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This research proposes a new model of a Task-Based Didactic Unit while at the same time attempting to demonstrate its effectiveness in the Primary Classroom. The main objective is to find out whether more effective English Language Learning is brought about when we apply Task-Based Didactic Units than when we apply Didactic Units based on the Traditional Approach: Presentation, Practice and Production. In the Post-test, significant differences between the Control Group and the Experimental Group were produced in Reading Comprehension, Listening Comprehension (as part of Speaking), and in the lowest third of the group (22 pupils).

Results of a research project carried out in the primary classroom using two units of work based on the task-based approach