Advocates the use of good teaching practices in Russian language teaching. Specific recommendations are made regarding class preparation, motivation, and pattern drills. Attention is called to bad practices that are to be avoided. (AM)

Discusses an approach to teaching note-taking to students of English as a second language who will go on to study at the university level. (CFM)

A procedure is outlined which is designed to enable teacher trainees to put into practice certain teaching techniques early in their training in order to make concurrent lectures on principles and methods more meaningful. (RM)

Describes five techniques to be used in the evaluation of writing and as exercises in foreign language teaching: the so-called free response to problems presented, fill-in blanks, construction form, alternative form, and association form. (IFS/WGA)

Use of challenge questioning is an approach to stimulating classroom conversation in a foreign language. Students ask questions, based on a reading selection, whose answers are not clearly given in the text. The instructor or other students are challenged to respond, and spontaneous conversation is facilitated. (CHK)

Audiolingual and translation exercises are presented that were designed to correct syntax of junior high school French language students. The exercises were given to eliminate translating the present progressive and the imperfect word for word, and to develop more awareness of reflexive construction and the imperfect tense. (SW)

Discusses a technique for teaching the usage of the present perfect tense to students of English as a second language. (CFM)

Various ways of incorporating area studies into the curriculum are examined. The three approaches mentioned in the title are found impractical. The best approach for the foreign language teacher is to put the language first, and bring in area study items where appropriate. (WGA)

Illustrates opportunities to improve students' English in the course of teaching elementary and intermediate German. Four examples are presented: lie vs lay, who(ever) vs whom(ever), reflexive vs intensives, and plural formation. (EJS)

Some ideas for enlivening spelling instruction. (JH)

Discusses the use of pictures in the language classroom and presents controlled and non-controlled activities incorporating pictures. (AM)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Discusses the effectiveness of a treasure hunt as an educational language-activity for students of English as a second language. Instructions for the treasure hunt and a sample list of items are included. (CFM)

Proposes some new approaches to teaching reading in the French classroom on the secondary level. (AM)