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I felt happy this morning, becase I was with great collegues in such a training and now I am feeling a bit tired but again happy and because I will have such a good opportunity to share my experience and of course to know you, Helen.

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I prefer using both listening materials in the course book and authentic materials. Because the students will come across something different besides the exercises in their books. They will get excited about the lesson, the authentic materials will get their attention to the lessons. Also the teacher will get extra energy and good feedback about the lesson.

Active listening tasks today are appropriate for the classes I teach. Because the tasks are quite enjoyable. Also they keep the students busy during the listening and they will have fun. I, as a teacher, will be glad when they understand what they listen.

So today was so enjoyable and informative for me.

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I think there are several problems in our classes about this issue such as lack of vocabulary, lack of self confidence and insufficient instructions in course books.

With some ideas I got here, I can handle some problems. For example, I can differentiate the activities or I can add more instructions for the activities in the course books.

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Reading skills- a lesson differentiated 

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Reading skills- a lesson differentiated 

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I chose a text about comparison for 6th grades from the coursebook.

Pre-reading :

Teacher shows some pictures from Britain, such as Big Ben, London Tower, Edinburgh city, Oxford University, etc. Then, she asks “Do you know where these places are?” and “The USA or The Great Britain?”(weaker students)

For the stronger students, she asks “do you know the cities in the UK?”

For warm-up, they can do city puzzles (Manchester, London, Warwick and Edinburgh ) as groups.

While reading:

As a gist; the teacher asks them to find a better title for the text. (For weaker ones, she can provide two options)

As detailed reading tasks; teacher uses the exercise in the book by differentiating. It is “ticking the correct sentences” activity. The teacher can change the activity as “ True false exercise” and also add more sentences and if there are false statements, she wants the students to correct them ( at least one or two)

For weaker students, the teacher expects them to decide if they are true or false and for stronger ones, she expects the students to correct the false statements.

Another activity for detailed reading task;

The teacher keeps the CB activity here. (true/false)

For stronger ones, she can ask them to correct the false statements.

Post reading:

1. For weaker ones; it can be a poster preparation which is about comparing their hometown and another city.

2. For stronger ones; preparing a paper slide about comparing any two cities and sending via flip.

Also I liked the LINE activity today, because we discussed the statements about teaching reading strategies. It was a good way to share the experiences in the class and discuss if it is useful or not.

Luckily, I found it!!!

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About grammar part, I find implicitly grammar teaching method very effective . Because students learn naturally and not just grammar, but also use the language effectively.

The most effective vocabulary teaching suggestion is elicit, check, drill, write.

The students are very active while learning. Providing them repeat the words  as a whole class, in groups and as iindividuals, they learn the pronounciation. By showing the pictures or miming, they learn the meaning and they show the written form through the word cards.

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The biggest and most common problem in our local area is the new system. We are not aware of how and to what extent to assess in the exam. But in generally in the class, I have a problem with giving feedback for each student for every lesson. Because the classes are crowded and the curriculum is intense.