A new approach taken to teach English to visiting West German teenagers in an immersion course in England emphasizes language use for fluency. Although the syllabus is designed to provide practice in all four language skills, it focuses on integrating the four skills, increasing productive skills, sensitizing the students to the value of paired and group work, encouraging increased independence and individualized learning, motivating students by involvement with the culture, and providing meaningful tasks and individual choice. Students complete a project for each week of attendance in the course, and all projects relate to a local shopping center and to weekly instructional modules. Each student takes home photocopies of all of the projects completed by his class for future reference. The approach has been successful in addressing the needs of groups with mixed abilities, making students aware of their language learning needs, and promoting student independence. It is also found to be unusual in that it sometimes subordinates traditional linguistic objectives to cultural, content, cognitive, and social learning objectives. The approach requires considerable effort and flexibility on the teacher's part, and is also fatiguing for students. (MSE)