PDC PLAN

Group members: Burcu GÜNEŞ, Dilek ÖGER, Aslıhan DEMİRHAN

Topic: Listening

Sub topic for this session: Active Listening

By the end of the session, teachers will have :

 experienced an active listening activity (warm-up)
 discussed the features of active listening
 considered ways to create or adapt an active listening task to meet the needs of a particular group of learners.

Stage Procedure Materials Time

Warm up  The facilitator greets teachers and thanks them for joining. The F  Ball of yarn 10-15
introduces himself/herself briefly. minutes
 F tells teachers that they are going to start with a short getting to know
you activity.
 F invites participants in the middle of classroom and asks them to make a
 circle. F holds a ball of yarn in his/her hand.
 F asks participants to tell their names in a row.
 Participants tell their names in clockwise direction. Then F asks them to
repeat their names, however this time they will repeat the previous
person’s name too. They will repeat two names in total.
 After that, F shows them the ball of yarn and holds the beginning of the
string and throws it to someone randomly and tell that person’s name.
 Each participant keeps throwing to the ball of yarn and tell the ball
keeper’s name.
 When it looks like a spiderweb, F tells them that it is time to throw back to
the opposite side, repeating the name of the ball keeper again.

Intro to PDCs Briefly summarise the aims of the English Together project: 15
minutes
 the purpose of PDCs
 benefits for both Teachers and Students
 frequency of meetings
 expectations re. attendance

F gives detailed information with a presentation to explain what PDC stands for,
the aims of PDC, its benefits for students and teachers and how often they will
meet.
F keeps reminding them that he/she is not a trainer but a facilitator. The idea of
a PDC is that the group will learn as a result of co-operation, through sharing
ideas and experiences and working together to solve common problems.

Listening: Task 1 30
Engage and papers, a bunch of minutes
Share strip paper
Introduction and inactive listening task
colored markers.
Class memory quiz
Handout 2- Wanted
1. Set the context:
template for picture
Tell students that they are going to go to a party where they will meet new dictation
people. Elicit possible topics of conversation e.g. sports, favourite movies /
singers, what they did at the weekend, favourite subject etc.
2. Prepare the questions:
Invite students to think for a moment and then write two questions on a strip of
paper that they would like to ask people they meet at the party.
3. Model active listening:
Collect the questions.
Nominate one student and ask some of the questions from the strips of paper,
demonstrating active listening techniques e.g. ‘Really?’ ‘Wow!’ ‘That must have
been exciting for you?’ and follow-up questions where appropriate.
Be conscious also, of demonstrating open body language
Repeat the procedure with one or two other students, using the same or similar
questions.
4. Memory quiz:
Tell students you are going to ask questions see how much they can remember.
Organise students into groups of 4 or 5.
Ask short answer questions
e.g.
Who went to Izmir during the summer? X, Y or both?
What was the best thing X ate during his holiday? etc
The first group to answer correctly gets a point.

Active Listening Task (Picture dictation)

 F shows the second picture about love at first sight to introduce the topic
of the next listening activity.
 F calls the managers of each group and gives blank A4 papers
(Handout2) to each student.
 F explains the instructions.
1. F tells them that he has a story about love at first sight.
2. F wants them to help her to draw a picture of the boy she has
fallen in love with while she is telling the story and says she will
give extra 30 seconds to complete their drawing after she finishes
her story.
 F tells the story of her love at first sight on the first day of university and
gives description of the boy.
 F gives 30 seconds to finish the picture. While they are finishing and
showing each other their pictures, F goes around the tables and checks
the pictures. F chooses the best pictures from each table and asks each
student to come to the front of the class. She then decides the closest
one to her imagination. (Allocated time: 10 minutes)

Task 2
Categorizing the features of active and inactive listening
 F gives the instructions for the new task.
1. Each group will have one handout.
2. They will categorize the features of active and inactive listening on
 the chart as a group
 F elicits the answers by asking the participants. If there is any wrong
categorization, they discuss in the class.
 At the end F shows the comparison chart for participants to check their
answers. (Allocated time: 6 minutes)

Reflect and Task 1 15

evaluate minutes
Facilitator 4 (Sultan Bucak)
Designing Task
 F asks the participants about the listening texts in their coursebooks
whether they are active or inactive.
 F shows a picture and a listening text from the coursebook and asks how
that task can be turned into more active listening task.
 F elicits the answers.
 Then F gives handouts (Handout 4) to the group managers for each
group.
 F gives instructions:
1. Discuss in your group and decide how to adapt this task into
much more active way.
2. Write them under the handout as a group.
3. F elicits the answers from the reporters of each group.
(Allocated time: 10 minutes)

Evaluation
 Facilitator 1 (Sevgi Kara)
 F shows the QR code on the board and sends the mentimeter link on
whatsapp group.
 F asks participants to write the first idea about active listening.
 F elicits the ideas on mentimeter as a word cloud. (Allocated time: 5
minutes)

Introduction to 1. Introduce the Immediate Reflection form PDC immediate 10

forms reflection form minutes
Show example of immediate reflection form and explain purpose – to support
teachers to take learning from the PDCs into their classroom i.e. to be a bridge
between the PDC session and the classroom. PDC implementation
reflection form
2. Introduce the Implementation Reflection form
Show example of implementation reflection form and explain purpose – to
encourage teachers to reflect. i.e. when you experiment with the ideas from
today’s PDC session in your own classrooms, what worked? What didn’t work?
Why? You will share your experiences with your colleagues at the beginning of
the next PDC session.

These forms must be uploaded to an online folder that the Facilitator must
create or email the forms to the Facilitator, within 24 hours. If teachers prefer to
complete hard copies of this form, the form must be completed and submitted in
the meeting itself.

refer to PDC Facilitator’s guide p. 26

 Examples of completed forms pp. 28 - 30

Communication Collect teachers’ details to set up a WhatsApp group (or other preferred method see p. 36 of PDC 5 minutes
of communication). Facilitator’s guide

Encourage teachers to share ideas, thoughts, visuals of materials on in-class

activities with the group between meetings.
Closing Thank teachers for attending. 5 minutes
remarks Remind teachers of the next PDC topic and date / time / location of the next
meeting.
Tell teachers that you will send a reminder on the WhatsApp group about 1
week before the next meeting.