All learners are elementary-level young adults (between 16 and 21 years old) of Sri Lankan origin and native Sinhala or Tamil speakers. They are still pursuing secondary or post-secondary studies full-time. Although these learners learned English at school from a young age, their past language learning experiences do not seem to have helped them due to the lack of a language-rich and language-focused learning environment. communication. They have little exposure to English outside the classroom and have few opportunities to practice English in real-life situations. Their reasons for learning English reveal that the majority are extrinsically motivated by the dominant role of English as the language of education, employment, international communication, opportunity and social status. Learners differ from each other in terms of intelligence types, but many have active or passive experiential learning styles. Many stated their preference for games, oral communication, pronunciation and group/pair wok in English classes. From my observations, their strengths were grammar and reading, while many found listening tasks difficult. Although they have a positive attitude towards learning, they are largely dependent on the teacher due to the low level of learner autonomy.1.2. The selected learner Geeth, a 17-year-old student from Kottawa, is a native Sinhalese speaker. Like many children from families with upward social mobility, he receives a lot of support and encouragement from his parents to improve his English. Although he shares most of the characteristics stated in section 1.1, it has been estimated that his intrinsic motivation is stronger than the extrinsic factors of his motivation. Geeth is a kinesthetic-interpersonal learner with active...... middle of paper ......g controlled and procedural approaches to writing, this activity will help the learner practice writing in meaningful ways by also manipulating a model. such as gathering linguistic resources and ideas before writing. This activity will be suitable for primary school learners as it is taken from a recently published primary school textbook. Works Cited Raimes, A. (1983). Techniques for teaching writing. 1st. ed. Oxford: Oxford University Press. Scrivener, J. (2005). Learning Teaching. 2nd ed. Oxford: Macmillan Education Shackle, C. (2002). Speakers of South Asian languages. In: M.Swan, (Ed). Learner English, Cambridge: Cambridge University Press, pp227-243. Silva, T. (1999). Teaching second language composition: Developments, problems and directions in ESL. In: B. Kroll, (ed.). Second Language Writing: Perspectives for the Classroom, Cambridge: Cambridge University Press, pp..11-23.