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Grammar: Teaching grammar implicitly is the best way for me. Teacher gives the function and structure in a listening/ reading text and elicit it by asking CCQs. In my region, My colleagues may ask some useful activities to teach tenses, modals and some vital structures which serve sts’ speaking skill.
Moreover, my colleagues may ask to share controlled, guieded and free activities to implement in their classes.

Vocabulary: Today’s key issue was the tips of teaching vocabulary. Frankly, practicing new words as much as we can by using different techniques would be effective. Using digitalisation, games, drawing images, realias, role plays and revising them several times is necessarry.

Vocabulary notebooks may work. Sts weite the vocabulary they would like to learn but ı make sure that they have included word classs, collocations, pronunciation, sample sentence, drawing, register and maybe Turkish and English meaning of each new word.

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1) ı believe snack writing is quick and useful for my district. Process writing is fine but difficult to implement in limited time in our classes. I generally prefer as a post activity of a unit. Most of the time they are guieded and sometimes free writing. Product writing approach seems artificial and makes less sense in terms of real life like activity.
2) ın my region, ın PDC sessions, teacher would prefer getting different kind of writing activity samples which are enjoyable,easy and not time consuming in the class.

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* Make groups of 4-5 and stick some features of legendary figures on the board (eg. Determined, leader, open minded, risk taking etc.)
* Give some widely known legendary figures to the groups and let them discuss about them Who is she/he? What is his/ her success? ( eg.Elon musk, naim süleymanoğlu, fatih sultan mehmet…)
* sts get up and stick to the figures to the given features.
Pre-reading 2
Each group was given 1 figure’s picture and they try to write his qualifications in 10 min. Then they present to the class. Rest of the class try to guess that group’s figure.

While-reading
*Sts were given a chart to fill in about qualifications of Atatürk.
OR
* statements are given in jumbled and sts try to put them in order.

Post- reading
* Students are asked to write a paragraph about another legendary figures’ lives
* write a letter to Atatürk about what has happened in Turkey after him.

2. Jigsaw reading is useful for long text if the text is convenient to divide into pieces.

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The most common speaking problem in my district is lack of role model of our pupils. Unfortunately, teachers dont tend to use English as a classroom language during lessons. Moreover, they use very limited videos, recordşngs and listening tools. Another very important problem is lack of preparation before pupils speak. Speaking is very demanding thing which requires self confidence, background knowledge and support in terms of structure and language. These are neglected by the teachers.

Differentation of speaking activities in coursebooks may help us to use them more effectively. Moreover, before/ while/after speaking manners of teachers are the most vital points in order to convey effective speaking activities in the class.

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Many different listening activities were shared today and it was fruitful for us to remember pre-while-post activities and active listening. I use authentic materials as well as listening materials in textbooks. my students love listening lessons. so variety of listening materials adds excitement to the lesson. songs, movies, series, interviews etc. It is very useful to use, but it is difficult to prepare a lesson plan and find suitable parts for the level, so I mostly use textbooks. Active listening activities are very important because they help students to cover the skill properly. They are applicable in the classroom if disruptions and barriers are  foreseen and eliminated. I should take sts age/ level/ interests ünto consideration to prepare a listening lesson plan