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I was feeling hopeful this morning because I was excited to be a part of this project and work together with my colleagues. I believe I still feel the same with a little bit of anxious at the end of the day. Because it is promising to work with colleagues but I’m not sure if everybody will cooperate voluntarily.

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I would use both. As we discussed earlier today some activities in our coursebooks might be too easy or too challenging for our students so I would just adjust the task according to my students’ level. Moreover, I would use authentic materials when I sense that my students need further studies to enhance their understanding of the topic or maybe reinforce what they have learned during the semester at the end of the term.

For the second question, I’d say of course it would be useful. Because from the beginning to the end of the task my students would be aware of what they are doing and why they are doing so it would suit perfectly. I think it would be a meaningful step for them to learn better.

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Although they have a second language (Kurdish) they are afraid that they can't speak another language. I think in their opinion it is impossible to speak English. And as any other teacher would say they feel ashamed if someone makes fun of their pronunciation or they themselves might do some mistakes.

Yes, I think our solutions from today would help me a lot and ease my burden.We discussed about how we can encourage our students to not to be afraid of making mistakes. Actually, I already applause & praise my students if they make Interlanguage errors.

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1. For this task, I'd firstly add a pre-reading activity. It should be something like using flashcards to play a remembering game. For the gist reading I might use some visuals for weaker students to choose related pictures with the story. For stronger students I'd ask them what is the main idea of the text or in general what does it say. For detailed-reading I'd use the given questions for the weaker students but for stronger students I'd use True/False and correcting the false statement activity. And lastly, for the post-reading activity I'd ask my weaker students to use the same text by changing it with their own time and preferences. But I'd ask my stronger students to write a total diary on their own.

2. I think not focusing on the grammar and the vocabulary too much is very helpful because they shouldn't be our only concerns or main concerns about teaching reading. Because in my area children are already scared of reading so we should make it fun, not mechanic.

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1.I think implicit teaching of grammar fits teaching grammar the best. It is because the students would be more actively involved in the discovering of the language than others. I even like how they react when I speak English and they are competing to understand what I am saying. So I think trying to figure out the grammar usage in a context would be a  fun activity for them. And of course I'd attract their attention first.

2.I am not sure if I understood the question completely but I can think of the feedback part because grammar mistakes are tend to be demoralizing for the students so they get distracted and out of the zone in a blink of an eye.

3.I think I liked all the vocab. teaching suggestions from my friends. But I will be sending the whole list to my students, I think being prepared for the new vocabulary items is a necessary step of learning new vocabulary.

4.I already use vocabulary notebooks. I ask my students to write down the words that are new to them. I’d like them to draw some pictures that are related to the word or reminds them of the word. Also, they can stick some photos or memes to make is funnier to learn. Lastly, it is also important to me that they write the word again and again if they don’t remember.

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1.I don’t think that most of the teachers use formative assessment, that’s why we don’t know what has been missing and what should have been added or reviewed. I think if we work on it, we can get the award of formative assessment.

2.Yes. It is because I had a colleague in my school when I started teaching and she was benefitting from peer assessment. Science was the students’ favorite class because theg were able to solve nearly all of the questions and understood everything. Because they helped each other. But for the self assessment, I think students might lie about the things they know and they don’t know. Only the ones who are responsible of their own learning might be honest.