Techniques for the use of the following visual aids are described: hand gestures, drawing diagrams on the blackboard, real objects, magnetic boards and pictures and charts. The aids help to maintain student interest and bridge the gap between drill and communication. (AG)

An after-school activity offered by the Central Institute of English Language called "Games" is described. The purpose of the activity is to stimulate and increase oral fluency and production. Several games are commented on. (RM)

Reviews research on the importance of oral language for the child and provides a framework for curriculum design based on talk purposes, talk contexts, and talk planning. (DD)

A number of exercises for promoting communication and self-expression in the classroom are described. (RM)

A report is made on the use of foreign language for spontaneous communication in an elementary language class. Four correction-free, peer communicative/interaction activities are outlined according to procedures, objectives, and evaluations. (Author/RM)

Provides a model for teaching listening comprehension through the use of soap operas. (AM)

A shopping exercise for the foreign language classroom is described. In this exercise, students contribute unused items, "money" is provided, and the students then set up stores and buy and sell the items. (RM)

A description of a week-long, vicarious trip to France in a high school French class. The "trip" required students to do all the things a tourist does, and it utilized the four skills for communication purposes. Techniques for facilitating the process and for student evaluation are described. (AMH)

Discusses some practical ways in which mail-order catalogues may be used in teaching English as a second language in order to promote vocabulary acquisition, induce cultural awareness, and encourage conversation in English. (Author/CFM)

Explores the thesis that if properly modulated and applied, the question is a pedagogical device that encompasses a spectrum of possibilities ranging from tightly controlled drill to semiauthentic communication and beyond. The goal is to engineer the leap from noncommunicative drill to spontaneous, unrehearsed expression. (EJS)

Eight different activities are suggested for the foreign language conversation class in order to vary the textbook emphasis. Among the suggested situations are a "last people on earth" session, sensitivity sessions, descriptions of paintings or photos, an improvised drama, and a mock trial. (CHK)

A number of conversation exercises are described for use in second language teaching which are intended to promote communication in the foreign language by creating among the students a need to talk and a need to listen. (RM)

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)