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When it is time to talk about listening session done today, I can say that the courses were totally beneficial for me. First, I found the activity called '' text with lies' interesting and helpful for my students who will have fun while doing as well as the one named ''class memory quiz'' that gets the audience's attention more. Afterwards, in my opinion differentiation section is another efficient one by the help of which my courses can be more authentic and motivating. Also, my students can be more active. The other point to comment on is that I learned new online library, ELLLO and a programme, Voscreen which I will certainly use for my courses. To sum up, the tasks were great and suitable to catch up the meaning of listening section. Working with other participants was also advantageous. We had chance to discuss about the pre-while-post activities of this part.

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In my classes the most common problems related to teaching speaking in English are that the sts have different backround information. Their level with the target language is incompatible. Moreover, they are irreluctant and shy when it is time to speak English. They need encouragement while speaking due to this situation. They don't want their friends to humiliate them in the classroom.
After returning to my school I would like to try paper-slide in my courses. Although it seems as if a classical activitiy, it is more than this. We can get the sts work in collaboration. Also digitalisation is a part of paper-slide activitiy. At the end They will make a video. By using this my courses will be more authentic; sts Will product their own slide/video and have a chance to use target language.

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Jigsaw reading from today's sessions on reading was interesting and New for me. Because I use this activity mostly for speaking skill in my classrooms. From now on I will be using when ı get the students study on reading.
Reading race, line up an KWL Chart are the activities that I would like to try with my students and share with collagues in a PDC meeting. I haven't done these activities before. Using them in my course or PDCs will make the participants more willing and excited. İn addition they will have chance to study in collaboration.
Monitoring and giving feedback are so important that we should be careful. While monitoring it is not acceptable to stand near a person. Teacher should walk around the class and monitor the participants. If there is need to interrupt them, she/he should do it simultoneously, without criticizing and in an helpful way. Also giving feedback is as important as monitoring. It mustn't be after every each mistake. We can give general feedback.

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In my opinion the activity called ELT Agony Aunt Letters would be the most appropriate in my local context. Because while doing the activity they would both have chance to work in collaboration by the help of group work and have fun of it. Also, they should move around and discuss about it.
My collagues would be most intwrested in exploring Web 2.0 tools in PDC meetings focusing on writing. Most of the time we ignore writing skill due to it takes time during the course. However, it Will be more time saving when we integrate writing skill with technological devices/Web 2.0 tools.

How do we get the students accustomed to writing?

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Mini Grammar Lesson 1 and Mini Grammar Lesson 2 are most useful and appropriate for teacher in my area because Lesson 1 has present, practice and produce part while Lesson 2 has guided and discovery parts which are integrated to each other smoothly. Besides, these activities can be planned from controlled to freer.How we will focus on accuracy and fluency can be positioned on a scale.
In my opinion my colleagues would want to discuss about CCQs in a PDC meeting related to grammar instruction as it is needed to get on the course and check understanding. I think Stages of Grammar Lesson should be prioritised. If it is well planned, there will not be confusion.
Additionally, elicit, check, drill and write part is the most effective vocabulary teaching technique from the afternoon's session. Because, first we elicit the meaning via pictures, mimes and gestures, story telling; then check the understanding; afterwards drill it for pronunciation practice and write the words in a context or match with its pictures, etc.

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In my opinion, the biggest and the most common problem related to assessment in my local area is that most of the colleagues see the exams enough for assessing. In other words, the students have two practice exams in a term. They should listen, speak, read and write while having these. Thus, the teachers think that there is no need to do any more assessment. However, formative assessment is ignored by doing exams which are just a part of our teaching.
The greatest benefit of being in a PDC for English teachers in my local context is that they will have a chance to work in collobaration for their professional development. They can talk about common problems and find out solutions to them. Besides, new techniques and activities are discovered via this collobaration.
When I establish a PDC in my local area, I will certainly share my experience with my colleagues that I met throughout this training. Additionally, ıt is nice to meet my lovely trainer Katy and her co-trainer Meryem teacher. I don't want to lose my contact with them because sharing is one of the most important part of our duty as facilitators.
Thank you for your guidance. I have no questions.