I chose this article because I found it very modern and dynamic.

The main ideas in it consist of planning a lesson, thinking about what the students will take home as a result, more conveniently something that the student produced himself, such as a quiz, pamphlet, a video or a play. They call it Project Based Learning, associated with Content Teaching and Language Integrated Learning. First, you give a model, second, students analyse it, and third, they get to paralell the model. You can also skip step one and two and go directly to students creating their own product, the teacher can help. It also talks about Motivation, Natural language use, autonomy and flexibility, and how this teaching approach helps students to learn in each oof the above features. I would incorporate these ideas with my preteen students using the Present Contonuous Topic. getting the student to do a miniplay, free topic, there will be a narrator, dewcring different activities, using of course, present continuous, ex: Simon is dancing with Isabella while her mother is busy washing the dishes, etc. Im sure it would work great nd students woul learn and also have fun!! How to plan a lesson- Roger Huntin his article Penguins in the classroom for IH: International House
Barcelona, 4, Barcelona 08010, Spain. *Penguins in the classroom: A process oriented product approach published in International House

Barcelona, says that it is the atudents project that should be the base for class planning. ability to take control of ones own learning in order to maximize its full potential. English teachers know that autonomous learners learn better and faster and that it is us who help them become independent. So, according to Little (1995) teacher autonomy is a precondition for leaner autonomy. Wisniewska mentions that every single pedagogical workshop she instructs at she asks the same question: What do you expect to gain from this course? The answer is always the same. New ideas. New materials. To think that our professional development depends on receiving new ideas and materials from outside sources does not encourage us to feel in control of our own professional development and become autonomous. It is not a bunch of new games what we need to liven up our lessons. It is the moment we choose an activity and adapt it to suit our teaching context and our students needs. One single activity can be adapted to work with different levels, different grammatical points, different topics, and different skills. I used to follow a textbook as if it were the bible of English teaching. Not anymore. A good example is what I did with an activity from the textbook I currently use. (See appendix 1.) I did not follow the teachers manual suggestions. (See appendix 2.) First I

used a warm-up to create interest in the topic and elicit vocabulary used to describe personalities. After that, I mentioned that there are two kinds of personalities: A and B, and I asked if they knew anything about it. Then, I asked them to complete the questionnaire. I wrote it on the board because I did not want them to open the books yet. When they finished, I made groups of three to four people and I asked them to try to give a description of each personality just by reading the questions they answered. With group work I promoted learner autonomy and by not giving them the information I changed the activity from one where they had to read to a problem-solving one where they had to discuss and write. When they were done with the description, they reported it and then compared with the information in the book to see if they were right. Is not this some kind of self-evaluation that is part of learner autonomy? I had worked with the activity like the book suggests, but the difference is that this time was more meaningful and my students were less dependent from me and the book. Even though teacher-produced material is empowering, memorable, and creative, the idea of designing materials seems impractical for many teachers, because they feel that it takes too much time. However, once that we are able to adapt or produce materials we will have given our first step to teacher autonomy and the next time we attend a workshop we will not be willing to receive new ideas and materials that we will forget or will not even use. Moreover, designing materials will hopefully lead to more learner autonomy in our classrooms.