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Each participant finds an adjective for himself/herself beginning with the first letter of her/his name. Then participants make a circle and each one tells the adjective and her/his name like “Successful Sema”. After each participant tells her/his adjective and name, they try to learn the name of the person on the left and right for 2/3 minutes. After that they are told to change places and again they try to learn the people on the right and the left for 2/3 minutes. If it is needes it can be done 1 or 2 more times. At the end, they are asked to tell the names they have learnt loudly.

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The participants are wanted to make a circle first. Then they are asked to make a line in alphabetical order by asking their names to each other. When they make a line they are asked to tell their names loudly and check if they are in alphabetical order or not. Then the guide tells a name and that person jumps to the right. When all the participants jumps to the right it is finished. If needed, the guide tells a name again and s/he jumps to the left and Then the one who jumped to the left tells a name and s/he jumps to the left and that goes on like that. When everybody is mentioned the activity finishes.

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I think the ideas about developing more active listening skills in today's sessions would be appropriate and useful in my classes. Because when we make students participate in an activity actively, they become more motivated and more enthusiastic about learning process. I would use the "hot seat"(classroom quiz) activity in my classes. For the lower levels, I can make a group activity first. They can discuss about the questions they can ask to a person they want to know about. After they write some questions in the group, I make them to ask 3 questions to 3 people in the classroom. Then we can make the hot seat activity as it is. After they ask questions and the ones who sit on hot seat answer, the teacher hangs on the wall a big poster for each member who has sat on hot seat and wants each student to write one thing they remember about each one and post it on the poster of him/her.

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I think the first subtopic that we should focus on for PDC meeting is the problems we face while doing listening activities and then what can be done to make problems less. We can make a group work and we make 5 groups. Each group will discuss and write 8 problems they face and make a poster in 8 minutes. Then the posters will be left on the table and the members of the groups will change the tables clockwise and they will find solutions to 2 problems of the table they come in 2 minutes. After 2 minutes they will change the tables again clockwise. They will change the tables until the first group members who writes the problems come to the same table. When they come to their tables back, they will read the solutions and discuss about them for 5 minutes.

The second subtopic can be finding pre-while-post listening activity ideas. We can brainstorm on what kind of activities we can do as listening first. We can use a brainstorming tool like "Mentimeter, answergarden". After everybody writes their ideas in 5 minutes, we can make a group-work activity. We make 5 groups and want them to categorize the activities as "pre-listening", "while listening" and "post listening" activities in 8 minutes and make a poster with it. After they categorize the activities and prepare the poster, we want the groups to add two more activity to each group in 4 minutes. Then we want each group to exchange the posters and check each other's categorization in 3 minutes. At the end, we can discuss about the pre-while-post activities all together.

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1. The most common problem in my district.

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1. The most common problem in my district.

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I think the most common problem in my district related to teaching speaking in language classes is that students don't use the target language while interacting each other. They only use English only when the teacher ask them some questions to answer and this makes using English very limited.

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2. Can the ideas and solutions we mentioned today help the problem and why and why not?

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2. Can the ideas and solutions we mentioned today help the problem and why and why not?

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I think we have talked about lots of ideas and solutions and if we convince teachers to try ideas they can help us cope with this problem. Because if we create a relaxing and safe environment for students to speak, they will not hesitate to speak. Also making group works or pair-works also make students speak more. Also when the teacher uses encouragements and praises, they will be motivated to speak. Also if the teacher gives positive feedback first and then warns about some errors not focusing on the person who did the error or mistake makes students feel self confident and be eager to speak. If we support the weaker ones with process language, vocabulary review and demonstration they will be motivated to speak also. Because of that students like technology usage, we can take an advantage of technology in speaking activities and make students use the target language more. Today we have mentioned lots of great strategies and tools I think and if we, as teachers become eager to use some of them and aim to solve the problem and of course as facilitators, we can convince teachers to use some strategies, I'm hopeful to solve this particular problem in my district.

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1.Ideas that my colleagues in my district find useful and two activities that are the most helpful

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1.Ideas that my colleagues in my district find useful and two activities that are the most helpful

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I think my colleagues will find "True or False" activity, "Reading Activities as pre-task, Gist task, Detailed task and Post-activity task" and “Doing a group work for it and preparing a plan” will be very useful for them to solve their problems in reading activities. Also the activity ideas and the ideas we shared in groups will be very useful for us to share. Another useful thing was the exchanging great ideas. I think that “Setting up tasks” task was another useful thing. For me, all the items we have learnt today will be very useful for my colleagues’ problems in their reading lessons.

I think "True and False" activity is the first one which will be very useful for my collegues' problems, because it helps them get the point of reading activities. When they get the point they can organise their lessons better in reading. As a teacher and also a facilitator if we don't get the idea of reading skills, we can not plan a useful reading lesson. So, first we should get the point. Today we clarify the things in our minds. I’m sure that if they can clarify the same issues in their mind, they will try to solve their problems too keeping in their minds these things.

As a second activity "Categorising the tasks as pre-reading, gist task, detailed task and post-reading task activity" also will be very useful for colleagues. They should know that they should have pre, while and post tasks for reading if they would like to have a useful lesson for students. And also generally most of the collegues plan their lessons according to only the detailed information. Reading for gist is also an important one for reading lessons and they should be aware of that. This activity gives the idea that you should include all these parts of Reading. If they can get this idea, they can plan their lesson according to that. Because if we only focus on the details in reading texts, we make students avoid reading. We should make our colleagues be aware of that we shouldn’t always focus on the same things. Maybe if they know that they can relax and try new types of reading activities.

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1. The approach about writing instruction that will be the most useful in my local context and why.

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1. The approach about writing instruction that will be the most useful in my local context and why.

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I think "Product" approach will be the most useful in my local context, because it focuses on accuracy and accuracy is important for most of the teachers in my local area. So they will want to try this approach in my opinion. Also in this approach, there is a model text and the aim is write a different version of the model. So it is easier to make students be eager to write in this model. Teachers will find this approach easier to use. Also Product approach is an individual work and can be given as homework. We generally cannot have time in classes for "writing". So the teachers may want to use this approach.

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2. What my colleagues would be most interested in exploring in a PDC meeting focusing on writing.

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2. What my colleagues would be most interested in exploring in a PDC meeting focusing on writing.

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In my opinion, my colleagues would be most interested in making writing tasks more collaborative and giving support to students in PDC meeting focusing on writing. Because teachers have difficulty in making students work collaboratively and also in writing tasks. If teachers learn some strategies and ideas to make writing tasks more collaborative and how to support students in writing tasks, it will be very useful for them in writing lessons. So, I plan to give my colleagues some ideas to support their students in writing activities and also to make their students work collaboratively in writing activities. And also if they think on it and see some ideas, they will improve ideas according to themselves and maybe they will also think of some ideas and share. So, it will be useful and helpful to us as teachers.

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Ideas from grammar session that would be most useful and appropriate in language classrooms in my area and why?

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Ideas from grammar session that would be most useful and appropriate in language classrooms in my area and why?

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I think "Choosing guided discovery questions in Inductive grammar teaching would be the most useful and appropriate in language classrooms in my area because teachers generally use "Deductive grammar teaching" and they would need to know some strategies to use Inductive one. If they learn and practice to use "Guided discovery questions", they will be eager to try this strategy in grammar teaching. Most of the teachers don't try it because of that they don't know how to guide their students in Inductive grammar teaching. So, I think we can solve this problem exchanging ideas on checklist checking understanding questions and also make my collegues be aware of the steps of asking questions that are for "meaning", "form/structure" and "function/pronunciation".

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Grammar instructions that my colleagues would want to discuss in PDC meeting and the one that should be prioritised and why?

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Grammar instructions that my colleagues would want to discuss in PDC meeting and the one that should be prioritised and why?

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I think my colleagues would want to discuss "Guided" and "Freer" activities in PDC meeting. They wouldn't need to discuss "Controlled" ones because they already use it. Having the idea of freer activities and sharing some activity ideas should be prioritised for it. Because even if the teachers in my area liked the idea of freer activities, they won't use the activities when they don't have some examples for freer activities. However if we can give some ideas and exchange ideas together, they would be more eager to try freer activities. So, I think to make my collegues be aware first and then share ideas together with them.

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The most effective vocabulary teaching suggestion in today's session for language classrooms in my area and why?

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The most effective vocabulary teaching suggestion in today's session for language classrooms in my area and why?

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The most effective vocabulary teaching suggestion in language classrooms in my area is integrating technology to teach vocabulary, because technology motivates students to learn the target language and also it is time saving for teachers in my area. When my colleagues be aware of how to integrate technology in vocabulary lessons and make them use some tools, they would want to try them in their vocabulary lessons. It would be effective for them to learn some useful tools and exchange ideas on different kinds of websites or web 2.0 tools. I plan to have a padlet or another tool to share some useful websites and web 2.0 tools for my colleagues.

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The participants will be able
*to identify the features of active and passive listening in the classrooms.
*to realize the importance of the significance of active listening in communication.
*to reflect on the active listening activities that can be used in classrooms.