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I was feeling tired in this morning. Actually I am still tired but I feel better and happier now. Because it was a nice lesson. It was great for me to be a part of this group.

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I prefer using both listening materials (coursebook and authentic materials). Coursebook isn’t enough or enjoyable by itself. I listening part in a topic is too difficult I need to add an easy and enjoyable song or a game so that they can get some fun while listening. If it is too easy I can use a harder listening activity such as a video or text. I aim to make my students have fun and be active while learning.

I think I can use differentiation in my classes. Just 1-2 listening parts aren’t enough in course books for developing students’ listening skills so it will be much better to add some extra activities for weaker and stronger students so that they they can feel more comfortable, confident, motivated and successful. It just needs a careful and detailed planning and lots of time. When I make a good planning the listening process will work well and I think almost all the students can do lots of activities chosen for them.

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The main problems in speaking for my students are :
1.Fear of making mistakes: He/she thinks that if he/she tells something wrong, this makes their peers laugh and make fun of himself/herself
2. Hesitation : They have lack of confidence and motivation. They don’t have enough vocabulary.
3. Not feeling comfort: Classes are crowded so they feel their peers’ pressure on themselves while speaking.

I think I agree with some of the ideas that we talked about in this session. Pre, while and post activities will be useful for me so that each of my students can find something to take part in a speaking activity. I’ll be more careful about planning and both weaker and stronger students. And I Iiked Flip, I’ll absolutely use it in my classes. Onion rings can also work for simple questions or topics so I’ll try it also.

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6th grade Unit 6 - Occupations reading task

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Question 1:

Pre-reading:
Before the lesson I want my volunteer students to come to class with a preparation (clothes related with jobs) and as a teacher I come to class with a different costume also. I ask mu students “Do you know who are they ?” After I getting the answer I let them write the jobs on the board. If they have difficulty in writing, I can spell the words. Then I show some other jobs by using flashcards

While reading:
For weaker students true&false part can be useful on the coursebook. For stronger ones I can add the instruction “Correct the wrong expressions” I can ask some Wh- questions for the stronger ones also. For the weaker ones I can ask just “who” question and I get simple and short answers.

Post reading:
Students make a family tree. They write a name of the family members and their jobs. For weaker ones they can just read the names of family members and talk about his/her job. For stronger ones they make some sentence as “This is my mother. She is Özge. She is a nurse.”
As a second post activity I can use flashcards again. Ss chose a card and tells “My name is…. I am a nurse and I work in hospital.”

Question 2:
I think a good planning will work for solving reading problems. While preparing the lesson plan if I put some fun pre and post activities students will feel more engaged into the text. Just reading the text and doing follow up activities make students get bored. So pre and post activities can let students be more active in the activity.

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1Q.1.
I think I generally use summative assessment in my classes. My exams are the samples of it. I do vocabulary quizzes so often. For exp. I give my ss ten English word written on a small paper. Then they write their Turkish meanings in five minutes. So every week in the first lesson we check their vocabulary progress. Each student corrects his elbow friends mistakes while I give the correct meaning of the words. They make a peer assessment. Is it a formative example ? Can ı considered it as formative ?
I think that my assessment knowledge isn’t enough. I need to learn lots of things about it.

Q2.
I think I should have some more information about peer/self assessment. I’m a bit confused about it.

Q3.
I think PDC meetings will raise motivation of my colleagues in my area. We’ve been teaching English for years with nearly same kinds of things. After the sessions I hope they’ll try new techniques, new activities. They’ll add differentiation to their lessons.
In my area I don’t think differentiation is used so much. If they use lots of new activities and bring more fun to classes ss will become more active and their learning process will progress.

Q4.
In PDC meetings the most important part is sharing and to get the outcomes. If I make a good plan, I’m sure that my colleagues will get outcomes. If everyone shares his/her own during the meetings it will creat a cosy and confident atmosphere. So my colleagues can get lots of info from each other.

Q5.
We have learned how to prepare a PDC meeting in detailed. We’ve discussed about the process and content. We’ve shared lots of ideas so I hope all the things will help me in my PDCs :)

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Vocabulary: Question 1
In my school I often use visual materials and real
objects to teach vocabulary. Whan I enter the classroom eith a different costume or hair style they wonder what I am going to do. For exp. in weather unit, ss bring their clothes and accessories related to the weather& season and they make presentations. For breakfast unit we have breakfast all together and talk about the food and drinks and make sentences such as “I like…… I don’t like……”
The second one that I use is visual things. My students really love interactive games and activities. They like to play with flashcards also. Online things really get their attention.

Grammar: Question 2
Teaching grammar is a hard work. We’ve learned controlled, guided and freer activities today but I’m still confused about controlled and guided. They are so similar. So I’m not sure how to entegrate them to my grammar tasks.