Under the topic "Dialog," eight references to magazine articles are given. To each is added an abstract. (Text is in German.) (IFS/WGA)

Using as an example Lesson 21 of the textbook "Lebendiges Englisch" ("Living English") (Munich, Hueber 1976), some hints are given on how to work on the lesson. The suggestions for discussion bear on the treatment of dialogs and reading texts. (Text is in German.) (IFS/WGA)

The current effort to produce realistic "problem texts" is here subjected to criticism. One controversial text is offered to stimulate criticism and opinions on the suitability of such texts for teaching foreign languages. (Text is in German.) (IFS/WGA)

Discusses regularities and peculiarities in the use of the modal verbs of obligation "must,""need" and "should," also of the non-modals "have (got) to" and "need to." Agreements and differences in the use of the verbs are shown, with examples. Use of the various tense-forms is discussed. (IFS/WGA)

Discusses the use of free conversation, especially with regard to vocabulary. Recommends group discussion in the FL, using, at the intermediate level, limited, familiar vocabulary. At a higher level, words from a special technical vocabulary may be introduced, aurally and visually. A teaching example ("Traffic") is given with thorough…

The phonetic symbols in the "Advanced Learners Dictionary" (Oxford University Press, London) are discussed critically in articles by L. Alfes, H. Arndt, E. Bauch, G. Dahlmann-Resing, W. Friedrich, E. Germer, B. Haycraft, H. P. Kelz. Reference is made to an earlier article "Neue Zeichen", by H. G. Hoffmann. (Text is in German.)…

Reports on the methods used in utilizing broadcasts of the British Forces Broadcasting Service in teaching English as a foreign language. (IFS/WGA)

Approves of role-playing as training in situational dialogues, but objects to controversial subject matter, especially sociological and political. Prefers the term "scene play." (Text is in German.) (IFS/WGA)

Reasons are given for introducing tapes of spoken English into the classroom. Using a brief example, 5 possible methods of dealing with the spoken language are discussed. The spoken language material may bring background information and may lead to subsequent activities. Some specific course material is mentioned. (IFS/WGA)

Recommendations for new course leaders at People's Universities include: consistent emphasis on oral work, maximum use of the target language, varied approaches to the teaching process, active participation by the learners (reduction of "teacher talking time"), modest expectations, simplified explanations (examples are given), and adult-level…

Raises the question whether "conversation groups," being necessarily artificial situations, can really be useful in teaching normal conversation. The second and final part of this article will appear in "Zielsprache Englisch" 4/1976. (IFS/WGA)

Finds three faults, from the teacher's viewpoint, in the phonetic transcription in English textbooks used in German People's Universities: many unfamiliar symbols, many irrelevant distinctions, and failure to mention important variations. Suggests improvements in vowel treatment based on Hornby, "Oxford Progressive English" (London,…

Suggests ways to overcome the learner's difficulty in understanding spoken English, e.g., assimilation, elision, change of tempo and of style, and the reduction of stresses. (Text is in German.) (IFS/WGA)

Discusses semantic differences in the use of "simple" and "continuous" forms of the verb in English. Also discussed are variations found in the various temporal levels: present, future, perfect, and past, as well as in combinations with the modals "may" and "must,""could" and "might," and…

In the form of a review article, the "English Minimum Grammar" developed by Hans G. Hoffmann (Max Hueber Verlag, Munich, 1973) is discussed, and the problems that beset the writer of a modern teaching grammar are pointed out. (Text is in German.) (IFS/WGA)