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1. A facilitator is a guide, voluntary and local teacher.
2. Role of a facilitator may be a bit hard but with motivation and collobation of collegues, facilitator will be more successful. With the facilitator role we can imrove ourselves. If meetings are conducted very well, it will be more collaborative. Because we can learn everything about teaching in our classrooms. Our collegeues will share their opinions about their techniques, activities, plans etc. that we have'nt heard before. In the PLC meetings, there will be warm-ups, activities, techniques, tasks, opinions, games (all about learning and teaching English).
3. During the course, I built a very good building. Every day I added a new flat to it. I learned new different words, phenomena, techniques etc. from my dear teachers:) (Thank you for everything) and my collegues. Sometimes we discussed about techniques, activities (like "How can we differentiate the activity?") and share our opinions, preferences about a something or a topic. We prepared powerpoints, posters, games etc. and then we talked about them. All of them were good for my imrovement. I didn't know most of them before. So, I will start to use them and tell about them in my PLCs. Especially, I liked all warm-up activities. I think my students and collegues also will like. The other important point is using Web2.0 tools. I used them very limited. After this course I belive that I can use these tools whereever or whenever I need.
4. Firstly, I will start with my neighborhood and tell about these meetings and then I will continue to recycle this to my whole town with social media or face to face. I can make the PLC meetings more social, fun and attractive. Maybe I will meet negative things or people but I think it will be a good job at the end of the process. This process is not stable, it is recycling and it will always change with new techniques, ideas and people in a positive way.

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1. There are more disadvantages than advantages in using translation to teach meaning. If sts learn the meaning by discovering, it will be more effective. There are more activities and games about learning vocabularies by discovering them and getting their meanings. So, translation doesn't have to be used for meaning purpose. I liked today's warm-up activities (throwing a ball activity and giving half collocations cards and finding their matchings.) First activity will be more challenging and sts will produce words about the given topic as much as they can.
2. We cannot give all the information about new words to sts. But it will be good habit if sts keep vocabulary notebooks.
Let's a give an example about my past habit. When I was in high school, I used to keep vocabulary diary. It was more effective for remembering the words. Keeping a vocabulary notebook is also effective to promote vocabulary acqusition as well as self autonomy.
3. We cannot memorize all vocabularies in a day. Learning and using vocabularies takes a long time and sts have different learning styles. Some of them learn by writing, by visualizing or some of them learn by speaking. So, teacher should provide variety of tasks about vocabularies. For example, sts can learn by spacing and it takes time. Sts have to reactive their vocabulary learnings. If not, sts will forget them. So, sts have to use them all of the time/retrieve them.

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1. In my area, explicit grammar method is used most. It is easier for teachers. Using implicit method can be more time-consuming for their lessons. Background(bad habits) of ss about learning grammar is also a diffuculty/drawback for teachers. Carrying out the new approaches takes a long time.
2. Both implicit and explicit have common and key ideas:

Setting context (using anecdotes or giving text)

Focusing on meaning first (not rules!)

Checking comprehension by asking questions

Pronunciation exercises

Practices(controlled practices, freer practices)

I think all of them will be more useful for local teachers.
Students don't like grammar rules because these rules are abstract for them. So, they cannot comprehend very well just giving grammar rules. Forms and language itself will be more useful and memorable for them.
3. Local teachers will give positive feedbacks about these methods. They understood that giving more rules doesn't work. Students want to discover and search a lot. So, teacher can attract their interests providing context, focusing on meaning, giving exercises, tasks etc.
4. For grammar, I can make my classes more communicative with using more 'drama, guessing game, problem solving, role play, jigsaw etc.' activities.
(For example: the topic is 'MY TOWN'

T says to ss to make a discussion about 'City Life vs.Town Life'. T divides ss two groups and ss think about it. Then each group share their opinions and make discussion by using comparative forms.)
Also, I can use pictures, videos, newspapers to communicate. (For example: I can bring a newspaper and give a text from it and then asking some questions to check understanding and then pronunciation work, practices, activities. For activity, Ss can prepare a news programme in small groups and it can be more communicative.)

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1. In my opinion, 'Fliiped Classroom' is

Fruitful

Supportive

Innovatory

Collaborative

If we conduct  it properly, it can be more effective for students.
Flipped classroom increases students' motivation/collaboration with differentiating tasks, self-pacing lessons and instant feedback for formative assessment.
2.  Concerns:
*Students may have poor or no internet access outside of the class.
*Providing necessary materials and environment can be time consuming and costly.
*Students have to make a lot of effort.
3. According to my colleagues 'Flipped Clasroom' can be more useful for their students. Before the lesson their sts listen to lectures and apply their learnings. Then, they receive support from teacher or peers.

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1. I think, one diffuculty when I am doing a listening or speaking session is 'unwillingness of students' . I and my colleagues discussed about this problem. I realized that I am not a good enough model and I do not create a supporting atmosphere for them.
So, I am a model and I can give instructions or asking questions in English, motivate them and create a fun atmosphere using different tasks about listening/speaking activities and using more visuals.
The other important point is not just focusing on language, content as well. Because it will be discouraging.
2. Whenever I do listening/speaking activities in class, students say: "I don't understand what the speaker is saying", "I can't speak English." They have an extreme prejudice against listening/speaking activities. My students are good at using L1 but they don't care much about English.
My collegues have the similar problems with their students. Their students speak very little English in pairs and groups.
3. I think 'Flipgrid' will be more useful for speaking activities, if I use it properly. It is also good for speaking homework. It is motivating because students like taking videos.
(For example, If the topic is 'Games and Hobbies', I can say them to make a video about their favorite games and hobbies. They can also show by doing them in the video.)
'Paperslide' will also be good for speaking activities. Because students like drawing and doing different activities. (For instance, in the 'In The Kitchen' unit I can use the this activity. I will say students to make a recipe of a meal or your own meal. Give a title, draw or stick photos, and describe it. It will be a good grop working.)
The another important suggestion I have taken from today is  "English is not just a school subject. It is life itself." So, I can create an atmosphere in the class according to this.

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1. Listening activities of the coursebook are easy and suitable for students' age and level. They are quicker to prepare-they are handy. Also these activities suit with cirruculum. Students can understand the content or accent of the speaker(s) easily.
2. Authentic listening materials are good model for speaking. It can be emphasized on pronunciation, natural conversation, colloquial language etc. I can choose my authentic materials according to task. For example, weather forecasts, breaking news about my topic, songs, commercials or conversations, movies etc. (Sts can watch a episode from a film then we can talk about it and also do activities about it like finding idioms, chunks, phrasal verbs etc. Also we can adapt it to our lessons for post listening activities. For example, our topic is "Dreams". Teacher can bring a sphere/crystal and after watching one part of "Harry Potter" movie about future, teacher says "Look at the crystal 'Where will you be in the future?' or 'What are your dreams?')  They will be more memorable and motivating for students.
3. We can make students more active with listening and asking each other. For example, 'Hot Seat' activity is good for active listening. The student in the hot seat listens to their team mates and tries to guess the word.
Also, Sts can debate about related topic or talking about pictures in a group or with their peers. They will ask some questions to each other and try to answer. For example, the topic is "Holidays". Teacher gives some pictures to students and want them to talk about the pictures. Student A asks, "Have you ever gone to a cruise holiday ?" "Did you like it?"

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1. I have mostly positive thoughts about using online tools because we are in the technology era and we have to always improve ourselves. Students like online games and activities. They attracts their attention.
2. "Writing makes an exact man." It is mean that writing is a tool for what we want to communicate and try to get clear and right word. Writing is a way to communicate.
Process writing is a good approach that learners are encouraged to write freely and fluently without worrying about errors. They can draft and redraft and make general ideas.
3. I think my colleagues would be most interested in online different and interesting tasks about writing like wordwall activities.