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How would you differentiate a reading task from your coursebook for a mixed ability classroom? Please include the reading text and the tasks with your ideas for differentiation.

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How would you differentiate a reading task from your coursebook for a mixed ability classroom? Please include the reading text and the tasks with your ideas for differentiation.

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In your classroom, would you prefer using listening materials and activities in your course book, authentic listening materials and tasks, the ones from other sources or a combination of three? Discuss the reasons for your preference.

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In your classroom, would you prefer using listening materials and activities in your course book, authentic listening materials and tasks, the ones from other sources or a combination of three? Discuss the reasons for your preference.

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I would prefer Authentic Listening because Authentic materials play a crucial role in language education, especially when it comes to listening skills. Let’s delve into the advantages of incorporating authentic listening materials in secondary school classrooms:

1. Real-world preparation: Authentic materials expose students to genuine language use by native speakers. They provide a bridge between the classroom and the real world, preparing learners for authentic communication beyond academic settings¹. When students engage with materials that native speakers encounter daily, they gain practical language skills.

2. Contextual relevance: Authentic materials guide learners toward the language they need for specific contexts. Whether it’s understanding a news broadcast, a podcast, or a casual conversation, these materials offer a glimpse into how language functions in various situations¹. Students learn not only the language itself but also the cultural nuances associated with it.

3. Motivation and engagement: Authentic materials motivate learners because they make language learning more meaningful. When students listen to real conversations, interviews, or videos, they feel a sense of purpose. The content becomes relevant and engaging, encouraging active participation and curiosity². It’s like learning a language for a genuine purpose rather than just for exams.

4. Language variation: Authentic materials expose students to different accents, dialects, and registers. They encounter variations in pronunciation, intonation, and vocabulary. This exposure enhances their listening comprehension skills and helps them adapt to diverse linguistic situations³. For instance, listening to a British news report versus an American podcast offers valuable exposure to language variations.

5. Cultural insights: Authentic materials provide cultural context. Students learn not only the language but also cultural norms, humor, and social cues. Whether it’s understanding idiomatic expressions or recognizing cultural references, these materials enrich students’ understanding of the world beyond their textbooks¹.

In summary, authentic listening materials:

Prepare learners for real-world communication.

Guide learners toward contextually relevant language.

Motivate students by making communication feel real.

By integrating authentic materials, educators empower students to navigate language in its natural habitat, fostering deeper understanding and proficiency.

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Do you think the ideas about developing more active listening skills in today's sessions would be appropriate and useful in your classrooms? Why, why not?

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Do you think the ideas about developing more active listening skills in today's sessions would be appropriate and useful in your classrooms? Why, why not?

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Yes, I think the ideas about developing more active listening skills in today's sessions would be appropriate and useful in my classrooms. But there are pro's and con's of these skills depending on some circumstances. For example;

Number of the students in a clasroom

If the number is more than 20 or 25, it is difficult

If the number is less than 20 or 25, it is easier

Quality of the course book

Quality of the paper

The charecters used in listening activities

Recording quality

Technical difficulties

Sound quality in speakers

Internet speed for some of the activities if you want to use external sources

Noise polution outside the classroom

But as we learnt today we can overcome some of these problems by using differentation and ICQs.

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What do you consider the most common problem in your district related to teaching speaking in language classes?

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What do you consider the most common problem in your district related to teaching speaking in language classes?

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In language classes, teaching speaking skills can indeed present some challenges. The most common problems in my district related to teaching speaking in language classes:

1. Lack of Student Participation: Some students may be hesitant to speak in class.

2. Vocabulary Limitations: Insufficient vocabulary can hinder speaking fluency.

3. Pronunciation Challenges: Incorrect pronunciation can affect communication.

4. Fear of Making Mistakes: Students may hesitate to speak due to fear of errors.

5. Lack of Motivation: If students don’t see the relevance of speaking skills, they may lose interest.

6. Mother Tongue Interference: Students may unintentionally use their native language while speaking English.

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Do you think the ideas or suggestions you have taken away from today can help you cope with that particular problem? Why, why not?

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Do you think the ideas or suggestions you have taken away from today can help you cope with that particular problem? Why, why not?

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I think that the ideas or suggestions we have taken away from today can help us cope with some of the problems. Because we can use differentiation, ICQs and also add pre, while and post activities. Also, we can do the corrections as soon as possible, not before the students finish speaking. By integrating with other skills speaking will be more meaningful and they use more sentences.

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We can give the first and the last sentence of the dialogue and ask students to put the rest in order.

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For weaker students show some pictures and make them match the names e.g. earthquake, tsunami etc.

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Open an authentic material from YouTube (Real news of an earthquake and tsunami) and ask simple questions like;

1. What happened?

2. Where?

3. When?

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Which idea from today's session do you think your colleagues in your context would find the most useful to solve common problems in teaching reading?

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Which idea from today's session do you think your colleagues in your context would find the most useful to solve common problems in teaching reading?

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I think my colleagues would find "Feedback Task 9 Questions" most useful. Because most of the teachers are not aware of the types of questions. Using Probing questions for example.

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Vocabulay 1-What ideas from the grammar session do you think would be most useful and appropriate in language classrooms in your area? Why? 

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Vocabulay 1-What ideas from the grammar session do you think would be most useful and appropriate in language classrooms in your area? Why? 

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Up to now I have been using controlled activities but from now on I think I am going to use freer activities. I have noticed that in freer activities students are more productive and they have more chance to speak.

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Vocabulary 2 -What do you think is the most effective vocabulary teaching suggestion in today's session for language classrooms in your area? Why?

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Vocabulary 2 -What do you think is the most effective vocabulary teaching suggestion in today's session for language classrooms in your area? Why?

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Task 10 and Vocabulary Task 6 were the most effective suggestions. Because CCQs were new for me. I'm gonna use them in my classes.

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What do you consider the greatest benefit of being in a Professional Development community for teachers of English in your local context?

I think the greatest benefit is collaboration and sharing. Also they don’t feel alone anymore.

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How do you expect The PDC sessions In the program would help you deal with possible problems about planning and conducting PDCs in your teaching context?

With the materials I don’t think I will have any problems