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Hello!

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Answer 1:
As we were going through the sessions I was thinking of the possible problems or difficulties that can be happening during the activities when I apply them in my classes. For almost all of the activities, I can say, with some small changes or adaptations, I can use them easily in my classes. Because my classes have maximum 30 students and especially with 11th graders which are normally 20-25 people in the class, I can adapt them with ease. Also, I believe my students are active and ready to learn and have fun at the same time voluntarily.
As for the most suitable one, I think 'Nightmare in Istanbul' is the one. I can use it with all graders and even crowded classes, especially with the 9th graders because we have a unit that includes 'describing a person'. Though, I should take some aspects into consideration, for instance, I should not be too fast or too slow, I should make sure that everyone can hear me or the recording perfectly and that the language I or the recording uses is not very high for their level.

Answer 2:
Not just in my hometown but in most part of the country, I think teachers cannot be very clear about what to do previous to listening, so I think a good problem and solution activity for pre-listening stage  is crucial, so I will possibly be doing this in one of my PDC meetings.

Again in my opinion, around the country we, as teachers are not quite able to get the attention of all the students especially the weaker ones; therefore, a diferrentiating activity will be very useful for the participants for normally we don't really know what to do for the strongers and weakers. I have some unanswered questions like 'What will the weakers do when the task is differentiated according to the strongers and vice versa?' and the teachers may have great answers for this. After all, we are or will be feeding on one another's knowledge and problem solving skills.

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I think the most common problems in my district is that students don't feel any need of speaking in English in or outside of the classroom and they are too afraid to make mistakes which prevents them from speaking, I do use some techniques for this one but different ideas are always good to discuss so most probably I will ask the participants what to do about  these ones.

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Not completely I can say. We didn't actually speak about the solutions of these problems specifically, but I can say we can use praising, a class policy would be helpful, can focus on the good instead of the mistake etc. I am already using some of them but still some of the students need more things because not all of them are motivated by the same things. I am sure our facilitators have somethings to tell about the issue so that we can carry the answers to the 'local teachers'.

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After listening, reading is the most crucial skill for language learning because these are the receptive ones and we cannot produce before receive enough and this makes teaching them highly difficult. I think most of the teachers are concerned how to make reading interesting and funny. I realized that for this, we should make pre and post reading stages interesting like in 'Sleeping Pandas' we can give them the context in an interesting way. Also in 'Pass the Parcel' and 'Run and Circle' for a post reading for checking the comprehension and vocabulary.

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True/ False
As teachers, we labeled some statements as true or false according to what we think are right or wrong for a reading activity. We had the chance to get different and opposite ideas from colleauges and facilitators to see if what we have been doing wrong or right.

Not sticking to the course book and eliminating and changing the activity.
In our reading lessons we normally go with what is written on the course book but we had the chance actually to practice as to how to change them and differentiate them accordingly.

So in my PDC meetings I am sure the teachers will also realize that they are indeed doing it wrong and this will help changing like a domino.

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Ever since I have learned about process writing at university I think it as the best way of teaching writing. Students are active in all stages. They get the chance to see their own mistakes and try to correct them by themselves or with peers. This strategy takes away the boringness of the writing process for students and make it a more interesting one.

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I am sure not many teachers know how to make writing collaborative, just like I didn't know. So, I will be very pleased to show them some of the ways for doing so. For example, with my group mates we changed add a writing activity that includes giving each student a role to write something and in the end they make a meaningful piece out of it. This helps all of them to work without making excuses for not doing it and work together.

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I am already using inductive teaching in my grammar lessons but I didn't know actualy how to check their understanding but with today's 'Checking Understading Questions' I know now how to do it. So I can say that the most important one for me was learning about these questions.

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Again about the questions  because we really don't know about cheking the level of understanding. Still, I think I will prioratise 'Inductive Teaching of Grammar' because I know for sure I am one of 2-3 or maybe the only one using it in my area. Teachers find it easier indeed to use the traditional way for teaching, because it doesn't require a lot preparation and students don't ask questions. But they don't consider about the understanding level and the motivation of students.

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For vocabulary I think the teaching strategy should be as simple as possible because making it complicated makes learning almost impossible. So for reviewing the vocabulary, the game with the ball and categorizing them was very  fun and we had the chance to repeat the words again. This will help them retrieve the vocabulary again and some of the Thornbury's suggestions were very useful like using the active vocabulary, repeating them as much as possible, adding fun activities to teach them.

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1. Participants will have identified what listening for gist is and its importance.
2. Teachers will be able to differentiate listening for gist from listening for specific information.
3. Participants will have designed a task for listening for gist.