1-In my classroom, I use a combination of  listening activities in the coursebook and authentic listening materials. However, I eliminate some of  the listening tasks of the coursebook which cannot take the attention of the students. I prefer use authentic materials more because songs, movies, news, Daily life conversations enhance the performance of students and they are more motivating.

2- Today, I learnt a lot about the activities we can do on the stages of the listening course. Given examples for  pre, while and post listening tasks by my collegues will help me to use different activities in my classrooms and  these different tasks will make my lessons more engaging.

2-      The suggestions and ideas I have taken away today will help me deal with this problem. First of all, I have understood that I don’t do enough pre - speaking activities in my classroom. Different types of activities given as examples  by my collegues for the pre speaking stage  will help my students to prepare themselves for speaking. Also giving positive and constructive feedback will give them courage to attend other speaking activities. Moreover, web 2.0 tools some of whose name I heard for the first time today  will take the attention  of my students. They are shy while speaking in front of the people. When they use applications like plotagon or chatterpix, they don’t have to show their face and  they have chance to delete, correct their mistake and speak again so  using web 2.0 tools  will be more  appropriate for them to improve their speaking skills. Lastly,  differentiation will be very useful to support less confident students. 

The subject of the reading task is Natural Disasters.  On pre-reading stage, teacher can ask students what kind of natural disasters are, if they had or witnessed any disasters. They can watch short videos about disasters.  As the reading task is long, he can divide the classroom into 5 groups, each of the groups deals with only one paragraph. There are achievers and underachievers in each of the groups. While they are reading the paragraph which belongs to their group, they learn unknown vocabularies together, they help each other so the weaker students learn from their peers. Later,  a volunteer from each group describes what their paragraph is about. On post reading stage , teacher can ask some simple true&false questions which weaker students can also answer. Then he gives a  conversation card and want students talk about the subject and record his voice 

1)      I think  it was the jigsaw reading. It supports cooperative learning among students. It promotes all students’s contribution.

1)      I think implicit learning will be the most useful one. It is more student  centered and students learn spontaneously. It is like teaching how to catch fish instead of giving fish. 

2)      In my opinion, they would be most interested in Content Checking Questions. CCQs also took our attention in the lesson. We tried to learn how to ask CCQs. I think my colleagues would have difficulty in asking but they would also be eager to learn and use in their lessons.

 

 VOCABULARY

1)      I my opinion, teaching vocabularies in interesting way is the most effective suggestion. Teenagers have tendecy to remember silly or fun details so it is a pratical way to put words long-term memory.

2)      My students vocabulary notebooks include word’s definition, word class and example sentence. They use vocabulary notebook to learn the meaning of word so I want them to write it. I also want them to write noun, adjective and verb forms of the vocabularies so they learn to use correct form of the word. Writing sentences including a new word help them to remember the meaning of the word without looking definition.

2)      During the training I had opportunity to observe what kind of activities my collegues are applying in their classes, how they deal with listening, speaking, reading and writing problems and how they digitalise and diffirentiate their lessons and what kind of coobarative learning techniques they use. I am going to try to apply best practises when I establish a PDC in my area.

3)      PDC sessions in the programme will let us see better what kind of problems are waiting for us. When we observe our collegues’ presentation,  we will see what their outcomes are, how they measure, what kind of materials they use and how they achieve the engagement of the participants so we will make use of PDCs of our collegues while planning our PDCs. We will also have a chance to see our defficiencies by means of the feedback of our collegues.