Reading aloud can be an effective tool in the teaching of English as a second language. (LG)

Describes the experience of some EFL teachers in producing a slide-tape program of practice drills in forming questions. (KM)

Urges the use of the newspaper in the teaching of English as a second language. (LG)

Describes a method of teaching listening comprehension to advanced ESL students. The method involves the use of taped lectures to train students to take notes and understand lecturers. (LG)

Uses Papua New Guinea students at the University of Technology to show the problem of shifting from oral to written forms in third world ESL countries. Gives examples of informal use of written English using too much slang contrasted with overly formal English. (BK)

Describes part of in-service program for Dutch teachers in which they interview native English speakers to collect material to be used in the classroom. Teachers were able to use their non-native status to elicit as much or as little language as they wanted and to build clarification devices into the interviews. (BK)

Describes how use of short texts of narrative prose can provide practice in transforming from reporting to doing language particularly for intermediate students. (BK)

Presents case urging caution in citing questionnaire findings which assess linguistic problems or evaluate courses as justification for recommendations or decisions. It agrees, however, that the exercise may motivate students and stimulate exchange of information. (BK)

Describes use of interview simulation and the role-play technique as a way of getting English as a second language students to speak in class. The exercise's advantages include a realistic situation; it is not an aimless discussion and all students have a part to play. (BK)

Suggests use of games, role play, and simulations as a way to involve learners in the second language and developing interaction with others in the target language for communicative purposes. Gives examples of teachers' questions and possible answers concerning these methods. (BK)

Suggests giving students some training as actors as a way to involve the whole class in role playing activities in an English as a second language classroom. This method allows students to speak as or about the character and for others to intervene to find out what is going on. (BK)

Gives examples of question-tag games used in second language classes to test principal verb forms as they are learned, in which the class is divided into two teams, who in turn ask questions and provide tag responses. (BK)