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As a secondary school English teacher, I advocate for a comprehensive approach to listening activities, one that seamlessly integrates materials from the course book, authentic sources, and external resources. Every classroom is a tapestry of diverse learning styles, and recognizing this is paramount in designing effective instructional strategies. While course book materials provide a structured framework, authentic listening materials and tasks offer real-world relevance. External sources bring in a variety of accents and communication styles. A combination of these approaches ensures that auditory, visual, and kinesthetic learners are all engaged, creating an inclusive environment where each student can thrive.
Authentic listening materials are windows into the real-world application of language. Incorporating interviews, podcasts, and news broadcasts enables students to encounter language as it is naturally used, with colloquialisms, idioms, and varied accents. This exposure not only enhances linguistic proficiency but also equips students with the ability to navigate authentic communication outside the classroom. The authenticity of these materials bridges the gap between theoretical knowledge and practical language use.
Variety is the spice of education, and maintaining student engagement is key to effective learning. While course book materials offer a structured curriculum, incorporating authentic materials and tasks introduces a dynamic element to the classroom. Real-world scenarios, personal stories, and current events capture students' interest, making the learning experience more relevant and enjoyable. The diversity of materials caters to the varied interests and preferences of the student body, fostering a positive and engaging learning environment.
Language is inherently tied to culture, and authentic materials provide a unique opportunity to explore the cultural nuances embedded in communication. By integrating materials from diverse sources, students gain insights into cultural references, societal norms, and contextual meanings. This not only enriches their language skills but also broadens their cultural awareness, preparing them for effective and culturally sensitive communication in a globalized world. Every classroom has its unique dynamics, and a combination approach offers the flexibility to tailor listening activities to the specific needs of the students. The course book provides a foundational structure, authentic materials contribute real-world application, and external sources offer additional depth and variety. This customization ensures that the listening activities align with the class's proficiency level, interests, and learning goals, creating a more personalized and effective learning experience.
The preference for a combination of listening materials from the course book, authentic sources, and external resources stems from a commitment to inclusivity, real-world relevance, engagement, cultural enrichment, and flexibility. This comprehensive approach allows me to harness the unique strengths of each method, creating a pedagogical symphony that resonates with the diverse needs and preferences of my students. In the ever-evolving landscape of language education, this ensures that students are not only linguistically proficient but also equipped with the skills and cultural awareness necessary for effective communication in the broader context of the English language.

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In Lüleburgaz, where I work as an English teacher, students often face limited opportunities for exposure to authentic English outside the classroom. The lack of native speakers and authentic language environments hamper the development of natural speaking skills, leading to a potential disparity between classroom learning and real-world application. Another common challenge in Lüleburgaz is the prevalence of large class sizes, making it difficult for teachers to provide individualized attention and meaningful speaking practice for each student. This hinders the development of individual speaking skills and limit students' opportunities for active participation. Cultural factors also contribute to language anxiety among students , inhibiting their willingness to actively participate in speaking activities. Fear of making mistakes or feeling self-conscious about pronunciation inhibits students' confidence in expressing themselves orally.
Lüleburgaz faces challenges in accessing English-speaking resources, such as native English teachers or language exchange programs. This limitation impedes students' exposure to authentic language use and hinder their ability to develop accurate pronunciation and intonation.Therefore, teaching speaking skills in Lüleburgaz demands a nuanced and context-specific approach to address the challenges unique to the region. By incorporating innovative strategies such as virtual exchanges, group activities, balanced assessments, supportive classroom environments, and leveraging online resources, educators can overcome these challenges and create a more vibrant and effective learning experience. These efforts not only enhance students' speaking proficiency but also contribute to development of their language skills, preparing them for effective communication in both academic and real-world contexts.

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We definitely chose the worst color for our poster 😁

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Can you spot me in the picture? 🧐

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I was wearing a t-shirt last week 😮

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☃️☃️☃️This is my Winter Holiday picture ☃️☃️☃️

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☃️☃️☃️This is my Winter Holiday picture ☃️☃️☃️

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I am not good at drawing but I tried to do my best 🙂 I hope you like it 🙋‍♂️

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Lonesome tonight, doing today's assignment....

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I think the ideas about developing more active listening skills in today’s sessions would be appropriate and useful in my classroom. I'd like to discuss two of the ideas that were introduced today.
The first idea is picture dictation. The students are given a context such as someone stealing some food from the cafeteria.Next, the thief is described to the students so that they could draw the sketch of the criminal to be used by the police to identify him. Not full details are revealed so that the students are encouraged to ask questions about the thief’s appearance.
In the second idea, some students will role play as guests at a party. They will ask  questions to get to know each other or start a conversation. Every student writes two questions which are put in a box. Random questions are chosen from the box by the teacher and role playing students answer them. The remaining students are expected to remember their answers.
The first idea, picture dictation, introduces a creative and contextualized approach to listening activities. By providing students with a scenario involving a theft and then describing the appearance of the thief, this activity stimulates both listening and visualization skills. The deliberate omission of full details encourages students to actively engage in the learning process by asking clarifying questions, thus promoting critical thinking and effective communication. Picture dictation compels students to actively listen and process information in real-time, fostering an environment where they are motivated to seek additional details through questioning.The incorporation of sketching encourages students to translate auditory information into a visual representation, appealing to different learning styles.This activity promotes the development of questioning skills, a crucial component of effective communication and comprehension.
Applicability to Secondary School English Lessons:
• Relevance to Real-world Contexts: The scenario presented mirrors real-world situations, making the activity relatable and emphasizing the practical application of language skills.
• Encouraging Collaboration: Picture dictation can be adapted for group work, encouraging collaboration and communication among students as they collectively construct a detailed sketch.
The second idea involves a party scene where students engage in role-playing, simulating social interactions. By formulating questions, selecting them at random, and answering as role-played characters, students actively participate in conversations, enhancing their ability to comprehend and respond in dynamic social contexts. Role-playing creates an interactive and dynamic setting, encouraging students to actively listen to their peers and respond appropriately. The requirement for students to remember and recall responses contributes to memory retention, reinforcing the importance of attentive listening. Simulating real-life scenarios exposes students to authentic language use, aiding in the development of conversational skills.
Applicability to Secondary School English Lessons:
• Contextual Learning: Party role-playing aligns with the communicative approach to language learning, providing students with authentic contexts for language use.
• Individualized Learning: The activity accommodates diverse learning styles and preferences, allowing students to actively engage with the material in a way that suits their strengths.
In conclusion, both picture dictation and party role-playing offer innovative and engaging avenues for developing active listening skills.These activities not only cater to different learning styles but also encourage students to actively participate in the learning process. The pedagogical benefits, such as fostering critical thinking, questioning skills, and authentic language use, make these approaches valuable additions to the English language classroom.

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Among the ideas or solutions from today , I think two activities stand out which can help coping me with the particular problems in Lüleburgaz; paper slide and differentiating or digitizing speaking activities.

Paper Slide:
The Paper Slide activity, where students collaborate to create visual presentations about regional  holiday activities, offers a multifaceted solution to challenges associated with limited exposure to authentic English and large class sizes.Students  have restricted opportunities for authentic English exposure. The Paper Slide activity encourages students to discuss holiday activities in their region, providing a platform for authentic conversations.
It fosters speaking skills as students engage in discussions, describe visual representations, and actively participate in the creation of the presentation. The visual aspect aids comprehension, enabling students to practice authentic language use in a collaborative setting.
Large class sizes are common in Lüleburgaz, making individualized speaking practice challenging. Paper Slide presentations, conducted in small groups, allow for more meaningful interactions and active participation.  Working in smaller groups ensures that each student has an opportunity to contribute to the presentation, promoting a more inclusive and engaging speaking environment. This approach addresses the challenges associated with managing large classes.
Differentiated and Digitized Speaking Activities:
Introducing digital resources and differentiated speaking activities respond to challenges related to limited exposure to English-speaking resources in Lüleburgaz. Digital platforms, offering language exchange opportunities and virtual interactions, can bridge this gap. Students can access online language platforms, participate in virtual language exchanges, and engage with native speakers through digital means. These activities provide exposure to authentic language use, enhancing pronunciation and fostering a deeper understanding of conversational nuances.
The Paper Slide  and the integration of digital resources emerge as effective strategies to address speaking challenges in Lüleburgaz. These activities not only enhance students' speaking proficiency but also provide innovative solutions tailored to the local context. By fostering collaboration, utilizing visuals, and leveraging technology, educators can create a dynamic learning environment that prepares students for effective communication both within and beyond the classroom.

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7th Grade
Unit 1 Page 16
Personality and Appearance

During today’s session, our group digitalized and differentiated this task for a mixed-ability class and recorded our ideas on a poster. Here is the flow of the lesson based on our group work:
PRE:
The teacher shows some flashcards of personalities and appearances to review the vocabulary of the topic and prepare the students for the reading task.
WHILE:
A- The students are divided into smaller groups. Then they read the text on page 16 and each group tries to guess the names of the people in the pictures.
B- The students do activity A. This is a cloze task that takes 10 minutes. One group answers the questions and another group checks the answers by pointing their thumbs up or down. Then they move on to the next task. This is a “circle the correct option” exercise with a duration of 2 minutes. All students stand up to answer and line up. Those who think the answer is A go to the right and the Bs go to the left.
POST:
Students are given a homework assignment to write a short paragraph describing their personality and appearance. Next, they will use the app, VOKI to create their characters. During the lesson, they will present their Vokis to the class and send them to their teacher.

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You can see our lovely teacher Fiona in one of her warm-up activities...
Erzurum is very cold so it is such a difficult task to warm-up.

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Today we finished class early and had the opportunity to go into town. I was lucky enough to come across our teacher Fiona in Palandöken...🙂☃️🌨🌬

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Pictionary incorporates visual and kinesthetic elements into the vocabulary learning process.  By requiring students to visually represent words through drawings, it accommodates visual learners, providing them with an understanding of the vocabulary. Additionally, the act of drawing involves kinesthetic learning, as students physically interact with the information, contributing to a more comprehensive learning experience.
It also  transforms  the learning environment into an interactive and enjoyable activity. The competitive and collaborative nature of the game fosters enthusiasm among students, leading to increased engagement. Active participation promotes a positive attitude towards language learning, creating a conducive atmosphere for effective teaching. In addition to this, it encourages students to associate words with visual representations, fostering a deeper understanding of the context of language. Through this contextual understanding, students are able to improve their language proficiency.
It is a social game that encourages communication and collaboration among students. The necessity to convey ideas and meanings through drawings promotes verbal communication skills. Students engage in discussions, negotiate meanings, and articulate their thoughts, contributing to the development of both vocabulary and communication skills. Its social aspect not only enhances language acquisition but also creates a supportive and collaborative learning environment.Therefore,  I think Pictionary is the most effective vocabulary teaching suggestion in today’s session for language classrooms in my area for all the reasons mentioned above.

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I think it is very practical to ask students to keep vocabulary notebooks to learn the words better. It's a customized solution for students who are struggling to improve their vocabulary, and once students know how to use their notebooks, it will be a part of their learning experience.To make this even better, I would lay out the ground rules and let them know the basics so they wouldn't miss any details in their notebooks.
Let's kick off with the basics! For each new word a student encounters, he should write  clear and concise definition. He should make it his own, in a language that resonates with him. This definitions will be his anchor, providing a quick reference point whenever he needs  to refresh his memory.
Now, let's bring these words to life! A student should accompany each word with example sentences that showcase how it's used in context. He should be creative and relate the examples to his own experiences or imagine scenarios where the word fits seamlessly. This approach ensures a practical understanding of the word's application.
Language is full of nuances, and words often have companions. A student should expand his vocabulary web by including synonyms and antonyms. This not only broadens his language spectrum but also improves his ability to express ideas with precision.
A student should make words his own by forming personal connections by creating associations that stick in his mind. Whether it's linking a word to a vivid memory or forming a mental image, these personal touches enhance memorization and make the learning process more enjoyable.
Let’s keep things organized! Categorizing words thematically or arranging them alphabetically would be very efficient.  This systematic approach not only makes a notebook aesthetically pleasing but also facilitates easy retrieval of information. A well-organized notebook is a roadmap to efficient review.
However, a student should make it a habit to revisit his vocabulary notebook regularly. He should reflect on the words he has learned, reinforce his memory, and identify areas that may need a bit more attention. Consistent review is the key to learning better. If students include all these details in their notebooks, learning new words will be a more effective experience for everyone.

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In my opinion, self/peer assessment could solve some local problems in Lüleburgaz such as limited resources, standartization and language proficiency dsparities.
Implementing self/peer assessment requires minimal resources, making it a cost-effective alternative in Lüleburgaz's context where limited resources are prevalent. Students can engage in assessment activities using basic tools, such as rubrics and checklists, fostering a sense of autonomy and responsibility in their learning process.
Self/peer assessment introduces the potential for standardization. Establishing clear assessment criteria and providing training on effective feedback mechanisms can ensure that students apply uniform standards when evaluating their own work or that of their peers. This process, when guided and monitored by educators, contributes to more standardized assessments across classrooms.
Self/peer assessment holds promise in mitigating the challenge of language proficiency disparities among students. By involving students in the assessment process, individuals with higher language proficiency can provide valuable feedback to their peers, fostering a collaborative learning environment. This approach not only helps bridge proficiency gaps but also encourages a supportive atmosphere where students collectively work towards language improvement.
Self/peer assessment holds the potential to address local challenges in Lüleburgaz's English education, offering a flexible and cost-effective alternative. While it may not be a standalone solution, a carefully structured approach that combines teacher-led assessments with student involvement could provide an effective and balanced strategy for enhancing English language education in the local context. By fostering a collaborative assessment culture, educators in Lüleburgaz can create a dynamic and student-centered learning environment that aligns with the unique needs of their classrooms.

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In Lüleburgaz, I think there are 3 major problems related to assessment which are limited resources, standardization and language proficiency disparities.
Many schools lack modern assessment tools, such as computer labs for online testing or audio-visual equipment for comprehensive language evaluation. This inadequacy hampers the implementation of diverse and dynamic assessment methods, restricting the assessment process to traditional, text-based evaluations.
Achieving standardization in assessments poses a significant challenge. Different schools within Lüleburgaz employ varying assessment formats and grading criteria, leading to disparities in evaluating students' language proficiency. The absence of standardized assessment practices hinders accurate comparisons of student performance across schools, impacting the reliability of overall language assessments.
Lüleburgaz is characterized by its diverse student population, with varying levels of English language proficiency. Assessing students with different language backgrounds and proficiency levels using the same set of evaluations leads to unfair and inaccurate results. Tailoring assessments to accommodate the linguistic diversity within the city is essential to ensure equitable evaluation of students' language skills.