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Assignment - TP

SUBJECT ASSIGNMENT

TASKS AND PROJECTS

Name and surname(s):

Amanda Luca Manrique Enriquez

Gracia Mara Pavn Ochoa

Monserrate Ubaldina Ponce Ponce


Mara Esther Bendez Pesantes

Login:

COFPMTFL164191

HNFPMTFL2028388

ECFPMTFL1959250

PEFPMTFL2051472

Group:

2015-10

Date:

July 30th 2016

Assignment - TP

INDEX

Page (s)
1. Introduction

2. Analysis of The Music Project

5 ---13

3. Adaptation of The Music Project

14 --- 17

4. Bibliography

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Assignment - TP

Assignment
Look at the project from Its Magazine available in the Assignment materials
section (at the same place where you can find this paper): Material 1.
1. Analyse this project according to the criteria laid down by Rib and Vidal, FiedBooth and Legutke and Thomas for project work.
2. How would you need to adapt this project for use with a group of learners with
which you are familiar? (You need to clearly specify the teaching context and
rationale for the adaptations you would make, as well as specifying the
adaptations themselves).

Assignment - TP

INTRODUCTION

Based on the conditions laid down by Rib and Vidal, Fied Booth, Legutke and Tomas;
we will provide an analysis of the Music Project Part One from Its Magazine. In
addition, it will be adjusted to meet the needs of a particular group of students
according to their level, age and context. The Music Project Part One from Its
Magazine was planned to be applied to a group of teenage students in order to identify
their weaknesses and strengths for the teacher to assess and define the language
aspects they need to improve. It is well-known that a project comprises not only the
individual learners, but also the sub groups and the whole class. Additionally, it is a
collaborative activity in which students and teachers work together in order to reach an
outcome. Likewise, it could be seen as a reference to anyone interested in
understanding the process of teaching English through this cutting edge methodology.

Assignment - TP

THE MUSIC PROJECT PART ONE FROM ITS MAGAZINE - ANALYSIS


The project The Music Project Part One was originally created by Robert Campbell in
1998. It has the framework of a Unit of Work, which according to Estaire and Zanon
...is a series of class hours centered round a theme or interest area (Estaire and
Zanon, 1994) in this case the central topic is Music. Also, it is worthwhile noticing that
the project is made out of a a series of tasks that ...are coherently sequenced and lead
to a previously defined final task (Estaire and Zanon, 1994). The final product or task,
in the words of Zanon and Estaire, is the creation of a New Music Band.
The overall work can be described as a full-scale project whose tasks act as bridging
activities or in other words preparation activities. Similarly, it should also be pointed out
that the author of the project followed the framework proposed by Estaire and Zanon to
implement effective units of work, which consists of six stages that are easily observed
in Campbells plan. First, there is a defined interest area: Music. Second, the author
decides on a specific outcome or final task: the fame game, which is portrayed as a
competition among the created music bands to become famous. However, it is
noticeable the fact that the requirements for the final product are blurred. There is no
clarity as to know what the bands need in order to be the best. Third, specific contents
are detailed. On the one hand, students will need to get some knowledge regarding
music theory, which will be gained through task 1C, which will provide them with
information about musical instruments, what they are, how they work, how they are
used; task 4C, enables students with the concept of rhyme and rhythm; task 7B shows
them the written format of a work contract with its jargon; through task 8A students will
learn about the essential elements that play a key role in the production of a disc cover:
collage, comic, typography, gimmicks and statements amongst others; moreover,
during stage 9, students will get to know about the history of recording and through it
they will have the chance to revise some language structures and functions. Likewise,
activity 11A caters for a lesson in writing by inviting students to produce informal letters
aimed at applying to be part of music fan clubs; by means of this activity, they will be
able to recycle simple present and personal information items in present as well as in
past and tell about peoples music tastes and preferences.

Assignment - TP

Fourth, a clear plan process has been outlined by the selection, production, the
adaptation and structuring of various materials. Nonetheless, it is inevitable to notice
the author failed to devise the underpinning assessment instruments to account for the
results of the process and the outcome of the project and whose primary purpose is to
guide students into meeting the demands of such work as closely as possible. Finally,
objectives are nowhere to be found along the project description. Hence, it is
necessary to recall the key role they play in order to set out the activity, get the
students motivated and willing to work and guarantee students self-regulation during
the process. The nature of the tasks is easily defined if one takes account of the way
Rib and Vidal sorted out tasks. On one hand, there are first-generation tasks, whose
sole purpose, regarding Rib and Vidal theory, is communicative, that is developing
communicative ability in a specific area of the language being taught (Rib and Vidal,
1993). Namely, task 1B whereby students practice simple present yes-no questions
and short answers; Task 2A in which students recall physical and personality
description; and task 3C in which students recycle language to talk about likes and
dislikes regarding their music tastes. Similarly, the music survey task has students
practice responding WH-questions using simple present and verb be.
Meanwhile, second-generation tasks are bore in mind as well, in the implementation of
this project. This type of tasks aims at developing not only language skills but also
general cognitive strategies of handling and organizing information. Language is a
vehicle and is approached globally, not sequentially, so a range of structures, functions
and lexical sets are used (Rib and Vidal, 1993). Task 6 in step 4 is a suitable sample
of a second-generation task. During this activity groups of students pretend they are
music companies whose job is to choose the artist they would like to do business with;
the group is expected to hold discussions in order to make the right decision; in doing
so, members are expected to use various language forms, comply with different
language functions and employ a wide range of vocabulary items to reach an
agreement. Indeed, students will resort to the rule-based English system they know on
the one hand; and to the knowledge of their memorized lexical system; two concepts
proposed by Pawley and Syder in 1983.

Assignment - TP

However, it is noteworthy the fact that the latter caters for meaning and the former for
form. According to Skehan, students are incapable to act in both fields at the same
time; consequently, different types of tasks should be tailored along the realization of a
project so that students interlanguage can be driven forward. (Skehan,1993).
Regarding Third-generation tasks, defined as tasks that fulfill wider educational
objectives (attitudinal change, motivation, awareness) ...and tasks whose main
characteristic is a high degree of authenticity, globalism, integration of language and
contents; besides, involvement of all the aspects of the individuals personality,
previous experience and knowledge ( Rib and Vidal, 1993). Looking back at the
document, the whole project addresses the features mentioned by these two authors.
The interest area is authentic, global and links content and language, making language
dependent on content. Furthermore, it tackles students attitude and motivation, since
the project is based on personalization as a strategy. There are some specific thirdgeneration tasks that are worth being mentioned.

Step-one tasks are required to talk

about their music tastes. Step-two tasks that allow students to make choices
concerning their type of band, their kind of music, their preferred instruments, their
favorite band members, etc. Step-three tasks focus on their music talent to compose
songs, clearly copes with their inner-selves.
Looking more closely at the wider educational goals a project and a task must achieve,
let us analyze the way Campbell approaches these specific objectives. Christopher
Cadlin in his book Language Learning tasks recognize five non-linguistic goals that
seek to boost students personality development: awareness, responsibility, tolerance,
self-realization and self-confidence. Responsibility and Tolerance are granted as
students are organized to work in small groups to carry out their music project. Working
cooperatively in order to come up with a suitable outcome requires students to be able
to take an active part in their collaborative task and take up the role they have been
assigned within the group, guaranteeing a beneficial result for all group members.
Legutke and Thomas claim that the cooperative group can be characterized as the
nourishing ground for self-empowerment of the individual. But how can individuals be
empowered by collaborative learning?

Assignment - TP

Among the benefits fellow learners can come across as they work together, some
should be highlighted: people learn most by being active; students sometimes learn
more easily and readily from a peer or group of peers. Group work offers students
chances to solve problems and most importantly it offers skills in appropriate social
interaction, cooperation, listening to others, formulating opinions and being able to
commit to compromises. Equally, by being able to make their own choices regarding
the musical instruments they would like to play, the type of band they would be willing
to form, the kind of music they would really enjoy and the band companions they would
like to sing and play with, students are making judgments, exercising choice and
above all being able to impress their own stamps in their own task ( Cadlin, 1987).
This way Campbell is making sure students get enough alternatives as to decide how
to carry out their project. Students self-confidence will be enhanced and reassured
accordingly. Project work unmasks the true roles teachers and students should take
within the teaching-learning process as it gets both participants deeply involved in the
tasks being performed and as it is based on experiential learning. In their book
Teaching for Experiential Learning Wurdinger and Carlson (2010) define experiential
learning as a process where students are involved in learning content in which they
have a personal interest, need or want. This process focuses on problem solving and
critical thinking rather than memorization and rote learning (Jonh Dewey, 1859-1952).
Clearly, the Music Project outlines the teacher as a facilitator or a coordinator of the
learning process while the learner has to take responsibility for the appropriate
realization of the proposed work. As Legutke and Thomas state in their study
autonomous learners become in their own task setting or execution, the teacher
carries the responsibility for the learning process as a whole and retains the right to
intervene with help, advice or to set fresh targets ( Legutke and Thomas,1991). All
the tasks are carried out by the students while either working into collaborative groups
or on their own. For starters, they need to discover their music tastes and abilities
through some surveys, that later on will take them to make groups based on
commonalities and differences they establish by talking to their peers. From that
moment on the project is entirely developed in these groups.

Assignment - TP

Through Campbell proposal we can identify a learner that: is involved in learning about
the world and his present reality, in this case, the world of the music industry, making a
band, signing a beneficial contract, creating fan clubs, producing a record and the like.
Students get to know exactly how this field unfolds; a student that is involved as a
whole human being with his affective, intellectual and physical worlds involved. The
student gets to show his real interest in music; he might get to play a real instrument
and a real song and he is learning how to manage his talent to make some profit out of
it through a contract. Moreover, the learner shows his autonomy in order to make
decisions that can be advantageous to him. The teacher on his part is responsible for
the whole project but allocates power and control over his students,, so that they can
understand, improve and direct their own learning (Legutke and Thomas,1991). They
decide who will be part of the band, what kind of music the band will be playing, under
which conditions the contract will be signed, what type of lyrics they would like to
include in their songs, what album cover would be ideal for their fans, who to include in
the fan club and so forth. Concerning the steps a good project might consider, let us
use Legutke and Thomas sequencing.
According to them a project should include six main stages: opening, topic orientation;
research and collection of data; presentation; and evaluation. We can observe
Campbell follows these stages in his project proposal clearly. During the first stage
students are told to select their musical instruments. They will identify musical
instruments and then answer questions to discover which the right instrument for them
is. Besides, it is a good opportunity to increase vocabulary. The focus of this stage is
mainly to accomplish the rapid socialization of students. They are encouraged to get
familiar with their role within a group and to prepare themselves for more
responsibilities at later stages in the project. In the second stage, students select the
members of their band, who will work with them through the whole project. In this stage
students are told to form a band. Students have to structure some information in
relation to their group: a name, music genre and particular characteristics of each
member that will change them into a unique band. In this part students focus on the
topic and are responsible for their own process.

Assignment - TP

This is definitely one of the most important parts in the project, since they are
sensitized towards the theme, they mobilize existing knowledge, the teacher arises the
curiosity and they are encouraged to exchange personal experiences (Legutke and
Howard, 1991). Moreover, the research and collection stage implicates deciding which
information to include into a personal profile and how to develop the lyrics of a song.
This way, students test their creativity, show research ability and understanding of
literary texts through the data about other bands their teacher provides them with.
Thus, they complete the objective of this stage by having a press release and filling a
personal profile to be both shared with their peers. On the other hand, later on,
students will have to be ready to review, modify and sign a contract and record a song.
When doing so, they will demonstrate language fluency and creativity. This stage
highlights the classroom as a place to role play the outside and real world, an important
issue Legutke and Thomas pointed out in their studies. (Legutke and Thomas, 1991)
The presentation stage is a challenging one, since the teacher needs to create a
comfortable and relaxing atmosphere in which students can interact freely, make
decisions, restructure information; and, make and prove hypotheses the way Legutke
and Thomas propose in their study Process and Experience in the Classroom
(Legutke and Thomas, 1991). It is worth mentioning that the evaluation stage is not
clearly depicted in the project. This may be due to the fact that the project is expected
to have a second part. It should be assumed that the teacher will be able to assess the
whole process at the end of it, taking into account the assessing items Legutke and
Thomas mention in their study: topic, group understanding, teachers role, procedural
organization, input, material, language, learners work and intercultural awareness.
(Legutke and Thomas,1991). Now, another factor that needs to be analyzed is that of
the nature of the tasks that underlie the whole project. Henceforth, it can be observed
that pedagogic and real-world tasks overlap. From the studies carried out by Edgar
Agudelo and Mara Jos Alvarado about this distinction, two clear definitions can be
withdrawn. Firstly, A pedagogical task is a specially designed classroom task that is
intended to require the use of specific interactional strategies and may also require the
use of specific types of language (Agudelo and Alvarado, 2014).

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Assignment - TP

Secondly, Real world tasks are tasks that reflect real-world uses of language and
which might be considered a rehearsal for real-world tasks ( Agudelo and Alvarado,
2014). By looking at the type of tasks Campbell uses in his project, tasks belonging to
both types can be identified. Task 1B, step 1 is for the most part a pedagogical task in
which students are to practice simple present yes-no questions and answers to
discover their music tastes. Likewise they need to define their personality by answering
the question, what are you like, and they practice a number of personality-related
adjectives. Undoubtedly, there are two mechanical activities that take them to more
meaningful ones. Meanwhile, a sample of a real-world task is that of signing a
contract. This task called Its time to get a deal, presents the student with an
authentic real-world situation he eventually might be involved in. Some mini-tasks, the
main task focuses on are: finding a manager; visiting a record company; signing a
publishing contract; and ending with their filling out a legal document.

It is noteworthy the fact that each final real-world activity is tailored by a sequence of
one or two activities whose aim is to have students practice language structures and
vocabulary that come in handy when carrying out the real-world task. So, these
preliminary activities correspond to the definition of pedagogic task established before.
Thus, along his project proposal, the author combines pedagogic tasks and real-world
tasks, sequencing them appropriately as to provide students with the language skills
they require in order to perform well enough in their real-world tasks. As Agudelo and
Alvarado point out Having achieved pedagogical tasks successfully, real-world tasks
will provide students with the tools they need in order to face the real-English speaking
world as successfully as they desire to ( Agudelo and Alvarado,2014). Grading and
sequencing also play a key role in the success or failure of a project. Richards, Platt
and Weber define Gradation or grading as the order in which words, word
meanings, tenses, structures, topics, functions, skills, etc. are presented...based on the
complexity of an item, its frequency,...or its importance for the learner (Richards, Platt
and Weber, 1986). Meanwhile, Sequencing has to do with the placement of the task
within the wider context of the lesson, which in the long run will constitute the task
cycle.

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Assignment - TP

Taking account of Nunans rational for task gradation within a project the following
factors should be observed in Campbells Music Project. Firstly and regarding the input
provided, the way the project is presented is chronological. At the beginning students
need to determine their music tastes and abilities. Later on an according to the surveys
they have completed and apply will decide on the groups and the group members.
Then, they will have to decide on their type of band and kind of music; right after, they
will sign a music contract, produce a record and finally they will compete to be first
place. Tasks are organized from the simplest to the most complex. Secondly, the tasks
are dense. Students are exposed to a great deal of information that varies. There is
recycled information that students are well familiar with such as simple present,
personality description, simple past, personal information application forms and the
like. This information sets the ground for new information, structures and vocabulary,
pupils will be using at a later stage and in a less-monitored fashion.

Indeed, material focused on instruments, their description and the way they work; the
summary on the history of recording; the contract format itself; and, finally the
description of some elements that would make an impressive record cover. These
pieces of more complex language will be used by students during the development of
the project. Also, along the different proposed steps Campbell incorporates various
genres. There are instructions, application forms, questionnaires, historical texts,
descriptions, etc. Secondly and regarding the activities that are proposed, the author
makes sure the tasks are relevant to his students. The global context of the task is
music, an issue everybody would be interested in. This meaningfulness of the context
on the one hand boosts the success of the project since it awakens the students
interest and on the other reduces the amount of cultural information students are to
receive prior to the task for the teacher to set the background knowledge. Accordingly,
the amount of support students will require will also be less. Furthermore, The Music
Project is made out of complex, time consuming and language-processing and
demanding tasks. Consequently great teacher support and monitoring are needed to
set up and keep the tasks running comprehensively and appropriately.

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Assignment - TP

Now, considering task sequencing, and following Cadlins theoretical framework, the
description of The Music Project outlines a sequence of tasks that despite their goodsequenced patterns, portray intricate paths that involve multiple actions and multiple
actors: the members of the band, the managers, the record companies, the fans on the
one hand and the making of the band, the signing of the contract, the competition
among the bands on the other. Certainly, this cognitive load will bring about learners
communicative stress unless the planned interactions are well-organized and
structured. It can be stated The Music Project meets the requirements for it to come to
a successful outcome. However, it is important to mention the essential role the teacher
will play in terms of providing students with enough guidance prior to the realization of
the project and proper monitoring as the proposed tasks unfold, in order to reassure
students and guarantee that they benefit from it. It is highly relevant to give assessment
tools for proper evaluation of tasks and the project itself and giving precise instructions,
as well as organizing and structuring the tasks in a coherent and logical way so that
students can have clarity on what they are expected to do; what language they will
need to use and what outcome they need to come up with.

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Assignment - TP

The Music Project Adaptation


Summer Singing Contest Music Project at the Catholic University
The Catholic University is a Colombian Higher Education Institution that offers various
professional day-time and night-time programs during two six-month terms every year.
English is a mandatory course every professional program student will need to
complete if he wants to hold his professional degree. Students who take classes during
the day will complete their professional courses, including English, easily. However,
English poses a challenge for those who take classes at night. They sometimes will
prefer to take the two required English courses at once, as they finish approving of their
mandatory subjects. These courses are known as English summer courses. They take
about a month each and account for A2 level according to the Common European
Framework for Languages. In order to approve of the courses, students need to pass
three term-exams, complete a project, do online work on the course contents and take
part in a Summer Singing Contest. The Summer Singing Contest is simple. Students
choose the song they would like to sing in a special ceremony. As part of the show,
they need to learn the lyrics to the song and prepare the Karaoke track for the day of
the competition. Their participation will be judged based on three criteria.
The first would be the ability to memorize the song and be able to sing it clearly in front
of an audience, the second would be the performance during the song, that is to say,
their body language and presence on stage and the third would be their creativity. The
Music Project, prepared and implemented by Robert Campbell, offers a new
perspective to the Summer Singing Contest at Catholic University in Colombia. It would
turn this simple singing contest into a real project in which students would find
relevance, motivation, complexity, authenticity, confidence and enough language
processing capacity. Up to now, the singing contest is regarded as a simple activity that
does not benefit students learning process, nor does it enrich their L2 interlanguage. In
order for the singing contest to be worthwhile, it needs to meet a certain number of
requirements that will clearly have an effect on students performance in the target
language. Let us give the singing contest the status of a project according to FriedBooths description.

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Assignment - TP

This author sees project work as having two main components: an out-of-theclassroom component and an inside-the-classroom component. The Summer Singing
Contest would fit this description perfectly well. The out-of-the-classroom component
would be the actual show students are to hold at the end of some preparation stage.
The inside-the-classroom component would be made out of those steps carefully
described by Campbell. These steps would be the bridging-type activities that would
help students reach their show really prepared; do the activity with a sense of purpose;
make their acting out more meaningful and personally relevant. However, at this point
some adaptations should be made in order to get Campbells activities to fit the needs
of these Colombian university students. From the analysis of the Music Project
described before, some conclusions led to the need of closer attention to aspects such
as structure, organization and clarity of instructions. Thus, in order to make up for these
specific needs, the first step the teacher should take would be to set the ground for the
project by announcing the outcome students are to pursue: a singing contest in which
they will sing and dance to the song they have composed as a band and the main
objectives they are to achieve.
Secondly, students will need to be told about the criteria under which their performance
will be assessed. Three criteria will remain: the lyrics to their song, which should be
justified in their unit contents (topic, language and vocabulary); their on-stage persona
and body language; and their work as a team. Thirdly, each one of the activities that
underlie the making process of the project will be clearly detailed by each having a set
outcome, certain language and vocabulary load and some assessment criteria, so that
students can know what they are really required to do; what they need to reach; and,
how their work will be assessed by the end of each activity. Students task performance
will also be guided by Batstones model. This researcher claimed that ...the conditions
under which a task is performed will have important consequences on the type of
language used by the learners...so teachers should regulate these conditions
(Batstone, 1996).

Based on his model and claim for task design, significant

conditioning elements would play a key role in these university students carrying out
the tasks.

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Assignment - TP

Accordingly, individual as well as group planning time will be allowed, so students can
undertake the task prepared enough; can maximize their interventions and show more
accuracy and a wider range of vocabulary use. According to Skehan giving learners
planning time allows them to collect their thoughts and downplays psychological
pressure, thus enabling enhanced language performance. Likewise, Choice of
language should be emphasized. Thus, teachers ought to make certain that recycled
language and vocabulary are included and novel material as well, to balance language
processing. Equally, there should be a logical schema that structures the path tasks
should follow in everyday classroom activities. Keeping in mind Jane Willis model,
teachers applying the Music Project into the Summer Singing Contest should provide
and intro to the topic as well as to every task, have students do the tasks, get tasks
results reported and at the end have a language focus session that will serve Rod Ellis
and

Rob Batstones suggestions on tasks implementation. Both authors were

concerned about providing students with a focus on form in their communicative tasks.
According to the analysis carried out above, the way the steps and tasks are graded
and sequenced by Campbell is appropriate. However, the modifications regarding
structure, organization and structure need to be implemented. Most of the tasks that
are part of the project description are third-generation type activities. They attempt to
be authentic, global and integrate language and content. Certainly, the roles
of teachers and students will be crucial if the project is expected to be successful.
During the realization of the Summer Singing Project, teachers will be told about
specific duties they will have to undertake in order to look more closely at students
performance. Though greater responsibility is placed on the students, the teacher will
become an active observer and monitor of every activity in order to help, advice, set
fresh targets and re-direct the processes when necessary. The teacher will be an
active leader who will make use of all his expertise in project work. The learners on
their part will really fulfil the attributes a project-learner should demonstrate: They will
learn about something in their immediate reality; they will be affectively, intellectually
and physically involved; they will go through a process of experiential learning which
will enable their autonomy, independent decision making and ability to reflect on their
work, assess it and make changes to improve it.

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Assignment - TP

As participants of the Summer Singing Project, they will really be actors, directors and
producers of their activity. Conversely, in the Summer Singing Contest, they were mere
observers, since most of them could not take an active role in such large groups. Now,
the competition will be carried out in small groups in which every member will be heard
and seen. The competition will be held by classes and rounds and then a final
competition session will take place to decide on a winner among the various participant
A2 courses.
To sum up, the Music Project will be used to enhance the Summer Singing Contest and
make it more relevant to students lives and more enriching for their English-learning
processes. The steps and bridging tasks originally proposed by the author will be kept,
since they are well-graded and sequenced. An emphasis on teachers and students
roles will be added. There will be a sequence of three main stages for each task: pretask session, task and post-task session in order to provide tasks with enough
structuring, organization and assessment. The outcome of the project has been
changed and turned into a singing competition, in which students will compose, sing
and dance their own pieces of music. At first, the competition will be carried out inside
classes and one group winner will be appointed. The winner groups in each A2 class
will compete for first place in an end-of-the-course ceremony. Finally allotted time and
process time will be favored. Despite the fact that this project does not go under a joint
process of negotiation between all participants, teachers and students, but somehow
seems to be imposed, we believe the changes that have been implemented will result
in a more significant and valuable learning process with tangible interlanguage results.

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Assignment - TP

BIBLIOGRAPHY

Batstone, R. (1994). Grammar - Oxford University Press. Oxford.


Campbell, R. (1996). The Music Project. Its Magazines Barcelona.
Candlin, C. (1987).

Language Learning Tasks. Prentice Hall. Eaglewood Cliffs NJ.

Dewey, J. (1902). The Child and the Curriculum. University of Chicago Press Chicago.
Ellis, R. (1993). Second Language Acquisition Research: How does it help teachers?
ELT Journal.
Estaire, S., Zanon, J. (1994). Planning Classwork: A Task Based Approach.
Heinemman. Oxford.
Fried-Booth, D. (1986). Project work. Oxford University Press.- Oxford.
Legutke, M., Thomas, H. (1991). Process and Experience in the language classroom.
Longman. Essex.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge
University Press. Cambridge.
Rib, R and Vidal, N. (1993).Project Work Step by Step. Heinemman. Oxford.
Richards, J., Platt, J, Weber, H. (1986). Longman Dictionary of Applied Linguistics.
Longman. London.
Skehan, P. (1993). A Framework for the Implementation of Task Based Learning in
IATEFL. Annual Conference Report,pp 17-25.
Willis, J. (1996). A Framework for Task-based Learning. Longman. Harlow.

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