Notes and observations from your language tutor (Aufbaumodule)
From Angl-Am
| English Didactics |
|---|
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
- Realia = realia see also pronunciation
- 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 - 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 (see Merriam Webster online)
- to facilitate = erleichtern
- moderator (see Merriam Webster online)
- 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) – 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 = pron.
- Beobachtung = observation
- register = pron.
