TEACHING WRITTEN SKLLS COMMUNICATIVELY | Page 49

follow. The new language is used to complete a gapped text which in its completed form provides students with another model text. Task 6 (see appendix III) gives students a writing context as it provides them with a purpose for writing and an audience. It also justifies the choice for using written language. The recipe is presented to them as a listening activity. The students have to listen with the purpose to note down the ingredients and the equipment necessary to perform the recipe. The listening text provides students with another model for the text they are going to write. Listening and note-taking is a natural procedure in recipes in authentic situations, it provides integration of skills and combines both the information transfer and the task dependency principles as the information acquired through listening will be used in another form for another activity. 2.1.4.2. While-writing activities These focus on making students aware of the process of writing which involves the writing and re-writing drafts till the text takes its final form. More specifically: Task 7 (see appendix III) asks students to write their first draft. They are presented with the process of the recipe in the form of ten pictures. What they have to do is to write the instruction under each picture. The teacher believed it would be difficult for the children to write the sentences themselves without help so he provided them with the necessary verbs in jumbled order. The students have to match the verbs with the pictures and then using the verbs as cues they need to give instructions how to make the salad . Task 8 (see appendix III) Once students have written their first draft they are asked to compare their text to the model text in exercise 1. They are asked to write the recipe again making it friendlier to the reader. They have to see the text as a coherent whole and not as a collection of sentences written down the one after the other. The conjunction and can be used to combine some sentences and link them into a coherent text. Task 9 (see appendix III) is another step of the writing process where students are encouraged to take the point of view of a reader who has no relevant background knowledge. The writer has to become detached from his writing in order to spot potential areas of ambiguity and to re-write the text if necessary making it more 49