that involve two or more students working together.

P R E FA C E xix
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Exploring the Variety of Random
Documents with Different Content
in size, they bear a close resemblance to the notoriously beautiful egg
of the Duck Hawk.—William Brewster, Cambridge, Mass.

Second Addendum to the Preliminary List of Birds

ascertained to occur in the Adirondack region, Northeastern
New York.[128]
186. Telmatodytes palustris. Long-billed Marsh Wren.—Dr.
A. K. Fisher writes me that he took a nest and three eggs of this
species at Lake George, in Warren Co., August 2, 1882.
187. Passer domesticus. House Sparrow.—Common in the
villages along the outskirts of the wilderness, on both sides of the
Adirondacks.
188. Squatarola helvetica. Black-bellied Plover.—Occurs
along Lake Champlain during the migration.
189. Charadrius dominicus. Golden Plover.—Very common
about Lake Champlain during October in some seasons.
190. Ægialites semipalmatus. Semipalmated Plover; Ring-
Neck.—Abundant along Lake Champlain during the fall migration,
arriving about the middle of September.
191. Tringa canutus. Knot; Robin Snipe.—Occurs during the
migrations.
192. Actodromas minutilla. Least Sandpiper.—Very abundant
about Lakes George and Champlain during the fall migration.
193. Pelidna alpina americana. Red-backed Sandpiper;
American Dunlin.—Occurs during the migrations.
194. Limosa fœda. Marbled Godwit.—Sometimes tolerably
common about Lake Champlain in October.
195. Bartramia longicauda. Field Plover.—Breeds in dry
fields bordering the Adirondacks, on both sides of the mountains.
196. Numenius longirostris. Long-billed Curlew.—A
specimen was shot near Plattsburg, on Lake Champlain, several
years ago.
197. Rallus virginianus. Virginian Rail.—Tolerably common
about the borders of the wilderness.
 198. Chaulelasmus streperus. Gadwall.—Rare. Mr. Henry
Prentiss shot one on Lake Champlain in April, 1882.
199. Dafila acuta. Pintail.—Rather rare. Occurs both in spring
and fall.
200. Mareca americana. Baldpate.—Rare along Lake
Champlain.
201. Fuligula marila. Scaup Duck.—Occurs during the
migrations, but is not common.
202. Fuligula affinis. Little Black-head.—Tolerably regular
fall migrant. Taken on Lake Champlain.
203. Fuligula vallisneria. Canvas-back.—Rare fall migrant.
204. Fuligula americana. Redhead.—Rare. Has been killed on
Lake Champlain in November.
205. Larus glaucus. Glaucous Gull; Ice Gull.—I have seen a
specimen of this boreal species that was killed while feeding on
carrion, in the town of Bangor in Franklin Co., about two years ago.—
C. Hart Merriam, M.D., Locust Grove, N. Y.

List of Additions to the Catalogue of North American Birds.

—In this Bulletin for January, 1882 (page 61), there was published a
list of species of birds which had been added to the fauna of North
America since the publication of the last “Smithsonian” catalogue, or
Nomenclature of North American Birds. I now give a list of
subsequent additions for the benefit of those who, for various
reasons, are not able to “keep the run” of all the new discoveries; and
a supplement with each number of the Bulletin is contemplated, in
order that all interested may keep posted in the matter.
The number prefixed indicates the position of each species in the
catalogue in question.
2a. Hylocichla fuscescens salicicola Ridgw. Willow Thrush.
—Proc. U. S. Nat. Mus., Vol. IV, 1882, p. 374. (Rocky Mountain
district of U. S.)
3a. Hylocichla aliciæ bicknelli Ridgw. Bicknell’s Thrush.—
Proc. U. S. Nat. Mus., Vol. IV, 1882, p. 377. (Breeding on the Catskill
Mts., New York.)
 35a. Chamæa fasciata henshawi Ridgw. Pallid Ground Tit.
—Proc. U. S. Nat. Mus., Vol. V, 1882, p. 13. (Interior of California.)
38a. Lophophanes inornatus griseus Ridgw. Gray Titmouse.
—Proc. U. S. Nat. Mus., Vol. V, 1882, p. 344. (Middle Province of U.
S.)
55b. Certhia familiaris montana Ridgw. Rocky Mountain
Creeper.—Proc. U. S. Nat. Mus., Vol. V, 1882, p. 114. (Middle
Province of North America.)
55c. Certhia familiaris occidentalis Ridgw. California
Creeper.—Proc. U. S. Nat. Mus. Vol. V, 1882, p. 115. (Pacific coast of
U. S.)
59b. Catherpes mexicanus punctulatus Ridgw. Punctulated
Wren.—Proc. U. S. Nat. Mus., Vol. V. 1882, p. 343. (California.)
69.* Motacilla ocularis Swinh. Swinhoe’s Wagtail.—Cf. Proc.
U. S. Nat. Mus., Vol. IV, 1882, p. 414. (La Paz, Lower California;
straggler from eastern Asia.)
93.* Dendrœca vieilloti bryanti Ridgw. Chestnut-headed
Yellow Warbler.—Dendrœca vieilloti var. bryanti Ridgw., in Hist.
N. Am. B., I, 1874, p. 218. Cf. Proc. U. S. Nat. Mus., Vol. IV, 1882, p.
414. (Common at La Paz, Lower California.)
122.* Geothlypis beldingi Ridgw. Belding’s Yellow-throat.—
Proc. U. S. Nat. Mus., Vol. V, 1882, p. 344. (San José del Cabo, Lower
California.)
144a. Vireo huttoni stephensi Brewst. Stephens’s Vireo.—
Bull. Nutt. Orn. Club, Vol. VII, July, 1882, p. 142. (Arizona and New
Mexico.)
230b. Peucæa ruficeps eremœca Brown. Rock Sparrow.—
Brown, Bull. Nutt. Orn. Club, Vol. VII, Jan. 1882, pp. 26, 38.
(Kendall Co., Texas.)
297c. Perisoreus canadensis nigricapillus Ridgw. Labrador
Jay.—Proc. U. S. Nat. Mus., Vol. V, 1882, p. 15. (Labrador.)
311a. Myiarchus mexicanus cooperi (Baird). Cooper’s
Flycatcher.—Myiarchus cooperi Brewst. Bull. Nutt. Orn. Club, Vol.
VI, Oct. 1881, p. 252. (Camp Lowell, Arizona.)
354a. Caprimulgus vociferus arizonæ (Brewst.). Stephens’s
Whip-poor-will.—Antrostomus vociferus arizonæ Brewst. Bull.
Nutt. Orn. Club, Vol. VI, April, 1881, p. 69. (Arizona.)
402e. Scops asio bendirei Brewst. California Mottled Owl.
—Bull. Nutt. Orn. Club, Vol. VII, Jan. 1882, p. 31. (California.)
452.* Gyparchus papa (Linn.). King Vulture.—
Sarcorhamphus papa Coues, Bull. Nutt. Orn. Club, Vol. VI, Oct.
1881, p. 248. (Rio Verde, Arizona.)
475a. Lagopus mutus reinhardti (Brehm.). Greenland
Ptarmigan.—Cf. Turner, Proc. U. S. Nat. Mus., Vol. V, 1882, p. 229.
(Greenland and west side of Cumberland Gulf.)
475b. Lagopus mutus atkhensis Turner. Atkhan Ptarmigan.
—Proc. U. S. Nat. Mus., Vol. V, 1882. p. 230. (Atkha Island, Aleutian
chain.)
486.* Ardea wardi Ridgw. Ward’s Heron.—Bull. Nutt. Orn.
Club, Vol. VII, Jan. 1882, p. 5. (Oyster Bay, West Florida.)
569.* Rallus beldingi Ridgw. Belding’s Rail.—Proc. U. S. Nat.
Mus., Vol. V, 1882, p. 345. (Espiritu Santo Island, Gulf of California.)
701.* Diomedea melanophrys Temm. Spectacled Albatross.
—Cf. Bean, Proc. U. S. Nat. Mus., Vol. V, 1882, p. 170. (Off coast of
California, in lat. 40° 30′ N., long. 142° 23′ W.)—Robert Ridgway,
Washington, D. C.
 INDEX TO VOLUME VII.

Accipiter cooperi, 21, 150, 174.

fuscus, 15, 41, 126, 151, 174, 227.
Actiturus bartramius, 188, 222.
Actodromas, 245.
bairdi, 42.
bonapartii, 239.
fuscicollis, 191.
maculata, 42, 239.
minutilla, 239, 256.
Ægialites alexandrinus, 179.
cantianus, 179.
semipalmatus, 222, 238, 256.
vociferus, 188, 222, 238.
wilsonius, 59, 222.
Ægiothus fuscescens, 242.
linaria, 235, 255.
Æsalon columbarius, 173.
Æthyia vallisneria, 106, 225.
Agelæus phœniceus, 18, 40, 92, 148, 163, 166, 188, 200, 224, 227,
236.
Agyrtria linnæi, 242.
Aix sponsa, 22, 151, 165, 225.
Albatross, Spectacled, 258.
Alcedo ispida, 178.
Aldrich, Charles, the nest of the House Wren, 180.
Alle nigricans, 61, 241.
Allen, J. A., capture of Plectrophanes lapponicus in Chester, South
Carolina, 54;
the Sharp-tailed Finch in Kansas, 55.
Aluco flammeus americanus, 58.
Ammodramus caudacutus, 12, 104, 122, 253.
caudacutus nelsoni, 55, 122.
Ampelis cedrorum, 11, 18, 20, 37, 39, 54, 95, 110, 146, 162, 187, 227,
235.
garrulus, 227.
Amphispiza bilineata, 195.
Anas boschas, 19, 22, 105, 165, 224.
obscura, 42, 151, 224, 239.
Ancylochilus, 245.
Anhinga, 224, 225.
Anorthura troglodytes hyemalis, 109, 154.
Anser albifrons gambeli, 224.
cærulescens, 117.
hyperboreus, 117, 224.
Anthus ludovicianus, 8, 35, 64, 82, 189, 215, 218, 227, 234.
Antrostomus carolinensis, 96, 163, 169.
vociferus arizonæ, 211, 258.
Aphelocoma sordida arizonæ, 201.
woodhousii, 201.
Aquila chrysaëtus, 58, 123, 238.
chrysaëtus canadensis, 58, 123.
fusca, 14.
Archibuteo ferrugineus, 113, 227.
lagopus, 113, 179.
lagopus sancti-johannis, 184, 227, 237.
norvegicus, 179.
Ardea, 245.
egretta, 223, 239.
herodias, 3, 4, 5, 41, 93, 151, 165, 188, 223, 239.
occidentalis, 1, 2, 3, 4, 5.
pealei, 3.
virescens, 188.
wardi, 2, 5, 258.
würdemanni, 1, 2, 3, 4, 5, 242.
Ardetta exilis, 105, 176, 223.
Arquatella, 245.
Asio accipitrinus, 128, 227, 229, 237.
americanus, 227.
otus, 87.
wilsonianus, 237.
Astragalinus tristis, 12, 37, 147, 235.
Astur atricapillus, 227, 231, 237.
atricapillus striatulus, 232.
Asturina pucherani, 87.
Atagen, 88.
Auk, Razor-billed, 242.
Auriparus flaviceps, 81, 85.
Avocet, 105, 222.

Bailey, H. B., notice of his “‘Forest and Stream’ Bird Notes,” 175.
Baldpate, 256.
Bartramia longicauda, 42, 256.
Batchelder, Charles F., notes on the summer birds of the upper St.
John, 106, 147;
the Summer Tanager (Pyranga æstiva) in New Brunswick, 249;
the unusual “wave” of birds during the spring migration of 1882,
252.
Beal, F. E. L., Ampelis cedrorum as a sap-sucker, 54.
Beckham, Charles Wickliffe, short notes on the birds of Bayou Sara,
Louisiana, 159;
the Black-throated Bunting in Florida, 250.
Bendire, Charles, the Snowy Owl at Fort Walla Walla, W. T., 58.
Bernicla brenta, 239.
canadensis, 224, 239.
Bicknell, Eugene P., a sketch of the home of Hylocichla aliciæ
bicknelli, Ridgway, with some critical remarks on the allies of this
new race, 152.
Bird, Chipping, 13.
Cow, 10.
Indigo, 13, 17, 18.
of Paradise, Texan, 168.
Paradise, 178.
Bittern, 151.
American, 223, 239.
Least, 105, 176, 223.
Blackbird, Brewer’s, 40, 167.
Crow, 149, 236.
Red-winged, 18, 40, 92, 148, 163, 166, 188, 200, 224, 227, 236.
Rusty, 167.
Yellow-headed, 166, 236.
Black-cap, Wilson’s, 110.
Black-head, Little, 225, 257.
Bluebird, 7, 34, 90, 97, 104, 109, 115, 130, 133, 148, 161, 234.
Arctic, 76.
Rocky Mountain, 35.
Western, 76.
Bobolink, 99, 148, 189.
Bob White, 93, 165, 175.
Bonasa umbella, 48, 59, 151, 177, 188, 192, 238.
umbella sabinii, 227, 232.
umbella umbelloides, 63, 177.
Botaurus lentiginosus, 151, 223.
mugitans, 239.
Brachyotus palustris, 172.
Brant, White, 224.
Brewster, William, notes on the habits and changes of plumage of the
Acadian Owl (Nyctale acadica), with some additional records of
its breeding in Massachusetts, 23;
on Kennicott’s Owl and some of its allies, with a description of a
proposed new race, 27;
an erroneous record of the Orange-crowned Warbler
(Helminthophaga celata) in New Hampshire, 53;
Cuckoos laying in the nests of other birds, 57;
a remarkable specimen of the Pinnated Grouse (Cupidonia
cupido), 59;
on a collection of birds lately made by Mr. F. Stephens in Arizona,
65, 135, 193;
impressions of some Southern Birds, 94;
Coturniculus lecontei, C. henslowi, and Cistothorus stellaris in
Florida, 121;
notes on the habits of the Kittiwake Gull, 125;
Sterna forsteri breeding off the eastern shore of Virginia, 126;
an Owl’s egg laid in confinement, 183;
notes on some birds collected by Capt. Charles Bendire, at Fort
Walla Walla, Washington Territory, 225;
nest and eggs of Setophaga picta—a correction, 249;
Lomvia arra brünnichi and L. troile in New England, 251;
notes on some birds and eggs from the Magdalen Islands, Gulf of
St. Lawrence, 253.
Brown, Nathan Clifford, description of a new race of Peucæa ruficeps
from Texas, 26;
a reconnoissance in southwestern Texas, 33;
the Barn Owl in Maine—a retraction, 58;
an addition to the Maine fauna, 60;
early arrival of the Yellow-rumped Warbler in southern Maine,
119;
the Canada Jay at Portland, Maine, 122;
the Little Blue Heron in Maine, 123;
 the King Rail in New England, 124;
supplementary notes on two Texas birds, 127;
rapacious birds in confinement, 184;
remarks on five Maine birds, 189.
Browne, F. C., late stay (probable wintering) of Dendrœca pinus in
Massachusetts, 119.
Bubo bengalensis, 86.
ignavus, 86
virginianus, 87, 150, 164, 172, 184, 237.
virginianus pacificus, 229.
virginianus saturatus, 227, 229, 243.
virginianus subarcticus, 227, 229, 243.
Bucephala albeola, 225.
Buffle-head, 225.
Bullfinch, Pine, 121.
Bunting, Black-throated, 13, 17, 92, 250.
Clay-colored, 13.
Henslow’s, 121.
Indigo, 91, 105, 163.
Lark, 13, 39, 200.
Lazuli, 199.
Le Conte’s, 55, 121.
Painted, 92, 99, 100, 163.
Snow, 235.
Towhee, 100, 176.
Yellow-winged, 12.
Buteo abbreviatus, 42.
borealis, 18, 63, 151.
borealis calurus, 227.
brachyurus, 61, 184.
harlani, 159.
fuliginosus, 61, 116.
lineatus, 18, 21, 87, 93.
melanoleucus, 87.
pennsylvanicus, 87, 151, 174.
swainsoni, 174, 227.
Butorides, 245.
virescens, 18, 22, 46, 165, 223.
Butter-ball, 225, 240.
Buzzard, Mexican, 173.
Rough-legged, 237.
Turkey, 41, 93, 102, 164, 173, 174, 184.

Calamospiza bicolor, 13, 39, 200.

Calcarius, 179.
Calidris arenaria, 128, 239.
Calypte costæ, 210.
Campephilus principalis, 92, 170.
Campylorhynchus brunneicapillus, 82.
Canace canadensis, 151, 238.
Canary, 114, 115.
Canvas-back, 106, 225, 257.
Caprimulgus vociferus, 40, 149.
vociferus arizonæ, 258.
Cardinal, 39, 99, 131.
Saint Lucas, 199.
Texan, 199.
Cardinalis virginianus, 13, 18, 21, 39, 46, 91, 96, 99, 115, 131, 163.
virginianus igneus, 39, 199.
Carpodacus frontalis, 193.
purpureus, 62, 147, 157, 235.
purpureus californicus, 243.
Catbird, 7, 17, 49, 56, 90, 95, 99, 109, 160, 161, 176, 248.
Catharista atrata, 41, 46, 93, 103, 164, 174, 192.
Cathartes aura, 41, 93, 102, 164, 173, 174, 184, 192.
Catherpes mexicanus conspersus, 35.
 mexicanus punctulatus, 257.
Cedar bird, 11, 18, 20, 37, 54, 95, 110, 235.
Centrocercus, 220.
Centronyx ochrocephalus, 242.
Centrophanes, 179.
ornatus, 37.
lapponicus, 235.
Centurus aurifrons, 40.
carolinus, 40, 95, 97, 164, 171.
Certhia familiaris, 35, 109.
familiaris mexicana, 81.
familiaris montana, 257.
familiaris occidentalis, 257.
familiaris rufa, 35.
Ceryle alcyon, 41, 93, 150, 164, 171, 188, 227, 236.
Chætura pelasgica, 92, 150, 163, 169, 188, 236.
Chamæa fasciata henshawi, 257.
Chamæpelia passerina, 175.
Chamberlain, Montague, notes on some of the rarer birds of
southern New Brunswick, 104;
notice of his “Catalogue of the birds of New Brunswick,” 176.
Chaparral Cock, 41.
Charadrius dominicus, 41, 227, 238, 256.
Chat, Long-tailed, 139.
Yellow-breasted, 10, 17, 18, 162.
Chaulelasmus streperus, 42, 224, 256.
Chelidon, 179.
Chen hyperboreus, 105, 117, 128, 224, 239, 251.
Cherry-bird, 54.
Chewink, 18, 163, 248.
Chickadee, 119, 155.
Black-capped, 109, 234.
Carolina, 35, 90, 161.
Hudsonian, 109, 234.
Mexican, 79.
Oregon, 228.
Southern, 8.
Chlorophanes atrocristatus, 134, 135.
Chondestes grammica, 12, 16, 20, 38, 117.
grammica striata, 243.
Chordeiles acutipennis texensis, 170.
popetue, 17, 92, 150, 164, 170, 236.
virginianus henryi, 62.
Chroïcocephalus, 245.
philadelphia, 241.
Chrysomitris pinus, 12, 62, 148, 194, 235.
psaltria, 194.
psaltria arizonæ, 194.
tristis, 188, 227.
Chuck-will’s-widow, 96, 163, 169.
Cicinnurus regius, 178.
Cinclus aquaticus, 179.
merula, 179.
mexicanus, 61, 76, 118, 213, 218.
Circus cyaneus hudsonius, 237.
gouldi, 87.
hudsonius, 14, 150, 174, 188.
Cistothorus palustris, 8.
stellaris, 8, 118, 121, 187.
Clangula albeola, 240.
glaucium, 240.
glaucium americana, 151.
islandica, 240.
Clivicola, 179.
Coccygus americanus, 17, 56, 93, 164, 171.
erythrophthalmus, 18, 56, 150, 172, 188.
Cœreba lucida, 133, 134.
Colaptes auratus, 63, 93, 97, 118, 150, 164, 171, 188, 237.
auratus hybridus, 40, 227.
auratus mexicanus, 41, 227.
mexicanus, 63.
Colymbus septentrionalis, 179, 241.
torquatus, 177, 179, 241.
Contopus borealis, 62, 149, 205.
pertinax, 205.
virens, 17, 92, 149, 163, 169, 188, 248.
virens richardsoni, 62, 206.
Conurus carolinensis, 93, 164.
Coot, American, 19, 22, 165, 224.
Cormorant, Common, 240.
Double-crested, 128, 240.
Corvus americanus, 149, 188, 227.
corax, 149, 236.
corax carnivorus, 40, 64, 192, 201.
cryptoleucus, 201.
frugivorus, 40, 92, 149, 163, 168, 188, 227, 236, 250.
ossifragus, 250.
Cory, Charles B., capture of Larus leucopterus near Boston, 60;
the Turkey Buzzard in New Hampshire, 184.
Corythaix albicristatus, 114.
Cotile, 179.
riparia, 12, 62, 91, 110, 187.
Coturniculus henslowi, 121.
lecontei, 54, 121.
Coturniculus passerinus, 12, 17, 38, 99, 113, 121, 127.
 passerinus perpallidus, 127.
Coturnix dactylisonans, 243.
Coues, Elliott, nesting of the White-bellied Wren (Thryothorus
bewicki leucogaster), 52;
note on Mitrephanes, a new generic name, 55;
Wilson’s Plover (Ægialites wilsonius) in New England, 59;
the Snake-bird in Kansas, 61;
a “tidal wave” of birds in Washington, 185;
notices of his “Check List and Ornithological Dictionary,” 111, 242;
the Evening Grosbeak in New York, 250.
Cowbird, 40, 166, 176.
Dwarf, 11, 40, 77, 166. 200.
Crane, Sandhill, 42, 223.
Whooping, 223.
Creeper, Black-and-white, 8, 17, 36, 49, 90, 109, 160, 161.
Brown, 35, 109.
California, 257.
Mexican, 81.
Rocky Mountain, 257.
Crossbill, Mexican, 193.
White-winged, 235, 254.
Crow, 40, 149, 236.
Carrion, 93, 164, 174, 192.
Common, 92, 163, 168, 250.
Fish, 250.
Cuckoo, Black-billed, 18, 56, 150, 172.
Yellow-billed, 17, 56, 93, 164, 171.
Cupidonia cupido, 59, 115, 175.
Curlew, Esquimaux, 42, 239.
Hudsonian, 239.
Long-billed, 222, 256.
Sickle-billed, 42.
Cyanocitta cristata, 18, 92, 96, 102, 133, 135, 149, 155, 163, 168, 188,
236.
 stelleri, 229.
stelleri annectens, 227, 229.
stelleri diademata, 201.
stelleri macrolopha, 61, 201.
Cyanospiza amœna, 62.
ciris, 13.
cyanea, 13, 133, 135, 188.
Cyanurus cristatus, 188.
Cygnus americanus, 224.
buccinator, 224.
Cymochorea leucorrhoa, 241.
Cypselus saxatilis, 123, 211.

Dab-chick, 241.
Dafila acuta, 224, 239, 256.
Davie, Oliver, capture of the Golden Eagle (Aquila chrysaëtus
canadensis) near Columbus, O., 123.
Demiegretta sacra, 4.
Dendrœca æstiva, 9, 17, 109, 137, 161, 187, 234.
auduboni, 62, 137, 138.
blackburnæ, 9, 17, 36, 104, 109, 161, 234.
cærulea, 10, 17, 18, 19.
cærulescens, 10, 17, 109, 133.
canadensis, 10.
castanea, 9, 17, 19, 104, 110, 252, 253.
chrysoparia, 36.
coronata, 9, 36, 48, 49, 95, 109, 119, 137, 234.
discolor, 10, 16, 20, 36.
dominica, 20, 99, 253.
dominica albilora, 9, 16, 19, 20, 36, 49, 160, 161.
maculosa, 9, 17, 19, 109, 154, 156, 185, 234.
nigrescens, 138.
occidentalis, 136.
palmarum, 10, 17, 49, 54, 249.
 palmarum hypochrysea, 54.
pennsylvanica, 9, 17, 104, 109, 185.
pinus, 9, 17, 20, 95, 97, 99, 119, 128, 161.
striata, 9, 95, 114, 128, 156, 234, 253.
tigrina, 17, 19, 110, 186, 252, 253.
townsendi, 138.
vieilloti bryanti, 257.
virens, 9, 17, 37, 49, 109, 192, 234.
Dichromanassa, 245.
rufa, 1, 2, 3, 4.
Diomedea melanophrys, 258.
Dipper, American, 213.
European, 217.
Diver, Red-throated, 241.
Dolichonyx oryzivorus, 99, 148, 188, 189.
Dove, Carolina, 41, 53, 176, 238.
Ground, 175.
Mourning, 21, 93, 105, 165, 174.
Sea, 61.
Dovekie, 241.
Drew, Frank M., notes on the plumage of Nephæcetes niger borealis,
182.
Duck, Black, 42, 151, 224, 239.
Dusky, 224.
Eider, 240.
Harlequin, 240.
Long-tailed, 251.
Pintail, 224.
Ring-billed Black-head, 42.
Ring-necked, 190, 239.
Ruddy, 115, 225.
Scaup, 225, 239, 256.
Shoveller, 22.
Spoon-bill, 224.
Summer, 22, 165, 225.
 Surf, 240.
Wood, 151, 165, 225.
Dunlin, American, 256.
Dwight, J., Jr., Buteo brachyurus—a correction, 184.
Dytes auritus, 128.

Eagle, Bald, 151, 164, 174, 184.

Caracara, 173.
Golden, 58, 123, 238.
White-headed, 174, 238.
Eclectus polychlorus, 178, 183.
Ectopistes migratorius, 117, 151, 174, 238.
Egret, American, 94, 165.
Great White, 223, 239.
Little White, 1, 251.
Louisiana, 2.
Peale’s, 3.
Reddish, 1, 2, 3.
Snowy, 251.
White, 3.
Eider, King, 240.
Elanoïdes forficatus, 59, 103, 173, 174, 250.
Elanus glaucus, 173.
Empidonax acadicus, 18, 49, 56, 92, 97, 163, 169.
flaviventris, 149, 154, 156, 236.
flaviventris difficilis, 206.
fulvifrons pallescens, 207.
hammondi, 206.
minimus, 16, 55, 149, 169, 185, 188.
obscurus, 206.
pusillus, 206.
trailli, 149, 169.
Eniconetta, 179.
Eremophila, 179, 197.
alpestris, 187, 227, 234.
alpestris chrysolæma, 40, 202.
Ereunetes pusillus, 60, 238.
Erismatura rubida, 115, 225.
Erithacus rubecula, 53.
Eurinorhynchus pygmæus, 116.
Euspiza americana, 13, 112.

Falco columbarius, 173, 230, 237, 255.

columbarius suckleyi, 227, 230.
mexicanus polyagrus, 173.
richardsoni, 227, 230.
sacer obsoletus, 237.
sparverius, 41, 126, 151, 188, 211, 227, 237.
Falcon, Prairie, 173.
Farley, J. A., the White-throated Sparrow in winter near Worcester,
Mass., 122.
Finch, Bachman’s, 98.
Cassin’s, 13.
Gambel’s, 12.
Grass, 12, 18, 20, 99, 148.
House, 193.
Indigo, 100.
Lark, 12, 16, 20, 38.
Lincoln’s, 39, 197.
Nelson’s Sharp-tailed, 55.
Painted, 10, 13.
Pine, 12, 148, 194.
Purple, 147, 157, 235.
Sharp-tailed, 12, 104, 122, 253.
Western Grass, 38, 194.
Fisher. A. K., Dendræca palmarum at Sing Sing, N. Y., 249;
the Snow Goose (Chen hyperboreus) at Sing Sing, N. Y., 251.
Flamingo, 115, 131.
Flicker, 171.
Hybrid, 40.
Red-shafted, 41.
Yellow-shafted, 93, 164.
Florida, 245.
cærulea, 3, 9, 123, 168, 223.
Flycatcher, Acadian, 18, 49, 92, 97, 163, 169.
Arkansas, 202.
Ash-throated, 204.
Black-capped, 139.
Black-crested, 77.
Buff-breasted, 207.
Canada, 100.
Cassin’s, 202.
Cooper’s, 203, 258.
Coues’s, 205.
Great-crested, 17, 40, 92, 96, 149, 163, 169.
Hammond’s, 206.
Lawrence’s, 204.
Least, 16, 55, 149, 169.
Little, 206.
Olive-sided, 149, 205.
Ridgway’s Beardless, 208.
Scissor-tailed, 168.
Traill’s, 149, 169.
Vermilion, 207.
Western Yellow-bellied, 206.
Wright’s, 206.
Yellow-bellied, 149, 154, 156, 236.
Fork-tail, 168.
Fox, W. H., stray notes from Lookout Mountain, Tenn., 191.
Fratercula arctica, 241.
Freke, P. E., notice of his “Birds of Amelia County, Virginia,” 48.
Fulica americana, 19, 22, 165, 224.