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Firstly, I have to express that I had a great time in the morning sessions. They all were great. Actually, listening activities giving us a chance to be included were better than the normal listening activities. For example, before presenting the listening text, asking us to create some questions really help us to direct our attention to the core listening. Moreover, I understand that I am able to use some speaking activities as listening ones. Furthermore, without having electiricty, I got that I may be able to design some listening activities.

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Firstly, I have to express that I had a great time in the morning sessions. They all were great. Actually, listening activities giving us a chance to be included were better than the normal listening activities. For example, before presenting the listening text, asking us to create some questions really help us to direct our attention to the core listening. Moreover, I understand that I am able to use some speaking activities as listening ones. Furthermore, without having electiricty, I got that I may be able to design some listening activities.

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Secondly, I prefer to use some authentic listening materials and listening materials from other sources. Why I prefer such kinds of materials is that it is easy to adapt and modify. The students that I have lectured recently have different kinds of levels that is why I have to change or adapt the listening materials that I use for them and so authentic materials and the materials which are well-prepared let me adapt themselves easily. Additionally, a listening task is considered by my students as a difficult one. They have prejudices against listening. They think they will not understand it and are not talented enough to do the listening activity. That is why I prefer authentic listening materials that they may come across in real life and show them how easy to understand them.

When it comes to the third question, the activity "listen and draw" which is based on describing the picture and drawing it is really nice. It creates a nice atmosphere for the listening. Actually it doesn't need to have an audio material. The teacher may read it on his/ her own. Moreover, the students need to listening actively to draw the picture. I prefer this activity cause it is really easy and it helps teachers / pupils show that they are able to do listening without having so many materials or with just a few simple materials.

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Firstly, as far as I understand from my teaching experience, the most common problem that I have come across so far in speaking activities is unwillingness of the students. They don't want to speak as they don't want to make mistakes and also they are afraid of being laughed by their friends.

Question-2
I think I will especially be able to use hidden word activity and flipgrid activity. They are really interesting and motivational. Hidden word activity is really easy to apply in the classroom atmosphere. Additionally, it lets the speaker free to speak except only one word. It also helps the speaker improve to use his/her body language while speaking. When it comes to flipgrid activity, it is really more appropriate for the new generation as they are eager to use such kind of new applications. When the teacher asks students to use such an application for a speaking activity, they become more motivated and willing to complete the task.

Question-3
Hellotalk, Voki, Chatterpix and Animato can be stated as other sources even the other digital resources which we are able to use in the classroom activities in order to maximize and develop students' speaking skills. They are really interesting and helpful digital sources. However, animato can be a bit different from the others that I have mentioned here. It is a kind of tool that can be used to prepare some kind of digital slides letting people upload their voices. Hellotalk, Chatterpix and Voki can be used as a direct communication tool to improve speaking skills in target language.

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Actually there wasn't anything new to me for today. I have already used most of the suggested reading activities in the session; however, they have helped me refresh my knowledge that I put into my long term memory. Nevertheless, I have to confess that I haven't used some of the activities like jigsaw reading for along time. What the line-up discussion made me remember is that sometimes while doing reading, reading comprehension may be ignored and the focus is just heading to vocabulary. We have to focus on comprehension while reading not vocabulary.

Question-2
Most probably, I would like to share KWL Chart with the teachers in a PDC meeting because most of our colleagues just use the cource book texts and ignore the importance of giving reason to the students while reading. In a normal daily lesson, our colleagues prefer using coursebook reading texts with just simple matching pre-reading activities or pre-reading questions that is why it means that students don't have  reasons to read the text.However, KWL Chart excites students' curiosity and gives them reasons to read.

Question-3
Are we supposed to do all suggested reading tasks including pre-post-gist-detailed?

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In my opinion, photo share and fake tweet activities are really useful at a local context. Because they are really authentic and real-life related. Recently people, especially students, are spending time by reading posts on some social media tools like Twitter and Instagram and writing comment to the posts. That is why what they/students do recently in their normal daily life is just like photo share and fake tweets activities.

I think padlet collaborative writing would be the most interesting activity to our colleagues since it is appropriate for their language levels and it contains searching, using digital tools and sharing their own product.

Is there any idea about how we are able to use a poem for a writing activity?

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If I had another day for grammar, I would like to learn about teaching grammar in context more. Actually, in web sites and all suggested workshops, only easy grammar points are exemplified. However, really difficult grammar points are generally ignored such as relative clause, or gerund and infinitive that is why it is better to show us how such kinds of difficult grammar points are handled in a context base grammar lesson with guided discovery style.

Question-2
In my opinion, Tarzan Conversation is a really creative teaching vocabulary style from today. It fantastically lets the learners free but helps them communicate. It shows that what people trying to learn a target language need is to know vocabulary items. Just a little grammar is enough when the matter is to convey the message across that is why Tarzan Conversation is really easy to apply in the classroom with different levels of pupils.

Question-3
I would like to share Tarzan Conversation and CCQs in a PDC session. Most of the teachers ignore the importance of teaching vocabulary and don't pay enough attention to it. Additionally they are focusing the grammar much that is why TC may be one of the best way of showing the importance of teaching vocabulary in a language learning process. Furthermore, CCQs are really important to show us to what extent the students understand grammar and the context. Generally teachers only lecture the grammar point and keep doing grammar exercises before checking level of students' understanding that is why CCQs are really chief issues and they are supposed to be shared in a PDC participants.

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Before starting the session about assessment, I just revived my previous knowledge. I used to like "Evaluation and Assessment Lesson" when I was in university. However, when I came to real teaching experience, it completely changed. It brought me a lot of unnecessary paper work without taking into consideration of classroom climate. That is why I understand that I started to ignore some points. Thanks to this session, I remember how I used to liked assessment part of teaching. Thank you very much. After the session, I completely refreshed my knowledge and I remember almost all the points about the topic.

Question-2

Actually, I think it will be very easy. As far as I have observed so far, the PDC group class 5 is a really active group and all are really eager to share everything they produce. Moreover, I have met some other teachers from other groups. One of the most important advantages of this type of training is to have new friendships for further trainings. For example, we talked that padlet reflection could be converted into PDF and then let's share them to each other. This is just a simple step that shows me the participants here will keep getting in touch in the future.

I see myself as a lifelong learner. Everyday, everyone that I come across I learn something. Everybody has their own experience. When they share their experience, I learn from them. We have a whatsup group and we will use this group to keep instant communication. Additionally, we have padlet pages. All the things that we have done in the sessions can be reachable whenever we want via padlet. I will use this padlet pages to reach all valuable things shared.

While planning the PDS sessions, we will get benefit from our instant whatsup group communication. I will ask whenever I have a question. Moreover, I think we, the PDC group 5, will create a kind of g-drive folder to share good examples. Actually sharing is caring :) Even stealing is feeling so I will benefit from these mottos. :)

Lastly one more point, I worked in Talim Terbiye Kurulu in 2011-2013. We had a group including 81 teachers. Still we have a facebook group and we are still getting in touch. That is why I know such an energetic group will continue to communicate, share and care somehow. Still I have your number and when I need some help, I believe that I will be able to ask help from you :-)

Question-3

I think I might add only one point that I want to learn about more. It is rubric based assessment. Actually, when I looked at the old notes, there were many points. Especially during the Covid-19 pandemic, it was shown that how rubric was important in the assessment process. Maybe, you would like to give me some more links about preparing appropriate rubric. Moreover, how a rubric can be more effective might be handled. For example, how a reading task rubric is converted into another type of rubric such as writing rubric.