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Totally agree there are of course pros and cons to both CB and authentic listenıngs. A combınation of both is ıdeal;)

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I am glad you enjoyed ıt and totally understand ıt ıs not suıtable ın some contexts but as you say ıt can be modifıed )de-dıgıtilised);)

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In today’s session I think the planning lesson pre-reading, gist reading, detailed reading and post reading would be the most useful solution for my colleguaues to common problems. Because this way of planning helps teachers to diffirentiate their lesson and make it more motivating for the students.

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Today in the morning session we have had very beneficial ideas and suggestions about teaching speaking. The suggestions about pre, while and after speaking activities are very engligtening for me and I think by adapting these suggestions to my classes I can cope with some of the problems I have faced. During these activity I have noticed that actually I haven’t been implementing some of these suggestions and they really worth to try. Another activity, flipgrid is very motivating and beneficial I think. Especially for the shy students who don’t want to speak in front of their friends it can be very helpful about speaking. Besides, students are highly engaged with technology and these kind of technological apps arouse their attention easily. This activity  may be very motivating for the high-tech classes. For the low-tech classes we had another activity today and it was the paper slide. Unlike the flipgrid in this activity we had a group work and worked in an old school style by drawing and writing on papers. I think this is such a great idea, but as you know younger kids are more interested in coloring, cutting. For that reason this activity may be helpful in secondary schools. Another way to adapt this activity can be use of PowerPoint slide for high school students for the same aim.

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I am coming from Kilis and its a small city in the southern part of Turkey. I have worked at 3 different high schools so far and the most common problems that I have faced teaching speaking are these: firstly students don’t have a strong background from the secondary school. They just study accordingly for the exam(LGS) and don’t do any speaking practise. Also, they feel very shy and afraid of making mistakes. The fear of being mocked by their friends is also another barrier that blocks them from speaking. They don’t have the encourage they need to speak. One of the other problem about speaking is that students lack the necessary linguistics information and vocabulary capacity. Since they lack these, they can’t set up correct sentences and this hinders them speaking. When I was a high school student, before speaking English I used to translate the Turkish into English in my mind and then speak and I observe that most of the students do the same thing. While they try to translate it in their minds they effort too much do mistakes and this breaks their encourage. These are my observations about the problem faced teaching speaking.

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Pre Reading part: In the text in pre reading part there are two questions and these questions are a little bit easy and suitable for low students. They can easily answer the questions by looking the beginning and end of the email. In this part we can give some key words about the e-mail such as send, forward, attach, junk and spam. Also for the strong students we can ask some open ended questions like “Do you have an e mail adress? Have you ever sent an e-mail? Also, in the previous lesson we may ask them to send an e-mail to us? 

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While reading part: In the while reading part we can remove some of the expressions and words from the text and turn it into a gap filling activity. Also, the e-mail is given in an order we can mix the order and want students to sequenze the paragraphs. So, it can be suitable both for low and strong students. Also, the third activity matching the picture with paragraphs can be used as while reading activity. The fourth activity is T/F questions and it is suitable for the low students and we can ask some open ended questions for the strong students. The fifth activity is circling the correct option and this activity is also suitable for low students. In this part we can write the highlinted words above and ask students to fill the gaps in the sentences below. With this way it can be also suitable for strong students. The sixt part is filling the chart part. This activity is suitable both for low and strong students.

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Today in the morning session we have had very beneficial ideas and suggestions about teaching speaking. The suggestions about pre, while and after speaking activities are very engligtening for me and I think by adapting these suggestions to my classes I can cope with some of the problems I have faced. During these activity I have noticed that actually I haven’t been implementing some of these suggestions and they really worth to try. Another activity, flipgrid is very motivating and beneficial I think. Especially for the shy students who don’t want to speak in front of their friends it can be very helpful about speaking. Besides, students are highly engaged with technology and these kind of technological apps arouse their attention easily. This activity  may be very motivating for the high-tech classes. For the low-tech classes we had another activity today and it was the paper slide. Unlike the flipgrid in this activity we had a group work and worked in an old school style by drawing and writing on papers. I think this is such a great idea, but as you know younger kids are more interested in coloring, cutting. For that reason this activity may be helpful in secondary schools. Another way to adapt this activity can be use of PowerPoint slide for high school students for the same aim.

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I am coming from Kilis and its a small city in the southern part of Turkey. I have worked at 3 different high schools so far and the most common problems that I have faced teaching speaking are these: firstly students don’t have a strong background from the secondary school. They just study accordingly for the exam(LGS) and don’t do any speaking practise. Also, they feel very shy and afraid of making mistakes. The fear of being mocked by their friends is also another barrier that blocks them from speaking. They don’t have the encourage they need to speak. One of the other problem about speaking is that students lack the necessary linguistics information and vocabulary capacity. Since they lack these, they can’t set up correct sentences and this hinders them speaking. When I was a high school student, before speaking English I used to translate the Turkish into English in my mind and then speak and I observe that most of the students do the same thing. While they try to translate it in their minds they effort too much do mistakes and this breaks their encourage. These are my observations about the problem faced teaching speaking.

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Today during our session we have had some activities about the active listening skills and I have learned many interesting and beneficial knowledge about it. Especially, one of my colleguaes Serkan teacher’s comment enlightened me; Active listening is not hearing but listening. This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, the complete message being communicated. The activity that we did with Mehmet teacher was very clarifying about the active listening. First of all, we asked some questions about him and he answered the questions and we took some notes. Then, we played a game among the groups Nejla Teacher asked some questions about the answers and we replied. These active listening activities will be very useful and appropriate for my classess because we give students the pre-listening information and they listen. When they listen by knowing what they are going to listen/expect they become more interested and enthusiastic. This way, they listen carefully and learn better.

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In the morning session today we have discussed the coursebook listening materials and authentic listening materials. Both of them have some pros and cos. First of all, coursebook listening materials are designed by the professionals and experts in their fields. Also, they have an order and they goes according to curriculum. They are appropriate for the students’ level. Since they are prepared beforehand you don’t need to spend that much time to prepare listening task and activities. At the same time, coursebook listening materials are safe to use because they are checked many times and there is no risky structure in them. However, online coursebook materials don’t give autonomy to teachers. In authentic materials you can modify any part of the activity in accordance with your class’ needs. Also, authentic materials are free to use. For the coursebook materials mostly you have to pay a price. Since the authentic materials are mostly related with the real life issues they can attract the students attention better than the coursebooks. One negative side about the authentic materials is that they can sometimes contain some slang or risky words and for that reason they can be checked carefully. Morever, they take more time than the coursebook materials to prepare. For all that reasons I mentioned above the coursebook listening materials and authentic materials can be used together.

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Today in the morning session we have used the actionbound application. This is the first time I have been informed about and used this application. I think its a great tool to enhance the collaboration and sharing in a group. It stimulates your curiosity and enthusiasm to learn English. But in my school it willl be very difficult to use this application because the classrooms are very crowded and also it is forbidden for students to bring their mobile phones to school. But we can modify it in a different way. We can use the same technique by writing down notes and direct the students with these notes. It can be adaptable to our schools by making some changes.

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1- I have never heard snack writing before but I really liked it. I think it goes well with web 2.0 tools as homework or lead-in. As for process or product writing, ı cant choose one as the most useful one. It depends on various factors like aim, student profile etc. Balance is important here.2- Actually ı have already shared ‘visualization’ activity from this session with one of my colleagues. She said that she liked it and would use it. Jamboard also would attract my colleagues a lot because it is really easy to use. Btw thanks for giving a chance to learn about others’ favourite activities. There are some really inspiring me and maybe my colleagues.

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1- I have never heard snack writing before but I really liked it. I think it goes well with web 2.0 tools as homework or lead-in. As for process or product writing, ı cant choose one as the most useful one. It depends on various factors like aim, student profile etc. Balance is important here.2- Actually ı have already shared ‘visualization’ activity from this session with one of my colleagues. She said that she liked it and would use it. Jamboard also would attract my colleagues a lot because it is really easy to use. Btw thanks for giving a chance to learn about others’ favourite activities. There are some really inspiring me and maybe my colleagues.

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In todays sessions We have discussed the inductive and deductive grammar teaching methods and approaches. As an activity, we chose an grammar method and we created some implicit grammar teaching activities for it. For me it was enlightening also. Because I started to look from an different aspect. So in my region teachers may find this way of teaching grammar interesting and funny. But also teaching grammar an explicit way is time saving and easy for teachers. In my region I think mixing these two methods will be useful and appropriate for the teachers. Because they both have some cons and pros so it will be better to use them both.

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I think in my PDC meetings my colleguaes will mostly want to discuss about the reluctance of students in grammar teaching, teaching the same grammar topics every year again and again, the inefficiancy of the state books. I think the inefficiancy of the state books should be prioritised. Because in my region I heard my colleguaes mostly complain about the books. In my opinion, this issue should be pritorised, too. But with this training we learned how to diffirentiate and digitalise the activities. So, I can transmit what I learn here to my colleguaes and we can find solutions.

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I can’t say just one idea is the most effective way of teaching vocabulary. Today we have learned many of thems. Personalizing, making it funnier and collocations are some of them. And in my opinion fun is really important because making the activities funnier will be very useful and motivating for the students to learn new vocabularies. Also, today we have looked at some of the websites to create vocab games. My group chose a nineth grade topic and created a vocab game in gamestolearnenglish.com. It was a great and effective way of making vocab teaching funnier. Everyday I learn something new and this is one of them. I had great fun of it.

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Vocab notebooks are very useful for students to learn new vocabs. It gives them a way to collect all their words in one place. Also students remember better when they write out their notes by their hands. I generally want my students to write the unit vocabs in their notebooks and ask them not to write Turkish meaning but the English meaning of the sentences. I want students to use these vocabs in sentences and sometimes want them to find the synonyms and antonyms of these words. I also want them to categorize the sentences according to word types such as verb, adjective, adverb, noun etc.

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I think in my local are the most common problem about assessment is that teachers just assess the students according to their exams. The procedure followed by teachers to assess students needs to change. Earlier there was only one exam that used to be conducted for the students at the end of the year. But now, with the multiple exams and technological advancements, the concentration level of the student is reducing. There are multiple assessments in schools in the form of presentations, projects, group discussions, assignments and tests. The assessment should be thought as a process and continual. In this regard, teachers shouldn’t evaluate students with just one exam and assessment should be done in a process with some other evaluating tools.

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I think in my local area self and peer evaluation may solve the problems but it will have some challenges. Today we have discussed some self and peer evaluation techniques. In practice, them seem to be okey but in real they need to be well explained. Students should understand that these are not grading but just evaluation. For example in the traffic lights technique for the self evaluation student may show other cards instead of what they really feel. Because they may feel that they can be offended by other students’ answers. For that reason the peer and self evaluation techniques should be well considered and explained to students. If this happens then these techniques work.

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I think the greatest benefit of being in a professional development community for teachers of English in my local context is sharing and learning the experiences of others. Because there will be many teachers from many different types of schools and these teachers somehow will have some different and same problems. Knowing these problems and learning how my colleguaes deal with these problems will be very precious. Thats of course the the aim of the professional development communities. Sharing is caring 😊

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As I wrote in the previous padlet I am planning to benefit from the networks that I will built in my local context will be through sharing the problems and learning how my colleguaes deal with them.  There are some sayings about this: “ Two heads are better than one”, “ One hand washes the other and together they wash the face”’ Many hands make light work”. As in these sayings being a union is very precious to find solutions to common problems. Because every person looks the things from an different aspect and through sharing and discussing we can find the most logical solutions.