Steps in Developing a Project: 1. The choice of a project is of great importance.

It must not be too difficult at the beginning, it should fit their interests and it must be comprehensive that means allowing for enough sub-tasks. It is advisable to tackle the project by breaking it into several supporting activities or bridging activities. 2. Each group should organize a box with materials they need in almost all their project work lessons: scissors, ruler, paper, coloured paper, cardboard, glue, paper clips, pins, etc. For some other very specific materials they need, you should ask students to bring them in advance. A good idea might be to keep some magazines and useful books and dictionaries at hand for quick reference. 3. Until the students develop an awareness of the project classes, keep reminding them beforehand about the date and the title of the project. The best place for project work within a teaching unit is at the end of it, because it implies the practice of both new vocabulary and new structure although the total amount of lexical and grammatical language students need cannot be predicted. 4. Get the students organized in project groups and keep the project groups the same until the end of the years project work, so that the product is the measurable result of individual and cooperative effort. 5.Before starting the project lesson, you should discuss with the students the materials they need, the ways of achieving their project tasks and give them some examples. 6. Whether in the shape of a poster or of a book, the presentation/display of the project is the most important element. You should encourage the students to keep it neat and give it an original artistic quality. Display corners of course, are organized according to the resources and space available to you. Project Work Management. Project work makes use a whole variety of steps in dealing with class, time and materials management. Time management. According to the complexity of the project and to the number of classes set for it, you can set: a project schedule ( steps, deadlines), activities made in class, activities made at home, deadlines for brainstorming, group discussions, feed-back. Materials management The teacher must suggest and offer info resources that do not exceed students level of understanding. The resources can also be in their native tongue, and using them is twice more valuable: once because they stimulate the pupil to use handy resources, and because this puts him in the situation of selecting the information that he must translate afterwards. Helped by the students, the teacher can create data, pictures, ideas banks of concrete materials (magazines, posters, postcards,) thus developing their ability to organize information. Class Management Class management is the key of a project work. Here are some golden rules made by Tom Hutchinson, the author of Project English: carefully prepare your activity, always use the techniques (brainstorming, group formation, alternate the activitiesindividual, pair-work, group-work), dont hurry the pupils, use the children to demonstrate, use the working noise, dont give up easily, determine the pupils to think. Assessing Students Progress During Project Work.

It may be a little difficult, but project work can be assessed provided that you keep in mind the following: It is your choice to decide when to assess (at the end of what period of time or continuously as students work in class) and how to assess (e.g. by observing their oral performance, by checking their written work, etc. Accuracy is not the only aspect of the language that you should assess. Fluency is at least as important. Language is not the only element in a project to be evaluated. Credit should be given to creativity, originality, clarity, style, self-expression and ultimately to every grain of effort students have put into their work. Even for teachers who worry a lot about the mistakes that occur there are ways to correct them without discouraging the students. You may ask them to do a kind of draft that you may correct, before the final version. On the final version only, point out the mistakes and let the students do the correcting themselves and let them adjust the decoration and layout.