A1-Why? (Benefits/Reasons) :

It's a warmup one that helps students be energetic. When I want to revise some new learnt structures, I can use it.

A2- How? (Applications) :

Students are divided into 3 groups, placed as if they are playing dodgeball. (A- Tellers& C-Guessers) standing a few metres apart from one another, and members of one group facing the members of the other. The members of the third group (B-Parasites) are between the other two groups with a mission to block communication between them.
Group A is given a card on which a sentence they learnt in the last the lesson. ( e.g. Ayla has fair hair and blue eyes.)
Group C tries to guess/understand the sentence or phrase. Meanwhile group B tries to block the communication between the two groups as parasites. They can jump, shout, dance and sing but they are not allowed to move/step or touch members of A and C. The groups change places after each sentence or phrase is guessed, so that every group can become the tellers, guessers and parasites.

B. in your future PDCs:
 I would like to try the onion ring activity.

B1-Why? (Benefits/Reasons) :
It helps teachers revise the learnt subjects. It's energizer and communicative. While teachers are interacting, discussing with eachother they try to remember what they have learnt.

B2- How? (Applications):
Facilitator shows what is onion ring activity about by drawing two circles, one is inside another. She shows how the activity will be done on this shape. The ones inside aren't moving and the others are moving to the left. 
The number of teachers should be even number while doing this activity. 
Each time they move, they will hear a question by  the facilitator. 
The questions will be about the past subjects. 
Teachers will discuss on the questions in given time.  When every teacher talked the activity is over. 

 

A1-Why? (Benefits/Reasons) :

On this website students can find activities to practise their writing skills. They can improve their writing by understanding model texts and how they're structured.

The self-study lessons in this section are written and organised according to the levels of the Common European Framework of Reference for languages (CEFR). There are different types of model texts, with writing tips and interactive exercises that practise the writing skills they need to do well in their studies, to get ahead at work and to communicate in English in their free time.

The students can check their understanding by gap filling, check their writing by doing multiple choice exercises. 

 A2- How? (Applications) :
I may advice my students to study on this website at home, or I may do activities in classes. For instance, If they want to learn how to write a text message invitation to a friend. They do the preparation task first. Then read the text and tips and do the exercises. When they finish A1 level they can go on with next levels. 

B. in your future PDCs:
I'd like to try 'Agony Aunt Letters' activity for my PDC meeting.

B1-Why? (Benefits/Reasons) :
Teachers can recognise the problems with improving the writing skills. They can find solutions and share with the other partners and groups.

B2- How? (Applications) :
Teachers are grouped according to their first letters of surnames. Each group is given a letter from a city in Türkiye. (page 38)
Groups read the letter of its own and try to find three pieces of advice for the identified problem. (Why don't you try.... /If I were you I'd.... /One thing you can do is.....)
After a few minutes, they share the reply letters of solutions with whole class.