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1. I would definitely use the combination of both coursebook and authentic materials. Coursebooks are pre-planned materials, every student has one. So it would be cheaper and timesaving to use coursebooks. Plus, pre-listening, while listening and post-listening activities are ready to use on the book and this is good for time again and the planning process. However, we cannot always find the necessary listening texts and tasks in coursebooks so I usually profer to use authentic ones. Because I can choose the best one from a wide range of options according to the student interest, student levels, the duration for the class application, etc. In short, both authentic materials and coursebooks give us the chance to make variations and I usually make use of them.
2. Today we tried a speaking activity in terms of listening task and it worked well. I already do it in my classes at school. It's usually fun for students to learn about their friends by asking different questions and listen to them carefully. However, when the number of people who come to the stage gets more it becomes somehow boring. Besides, in a classroom environment the students already know each other, so it's sometimes not interesting for them to learn about a person he/she already knows. So, instead of real characters I ask my students to pretend like they are someone else, somebody famous, singer, author, etc. This makes the task more attractive I think. Besides, we should restrict the number of people on the stage. Even we can group the classroom and the students can do the task in groups.
When it comes to web2 tools (edpuzzle, britishcounsil) I already use web2 tools in the classroom. However instead of edpuzle I prefer islcollective.com, which is almost the same thing and totally free. :) Plus, it has more question type options. Britishcounsil site is useful and I'll use it. However, when it comes to technology we face restrictions at school, students don't have devices. This makes it hard for us to use technology. However we can assign homework to students, of course. I usually do that at my school.
(Sorry for writing so long:))

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1. It' very difficult for me to pick only one common problem because I think there are many of them. However to pick one common problem I'd say the time seperated for speaking tasks. The curriculum and the class hours don't fit so we have little time for many things to do. When you add other serious matters like lack of confidence in using the language, the classroom environment which is rarely as we teachers would like to have and so on, the improvement in speaking gets harder and harder.
2. The suggestions and ideas we covered today will sure be useful have better speaking tasks and to achieve better results. Pair work activities, group work activities and digital concepts help us have more successful speaking tasks. However, they all have limitations and as teachers our aim is to try to overcome difficulties as much as possible. I'll definitely use the pair work activities we have learnt today. I already try to do best with the web2 tools, but will use them much more in classes this year.

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1. Using flipped learning is useful for reading classes as well other skills including speaking, listening and writing. For a few years I have trying to apply flipped method in some of my classrooms and it usually works well. I integrate web2 tools like liveworksheets.com, islcollective, cram, wordwall, zipgrade and some others to cover reading tasks as well as other skills. (Plus, I have been working on my own web site to digitalize teaching)
2. Covering reading tasks in a meaningful comcept would be fruitful for teachers. I mean, setting the pre, while and post reading tasks beforehand and integrating differentiation would be beneficial for students. Letting students write what they know and what they want to know about the subject could raise student interest. Doing pair and group works before, while and after reading would let peer learning which would add much to interpretation.
Ps: The lesson plan prepared by Yılmaz, Büşra, Nilay and Buket includes a kahoot as a post reading activity, which I'd like to use in my classes. Because such fun activities would raise student engagement to reading tasks which are usually boring for them.

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1. Colloborative writing tasks would be the most useful approach, I guess. Because in our classes we have students in very different levels, so we can create groups for writing tasks which would let peer learning. Since colloboration can be in mixed ability groups or similar ability groups, we can plan and apply many variations of writing tasks.
2. I think my colleagues would be interested in process writing and they would like to know much about it. Because, in our context we usually have product writing tasks as well as snack writing, process writing approach could be something attractive for them. I guess, they would like to learn more about and apply it in their own classes because process writing can give more fruitful results.

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1.Although we mostly would like to use implicit way of teaching grammar, we often use the explicit method. That's because of the curriculum mostly. We have limited classhours with many students, and we have too many subjects to cover. We need to save time. Explicit method is generally timesaving. However, implicit one has many advantages for students to better acquire grammar, so I'll use that method too when it's possible to.
2. I think my colleagues would be interested more in implicit method, because it may sound new and attractive to them. Of course they know what it is but they would want to know more about good applications of it. Besides, they may come up with new ideas how and how much to use that method in their own classes. I think, implicit approach should be prioritised because it gives the opportunity for permament learning. When students discover a grammar rule by themselves it is easier for them to apply it on different skills.

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1. The most pragmatic suggestion for me in today's lesson on vocabulary was to teach more aspects of vocabulary than meaning like register, part of speech and word stress. I have been more concentrated on teaching meaning and spelling. I have also tried to teach pronunciation, but I will spare more time and effort on the aspects I stated above.
2. I ask my students to keep a vocabulary notebook. Before writing the newly acquired vocabulary on their notebooks, I ask my students to spare a column on their notebooks to note the new vocabulary and then I assign them to write those vocabulary on their vocabulary notebooks. I would ask my students to write the part of speech and an example sentence. Because they can learn vocabulary better if they use them, and would be good for permanent learning. Plus, I will model and ask my students to use a symbol (~) for word stress.

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1.The biggest problem about assessment in my local area is that the assessments are generally summative. We don't usually follow the steps that the students go through l but we usually focus on the final product. This is an easier type of assesment so most teachers prefer to that this way. Plus, our curriculum doesn’t allow us for formative assesment. As teachers we sometimes try to use tecniques concerning formative assesment, but this is dependent to teachers' own effort. Another reason for teachers using summative assessment is that teacher already have a lot of workload. We can't always find time follow student portfolios and we choose the easier one. One more reason to suggest is not every student is motivated to keep a portfolio regularly. Even when we start a portfolio with some tasks it may not go on until the and on a regular basis.
2. Self/Peer assesment could be a solution for using only one technique with testing individual language items and/or testing knowledge about language only. That's because peer assesment is timesaving and it could be fun for students. Besides, peer learning gives a chance for student improvement. The tasks done by strong students can be models for the weaker ones. Thanks to these advantages we could be more concentrated on formative assesment.

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1. The biggest  benefit of PDCs is colloboration with colleagues. Thanks to the PDCs, three sessions of which I joined last year I could discuss the problems in teaching English with my colleagues. We have come up with some brilliant ideas in those meetings and I could find the chance to apply them in my classrooms, such as differentiation tecniques.
2. I guess I could set a strong network with my colleagues during the training. I hope I will be able to share ideas with them before, during and after the PDC sessions I will establish next year. I can learn from them, share experiences with them and hope I can help them too. We can make use of our strengths and suggest ideas for our weaknesses.
3. PDC sessions in the programme will be stressful for me, I guess. However they will be informative for me in many ways. To start with, I'll experience a planning process, which will be easier since I'll be able to get help from my trainers. Another one is that, I will find the chance to observe my colleagues during a PDC session and I'm sure I have things to learn from them. Besides, there will be a feedback process, so I will be able dind out what I'm good at or not. To sum up the first time for everything is usually the most difficult one and the PDC session during the training will be the first one, from which I can learn alot and get prepared for the ones that I will establish in my area.