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Well, well, well...
Let's start the new chapter

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Today we got to know each other. I learnt new GTKY activities from both facilitators and my colleagues. Some of these activities are "say your name and add sth" , "find someone who" , "my personal star" .  My favourite one is "my personal star". It is quite easy to apply. I think they are all useful and applicable.
The idea of using mobile apps in the classroom is new for me and I liked it. Actionbound, kahoot and using QR codes are some of the apps that we learnt today. Actionbound is a good one but ıt may be difficult to apply it in terms of time. Because it is a dynamic game. However I will try it in my classrooms which is under 20 students.
At the end of the first day, I'm really curious about the following day sessions and applying these activities in my classrooms when I go back to my city.

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Today we worked on problems related to listening and found out some great ideas that might be solutions. We have almost the same problems , it is suprising because we are all from different cities.
We studied stages of listening; pre-,while- and post-listening. Before these sessions admittedly I didnt know that  these stages are so seperate from each other. The curriculum in general ask us to make a listening activity and we as a teacher just bring sth to listen into the classroom the do the activity. With today's session I got that they were all while-listening activities.
Then we leant the terms " differentiation and gamify". Actually I had and idea with the terms but dont know how to apply.  Some differentiation techniques are
-change the type of question (yes/no - comprehension)
-change the challenges gradually
-make small changes instead of creating whole new worksheet
These are my favourite ones also.
Students feel comfortable if they know that they do sth correct. So yes/no questions are quite helpful especially at the beginning of an activity.
Another important topic was Instruction Check Questions in today's sessions. We as a teacher should give the clearest intructions so students know exactly what/how to do in the activity.  I made a list or we can say it a frame
Attention - explain-demonstrate-ICQ-...activity...-  check(ıf they did it correct).
While doing ICT, we may ask yes/no questions or one word answer questions. The point is "keep it simple short staged".
These are what we have learnt in second day sessions. Thanks to what ı have leanrt today , I feel more confident about listening activities.
As an English teacher, I really enjoy learning and teaching a foreign languages. Before attending these sessions, ı had some expectations. now when I look what I learnt ın two days , It is much more than my expectations. Thank you.

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Today we worked on speaking skills.
We started with a warm up as it was all the previous days. We made a line on paper so it seemed like two columns. One side for names , one side for sth in common with that person. It is a GTKY activity . I will use it in my classes as a past tense speaking activity as we can see on additional file.
Then we move on with another activity which we read teaching speaking problems , talked about them and try to find solutions. I think the most common problem in my distrist is the fear of making mistakes. After having conservation we found out some useful ideas. About that fear, we ,as a teacher, may varify the error correction ; at the end of the activity without addressing anybody, repeating the wrong sentences by correcting the mistakes .
Another common problem is not using English as classroom language. We have a very applicable solution for this one. I can write the phrases where they need them. I will definitely do this when ı go back to my school. not just easy ones such as "open the window" but for some specific needs, I will write lots of sentence. Maybe We can write together with my students .
In group activities chhosing a helper who reports the one speaking native labguage to the teacher is also a good idea. teacher may cahange that helper in other days. I hope this will work with my students because they like taking responsibility.
There ara also some solutions that I think not useful for my classes. For axample, for the fear of making mistake I dont use "come and whisper".  Because I think it damages personal distances for both teachers and students.
The other thing I would certainly apply in my classes is "record your speaking". It is a very good idea as homework or post-activity. I think, as they work with language , they will be interested in language and eager to learn. I'm already excited for listening their records .

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Today we worked on reading skills. We had e text from course book and we tried to change and differenciate the activities.

Text 1

ATTENTION
Suppose that you are a tourist , what kinds of places would you like to visit? Make a mind gap.

If worked individually I would say
-You are in two group in the classoom, make two lines in front of the board. Write the activities that could be done when you are new in a city. You have 2 mınutes.
ICQ for the activity

PRE-READING
If worked individually I would
-Ask  yes/no questions.
Have you ever been somewhere far from home ?
Have you ever planned to abroad ?
What would you do ıf you were out of counrty?
ıs there any disadvantages being far from your hometown?
How would you overcome with these problems?

WHILE- READING
True- False Questions
There are some key words. Match them with each paragraph.
ICQ
If worked individually I would say
-Focus on the words that we talked in pre- reading activity, ıs there sth same? note the same things. ( As gist)
-  Discuss with your partner (deskmate) about what are Ethan's near future and distant future plans.
ICQ

POST-READING
Paper slide about future plans and arrangements.

My colleagues would find these ones the most useful
- Make  them into two group and write as much as possible words related to the topic. I think they would like it because it is a good ice breaker activity just before reading.
-Paper slide activity. Because it is very simple to prepare and it doesnt nesseciate technology.

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Product and snack writing are the most useful ideas in my local area. Because students feel free in snack and they have a sample in product writing. we can also use jamboard and padlet for writing in my city. students would like the idea that making comment or writing respond is also writing activity.
They would be more interested in new strategies and techniques

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Today we worked on grammer and vocabulary. We start with a warm up
Think about sth you have never done before.
Make a round . Stick a paper on the floor.  When starter says a sentence, move to another paper if it is not same sentence with yours; keep standing if it is same. the one who stays in the middle would be the next person who will make a sentence. We used " ı have never ...." in that activity. I can use it with "can/cant, present simle, past and future  tenses , adverbs of frequency"
We talked about what blocks students' grammer learnings.
- students can generalize that seperate formulated grammer points
-previous lernings blocks the new one
-lack of grammer knowladge on mother tongue
These are the possible reasons.
Then we compare traditional teaching and learner centered teaching. We had role play. A is tradional teachers, B is learner centered teachers. We had to defend what our method was. It isn't easy to defend sth that you really dislike. We found out some terms like "explicit&imlicit, direct&indirect, deductive&inductive"  We ordered the sentences according to the approaches. Then we noticed that they have many things in common like beginning, ending and in terms of activities. Then we went out to do an activity.
Facilitator says a sentence, according to the sentence , participants move somewhere decided before as free- guided-controlled activity.
From today's grammer session, ı would first use " say sth you have never done" activity.  of course ı will change it according to the grammer topic.
For checking correction, ı would use " move somewhere decided according to the answer" with my PDC participants.
I will also add " concept checkin questions" to my lessons in both PDC and classroom.

Then we go on with the vocabulary .
we started with an activity. write words on the board, make two group line in front of board, ask them to hit the answer word when you say "go" after giving definition. studets are supposed to hit the words as quick as possible. We used menti.com for vocabulary exercise. we wrote words individually and it would be a puzzle at the end  with other's writings. I liked this activity and I think my colleguages and students will also like it.
We made a mindmap about "what does mean learning a new word?"
meanıng,pronounciation, antoym synonym, collocation,related words,spelling,cognate, prefix suffix, word form,lexical...
We made another vocabulary activity.
show pictures, make the students repeat the nouns many times. ask them to show when you say the "noun" (illness).
hand out the words ans ask them to match with pictures. sentence repetition. memorizing game ( remove the pictures from the board and ask).
I liked mind map activity most I will use it in my PDC sessions It is useful to check what we already know about the topic before starting to learn new things. And also ıt ıs clear for me how to gıve the nev vocabulary. Elicit- check understanding-drill pronounciation-write. It is a little same with the grammer presentation, first meaning, then check,  the go on with the activities.  We made some CCQ for vocabulary teaching. we can use it in all grades . I thınk my colleguages will also like it.  It ıs easy to answer(yes/no), tıme savıng and has very little efford.
We played tick tok boom game. It might be a review activity in classroom and PDC. Teacher can take notes after the activity.
We used some web apps such as quizlet, quizizz, blooket. We prepared vocab. activities by using them. I will definitely share them with my colleguages.