Stresses the need for all language teachers, and second language teachers in particular, to suit the content and the methodology of their lessons to their particular group of students. (PM)

A procedure is outlined for teaching spelling to students of English as a second language. (RM)

Factors to be considered in selecting a text for a foreign language classroom are divided into five categories--student/text relationship, curriculum/text relationship, class size/text relationship, teacher/text relationship, and internal construction of the text--are discussed. (RM)

Five ways are described in which the language laboratory can be used with students who have passed the stage at which they can profit from drills and other repetitive material. (RM)

Changes in a first-year course in English at the University of Ghana, Legon, are traced. The approach used in 1972-73 for language and study skills is outlined. The course as it was taught in 1973-74 is described in terms of note-taking, speaking and questioning techniques, reference skills, administrative problems, and further developments. (SW)

Teaching of modal auxiliaries without developing in students an understanding of the concepts and unity underlying their use may undermine the original objective of communication in language. The use of a classification matrix with a set of sample sentences is suggested as an effective method of presentation. (MSE)

The mother tongue should not be used in the classroom. If the student is constantly allowed to translate he will never make the jump into the target culture. Translation is an aim that can be achieved only when considerable proficiency in the target language has been attained. (SCC)

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)

Discusses two types of adjectival phrase: (1) the premodifying phrases derived from postmodifying equivalents, and (2) obligatory coordination with and between semantically similar pairs of premodifying adjectives. (Author/CFM)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)

Urges the use of plays as a means of practicing English; however, the play should be chosen to suit the players. (LG)

Consists of a curriculum guide prepared by teachers of English as a second language to children between the ages of five and seven in the "English to Immigrants" service of the Metropolitan Borough of Sandwell. (CFM)

This report discusses a program designed to teach English to German children in Munich, Germany. (CFM)

Advocates the use in language teaching of different but complementary approaches to language description rather than strict adherence to a single theoretical model. Various linguistic descriptions of indirect object structures are given as support for the thesis. (KM)