📚 Year 12 OCR German: High-Frequency Exam Topics and Common Errors Analysis | Year 12 OCR 德语：高频考点与易错题分析
For Year 12 students following the OCR German specification, the AS-level year lays the critical foundation for success in the full A Level. The exam components – Listening, Reading, Translation, Writing on a set text or film, and a Speaking test – all test not only linguistic knowledge but also the ability to apply grammar accurately under pressure. This analysis draws on examiner reports and common classroom experience to highlight the topics and question types where students most frequently lose marks, and offers clear correction strategies. By focusing on these high-frequency pitfalls, learners can turn weak areas into strengths and build the precision OCR examiners expect.
对于学习 OCR 德语课程的 Year 12 学生来说，AS 这一年为整个 A Level 的成功奠定了关键基础。考试由听力、阅读、翻译、围绕指定文学作品或电影的写作以及口语测试组成，不仅考查语言知识，还考查在压力下准确运用语法的能力。本文结合考官报告和常见的课堂经验，梳理出学生最容易丢分的考点和题型，并提供清晰的纠正策略。聚焦这些高频错误区，学习者便能把薄弱环节转变为强项，逐步达到 OCR 考官所期待的语言精准度。
1. Noun Gender and Case: The Bedrock of Accuracy | 名词的性和格：准确性的基石
One of the most persistent error sources in OCR German exams is the incorrect use of noun gender and case. Even when students know the correct vocabulary, a wrong article or adjective ending can invalidate a grammar point. For example, using ‘der’ for ‘Mädchen’ or failing to recognise that ‘mit’ always takes the dative are typical slips. Remember that case governing is not optional: prepositions such as ‘mit’, ‘nach’, ‘von’, ‘zu’, ‘bei’, ‘seit’ always require the dative; ‘durch’, ‘für’, ‘ohne’, ‘um’, ‘gegen’ always require the accusative; and two-way prepositions like ‘in’, ‘an’, ‘auf’, ‘hinter’, ‘neben’, ‘über’, ‘unter’, ‘vor’, ‘zwischen’ take dative for location and accusative for direction.
在 OCR 德语考试中，名词的性和格用错是最顽固的错误源之一。即使学生记住了正确的词汇，一个用错的冠词或形容词词尾就可能导致语法分全失。例如，为 ‘Mädchen’ 使用 ‘der’，或者没有意识到 ‘mit’ 永远支配第三格，都是典型失误。请牢记格支配不是可选项：’mit’、’nach’、’von’、’zu’、’bei’、’seit’ 等介词永远支配第三格；’durch’、’für’、’ohne’、’um’、’gegen’ 永远支配第四格；而 ‘in’、’an’、’auf’、’hinter’、’neben’、’über’、’unter’、’vor’、’zwischen’ 等双格介词表示位置用第三格，表示方向用第四格。
A further challenge lies in the genitive case, which is frequently tested in translation and writing. Expressions such as ‘während der Ferien’, ‘trotz des schlechten Wetters’, ‘wegen des Lärms’ should be practised until they become automatic. Note that the genitive singular masculine and neuter nouns typically add ‘-s’ or ‘-es’, but many students forget this. Also, in informal spoken German the dative is sometimes used with ‘wegen’, but for exam purposes you must demonstrate knowledge of the standard genitive.
另一个难点在于第二格，它在翻译和写作中常常被考查。例如 ‘während der Ferien’、’trotz des schlechten Wetters’、’wegen des Lärms’ 等表达应该反复练习直到脱口而出。注意第二格单数阳性和中性名词通常加 ‘-s’ 或 ‘-es’，而很多学生忘了这一点。此外，口语中常有 ‘wegen’ 接第三格的用法，但在考试中你必须展示标准第二格的知识。
2. Verb Position and Tense Usage | 动词位置与时态用法
The German verb-second rule in main clauses is a grammatical cornerstone, yet time pressure often leads students to misplace the finite verb. In a correct main clause, the conjugated verb must be the second idea, which is not always the second word. For instance, ‘Gestern Abend habe ich ein interessantes Buch gelesen’ – here the time phrase ‘Gestern Abend’ occupies position one, the verb ‘habe’ is in position two, and the past participle goes to the end. A mistake like ‘Gestern Abend ich habe…’ is a serious structural error that OCR examiners penalise heavily across reading, writing and translation components.
德语主句中的动词第二位规则是语法基石，但考试压力下学生常常放错定式动词的位置。在正确的主句中，变位动词必须位于第二条信息的位置，而这并不总是第二个单词。例如 ‘Gestern Abend habe ich ein interessantes Buch gelesen’——这里时间短语 ‘Gestern Abend’ 占据第一位，动词 ‘habe’ 在第二位，过去分词则去了句末。类似 ‘Gestern Abend ich habe…’ 的错误是严重的结构失误，OCR 考官在阅读、写作和翻译中都会严厉扣分。
Tense confusion also appears frequently. While discussing past events, students might overuse the perfect tense when the narrative past (Imperfekt / Präteritum) is required for writing about a film or literary text. Conversely, in spoken tasks they may use the Präteritum where the perfect is more natural, such as ‘Ich ging ins Kino’ instead of ‘Ich bin ins Kino gegangen’. For the Year 12 speaking exam, the perfect tense is expected for most past narratives unless you are using auxiliary or modal verbs. Practise transforming sentences between tenses until the choice becomes instinctive.
时态混淆也频繁出现。在谈论过去事件时，学生可能会在需要叙述过去时（Imperfekt）的影视或文学文本写作中过度使用现在完成时。反过来，在口语任务中他们也可能在不恰当的地方使用叙述过去时，例如说 ‘Ich ging ins Kino’ 而非更为自然的 ‘Ich bin ins Kino gegangen’。在 Year 12 口语考试中，除助动词和情态动词外，大多数关于过去的叙述都应使用现在完成时。请反复练习句子时态的转换，直到选择变成一种本能。
3. Adjective Endings: Turning Detail into Accuracy | 形容词词尾：把细节变为准确
Adjective endings form a classic high-frequency challenge for OCR candidates. The declension depends on three factors: whether there is a preceding article, what type of article it is (definite, indefinite, or possessive), and the case and gender of the noun. In the pressure of an exam, many students default to ‘-e’ for everything or mix up the strong and weak endings. The weak declension after a definite article uses ‘-e’ for nominative singular and ‘-en’ for most other forms; the strong declension, used when there is no article, shows the case ending clearly, e.g. ‘kaltes Wasser’ (nom./acc. neuter). A very common mistake is writing ‘das kaltes Wasser’ instead of ‘das kalte Wasser’.
形容词词尾是 OCR 考生面临的一个典型高难考点。词尾变化取决于三个因素：前面是否有冠词、冠词的类型（定冠词、不定冠词或物主冠词）以及名词的格与性。在考试压力下，许多学生会一律使用 ‘-e’，或者混淆强变化和弱变化词尾。定冠词后的弱变化在单数第一格用 ‘-e’，其他大部分形式用 ‘-en’；而零冠词时的强变化则清晰显示格词尾，例如 ‘kaltes Wasser’（第四/第一格中性）。一个极常见的错误是写 ‘das kaltes Wasser’ 而非 ‘das kalte Wasser’。
To master adjective endings, focus on the signal principle: where the article already shows the case (e.g., ‘dem’, ‘einen’), the adjective takes a weaker ending like ‘-en’; when there is no signal, the adjective takes a stronger ending like ‘-er’, ‘-es’, ‘-en’. Create summary tables for mixed declension after ‘ein’, ‘mein’, ‘kein’, etc., and practise with gap-fill exercises regularly. The translation into German often demands correct adjective endings in attributive position, so don’t neglect them during revision.
要掌握形容词词尾，应聚焦于信号原则：当冠词已经标示了格（如 ‘dem’、’einen’）时，形容词用较弱的词尾，如 ‘-en’；当没有信号时，形容词则用较强的词尾，如 ‘-er’、’-es’、’-en’。请为 ‘ein’、’mein’、’kein’ 后的混合变化制作总结表格，并定期进行填空练习。德语翻译题常常要求在定语位置使用正确的形容词词尾，所以复习时切不可忽略。
4. Subordinate Clauses and the Verb-End Rule | 从句与尾语序规则
Subordinate clauses, introduced by conjunctions like ‘weil’, ‘dass’, ‘wenn’, ‘obwohl’, ‘da’, ‘bevor’, ‘nachdem’, demand that the conjugated verb moves to the end of the clause. This rule is non-negotiable in formal written German and is tested intensively in the translation and writing papers. A sentence such as ‘Ich denke, dass das eine gute Idee ist’ clearly places ‘ist’ at the end. A common error is to write ‘Ich denke, dass das ist eine gute Idee’, which directly mirrors English word order and loses marks.
由 ‘weil’、’dass’、’wenn’、’obwohl’、’da’、’bevor’、’nachdem’ 等连词引导的从句要求变位动词移至从句末尾。这条规则在正式的德语书面语中没有例外，在翻译和写作试卷中被重点考查。像 ‘Ich denke, dass das eine gute Idee ist’ 这样的句子明确将 ‘ist’ 放在句末。一个常见错误是写出 ‘Ich denke, dass das ist eine gute Idee’，直接模仿了英语的语序，因而丢分。
Multiple subordination can cause even more confusion. When a sentence has two subordinate clauses, the verb endings must still obey the rule. For example, ‘Er sagte, dass er nicht kommen könne, weil er krank sei’ uses subjunctive forms with the verbs at the ends. Practice with complex structures like ‘Ich bin froh, dass du mir geholfen hast, obwohl du wenig Zeit hattest’ will build the neural pathways needed in the exam. Also beware of the comma placement: a dependent clause is always separated by a comma from the main clause.
多重从句可能带来更大的困扰。如果一个句子有两个从句，动词词尾规则依然必须遵守。例如 ‘Er sagte, dass er nicht kommen könne, weil er krank sei’ 就使用了带从句尾语序的虚拟式。练习 ‘Ich bin froh, dass du mir geholfen hast, obwohl du wenig Zeit hattest’ 这样的复杂结构，能够在考试中形成必要的神经通路。同时要注意逗号的用法：从句与主句之间总是用逗号分隔。
5. The Subjunctive Mood (Konjunktiv II) in Reported Speech and Hypotheticals | 虚拟式（第二虚拟式）在间接引语和假设中的运用
In the OCR Year 12 context, Konjunktiv II appears most commonly in the writing and translation tasks connected to the literary or film studies, and in formal expressions of politeness or hypothetical situations. The most frequent mistake is confusing Konjunktiv II with the imperfect indicative: for instance, using ‘hatte’ when ‘hätte’ is required, or ‘wurde’ instead of ‘würde’. The subjunctive forms of ‘haben’ (hätte), ‘sein’ (wäre) and the modal verbs (könnte, müsste, dürfte, sollte, wollte) must be rote-learned. A very common error is ‘Wenn ich reich bin, würde ich ein Haus kaufen’ – the correct hypothetical requires ‘Wenn ich reich wäre, würde ich ein Haus kaufen’.
在 OCR Year 12 的课程背景下，第二虚拟式最常见于与文学作品或电影研究相关的写作和翻译任务中，也用于表达礼貌或假设情景。最常见的错误是将第二虚拟式与直陈式过去时混淆：例如该用 ‘hätte’ 时用了 ‘hatte’，或者该用 ‘würde’ 时用了 ‘wurde’。’haben’ 的虚拟式（hätte）、’sein’（wäre）以及情态动词的虚拟式（könnte, müsste, dürfte, sollte, wollte）都需要烂熟于心。一个极常见的错误是 ‘Wenn ich reich bin, würde ich ein Haus kaufen’——正确的假设句应为 ‘Wenn ich reich wäre, würde ich ein Haus kaufen’。
For set text analysis, you must accurately transform direct speech into reported speech using Konjunktiv I and II. While Konjunktiv I is more formal, Konjunktiv II often replaces it when the Konjunktiv I form is identical to the indicative. For example, ‘Sie sagte, sie habe kein Geld’ (Konjunktiv I) could become ‘Sie sagte, sie hätte kein Geld’ in everyday usage. Practise recognising and producing such structures in your essay writing, and ensure you don’t overuse the ‘würde’ construction with auxiliary verbs, where a genuine subjunctive form exists.
在分析指定作品时，你必须能够用第一和第二虚拟式将直接引语准确地转换为间接引语。虽然第一虚拟式更正式，但当其形式与直陈式相同时，常由第二虚拟式替代。例如 ‘Sie sagte, sie habe kein Geld’（第一虚拟式）在日常中可能说成 ‘Sie sagte, sie hätte kein Geld’。要在写作中练习辨识和产出这种结构，并确保不要在有真正虚拟式形式的助动词上过分使用 ‘würde’ 结构。
6. Common Pitfalls in German-to-English and English-to-German Translation | 德英与英德翻译的常见陷阱
The translation tasks in the OCR paper are a litmus test of precise grammatical understanding and lexical choice. When translating into German, students often fall into the trap of literal word-for-word transfer. For example, ‘I look forward to seeing you’ becomes ‘Ich sehe vorwärts zu dich sehen’ instead of the idiomatic ‘Ich freue mich darauf, dich zu sehen’. Another notorious pitfall is the translation of ‘When I was young…’: many write ‘Als ich jung war…’ which is acceptable, but then incorrectly follow with ‘ich mochte Fußball spielen’ instead of ‘ich habe gern Fußball gespielt’. Learn set phrase equivalents rather than inventing constructions.
OCR 试卷中的翻译任务是对精确语法理解和词汇选择的试金石。在翻译成德语时，学生常常掉入逐词直译的陷阱。例如 ‘I look forward to seeing you’ 被译成 ‘Ich sehe vorwärts zu dich sehen’，而不是地道的 ‘Ich freue mich darauf, dich zu sehen’。另一个典型的陷阱是 ‘When I was young…’ 的翻译：很多人写 ‘Als ich jung war…’ 尚可接受，但接着却错误地写 ‘ich mochte Fußball spielen’，而不是 ‘ich habe gern Fußball gespielt’。要学会固定的句子对等表达，而不是自创结构。
When translating into English, the most common error is missing nuances of German particles (doch, mal, ja, denn, aber) and failing to render the tone. For example, ‘Das ist doch klar’ might be mistranslated as ‘That is clear’ losing the emphatic ‘surely’ or ‘after all’ flavor. Also, time expressions with ‘seit’ demand the present tense in German but usually translate into the English perfect: ‘Ich wohne seit drei Jahren hier’ becomes ‘I have been living here for three years’, not ‘I live here since three years’. Exam candidates must actively practise these conversion patterns under timed conditions.
在翻译成英语时，最常见的错误是漏掉德语小品词（doch、mal、ja、denn、aber）的细微含义，以及未能体现出语气。例如 ‘Das ist doch klar’ 可能被误译为 ‘That is clear’，丢失了 ‘surely’ 或 ‘after all’ 的强调意味。此外，带有 ‘seit’ 的时间表达在德语中要求用现在时，但翻译成英语通常对应现在完成时或现在完成进行时：’Ich wohne seit drei Jahren hier’ 应译为 ‘I have been living here for three years’，而不是 ‘I live here since three years’。考生必须在限时条件下积极练习这些转换模式。
7. Common Errors in Writing: Structure and Register | 写作常见错误：结构与语域
The Year 12 writing paper, based on a film or literary work, carries substantial marks for content, structure and language quality. A frequent mistake is mixing registers: using colloquial expressions like ‘krass’, ‘voll gut’ or clipped verb forms in a formal analysis. The essay must maintain an academic tone with full verb forms (‘es ist’ not ‘is’) and avoid slang. Moreover, the structure should show a clear introduction, paragraphs with a point-evidence-explanation pattern, and a conclusion. Examiners often note that essays lack a logical flow because students jump from one idea to another without linking words.
基于一部电影或文学作品的 Year 12 写作试卷在内容、结构和语言质量上都有大量分值。一个常见错误是语域混淆：在正式分析中使用口语表达，比如 ‘krass’、’voll gut’ 或缩略动词形式。短文必须保持学术语气，使用完整的动词形式（’es ist’ 而非 ‘is’），并避免俚语。此外，结构上应该展现出清晰的引言、采用观点-论据-解释模式的段落以及结论。考官经常指出，由于学生缺少连接词，文章缺乏逻辑脉络，一个想法跳转到另一个想法。
Another critical error is incorrect or imprecise referencing of the text or film. Statements such as ‘In dem Film passiert viele Sachen’ are vague and score low. Instead, refer to specific scenes, dialogue or character actions in German, for example: ‘In der Schlussszene, als der Protagonist sich gegen seinen Vater auflehnt, wird der Generationenkonflikt auf gesellschaftlicher Ebene sichtbar.’ This shows a higher level of analytical thinking and precise vocabulary. Practise learning a bank of key quotes and thematic vocabulary to elevate your essay.
另一个关键错误是对文本或电影的引用不准确或过于模糊。像 ‘In dem Film passiert viele Sachen’ 这样的陈述非常笼统，得分很低。相反，要用德语提及具体的场景、对话或人物的行为，例如：’In der Schlussszene, als der Protagonist sich gegen seinen Vater auflehnt, wird der Generationenkonflikt auf gesellschaftlicher Ebene sichtbar.’ 这能展现更高层次的思维分析和精准的用词。请练习记忆一批关键引语和主题词汇，以提升你的作文。
8. Typical Mistakes in the Speaking Exam | 口语考试中的典型错误
The OCR speaking exam places a premium on spontaneous response and interactive communication, yet many Year 12 candidates arrive with rehearsed monologues that sound unnatural. While preparation is essential, over-scripting leads to a different pitfall: when the examiner asks an unexpected follow-up question, the student freezes. A better strategy is to practise thematic flexibility: build topic mind maps and develop the ability to express opinions, reasons and examples in multiple ways. For example, learn to say ‘Ich denke, dass…’, ‘Meiner Meinung nach…’, ‘Ich bin der Ansicht, dass…’ to avoid repetition.
OCR 口语考试高度重视即席应答和互动交流，然而很多 Year 12 考生准备了背诵式的独白，听起来很不自然。虽然准备是必要的，但过度依赖脚本又会掉入另一个陷阱：当考官问及意料之外的追问时，学生就会愣住。更好的策略是练习主题应对的灵活性：围绕话题构建思维导图，并培养用多种方式表达观点、理由和实例的能力。例如，学会使用 ‘Ich denke, dass…’、’Meiner Meinung nach…’、’Ich bin der Ansicht, dass…’ 来避免重复。
Pronunciation and intonation errors, though not carrying huge direct marks, affect the overall fluency mark and can impede comprehension. A common error is mixing up the ‘ch’ sounds: after a, o, u (Ach-Laut) it is a hard guttural sound like in ‘Bach’; after e, i, ä, ö, ü, consonants (Ich-Laut) it is softer, like ‘ich’. Another error is the final ‘-ig’ pronounced as ‘-ich’ in Standard German (e.g., ‘König’ should sound like ‘Könich’). Also, stressing the wrong syllable, such as ‘FaMIlie’ instead of ‘FaMilie’, can cause misunderstanding. Regular pronunciation drills are invaluable.
发音和语调错误虽然不直接占很大分值，却会影响整体流利度分数，并可能阻碍理解。一个常见错误是混淆 ‘ch’ 的发音：在 a、o、u 后（Ach-Laut）是喉咙里较强的擦音，类似 ‘Bach’；在 e、i、ä、ö、ü 和辅音后（Ich-Laut）较轻柔，如 ‘ich’。另一个错误是标准德语中词尾 ‘-ig’ 应发成 ‘-ich’（例如 ‘König’ 听起来像 ‘Könich’）。此外，重音错误，比如把 ‘Familie’ 读成 ‘FaMIlie’ 而不是 ‘FaMilie’，也可能造成误解。定期的发音训练极其重要。
The discussion card in the OCR exam tests how well you can argue and counter-argue. Many candidates either agree too easily or fail to construct a balanced response. Train yourself to use concessive structures: ‘Obwohl man sagen könnte, dass…, bin ich der Meinung, dass…’ or ‘Einerseits…, andererseits…’. This demonstrates advanced linguistic control and critical thinking, pushing your speaking mark into the higher bands.
OCR 考试中的讨论卡片考查你进行论证和反驳的能力。很多考生要么太快同意，要么无法构建平衡的回应。训练自己使用让步结构：’Obwohl man sagen könnte, dass…, bin ich der Meinung, dass…’ 或者 ‘Einerseits…, andererseits…’。这能展现高级的语言掌控力和批判性思维，将你的口语分数推向更高档次。
9. High-Frequency Thematic Vocabulary and Lexical Errors | 高频主题词汇与用词错误
OCR specification themes such as ‘Aspects of German-speaking society’ (e.g., family, digital world, youth culture) and ‘Artistic culture and heritage’ (festivals, cultural life, media) recur year after year. A common lexical error is false friends or words that look English but carry a different meaning. For example, ‘aktuell’ means ‘current’ not ‘actual’; ‘sensible’ means ‘sensitive’, not ‘sensible’; ‘die Rente’ is ‘pension’, not ‘rent’; and ‘bekommen’ means ‘to receive’, not ‘to become’. Learning these as part of a dedicated false-friends list is a high-yield revision strategy.
OCR 考纲中的主题，如“德语社会面面观”（例如家庭、数字世界、青年文化）和“艺术文化与遗产”（节日、文化生活、媒体），年年都会出现。一个常见的用词错误是假朋友或看似英语但含义不同的词。例如，’aktuell’ 意思是“当前的”，而不是“实际的”；’sensible’ 是“敏感的”，不是“明智的”；’die Rente’ 是“养老金”，不是“租金”；’bekommen’ 是“收到”，不是“变成”。将这些词汇整理成专门的假朋友列表进行学习，是一种回报率很高的复习策略。
Furthermore, within each theme, students frequently misuse prepositional phrases. For instance, ‘Ich interessiere mich für…’ (not ‘in’), ‘Ich träume von…’ (not ‘über’), ‘Ich ärgere mich über…’ (not ‘auf’) – these must become automatic. A useful method is to learn nouns and verbs together with their prepositions, ideally in a full sentence: ‘Ich denke viel an meine Zukunft’. Create flashcards with the verb and its case-governing preposition on one side and an example sentence on the other. This approach tackles both comprehension and production across all four skills.
此外，在每个主题内部，学生常常用错介词短语。例如，’Ich interessiere mich für…’（不是 ‘in’），’Ich träume von…’（不是 ‘über’），’Ich ärgere mich über…’（不是 ‘auf’）——这些必须达到自动化的程度。一个有效的方法是把名词、动词连同它们要求的介词一起学习，最好是用完整的句子来记：’Ich denke viel an meine Zukunft’。制作一面写着动词及其支配格的介词，另一面写着例句的抽认卡。这种方法能够同时提升理解与产出能力，覆盖听说读写四项技能。
10. Misunderstandings in Reading and Listening Strategies | 阅读与听力策略中的误区
In the listening comprehension section, many marks are lost because students fail to use the preparation time wisely. Instead of carefully reading the questions and underlining keywords, they may let their attention wander. Before the audio plays, highlight the question words (wer, was, wann, wo, warum) and predict possible synonyms or paraphrases. The OCR recording often uses different phrasing from the question stem to test true understanding. For example, the question might contain ‘die Vorteile von Social Media’, but the speaker might say ‘positive Aspekte der sozialen Netzwerke’. Recognising these lexical fields is a skill that requires targeted practice.
在听力理解部分，许多学生因为没有合理利用准备时间而丢分。他们可能注意力分散，而没有仔细阅读题目并圈出关键词。在音频播放前，标出疑问词（谁、什么、什么时候、哪里、为什么）并预测可能的同义词或改写。OCR 的录音常常会用与题目题干不同的措辞，以考查真实理解力。例如，题目中可能出现 ‘die Vorteile von Social Media’，但说话者可能说的是 ‘positive Aspekte der sozialen Netzwerke’。识别这类词汇场的能力需要通过针对性练习来培养。
For the reading tasks, a prevalent error is ignoring the exact wording of the instruction. Some exercises demand a True/False/Not Mentioned response; if you write ‘yes’ or ‘no’ you may score zero. In gap-fill tasks, remember to check noun endings and verb forms to ensure they fit the contexts, and avoid adding extra words when the instruction says ‘one word only’. Another trap is the distractors: OCR texts often include sentences that appear to support a statement but then reverse it. Train yourself to read the whole sentence around the key phrase and be wary of words like ‘nicht’, ‘kein’, ‘jedoch’, ‘obwohl’.
在阅读任务中，一个普遍的错误是忽略题目的准确措辞。有些练习要求回答 True/False/Not Mentioned（正确/错误/未提到）；如果你写 yes 或 no，可能得零分。在填空练习中，记得检查名词词尾和动词形式，确保它们符合上下文，并且当题目说明“仅填一词”时不要添加多余词汇。另一个陷阱是干扰信息：OCR 的文章里常常包含那些看似支持某一陈述但随后又推翻的句子。要练习通读关键词前后的整句话，并对 ‘nicht’、’kein’、’jedoch’、’obwohl’ 等词保持警惕。
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