A practical guide for language teachers to make the best use of television is presented. The focus is on the establishment of a "portfolio of good practice" with concrete ideas for using the medium, illustrated with examples from British programs. Also included are a chapter to set the scene, some thoughts on organizational alternatives, and a discussion of technical considerations both as a basis for purchasing decisions and to get the most out of the equipment. Examples are primarily in English and French, but the ideas behind the activities are usually applicable to any language. Five chapters cover the following information: (1) introduction to video, including some problems in using it; (2) using video to develop listening skills (e.g., word frequency, sequencing, gap-fill, keyword context, translation); (3) using video to develop spoken skills (e.g., repetition, synonyms, retrospective questioning, chaining); (4) using video to develop written skills (jumbles and cues, dictations, script completion, transcription, note-taking, report writing); and (5) establishing video in the department (e.g., purchasing, standard, off-air recordings, self-access video). A glossary is included, as well as some addresses for information on videos and TV programs in England. Contains 7 references. (LB)