Didaktika aj I Flashcards
Observation
= a careful and thoughtful noticing of the work of the classroom (what both the teacher and students do and say)
Subject matter
= the topic that is talked about (during the lesson) and discussed
Pace
= the speed of the class; it can be too slow or too fast (depends on the each student’s different abilities) - it can have a negative impact on the learner
Teaching aids
=anything used by a teacher to help teach a lesson or make the lesson more interesting for students; e. g. interactive boards, pictures, videos, charts, toys, flashcards
Handout
= a document given to students or learners that contains information about a particular subject
Performance
=a set of actions and behaviours that results in achieving educational goals for students, e. g. the teacher should be energetic and encouraging during a team game etc.
CEFR
= Common European Framework of Reference for Languages; an international standard for describing language ability on a six-point scale (A1 - C2)
Planning a lesson
= the process of organizing and preparing materials and activities to teach a specific topic to students
Rapport
= the relationship between students and the teacher (usually meaning a good one); it should be positive and useful - the teacher should listen to the students and respect them
Eliciting
= vyvozování; the students are the ones who provide information (not the teacher), they themselves come up with e. g. general grammatical rules or the meaning of vocabulary items
Presentation
= výklad; the teacher provides students with information, students are passive; it delivers content through oral, audio and viisual channels
Mingle
= an activity during which students go around the class and talk to other students (e. g. about the results of their work); mingle activities: questionnaires, matching activities, role-plays…
Anticipated problems
= predicting problems (e. g. students are shy, sound does not work etc.); issues that may arise during the lesson
- anticipating problems allows teachers to solve them more efficiently
Assumptions
= predictions or beliefs that teachers make when planning a lesson; what we assume the students know and can do
Procedure
= done by a teacher; an ordered sequence of techniques (first do this, then this…)
Aim/s
= sth the teacher wants to accomplish during their lesson, should be said in the beginning of the lesson
Can-do-statement
= a sentence stating what the students will be able to do by the end of a certain lesson (“At the end of the lesson students will be able to use passive causative / to use 10 new words.”)
Activity
= task; it has 3 distinctive features: students are active, students use the language and the activity has an outcome (project, notes…)
Monitoring
= observing students during a group work, correcting their mistakes and giving them feedback at the end
Time limit
= how much time the students have to finish a certain task; a time period within which sth must be done or completed
Time warning
= reminder of the time limit (perhaps that is coming to an end) for the students to adjust their pace
Warm up activity
= is a short, fun activity which a teacher can use wit students; part of pre-teaching, leads to the main activity, usually a game
Feedback
= when a student receives formal/informal set of information about their performance (what to change, their mistakes and errors…) - should aim for the learner’s improvement
Error
= students produce sth that’s wrong and they don’t know the correct answer, lack of knowledge
Mistake
= students come up with a wrong answer but they know it is wrong; accidental, usually followed by self-correction
Language interference
= when one language interferes with the other (a Czech student might use Czech grammar in English, mostly low level students); the effect of learner’s mother tongue on their production of the language they are learning
Fossilization
= upevnění chyby; fixation/internalisation of the wrong answer due to no correction
Immediate error correction
= correcting the student right after they make a mistake; it could disrupt the fluency
Delayed error correction
= corretion done after a certain amount of time (after the end of the presentation, when the teacher hands students the corrected tests…); gives both sides to thing about the outcome
- students might forget why they made the mistake
Peer error correction
= using peers to correct the student; learners correct each other, it betters the judgement skills
