Methods are offered for adapting traditional techniques for teaching more communicative listening and speaking skills in a foreign language. New vocabulary is introduced by using pictures, either prepared or teacher-developed, illustrating the desired lesson. Written statements about the characters, activities, and objects in the pictures are used to elaborate on them. The teacher uses three phases of questioning after each activity to extend the material for maximum comprehension practice: factual questions about introductory picture content; personalization of the material by applying the questions to the students themselves; and comprehension checks. Six types of questions are used repeatedly: who,""what," indicating options, yes/no, paraphrase, and information summary. Some are better suited than others to the different questioning phases. Following introduction of material through pictures and the three phases of questioning, other listening activities are used, each followed by the same three phases of comprehension extension. The activities and extension questions combine to immerse the student in a modified target-language acquisition environment. Nine formats for daily listening practice and 10 speaking formats of graduated difficulty are used. Methods are designed to develop broader-based skills and knowledge, reduce stress, and promote student motivation and participation. (MSE)