Task 4 (see appendix V) provides students with another letter which is a reply
to the first one. The rationale for this activity is that students are not only provided
with another model text but they can also recognize the communicative value of
written language.
Task 5 (see appendix V) asks students to identify problematic areas in the
layout and organization of an erroneous letter. The activity demands from the students
to make conscious choices about what is wrong and helps them consolidate what they
have learned .It also gives them the chance to recognize that a text which violates
basic rules in layout and organization is more difficult to read. The necessity of
following the rules is justified and students learn how these rules can make a text
coherent and therefore more reader-friendly. The activity also gives the teacher
valuable feedback about the students’ attainment. The task has also a communicative
function as it gives students the motivation and the context for their writing activity
which is to write a reply letter to this one.
Task 6 (see appendix V) provides students with the information which was
asked for in the previous task. In order for the students to get this information they
need to read a brochure and take notes. The task integrates reading to note-taking and
the transfer of information in another form, in the letter which will follow. The one
task depends upon the other which gives the activities a purpose and simulates the
classroom to real life situations.
Task 7 (see appendix V) asks students to guess the meaning of some words
from the content. It practices reading skills while at the same time it provides students
with vocabulary necessary for the writing activity.
2.2.4.2 While-writing activities
Task 8 (see appendix V) initiates the writing activity. After students have been
exposed to a number of model texts and introduced to new vocabulary, layout and
organization patterns, they are asked to write a reply letter to their friend, John. The
activity is contextualized as it provides students with purpose and audience. The
choice for written communication is also justified. The activity is a guided one so that
students know what to do in each stage. The teacher is an interested reader who
provides useful feedback during the writing process and not after this has been
completed.
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