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Br Brit itish ish Cou ounc ncil il Pr Pres esentation entation Writing Skills that Support EFL for Lower Levels at Secondary Level and Above Leona Wellington www.leonawellington.com magleona@gmail.com What is the same about these two?

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Br Brit itish ish Cou

  • unc

ncil il Pr Pres esentation entation

Writing Skills that Support EFL for Lower Levels at Secondary Level and Above

Leona Wellington www.leonawellington.com magleona@gmail.com

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What is the same about these two?

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Michelang chelangelo elo too

  • ok th

this: s:

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An And d made de th this: s:

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J.K. Rowlin ling g too took k this: s:

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And wrote e this: s:

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Your ur Students dents have ve this: s:

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And nd co coul uld d write e thi his: s:

I Stole My Father’s Car While He Slept The Saddest Moment in My Life The Three Words I’ll Always Remember The Accident that Sent me to Hospital The Day My Brother Fell in the Wadi The Night I Saw a Ghost in My Closet The Funniest Adventure in My Life

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Ac Acti tivities vities for

  • r This

is Work

  • rkshop

shop

  • 1. Create a title
  • 2. Share a personal story (incident in 1st person)
  • 3. Newscast about story (3rd person)
  • 4. Dialogue or ‘Movie’ (1st, 2nd 3rd person)

Motivate your students--make it personal!

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Un Univer ersa sal l La Languag guage e Ski kills lls

  • 1. Statements
  • 2. Negatives
  • 3. Questions
  • 4. Answers
  • 5. Commands
  • 6. Exclamations

Writing can bridge other skills Model of activities Make Writing Fun, Personal and Accurate

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Yusu usuf f Al Alimu imukhammad khammad

Th The Happie ppiest Da Day y of My Life fe

By By

Th The Hap appie piest Da Day y of My f My Li Life fe

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Th The e Happiest appiest Da Day of My f My Li Life fe

By Yussuf uf Ali limukha khamm mmad ad

The happiest day of my life was when I got a message from the Ambassador of Oman in Russia. He told me I had won a FULL SCHOLARSHIP to the University of Nizwa in Oman. I always dreamed of studying in Oman so I saved my money and came for 2

  • semesters. Then my money ran out and I was so sad because I thought I had to

leave Oman. One day I got the notice of the scholarship from the Omani Ambassador in Russia, where I had been living. It was the happiest day of my life!

Wr Written en Pr Prac actice ice

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Qa Qataral taralnada nada Al Al Ma Mant ntheri heri

Newsc scas ast

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Happy News for r Mr. Ali limukha ukhamm mmad ad

Good morning! This is Qataralnada Al Mantheri from Al Arabiya News. Yesterday was the happiest day for young Yusuf Alimukhammad, a student at the University of Nizwa. His money had run out, and he was very sad because he had to leave Oman forever. Then, to his great surprise he got a message from the Ambassador of Oman, in Russia, who informed him he had won a FULL SCHOLARSHIP to attend the

  • university. Yusuf said, “It is the happiest day of my life!”

2 NEWSC SCAST ST Writ itten en Pr Practice ice

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Br Brin ing S g Story y to Li Life fe

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Idr Idris Al is Al Ri Riya yami mi

dialogue or ‘Movie’

Group work begins in dialog and we make a video With a video there are:

  • Many retakes
  • Lots of practice
  • Indir

irect ect SLA of core elements

Idr Idris Al is Al Ri Riya yami mi

dialogue or ‘Movie’

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Yusuf’s Movie e Writte tten n Practice actice

Ahmed: Hey Yusuf, you look pretty sad. What’s the matter? Yusuf: Well, Ahmed I’m so sorry to tell you that I must leave Oman. Ahmed: Leav ave Oman! ! Why? I thought t yo you love ved d Oman! Yusuf: I I do! I love ve Oman. . I alway ays s dream amed d of coming g here! ! I saved d money for 2 ye years s to to come here to to study! y! I love ve Oman! Ahmed: So why are you leavin aving? Yusuf: I I ran out of money I can’t stay any longer. [Yusuf’s phone makes a message sound. Yusuf goes to pick it up and looks at the screen. A look of amazement comes over his face. He covers his mouth and lets out a scream of joy!] Ahmed, Ahmed, look at this!!! I can’t believe it! Ahmed: [Ahmed goes to Yusuf’s phone, looks at the screen and reads the message out loud.] Dear Yusuf f Alimukham ammad ad, , this is to to inform rm yo you that t yo you have ve just won a FULL SCHOLARSH SHIP IP to to attend d the Unive versi sity ty of Nizwa to get your BA. Congratulations! [ambassador’s name or Omani Embass ssy in Russia] a] Omani i Ambass assador ador to to Russia. a. Yusuf and Ahmed: [dancing around the room singing] Long live ve Oman! ! Long Live Oman!

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Act ctivity vity On One Bra e Brainst nstormin

  • rming
  • 1. Watch slide show
  • 2. Write down emotion for each slide
  • 3. Chose an emotion
  • 4. Create a title from your memory

Examp mple le: :

The Day I Fell in the Wadi

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Ac Activity ivity Two wo

1.Quickly write your story (7 min.)

  • 2. Share stories with group (4 min.)
  • 3. Pick best story for your table (1 min.)

(1 (12 min inutes) es)

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1. Each table has selected one story to represent that table. 2. Table number is picked from bag 3. One member shares story with the whole group

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  • 4. All the tables work together to create a

newscast of story..

  • 5. New Table number is picked and someone

From that table comes to read the newscast.

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Ac Activity ivity Thr hree ee

(12 2 mi minut utes) s)

RA RAFF FFLE LE

Qu Questions stions Whiteboard Activity

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(12 minutes) 1.Each table writes a dialogue about the ongoing story

  • 2. A table is picked and participants

act out the dialogue

Ac Activity ivity Fou Four

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QUE UESTIONS STIONS DIS DISCUSSION CUSSION COMME MMENTS NTS FE FEED EDBA BACK CK

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Mo Motiv ivat ate e st students dents to to love ve wri riting ting

Personal incident that evokes a

st strong

  • ng emotion
  • tion

Happiness Fear Excitement Sadness Tragedy

Ps Psyc ychom

  • mot
  • tor
  • r

Ri Right brain in Creativ tivity ity

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This type of writing facilitates

Crea eativi tivity ty

George ge La Land Leadership 2000 – Test for NASA –

1,600 pre-school children, 98% tested at genius level for diversified thinking a primary skill for creativity

“We concluded that non-creative behavior is learned.”

Five years later only 30% of these same children tested at genius level Five years after that, only 12% of these same children tested at genius level Over 200,000 adults were given this test for diversified thinking and only 2% tested at genius level!

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How Do Beginners Learn a New Language?

Lef eft Br Right Brain

 Touch ch  Sound  Inten tention ion  Sensua uality ty  Volume me  Images es  Pro Pronun uncia ciati tion  Tone  Speed  Shapes  Rh Rhythm thm  Taste  Humor  Emotion

  • n
  • Specif

cific ic wo words

  • Pronoun

funct ctio ion

  • Word

d order

  • Memori

rizati zation

  • Affi

firm rmati ative

  • Grammar

mmar rule les

  • Alp

lphab abet et

  • Negativ

ative

  • Spell

lling ing rule les

  • Interr

rrogati

  • gative
  • Voca

cabula ulary

  • Verb

b co conju jugati ation

Jill Bolte Taylor

Lef eft Brai ain

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References:

Ellis, R. (1989). Are Classroom and Naturalistic Acquisition the Same? Studies in Second Language Acquisition, Cambridge University Press. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. Second Edition. London: Palmer Press. Han, Z. (2004). Fossilization in Adult Second Language Acquisition. Tonawanda, NY: Multilingual Matters, Ltd. Krashen, S. D. (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International. Land, G. (2016). TEDx Tucson George Land The Failure of Success. Retrieved 13 March, 2016, from https://www.youtube.com/watch?v=ZfKMq-rYtnc Robinson, K. (2013). How to Escape Education’s Death Valley. Retrieved 24, January 2016 from https://www.youtube.com/watch?v=wX78iKhInsc. Taylor, Jill Bolte (2006): My Stroke of Insight. New York: Viking-Penguin. Wilson, Leslie. Three Domains of Learning – Cognitive, Affective, Psychomotor. The Second Principle. Retrieved 4 February, 2016 from http://thesecondprinciple.com/instructional-design/threedomainsoflearning/