1. Gain attention: The teacher asks students about movies on a person’s life. Talking to students about movies definitely attracts their attention.
2. Identify objective/informing learners of the objective: The teacher distributes cards and pens to students and tells what they are going to do with these.
3. Stimulating recall of prior learning: During the activity the students use their prior knowledge of past tense. Also it is clear that linking student’s personal experience and knowledge with a new subject facilitates their learning.
4. Presenting the stimulus: The teacher first presents the stimulus talking about his past life and introduces the content which is past tense to students.
5. Providing learner guidance: The teacher guides the students telling them to make the sentences like him and gives examples.
6. Eliciting performance: The students make their sentences using past tense and share them with the class.
7. Providing feedback: While students sharing their sentences, the teacher corrects their mistakes nicely and provides immediate feedback.
8. Asssesing performance: The teacher doesn’t give a test or something like that, but asses their performance by saying ‘good job’, ‘excellent’.
9. Enhance retention/transfer: I think choosing something related to student’s life is the best thing to enhance retention. Also, the teacher repeat the correct version of the wrongly said past form of verbs few times to enhance retention.

I think he is a qualified teacher. He creates content of what he teaches and that would help student’s meaningful learning making the information permanent. Also, he makes communication possible even in a grammar lesson and this is perfect for integrating the different skills.

Assignment on the use of native culture in the teaching of EFL

1.What do you think of the idea of using student native culture as content in the EFL classroom as a means of fostering cross-cultural awareness? What might be the possible benefits and shortcomings (if any) of using student native culture?

2.Choose a or b :

a) By referring to the article by Post and Rathet (1996: 12-17) in English Language Teaching Forum, suggest a new language learning activity for Turkish learners of EFL where you use the Turkish culture. The activity that you will design could appeal to any levels of proficiency (i.e., beginners, elementary, intermediate or advanced) and it can involve any language skills. You need to specify the aim(s), your learner profile preparation, procedures of the activity.

b) By referring to the article by Tavares and Cavalcanti (1996: 18-23) and examining the suggested activities in the article, suggest one activity of your own design to develop cultural awareness in EFL classroom (if you like, you could choose a feature film in English and you might prefer to take up a certain cultural practice in the film and compare and contrast it with the Turkish culture.

Assignment on conversation analysis

Choose one or two scenes in a feature film/a TV serial that you like. Do two of the following tasks:

1.Try to identify the language functions used in the conversation.
2.Try to analyze the communicative competence of the interlocutors from the following perspectives (grammatical competence, discourse competence, strategic competence, sociolinguistic competence)
3.Try to analyse the conversations from the following aspects:
a) attention getting

b) topic nomination

c) topic development (clarification, shifting, avoidance and interpretation)

d) Topic termination

4. Try to analyze the conversation in terms of Gricean maxims (quantity, quality, relevance, manner )

Please do not forget to illustrate your comments by giving relevant examples.

Reflection assignment on your cognitive styles and learning strategies

Which cognitive styles do you think you have? Give some examples to illustrate your points. In what ways do you think possesssing these specific leaning styles has a positive impact on your academic and private life and in what ways do you think it prevents or challenges you in your academic and private life?

2. Using the list of learning startegies (see pages 125-126 in Chapter 5 of Brown (2000) and communicative strategies (see page 128) in Chapter 5 of Brown (2000), describe examples of two or three that you have already used or you are currently using. Pick one or two that you don’t use very much and provide your reasons for not doing so.

Assignment on learning styles

Choose a character in a feature film/a Turkish or English TV serial that you like and make comments on the learning styles and the learning strategies and communicative strategies that he or she displays in the film/ TV serial by giving examples. How effectively do you think he or she uses them in the film? In what ways does he/she benefit from them and in what ways do they have a negative impact on him/her?

In this video, I would like to talk about how Gagné's Instructions are demonstrated by the teacher.

In the beginning of the class, he asks a question: "Does everybody know charades?" By asking this question, he introduces the game which they're going to play and makes sure that students know the game. At this point, students will wait him to tell more about the game and this draws attention. This is GAINING ATTENTION.

Later on, he gives the instructions of the game and demonstrates it for the students. It makes everything clear. Students understand what they are going to do during the game. He also says that he wants students to form full sentences in present continuous tense. This is INFORMING THE LEARNER OF THE OBJECTIVE.

Students begin to play the game. They form 2 teams: Team A and Team B. One of the team member tries to tell the word with gestures and mimics, and the other one tries to guess the word. When the student find the word, s/he has to form full sentences such as "You are laughing" or "You are pulling something". This needs prior knowledge of present cont. tense and students recall this knowledge and use it during the game. This is RECALLING PRIOR LEARNING

During the game, he says " Good job!" and he also writes the points down on the board. By doing this, students can see their team's condition and their competitors'. This is the stimulus of the game and it's PRESENTING THE STIMULUS.

At the beginning of the game, he gives the instructions and demonstrates the game which gives students an idea about the game. In addition, he usually assures students and guides them by saying "Yes", "Alright". With those expressions, students understand that they are on the right track. This is PROVIDING LEARNER GUIDANCE.

At this point, students play the game by guessing the action words and forming full sentences including this vocab. item and they complete the game. This is ELICITING PERFORMANCE.

During the game, the teacher always gives them immediate feedbacks by saying "Yes" "Excellent" or "Good job!". Students understand whether they're wrong or not by these expressions. This is PROVIDING FEEDBACK".

At the end of the game, the teacher announces the winner team by looking the charts on the board and it is the assessment part of the game. This is ASSESSING PERFORMANCE.

In the end of the video, the teacher talks about other ways to use charade games while teaching vocabulary or grammar. He says that teacher can take it further and makes the lesson enjoyable, interactive and useful. This is ENHANCING RETENTION AND TRANSFER.

We've seen Gagné's nine events of instructions and their demonstrations in the esl lesson. I think the teacher clearly demonstrates these steps. His lesson is enjoyable as well as informative and this is the most important one: to be able to put these 2 items together.

1) Gain attention :We can't see the beginning of the lesson, but as I understand from the video teacher has written the course name,objectives to the board and in this way teacher draws student's attention.

2). Informing the learner of the objective: The objectives of the lesson are on the board and the teacher talks about them showing them on the board.She says that we are going to write a radio advertisement and guess what products are being advertised.

3)Stimulating recall of prior learning: Teacher ask what comes to their mind about the products that she has mentioned or related to topic and during the lesson, while preparing the subject and creating a product and advertisement, they use their previous knowledge, grammar structures and vocabulary knowledge.

4)Presenting the stimulus: Students give some answers related to the teacher's question such as luxury, modern, popular and they will answer the other question (how do we get information about that products?) as advertisement.

5)Providing learner guidance : The teacher gives the rules of the acticity. She want them to meke groups and create their products and later on present and introduce those products.

6). Eliciting performance Students present their products using charts.

7)Providing Feedback: While students are preparing their product's advertisement, teacher walks around the each group and give them feedback.

8)Assessing performance:While they are presenting and after presenting the the teacher gives them feedback, shows her pleasure saying that wonderful, welldone...etc.

9)Enhancing retention and transfer: The activity provides them to to use present and future tense while presenting their products and the use some adjectives which defines their products, so this provides retention and transfer.

In my opinion, she is an effective teacher, because she provides the student to like the lesson and this is the most important thing in teaching period and the activity provides students to make brain storming, creating a new idea and comminicating with group members and making presentation to class and in this way it increases the students' self confidence.

1) Gain attention :The teacher comes to the class and that she will distrube a envolope for each group.Envelopes are good materials for drawing attention of students.

2). Informing the learner of the objective: The teacher says what they will o with these envelopes that is, gives the instructions.She makes the groups of 2 people.The students will match the parts of the sentences according to tag question structure.

3)Stimulating recall of prior learning:During the exercise the students recall their past learnings abour tag questions.They think about the rules and form the sentences.

4)Presenting the stimulus:Students give reactions according to stimulus and starts to make questions by group members.

5)Providing learner guidance :The teacher in advanced gived the rules .We don't see that part so much. In the beginning part of the video the teacher talks about the strategies about how to teach tag questions with diffrent games.

6). Eliciting performance :The teacher askes learners the responds.The students starts to giving answer by one by after finishing the exercise.

7)Providing Feedback: After each answer the teacher asks the class whether it is true or not.She doesnt give the answer directly, takes the learners opinions."She ask what do you think."

8)Assessing performance: She asks the class about answers and then verifies the answers.All of the students give the correct answer. The teacher shows her glad by saying "thank you "and very good"

9)Enhancing retention and transfer :The teacher talks about other ways of tag questions with an enjoyable way in my opinion.For example one students form a question other one complete it ,or giving incorrect tags them to correct. So this structure becomes permanent in their memories.

In my opinion the teacher uses different tecniques to use for teaching Tag questions, but we dont see this part namely while she is teaching the rules to the students. The video shows us only the part that after the students has learned the subject.Then she makes the students do enjoyable activity. Because this way is much better than to make them o practices from a book or sheet. This activity make them curious about the exercise (envelope activity ) Than at the end , she also talks about other ways of teaching a grammer. They are creative I think. As the learners like the games an fin them more interesting than common ways the teachers generally use.

1) Gain attention :The teacher comes to the class and that she will distrube a envolope for each group.Envelopes are good materials for drawing attention of students.
2). Informing the learner of the objective: The teacher says what they will o with these envelopes that is, gives the instructions.She makes the groups of 2 people.The students will match the parts of the sentences according to tag question structure.
3)Stimulating recall of prior learning:During the exercise the students recall their past learnings abour tag questions.They think about the rules and form the sentences.
4)Presenting the stimulus:Students give reactions according to stimulus and starts to make questions by group members.
5)Providing learner guidance :The teacher in advanced gived the rules .We don't see that part so much. In the beginning part of the video the teacher talks about the strategies about how to teach tag questions with diffrent games.
6). Eliciting performance :The teacher askes learners the responds.The students starts to giving answer by one by after finishing the exercise.
7)Providing Feedback: After each answer the teacher asks the class whether it is true or not.She doesnt give the answer directly, takes the learners opinions."She ask what do you think."
8)Assessing performance: She asks the class about answers and then verifies the answers.All of the students give the correct answer. The teacher shows her glad by saying "thank you "and very good"
9)Enhancing retention and transfer :The teacher talks about other ways of tag questions with an enjoyable way in my opinion.For example one students form a question other one complete it ,or giving incorrect tags them to correct. So this structure becomes permanent in their memories.

In my opinion the teacher uses different tecniques to use for teaching Tag questions, but we dont see this part namely while she is teaching the rules to the students. The video shows us only the part that after the students has learned the subject.Then she makes the students do enjoyable activity. Because this way is much better than to make them o practices from a book or sheet. This activity make them curious about the exercise (envelope activity ) Than at the end , she also talks about other ways of teaching a grammer. They are creative I think. As the learners like the games an fin them more interesting than common ways the teachers generally use.

Gagné's Nine Events of Instruction

1.Gain attention: The teacher spreads flash cards on the table when she comes to class and want them to come around the table, which takes student's attention and make them curious about what they are going to do with those flash cards.

2. Identify objective/informing learners of the objective: The teacher gives the instruction of the game and she herself shows what they will do. Then she remind that the one who understand first and react fast will win the game. She reminds them to be competitive before start to game.

3. Recall prior learning/stimulating recall of prior learning: During the game students remember what they have learnt about time expressions and they use previous learning to win the game.

4. Present stimulus: The teacher reads the time therefore presents the stimulus, and the students give reaction to stimulus.

5. Guide learning: In the first part of the game, the teacher herself reads the expressions in order to guide learning, but in the second part, one of the students reads them, which makes the activity more student-centered.

6. Elicit performance: Most of the students give reaction to stimulus and grab the correct flash cards.

7. Provide feedback: When the students grab the card she wants him or her to hold it up and show it to the friends and asks the students "Is that right?". By doing so, she immediately provides feedback and make the other students involved in the feedback part.

8. Assess performance: The teacher thinks that this activity is useful for them as it involves visual elements, physical movement and competion.

9. Enhance retention/transfer: As the game is about the time expressions they have learnt previous lesson, the activity enhances their retention and make these expression transfer to the long memory.

Gagné's Nine Events of Instruction