and which can be used
to combine sentences.
They
find
which
sentences are the ones
combined each time.
Then they practice
sentence
combining
themselves.
Task 5 3 min
Students are introduced
to new language which
refers
to
certain
processes in a recipe.
Then they have to use
these phrases in order
to complete another
recipe. The completed
text is another model
text.
Task 6 3 min
Students are motivated
to write for a real
purpose and a real
audience. They have to
listen to a recipe
recorded from the radio
in order to note down
the ingredients and the
equipment
needed.
Then they have to
match these words to
the pictures which
follow.
phenomenon
and
realize how it works
within a real text.
Then, they practice
sentence combining
themselves. In this
way they are initiated
to
conjunctive
cohesion which is a
common
way
of
sentence combining.
The
notion
of
coherence is initiated
as a thread of meaning
which runs through
the text and makes a
text easier to read.
This is a task that
introduces
new
vocabulary within the
context of the new
language for giving
instructions. Students
have the chance to
learn
new
words
which they will later
need to use and they
master the language of
giving
instructions.
The completed text
provides them with
another model text.
Students’ writing is
contextualized
and
this
makes
it
motivating
and
meaningful.
The
listening
activity
provides
skills
integration
and
simulates
the
classroom to real life
situations.
The
information students
collect will be used
for the next task
which is an example
of task dependence.
The students practice
relevant vocabulary
which
they
have
to
combine.
A number of
pictures
showing
processes.
A gapped text
to complete.
Pictures
showing
items.
food
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