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I’d prefer both of them. I want my students to expose to the target language as much as possible. Authentic materials are motivating for them. It adds real life elements. Students can adopt to their life. If The task in their course book is suitable, I can use it also I can adopt easily.
The ideas about making more listening activities are appropriate for my class. Especially doing pair and group works comfort them. They feel confident and relaxed. Working with their mates motivate and challenge them. Activities also offer a chance using Language in their life. Making mistakes doesn’t bother them because they are safe among their friends.

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Students are afraid of making mistakes and being laughed. They are shy. They are lack of confidence. They feel themselves insufficient in English. In primary school and secondary school they didn’t have a chance for speaking. They learn and practice grammar and vocabulary. They don’t know how to interact and communicate.
The ideas and suggestions will help me to cope with these problems. I practiced lots of activity today. In speaking activity using useful language will comfort sts. They feel confident. Modelling is the key point for sts who don’t know what and how to do. They can get the aim and purpose of the activity. The step gibes in the lesson will be helpful while planning or arranging the ready activity.

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There is a reading activity form 9th grade book. 1a activity focus on info so it can be boring for students. Instead of it we can use a video about one of the wonders or matching sentences pictures. Also we can add matching paragraph with titles for low level. For high level I can use providing title Vocabulary words need a dictionary. So students can be bored.  I skipped it. For detailed reading part I can add true/false questions for low level and open ended questions. For post reading I can ask them  to tell  or make a poster a historical place that they have visited.
Our books have long reading text. So making jigsaw reading is very helpful. When they see the long text, they feel unmotivated. Putting the text into parts is very motivating. Also web tools that we learnt are very helpful. We can use to get their interest. They can practice reading while having fun. They like dealing with digital tools.

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1.Snack writing would be useful approaches in my local context.The aim is the fluency while writing. Both the teacher and students have fun. They feel more confidence and comfortable while writing. Also it doesn’t take too long. Besides They can feel better that they can get correction by yourself or peer in snack writing. When it is done regularly, students’ writing skills will improve.
2.My colleagues would be most interested in digitalization in writing. Digitalization make it more attractive and enjoyable for the Ss. They can get the students attention much more using different digital tools in wiriting. Digital writing tools provides them to interact with the Ss and also the Ss can interact with each other.
Also teacher will be interested in mixing two approaches( product and process). Our book focuses on product one. They will get an idea about how to add process in writing. After they show the example, they can ask students to collect ideas, draft and redraft. Students can feel more confident because of peer correction. They feel free while collecting ideas.

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I think teaching limited words frequently is the most useful suggestion. Because we try to give all the unknown words in a lesson especially in the language classrooms. Sts feel overwhelmed and lose their motivation. Digital tools such as nearpods, quizlet, quizziz, etc. also very helpful for our sts who spend most of their time using phone. They can practise more frequently. So it makes them better learning and recalling vocabulary.
I usually ask my students to make their own vocabulary notebook. They revise the words that learnt in or outside the lesson. Revision is very important for recalling. Firstly I tell them to add word family and derivations. Because it is easy to learn and remember related words. Secondly I tell them to add collocations. It makes sense in meaning. Meaning is also very important. They can write the meaning in their own words or add a sentence or sth about themselves to personalise.

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I think most of the teachers focus on summative assessment. They assess if the sts achieve or pass the class. They ignore the learning process and focus on output. If the sts learn sth wrong, it will be difficult to turn back and correct it. Also language learning includes four skills. we can not assess all the skills while using summative one. The assessment is done by teachers.  So it is demotivating. Sts feel pressure and overwhelmed.
I think peer assessment could solve local problems. It encourages students to be involved in the assessment process. It is motivating. They can give feedback during the process. Mistakes can be corrected by friends. Students learn more from each others' work. Also It reduces the time and workload of teachers.