View source for Notes and observations from your language tutor (Aufbaumodule)

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== 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 [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal


*Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]


*communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]


*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


*personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]


*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)


*moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])


*to facilitate = erleichtern


*moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])


*facilitator = ([http://www.merriam-webster.com/dictionary/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.”


*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


*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


*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)


*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


*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