Difference between revisions of "Notes and observations from your language tutor (Aufbaumodule)"

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(New page: == October 2008 == *Mistake: “You need not necessarily grammar.” *Context: talking about the CLT approach *Problem: syntax *Solution: “You don’t necessarily need grammar.” *Be...)
 
 
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== October 2008 ==
 
== October 2008 ==
  
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*Erarbeitung = development, formulation
 
*Erarbeitung = development, formulation
−
 
  
  
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*außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)
 
*außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)
 +
 +
 +
*Mistake: "... to do something all the day."
 +
*Context: talking about consciousness-raising
 +
*Problem: article
 +
*Solution: "... to do something all day."
 +
 +
 +
*anwenden = to apply
 +
 +
 +
*Nachhilfe = private lessons
 +
  
 
== December 2008 ==
 
== December 2008 ==
 +
 +
*Suchworträtsel = word search
 +
 +
 +
*Kreuzworträtsel = crossword puzzle
 +
 +
 +
*Mistake: “Is that an vocabulary exercise?”
 +
*Context: talking about vocabulary exercises in workbooks
 +
*Problem: indefinite article
 +
*Solution: “Is that a vocabulary exercise?”
 +
 +
 +
*Mistake: “The students should learn to think as well as write English.”
 +
*Context: talking about vocabulary exercises in workbooks
 +
*Problem: word usage
 +
*Solution: “The students should learn to think as well as write in English.”
 +
 +
 +
*Mistake: “I tend to get convinced by this opinion.”
 +
*Context: talking about vocabulary exercises in workbooks
 +
*Problem: word usage
 +
*Solution: “I tend to be convinced by this opinion.”
 +
 +
 +
*Mistake: “The exercise gives you a way how to connect the words.”
 +
*Context: talking about vocabulary exercises in workbooks
 +
*Problem: word usage
 +
*Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”
 +
 +
 +
*mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]
 +
 +
 +
*sensibilisieren = to sensitize
 +
 +
 +
*Mistake: vocabularies
 +
*Context: talking about vocabulary exercises in workbooks
 +
*Problem: vocabulary does not take the plural form in English
 +
*Solution: vocabulary (pl.)
 +
 +
 +
== January 2009 ==
 +
 +
*einschätzen = estimate, evaluate
 +
 +
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*umgehen mit = to handle, deal with
 +
 +
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*Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)
 +
 +
 +
*Context: Why are textbooks the Leitmedien in the classroom?
 +
 +
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*Erziehungsziel = (major or central) educational goal (also my suggestion)
 +
 +
 +
*Mistake: “I’ve already teached it…”
 +
*Context: talking about content in textbooks
 +
*Problem: form of past participle
 +
*Solution: “I’ve already taught it…”
 +
 +
 +
*Ebene = level
 +
 +
 +
*Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”
 +
*Context: talking about communicative competence
 +
*Problem: “do” not needed in this case
 +
*Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”
 +
 +
 +
*Respektsperson = someone to be treated respectfully or with respect; someone that is respected
 +
 +
 +
*facet = [http://www.merriam-webster.com/dictionary/facet pron.]
 +
 +
 +
*Beobachtung = observation
 +
 +
 +
*register = [http://www.merriam-webster.com/dictionary/register pron.]
 +
 +
 +
== April 2009 ==
 +
 +
*Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)
 +
 +
 +
*Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)
 +
 +
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*Bilder verstehen = visual literacy
 +
 +
 +
*zusammenhängendes Sprechen = topic-based talk
 +
 +
 +
*Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs
 +
 +
 +
*Mistake: “…she wants very much from her students to do.”
 +
*Context: talking about the expectations in lesson planning
 +
*Problem: incorrect expression
 +
*Solution: “…she wants/expects her students to do a lot.”
 +
 +
 +
*Mistake: “It’s more important that you can speak fluent.”
 +
*Context: talking about communicative competence
 +
*Problem: expression; adverb at end
 +
*Solution: “It’s more important to be able to speak fluently.”
 +
 +
 +
*Mistake: “If you keep a discussion up…”
 +
*Context: talking about communicative competence
 +
*Problem: expression
 +
*Solution: “If you keep a discussion going…”
 +
 +
 +
*communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]
 +
 +
 +
*Floskel = set phrase
 +
 +
 +
*wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)
 +
 +
 +
*Voraussetzung = prerequisite, requirement, qualification, precondition
 +
 +
 +
*Unterrichtseinheit = teaching unit
 +
 +
 +
*Mistake: “I would appreciate if we could do an own lesson plan.”
 +
*Context: discussing lesson planning
 +
*Problem: “an” used instead of “our”
 +
*Solution: “I would appreciate if we could do (or plan) our own lesson plan.”
 +
 +
 +
*Mistake: “You don’t have to deal with English all of the day.”
 +
*Context: talking about authentic English in the classroom
 +
*Problem: expression
 +
*Solution: “You don’t have to deal with English all day (long).”
 +
 +
== May 2009 ==
 +
 +
*Schulpraktikum = student teaching, teacher training, teaching internship
 +
 +
 +
*Mistake: “If you really want to learn the structure of the grammar…”
 +
*Context: talking about grammar myths
 +
*Problem: expression
 +
*Solution: “If you really want to learn the grammar structure…”
 +
 +
 +
*Mistake: “You have those sample sentence that…”
 +
*Context: talking about effective grammar teaching
 +
*Problem: plural needed
 +
*Solution: “You have those sample sentences that…”
 +
 +
 +
*Mistake: “She made a nice presentation.”
 +
*Context: talking about the topic from the previous week
 +
*Problem: incorrect verb usage
 +
*Solution: “She gave a nice presentation.”
 +
 +
 +
*Mistake: “…just be task-orientated.”
 +
*Context: talking about modern grammar theories
 +
*Problem: incorrect word usage
 +
*Solution: “…just be task-oriented.”
 +
 +
 +
*Mistake: “Then there would be a homework.”
 +
*Context: talking about task-based lesson plans
 +
*Problem: incorrect article usage
 +
*Solution: “Then there would be homework.”
 +
 +
 +
*irregular verbs = pron. (“verbs” not “werbs”)
 +
 +
 +
*mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]
 +
 +
 +
*vocabularies = no pl. (should be “vocabulary”)
 +
 +
 +
*Mistake: “The best way how to learn those idioms…”
 +
*Context: talking about collocations and idioms
 +
*Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”
 +
*Solution: “The best way to learn those idioms…”
 +
 +
 +
== June 2009 ==
 +
 +
*Vokabeln (pl.) = vocabulary (no pl. ending!)
 +
 +
 +
*Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)
 +
 +
 +
*autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]
 +
 +
 +
*Sozialform = social form
 +
 +
 +
*Grobziele = aims, general objectives
 +
 +
 +
*Feinziele = specific objectives
 +
 +
 +
*didaktische Reserve = alternative plan
 +
 +
 +
*Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)
 +
 +
 +
*Mistake: “I had a look on the shorter version…”
 +
*Context: comparing lesson plans
 +
*Problem: preposition
 +
*Solution: ”I had a look at the shorter version…”
 +
 +
 +
*interkultureller Handlungskompetenz = intercultural competence (for action)
 +
 +
 +
*Sachanalyse = analysis of subject matter
 +
 +
 +
*techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]
 +
 +
 +
*Mistake: “to write a test”
 +
*Context: discussing possible poster topics
 +
*Problem: incorrect verb usage
 +
*Solution: “to take a test”
 +
 +
 +
*hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]
 +
 +
 +
*(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]
 +
 +
 +
*interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]
 +
 +
 +
*curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]
 +
 +
 +
*decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]
 +
 +
 +
*Noten = grades (Amer. Eng.), marks (Br. Eng.)
 +
 +
 +
== October 2009 ==
 +
 +
*Mistake: “When will be the poster session?”
 +
*Context: discussing upcoming semester projects: posters
 +
*Problem: syntax
 +
*Solution: “When will the poster session be?”
 +
 +
 +
*Schauwand = display wall
 +
 +
 +
*Mistake: “Keeping it simple is a good advice.”
 +
*Context: discussing posters
 +
*Problem: article usage
 +
*Solution: “Keeping it simple is good advice.”
 +
 +
 +
*Bildungssystem = educational system
 +
 +
 +
*communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]
 +
 +
 +
*Mistake: “uncorrect language”
 +
*Context: talking about communicative competence
 +
*Problem: word usage
 +
*Solution: “incorrect langage”
 +
 +
 +
*Mistake: “But I think in the context with a foreign language…”
 +
*Context: talking about communicative competence
 +
*Problem: preposition
 +
*Solution: “But I think in the context of a foreign language…”
 +
 +
 +
*Mistake: “Students feel pressurized…”
 +
*Context: talking about communicative competence
 +
*Problem: word usage
 +
*Solution: “Students feel pressured…”
 +
 +
 +
*Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]
 +
 +
 +
== November 2009 ==
 +
 +
*discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”)
 +
 +
 +
*Mistake: “…and I thought there were all the points mentioned that were important”
 +
*Context: giving feedback to facilitator group
 +
*Problem: phrasing
 +
*Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points”
 +
 +
 +
*Unterrichtsgestaltung = classroom design/structure
 +
 +
 +
*Kommunikatives Handeln = communicative action
 +
 +
 +
*Prinzip der funktionalen Einsprachigkeit = functional code-switching
 +
 +
 +
*Prinzip der Authentizität = authenticity
 +
 +
 +
*Prinzip der funktionalen Fehlertoleranz = tolerance toward errors
 +
 +
 +
*Sprachbewusstheit = language awareness
 +
 +
 +
*Sprachbewusstsein = consciousness raising
 +
 +
 +
-„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)
 +
 +
 +
== December 2009 ==
 +
 +
*Mistake: “It’s easier because you don’t have a foreign speaking environment.”
 +
*Context: talking about whether grammar teaching is necessary in the foreign lang. classroom
 +
*Problem: word choice
 +
*Solution: “It’s easier because you don’t have a foreign language environment.”
 +
 +
 +
*Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level
 +
 +
 +
*Lernersprache/Interlanguage = interlanguage
 +
 +
 +
*Hochfrequente Wörter = high-frequency words
 +
 +
 +
*Eselsbrücken = mnemonic aids
 +
 +
 +
*Karteikarten = flash cards (in vocabulary learning)
 +
 +
 +
*Aufgabenstellung = task, assignment of tasks, setting of a task
 +
 +
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*Mistake: “In the beginning of the learning process…”
 +
*Context: talking about the seven golden rules of vocabulary learning
 +
*Problem: preposition
 +
*Solution: “At the beginning of the learning process…”
 +
 +
 +
*bestimmen = to define, determine, etc.
 +
 +
 +
*Vokabeln = vocabulary (words) -> never pl. "vocabularies"
 +
 +
 +
*determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]
 +
 +
 +
*particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]
 +
 +
 +
*Mistake: “We would like to…”
 +
*Context: presenting how you would structure lesson plans
 +
*Problem: in this context, “like to” makes the situation sound less hypothetical
 +
*Solution: “We would…”
 +
 +
 +
*Mistake: “What is the weather?”
 +
*Context: talking about ideas for lesson plans
 +
*Problem: sentence not complete
 +
*Solution: “What is the weather like?”
 +
 +
 +
*pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]
 +
 +
 +
*Mistake: “We developed all the opinion that…”
 +
*Context: discussion at end of facilitation
 +
*Problem: word order
 +
*Solution: “We all developed the opinion that…”
 +
 +
 +
*Mistake: “…some words yes, some words not…”
 +
*Context: discussion at end of facilitation
 +
*Problem: word choice
 +
*Solution: “…some words yes, some words no…”
 +
 +
 +
*Mistake: “I have no idea of the terms.”
 +
*Context: discussion at end of facilitation
 +
*Problem: expression
 +
*Solution: “I have no idea what the terms mean.”
 +
 +
 +
== January 2010 ==
 +
 +
*Stationenlernen = learning stations
 +
 +
 +
*Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson
 +
 +
 +
*Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”]
 +
 +
 +
*Mistake: “Students should bring prospects of different shops.”
 +
*Context: we were discussing partner work on vocabulary
 +
*Problem: word usage
 +
*Solution: “Students should bring advertisements from different shops.”
 +
 +
 +
*unconscious = bewusstlos, unbewusst
 +
 +
 +
*subconscious = unterbewusst
 +
 +
 +
*Mistake: “We had also a trip to Bath.”
 +
*Context: describing workbook activities
 +
*Problem: word order
 +
*Solution: “We also had a trip to Bath.”
 +
 +
 +
*Pantomime = pantomime
 +
 +
 +
*Mistake: “It was good because we could discuss about it.”
 +
*Context: giving the facilitators feedback
 +
*Problem: expression
 +
*Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”
 +
 +
 +
== April 2010 ==
 +
 +
*Bildungsstandards = educational standards
 +
 +
 +
*hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]
 +
 +
 +
*ReferendarIn = student teacher
 +
 +
 +
*Mistake: “Modern about this curriculum is…”
 +
*Context: talking about the food lesson plan
 +
*Problem: word order, phrasing
 +
*Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”
 +
 +
 +
*Mistake: “It makes fun.”
 +
*Context: talking about the food lesson plan
 +
*Problem: verb usage
 +
*Solution: “It is fun.”
 +
 +
 +
*Mistake: “I am going to make a barbecue.”
 +
*Context:  presenting ideas for the introduction of food vocabulary to a lesson plan
 +
*Problem: verb usage
 +
*Solution: “I am going to have a barbecue.”
 +
 +
 +
*Mistake: “Do you see this tomatoes.”
 +
*Context:  presenting ideas for the introduction of food vocabulary to a lesson plan
 +
*Problem: usage of determiners
 +
*Solution: “Do you see these tomatoes.”
 +
 +
 +
*roter Faden = thread, leitmotif
 +
 +
 +
*Erwartungshorizont = model answers; level of expectation
 +
 +
 +
*Aufsatz = composition, essay
 +
 +
 +
*archetype = Archetyp, Muster, Modell
 +
 +
 +
*Mistake: “This is a way how to make the test more reliable.”
 +
*Context: presenting group work on how to make tests more reliable
 +
*Problem: phrasing/word choice/ relative clause
 +
*Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”
 +
 +
 +
*candidate = [http://www.merriam-webster.com/dictionary/candidate see pronunciation (more than one possibility)]
 +
 +
 +
*Mistake: “You have to decipher what there was written.”
 +
*Context: presenting group work on how to make tests more reliable
 +
*Problem: word order
 +
*Solution: “You have to decipher what was written there.”
 +
 +
 +
== May 2010 ==
 +
 +
*vocabularies = no pl. (should be “vocabulary”)
 +
 +
 +
*Hörverstehen = listening comprehension
 +
 +
 +
*Leistungserwartungen = learning outcomes
 +
 +
 +
*Mistake: “…in the second last topic…”
 +
*Context: presenting group work
 +
*Problem: missing preposition
 +
*Solution: “…in the second to last topic…”
 +
 +
 +
*Mistake: “…where the student has to create an own task.”
 +
*Context: presenting group work
 +
*Problem: “an” used instead of “his/her”
 +
*Solution: “…where the student has to create his/her own task.”
 +
 +
 +
*Mistake: “We took a long time to understand that.”
 +
*Context: presenting group work
 +
*Problem: phrasing/word order/meaning
 +
*Solution: “It took us a long time to understand that.”
 +
 +
 +
== June 2010 ==
 +
 +
*Mistake: “In the end they…”
 +
*Context: describing vocabulary use in a lesson plan
 +
*Problem: preposition usage
 +
*Solution: “At the end they…”
 +
 +
 +
*transfer (noun) – [http://dictionary.cambridge.org/dictionary/british/transfer_2 see pron.]
 +
 +
 +
*Mistake: “This doesn’t make really sense.”
 +
*Context: describing vocabulary use in a lesson plan
 +
*Problem: syntax
 +
*Solution: “This doesn’t really make sense.”
 +
 +
 +
*roter Faden – thread; central theme
 +
 +
 +
*clothes – [http://dictionary.cambridge.org/dictionary/british/clothes see pron.]
 +
 +
 +
*blutleer – [http://www.merriam-webster.com/dictionary/bloodless bloodless]
 +
 +
 +
*Mistake: “… to make fun.”
 +
*Context: describing vocabulary use in a lesson plan
 +
*Problem: expression
 +
*Solution: “…to be fun.”
 +
 +
 +
*Mistake: “Isn’t all these things criticized?”
 +
*Context: describing vocabulary use in a lesson plan
 +
*Problem: subject-verb
 +
*Solution: “Aren’t all these things criticized?”
 +
 +
 +
*Mistake: “How does it look like?”
 +
*Context: describing vocabulary use in a lesson plan
 +
*Problem: expression
 +
*Solution: “How does it look?” or “What does it look like?”
 +
 +
 +
*Frontalunterricht – teacher-centered instruction, frontal instruction
 +
 +
 +
*ambiguous – [http://dictionary.cambridge.org/dictionary/british/ambiguous see pron.]
 +
 +
 +
*dichotomous – [http://dictionary.cambridge.org/dictionary/british/dichotomy see pron. for dichotomy]
 +
 +
 +
*Mistake: “negative we thought that…”
 +
*Context: group work discussion
 +
*Problem: syntax
 +
*Solution: “We thought that … was negative.”
 +
 +
 +
*theoretically – [http://dictionary.cambridge.org/dictionary/british/theoretically see pron.]
 +
 +
 +
*Karteikarten = flashcards
 +
 +
 +
*Mistake: “It helps me remembering the word.”
 +
*Context: talking about strategies for learning vocabulary
 +
*Problem: no gerund
 +
*Solution: “It helps me to remember the word.”
 +
 +
 +
*Mistake: “They are using concrete words. I am practicing…”
 +
*Context: talking about strategies for learning vocabulary
 +
*Problem: when describing habits use the simple present instead of pres. progressive
 +
*Solution: “They use concrete words. I practice…”
 +
 +
 +
*Triangulation = mixed method approach
 +
 +
 +
*doppelseitiges Klebeband = double-sided (adhesive) tape
 +
 +
 +
*Puppenhaus = dollhouse
 +
 +
 +
*fächerübergreifend = interdisciplinary
 +
 +
 +
*Mistake: “You put the furniture out of the car.”
 +
*Context: talking about a lesson plan; describing a blackboard drawing
 +
*Problem: verb usage
 +
*Solution: “You take the furniture out of the car.”
 +
 +
 +
*Tafelbild = blackboard drawing/chart
 +
 +
 +
*Grundriss = layout; (floor) plan
 +
 +
 +
*Schnipsel = snippet

Latest revision as of 22:04, 17 June 2010

English Didactics

Educational Terminology

Online Resources for ELT

Online Journals for Foreign Language Teaching

Literary Research for Didactics

Secondary Literature for ELT


October 2008

  • Mistake: “You need not necessarily grammar.”
  • Context: talking about the CLT approach
  • Problem: syntax
  • Solution: “You don’t necessarily need grammar.”


  • Betriebswirtschaftslehre = business administration


  • cue (our context: cue cards): “a signal for someone to do something” (see Cambridge Online Dictionary) = Hinweis, z.B. Regiesignal




  • Unterpunkt = subitem


  • Leistungsbereitschaft = willingness to perform; motivation


  • Hypothesen prüfen = to test hypotheses


  • Hypothesenbildung = formulating hypotheses


  • Reifungsprozesse = maturation processes


  • Erarbeitung = development, formulation


November 2008

  • Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.


  • Eselsbrücke = mnemonic aid


  • Bildung = education, formal education


  • Erziehung = upbringing, education, training (I think it is difficult to differentiate between "Bildung" and "Erziehung" in English. I seem to remember from Pädagogik that the term "Bildung" is unique to the German language. The above translations are those from Langenscheidt.)


  • Abstimmung = vote


  • Bauchgefühl = gut feeling, gut instinct


  • Mistake: “What does monitoring mean in context of language acquisition?”
  • Context: talking about pronunciation
  • Problem: definite article missing
  • Solution: “What does monitoring mean in the context of language acquisition?”


  • Mistake: “They don’t know how to spell a 'th'.”
  • Context: talking about pronunciation
  • Problem: word choice
  • Solution: “They don’t know how to pronounce a 'th'.”


  • Mistake: “They have to look on the pronunciation.”
  • Context: talking about pronunciation exercises in textbooks
  • Problem: word usage
  • Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”


  • workbooks/exercise books vs. textbooks


  • Lautschrift = phonetic transcription


  • Mistake: “I am able to differ the sounds.”
  • Context: talking about pronunciation exercises in textbooks
  • Problem: word usage
  • Solution: “I am able to differentiate between the sounds.”


  • Einsprachig = monolingual



  • jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)


  • Begrenzung = limitation/restriction


  • Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)



  • to facilitate = erleichtern



  • facilitator = (see Merriam Webster online) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision <the workshop's facilitator kept discussion flowing smoothly>)


  • Handlungsorientierung = task-based learning


  • handlungsorientiert = task-based


  • selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally


  • Mistake: “Important is also …”
  • Context: we were discussing features of CLT
  • Problem: syntax
  • Solution: “It is also important that …”


  • War das eine Meldung? = Did you raise your hand?


  • Mistake: “The topic is getting boring after awhile.”
  • Context: talking about authentic language use; topics taught in the classroom
  • Problem: tense
  • Solution: “The topic gets boring after awhile.”


  • Mistake: “That’s not really a new knowledge for them.”
  • Context: talking about authentic language use
  • Problem: indefinite article
  • Solution: “That’s not really new knowledge for them.”


  • Didaktisierung = didactization


  • Leistungserwartungen = performance expectations


  • außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)


  • Mistake: "... to do something all the day."
  • Context: talking about consciousness-raising
  • Problem: article
  • Solution: "... to do something all day."


  • anwenden = to apply


  • Nachhilfe = private lessons


December 2008

  • Suchworträtsel = word search


  • Kreuzworträtsel = crossword puzzle


  • Mistake: “Is that an vocabulary exercise?”
  • Context: talking about vocabulary exercises in workbooks
  • Problem: indefinite article
  • Solution: “Is that a vocabulary exercise?”


  • Mistake: “The students should learn to think as well as write English.”
  • Context: talking about vocabulary exercises in workbooks
  • Problem: word usage
  • Solution: “The students should learn to think as well as write in English.”


  • Mistake: “I tend to get convinced by this opinion.”
  • Context: talking about vocabulary exercises in workbooks
  • Problem: word usage
  • Solution: “I tend to be convinced by this opinion.”


  • Mistake: “The exercise gives you a way how to connect the words.”
  • Context: talking about vocabulary exercises in workbooks
  • Problem: word usage
  • Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”



  • sensibilisieren = to sensitize


  • Mistake: vocabularies
  • Context: talking about vocabulary exercises in workbooks
  • Problem: vocabulary does not take the plural form in English
  • Solution: vocabulary (pl.)


January 2009

  • einschätzen = estimate, evaluate


  • umgehen mit = to handle, deal with


  • Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)


  • Context: Why are textbooks the Leitmedien in the classroom?


  • Erziehungsziel = (major or central) educational goal (also my suggestion)


  • Mistake: “I’ve already teached it…”
  • Context: talking about content in textbooks
  • Problem: form of past participle
  • Solution: “I’ve already taught it…”


  • Ebene = level


  • Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”
  • Context: talking about communicative competence
  • Problem: “do” not needed in this case
  • Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”


  • Respektsperson = someone to be treated respectfully or with respect; someone that is respected



  • Beobachtung = observation



April 2009

  • Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)


  • Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)


  • Bilder verstehen = visual literacy


  • zusammenhängendes Sprechen = topic-based talk


  • Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs


  • Mistake: “…she wants very much from her students to do.”
  • Context: talking about the expectations in lesson planning
  • Problem: incorrect expression
  • Solution: “…she wants/expects her students to do a lot.”


  • Mistake: “It’s more important that you can speak fluent.”
  • Context: talking about communicative competence
  • Problem: expression; adverb at end
  • Solution: “It’s more important to be able to speak fluently.”


  • Mistake: “If you keep a discussion up…”
  • Context: talking about communicative competence
  • Problem: expression
  • Solution: “If you keep a discussion going…”



  • Floskel = set phrase


  • wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)


  • Voraussetzung = prerequisite, requirement, qualification, precondition


  • Unterrichtseinheit = teaching unit


  • Mistake: “I would appreciate if we could do an own lesson plan.”
  • Context: discussing lesson planning
  • Problem: “an” used instead of “our”
  • Solution: “I would appreciate if we could do (or plan) our own lesson plan.”


  • Mistake: “You don’t have to deal with English all of the day.”
  • Context: talking about authentic English in the classroom
  • Problem: expression
  • Solution: “You don’t have to deal with English all day (long).”

May 2009

  • Schulpraktikum = student teaching, teacher training, teaching internship


  • Mistake: “If you really want to learn the structure of the grammar…”
  • Context: talking about grammar myths
  • Problem: expression
  • Solution: “If you really want to learn the grammar structure…”


  • Mistake: “You have those sample sentence that…”
  • Context: talking about effective grammar teaching
  • Problem: plural needed
  • Solution: “You have those sample sentences that…”


  • Mistake: “She made a nice presentation.”
  • Context: talking about the topic from the previous week
  • Problem: incorrect verb usage
  • Solution: “She gave a nice presentation.”


  • Mistake: “…just be task-orientated.”
  • Context: talking about modern grammar theories
  • Problem: incorrect word usage
  • Solution: “…just be task-oriented.”


  • Mistake: “Then there would be a homework.”
  • Context: talking about task-based lesson plans
  • Problem: incorrect article usage
  • Solution: “Then there would be homework.”


  • irregular verbs = pron. (“verbs” not “werbs”)



  • vocabularies = no pl. (should be “vocabulary”)


  • Mistake: “The best way how to learn those idioms…”
  • Context: talking about collocations and idioms
  • Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”
  • Solution: “The best way to learn those idioms…”


June 2009

  • Vokabeln (pl.) = vocabulary (no pl. ending!)


  • Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)



  • Sozialform = social form


  • Grobziele = aims, general objectives


  • Feinziele = specific objectives


  • didaktische Reserve = alternative plan


  • Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)


  • Mistake: “I had a look on the shorter version…”
  • Context: comparing lesson plans
  • Problem: preposition
  • Solution: ”I had a look at the shorter version…”


  • interkultureller Handlungskompetenz = intercultural competence (for action)


  • Sachanalyse = analysis of subject matter



  • Mistake: “to write a test”
  • Context: discussing possible poster topics
  • Problem: incorrect verb usage
  • Solution: “to take a test”







  • Noten = grades (Amer. Eng.), marks (Br. Eng.)


October 2009

  • Mistake: “When will be the poster session?”
  • Context: discussing upcoming semester projects: posters
  • Problem: syntax
  • Solution: “When will the poster session be?”


  • Schauwand = display wall


  • Mistake: “Keeping it simple is a good advice.”
  • Context: discussing posters
  • Problem: article usage
  • Solution: “Keeping it simple is good advice.”


  • Bildungssystem = educational system



  • Mistake: “uncorrect language”
  • Context: talking about communicative competence
  • Problem: word usage
  • Solution: “incorrect langage”


  • Mistake: “But I think in the context with a foreign language…”
  • Context: talking about communicative competence
  • Problem: preposition
  • Solution: “But I think in the context of a foreign language…”


  • Mistake: “Students feel pressurized…”
  • Context: talking about communicative competence
  • Problem: word usage
  • Solution: “Students feel pressured…”


  • Gruppenpuzzle = jigsaw method, see as example


November 2009

  • discourse (competence) – pronunciation (im Vergleich zum deutschen Begriff “Diskurs”)


  • Mistake: “…and I thought there were all the points mentioned that were important”
  • Context: giving feedback to facilitator group
  • Problem: phrasing
  • Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points”


  • Unterrichtsgestaltung = classroom design/structure


  • Kommunikatives Handeln = communicative action


  • Prinzip der funktionalen Einsprachigkeit = functional code-switching


  • Prinzip der Authentizität = authenticity


  • Prinzip der funktionalen Fehlertoleranz = tolerance toward errors


  • Sprachbewusstheit = language awareness


  • Sprachbewusstsein = consciousness raising


-„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)


December 2009

  • Mistake: “It’s easier because you don’t have a foreign speaking environment.”
  • Context: talking about whether grammar teaching is necessary in the foreign lang. classroom
  • Problem: word choice
  • Solution: “It’s easier because you don’t have a foreign language environment.”


  • Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level


  • Lernersprache/Interlanguage = interlanguage


  • Hochfrequente Wörter = high-frequency words


  • Eselsbrücken = mnemonic aids


  • Karteikarten = flash cards (in vocabulary learning)


  • Aufgabenstellung = task, assignment of tasks, setting of a task


  • Mistake: “In the beginning of the learning process…”
  • Context: talking about the seven golden rules of vocabulary learning
  • Problem: preposition
  • Solution: “At the beginning of the learning process…”


  • bestimmen = to define, determine, etc.


  • Vokabeln = vocabulary (words) -> never pl. "vocabularies"




  • Mistake: “We would like to…”
  • Context: presenting how you would structure lesson plans
  • Problem: in this context, “like to” makes the situation sound less hypothetical
  • Solution: “We would…”


  • Mistake: “What is the weather?”
  • Context: talking about ideas for lesson plans
  • Problem: sentence not complete
  • Solution: “What is the weather like?”



  • Mistake: “We developed all the opinion that…”
  • Context: discussion at end of facilitation
  • Problem: word order
  • Solution: “We all developed the opinion that…”


  • Mistake: “…some words yes, some words not…”
  • Context: discussion at end of facilitation
  • Problem: word choice
  • Solution: “…some words yes, some words no…”


  • Mistake: “I have no idea of the terms.”
  • Context: discussion at end of facilitation
  • Problem: expression
  • Solution: “I have no idea what the terms mean.”


January 2010

  • Stationenlernen = learning stations


  • Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson



  • Mistake: “Students should bring prospects of different shops.”
  • Context: we were discussing partner work on vocabulary
  • Problem: word usage
  • Solution: “Students should bring advertisements from different shops.”


  • unconscious = bewusstlos, unbewusst


  • subconscious = unterbewusst


  • Mistake: “We had also a trip to Bath.”
  • Context: describing workbook activities
  • Problem: word order
  • Solution: “We also had a trip to Bath.”


  • Pantomime = pantomime


  • Mistake: “It was good because we could discuss about it.”
  • Context: giving the facilitators feedback
  • Problem: expression
  • Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”


April 2010

  • Bildungsstandards = educational standards



  • ReferendarIn = student teacher


  • Mistake: “Modern about this curriculum is…”
  • Context: talking about the food lesson plan
  • Problem: word order, phrasing
  • Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”


  • Mistake: “It makes fun.”
  • Context: talking about the food lesson plan
  • Problem: verb usage
  • Solution: “It is fun.”


  • Mistake: “I am going to make a barbecue.”
  • Context: presenting ideas for the introduction of food vocabulary to a lesson plan
  • Problem: verb usage
  • Solution: “I am going to have a barbecue.”


  • Mistake: “Do you see this tomatoes.”
  • Context: presenting ideas for the introduction of food vocabulary to a lesson plan
  • Problem: usage of determiners
  • Solution: “Do you see these tomatoes.”


  • roter Faden = thread, leitmotif


  • Erwartungshorizont = model answers; level of expectation


  • Aufsatz = composition, essay


  • archetype = Archetyp, Muster, Modell


  • Mistake: “This is a way how to make the test more reliable.”
  • Context: presenting group work on how to make tests more reliable
  • Problem: phrasing/word choice/ relative clause
  • Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”



  • Mistake: “You have to decipher what there was written.”
  • Context: presenting group work on how to make tests more reliable
  • Problem: word order
  • Solution: “You have to decipher what was written there.”


May 2010

  • vocabularies = no pl. (should be “vocabulary”)


  • Hörverstehen = listening comprehension


  • Leistungserwartungen = learning outcomes


  • Mistake: “…in the second last topic…”
  • Context: presenting group work
  • Problem: missing preposition
  • Solution: “…in the second to last topic…”


  • Mistake: “…where the student has to create an own task.”
  • Context: presenting group work
  • Problem: “an” used instead of “his/her”
  • Solution: “…where the student has to create his/her own task.”


  • Mistake: “We took a long time to understand that.”
  • Context: presenting group work
  • Problem: phrasing/word order/meaning
  • Solution: “It took us a long time to understand that.”


June 2010

  • Mistake: “In the end they…”
  • Context: describing vocabulary use in a lesson plan
  • Problem: preposition usage
  • Solution: “At the end they…”



  • Mistake: “This doesn’t make really sense.”
  • Context: describing vocabulary use in a lesson plan
  • Problem: syntax
  • Solution: “This doesn’t really make sense.”


  • roter Faden – thread; central theme




  • Mistake: “… to make fun.”
  • Context: describing vocabulary use in a lesson plan
  • Problem: expression
  • Solution: “…to be fun.”


  • Mistake: “Isn’t all these things criticized?”
  • Context: describing vocabulary use in a lesson plan
  • Problem: subject-verb
  • Solution: “Aren’t all these things criticized?”


  • Mistake: “How does it look like?”
  • Context: describing vocabulary use in a lesson plan
  • Problem: expression
  • Solution: “How does it look?” or “What does it look like?”


  • Frontalunterricht – teacher-centered instruction, frontal instruction




  • Mistake: “negative we thought that…”
  • Context: group work discussion
  • Problem: syntax
  • Solution: “We thought that … was negative.”



  • Karteikarten = flashcards


  • Mistake: “It helps me remembering the word.”
  • Context: talking about strategies for learning vocabulary
  • Problem: no gerund
  • Solution: “It helps me to remember the word.”


  • Mistake: “They are using concrete words. I am practicing…”
  • Context: talking about strategies for learning vocabulary
  • Problem: when describing habits use the simple present instead of pres. progressive
  • Solution: “They use concrete words. I practice…”


  • Triangulation = mixed method approach


  • doppelseitiges Klebeband = double-sided (adhesive) tape


  • Puppenhaus = dollhouse


  • fächerübergreifend = interdisciplinary


  • Mistake: “You put the furniture out of the car.”
  • Context: talking about a lesson plan; describing a blackboard drawing
  • Problem: verb usage
  • Solution: “You take the furniture out of the car.”


  • Tafelbild = blackboard drawing/chart


  • Grundriss = layout; (floor) plan


  • Schnipsel = snippet
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