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girgishannaharoun@yahoo.co.uk

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“The sufferings of this present time are not worth comparing with the glory that is to be revealed to us.”

—Romans 8:18

Notice from the SVG FSA : Forex IBCs – Wilfred International Services

Fun:

Q: Teacher: What is the shortest month?

A: Student: May, it only has three letters.

Dear visitor,

Use the language selector above to go through my whole site using any native language you speak,

then you can enjoy my YouTube channel.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

I register a video presentation in my YouTube channel for each page of my site.

Next,use the other world site selector above to go to the search engine site or the social media site you like.

My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد والتصحيح الكترونيا

Using Letters to tell stories

Mr. / Girgis

Using Letters to tell stories

Suggest exploring this activity with one class per

term. This letter-writing activity may be carried

out as part of a lesson as follows:

Activity: A Letter from Me

Class: Beginning EFL learners

Materials: Copies of a letter found in an EFL

textbook, a small box, paper, and envelopes

Time required:

One to two weeks, depending on class size

5 Engaging Uses for Letters in

Your Classroom

In an age of texts and tweets, teach your

students the value of slowing down to write

something that touches a heart or motivates

an action.

The idea of writing a business letter with a

class may elicit eye rolls and under-the-breath

scoffs of "Oh, that old chestnut!" from many a

contemporary teacher. But if we desire to lead

classrooms where we value reflective thought

and carefully crafted words, letters can be a

surprisingly rich genre to explore.

Whether it's a letter that you write to your

students or a letter that your students send,

here are five first-class strategies that address

key skills and envelop your students in

learning.

DVD/The Letters : The untold story of Mother Teresa – en-novalis

1. Letters on a Rubric

This year, I made the decision that on every

rubric and scoring guide for a major

assignment, I would begin with a brief, heartfelt

letter to my students. After all, if I'm asking for

them to put a little heart into their work, I

should at least be able to do as much with their

directions, right?

It may just be a few sentences long, but my

aim is always to motivate, to communicate high

expectations, and to cultivate a joy in our work

as readers and writers.

2. Letters to the Class

When I feel like students are becoming a bit too

task-centric in their thinking (i.e. their first

question when starting a new book is "What will

be the project/paper for this book?"), I take a

surprising turn and write an open letter to the

class, requesting individual responses.

Once I've shared my best musings and my

deeper questions about what is most valuable

to them as readers, they often reply with equal

depth and candor.

For instance, in one open letter to the class, I

wondered:

There was no major project associated with this

reading. Was that a good thing, or would you

have liked some project at the end to show what

you gained from your reading? Why do you feel

projects help or hurt your personal reading?

I received some good replies. For example,

Samantha said:

I think projects hurt reading more than help it

because they tend to make you look hard for the

message behind the book instead of letting it

occur to you naturally.

Drew reflected:

It was a good thing that there was no project

after. When there is a project, students are so

worried about the information they have to find

for it, it takes away from the reading enjoyment.

You can read the whole letter and more student

responses.

3. Letters of Complaint

When it comes to a relevant context for learning

to write a sharply focused argument, nothing

compares to the letter (or email) of complaint.

High school students are consumers, and they

know the difference between what it feels like

to be a satisfied or dissatisfied customer. The

audience for a letter of complaint (a company)

is obliged to respond, so this is not just a dead-

end writing piece that lands on a teacher's desk.

Moreover, by writing a letter of complaint, they

practice a skill that they'll use over and over

again in life beyond the school walls: tactful

objection.

And for students that don't have a recent gripe

about a product? Letters of commendation for a

product that they love will often get a response

from the company as well, sometimes with free

goodies!

4. Letters of Appreciation

As they develop the skill of writing with specific

details, students can write a letter of appreciation

to a favorite teacher. I encourage kids to choose

their favorite elementary teacher and then craft a

letter that goes beyond "Your class was so much

fun" or "I learned so much

I tell them how meaningful it is to me when a

student returns and can tell a specific anecdote

about learning during my class.

I model how to write this way when I craft a letter

to one of my former teachers -- I share my positive

memories and express appreciation. I invite them

to show their memories rather than tell, which is

an excellent warm-up for all other writing pieces

later in the year.

5. Letters to a Future Self

I teach students during their first year of high

school, so a favorite June activity is inviting

students to write a letter to their future selves. I

promise to send this letter to the address on

their self-addressed envelope at the end of their

senior year. They ponder important questions:

What do I aspire to accomplish by the end of

high school?

What goals do I hope to keep on my horizon

as I leave high school?

These letters can be excellent motivators twice

in their life: once when they write reflectively,

and a second time years later when they

receive it.

Johann Wolfgang von Goethe once wrote:

"Letters are among the most significant

memorials a person can leave behind them."

While times have changed, it is noteworthy that

the word letters in that sentence cannot exactly

be replaced with tweets, texts, or updates.

So let us not forget the simple, quiet value of

slowing down enough with our students to write

something that will touch a heart or motivate an

action as letters have been doing for centuries.

Strategy of teaching:

A. Before / Pr- the lesson:

1- Write a letter to each learner of your chosen

class. Use simple language to introduce yourself.

Try to use neat handwriting.

Address each letter personally by using “Dear

(learner’s name).

” If you think this will take too much time, you can

photocopy this letter and then add your learners’

names. There is no need to worry about

authenticity loss due to photocopying.You wrote

the letter yourself to get to know your students,

and it will produce an authentic response anyway.

2- In the letter, tell them who you are, where you

come from, where you studied, some information

about your family, and your likes and dislikes as

regards music, films, food, sports, and hobbies.

You may attach a picture of yourself.

3-Put each letter in an envelope. Write your name

in the upper left-hand corner and the addressee’s

name in the center of the envelope. Take the

letters to the class in a small box, which you may

decorate by making it look as if it is from the

post office.

B. During the lesson:

1- In pairs, ask students to think about the use of letters in the

modern world. What are letters for? Who writes letters?

Why do some people prefer letters over emails or vice versa?

2-Hand out copies of the letter taken from a textbook.

Read the letter aloud.Then, ask learners to read it silently.

Nominate some learners to read it aloud to practice

pronunciation.

3- Ask some comprehension questions.

You can invite learners to come to the board to write your

questions and their answers.

4- Lead students to notice the structure of the letter.

Where is the date? Who writes the letter? Who is it for?

How many paragraphs are there? What is each paragraph

about?

5- Now, help students become aware of language use.

What verbs does the writer use? What pronouns?

What linkers does the writer use?

Are there any words or phrases the students do not

understand?

6- Announce that you have received letters addressed

to your learners. You can either ask them to come to

the box and find theirs, or “deliver” each letter.

7- For homework, ask students to reply to your letter.

When they are happy with their reply, they can drop

it in the box you leave in the classroom.

C. After / Post the lesson:

Depending on your learners’ confidence, once you

collect their letters, you can read them aloud in class.

You can turn this follow-up activity into a game by

reading a letter and asking the class to guess who

the author is .


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