Through the example of "La Grande Illusion," the value of film study in an academic curriculum is discussed. A suggested teaching program for an economical yet comprehensive study of a single film is suggested. (PMJ)

Presents an analysis of the various concerns that must be addressed in modern language syllabus design. A questionnaire on students' communicative needs is included. An attempt is made to differentiate among different syllabus forms. (AM)

This article outlines a group of lesson plans for French instruction in the first and second years, covering allocation of time; materials; classroom activities; language lab use; and homework and classwork.

Describes a secondary level program designed to teach basic German to low-ability students who have previously studied French. (AM)

The A-level French syllabus is criticized for its emphasis on translation and its failure to teach the language as a contemporary medium of communication. A curriculum guide is presented based on the layout, development and history of Paris and French society. (CHK)

This article discusses nonverbal communication in its relation to teaching of foreign languages. Nonverbal communication is defined, evaluated, and discussed in terms of function, teacher personality, training techniques, and class arrangements. (CHK)

An alternative model for the 16+ examinations presently being tested by examining boards is suggested which would allow for differing levels of achievement for different student populations. (RM)

A discussion by a teacher of advanced English as a second language of the first three months of the course in which he tries to make students feel responsible, motivated and interested. Four sample lesson outlines are given. (AMH)

Discusses the importance of clear objectives, pleasant learning atmosphere, and positive attitudes in the second language classroom handling low-ability students. A student questionnaire form is appended. (AM)

Describes a method whereby sixth-form students assist the language instructor by leading small groups in oral practice. (AM)

The advantages of a defined syllabus in second language teaching, especially in relation to public examinations, are discussed. The origin and development of the York defined syllabuses are described, and extracts are given from the introductory document and the French and Russian syllabuses. (RM)

A notional syllabus places the greatest emphasis on the use of the language, unlike most foreign language syllabuses, which emphasize its structural form. Each entry defines a type of purposeful communication. When the student has mastered the syllabus, he has thus acquired a communicative competence. (CFM)

Discusses the use of the York Group Graded Tests in French programs in English Comprehensive, Middle, and Secondary Schools. Commercial materials that can be used with the tests are indicated. (AM)

In order to derive the greatest benefit from French texts, instruction should be in three phases: Discovering the text and collecting information; sorting and practicing language items; integrating old and new vocabulary and language. Examples of discussion and test questions relating to certain texts are included. (CHK)

Describes an experience with using small-group activities and games in teaching French in the elementary grades. The children's enjoyment and involvement, the increase in spoken French, and the growth in confidence and language ability indicate that group work has great potential. (CFM)