The planning of foreign language teaching must be based on a theory of instruction specifically geared to foreign language learning. The approach of the "Berlin School" is recommended. Proceeding inductively from content and methodological concepts, the communicative goal can be defined. (Text is in German.) (IFS/WGA)

Using the text "Fog May Spoil the Show," from the teaching text "How Do You Do," Stages 4 and 5, a strictly language analysis (rather than a literary, cultural or text analysis) is demonstrated. But structure and type of text and area study are also considered. (Text is in German.) (IFS/WGA)

A collection of four short articles giving detailed lesson plans using magazines, editorials and recipes to teach grammar. "A" is used as the example in these lesson plans. The first article deals with avoir and the past participle. (Text is in French.) (AMH)

Field trips can be advantageous for immigrant students, especially during the first few months in Canada. This article presents a unit of four lessons dealing with a field trip on the Bruce Trail. Materials, vocabulary, discussion topics and writing assignments are listed. (CFM)

This paper discusses the use of the teaching unit as a means for organization in English-as-a-foreign-language classes. It lists the essential elements in the construction of such a unit: cultural topic, linguistic elements, time period, main objectives, instructional materials, focus, specific activities, intended results, evaluation techniques,…

This bilingual French-English unit for first-year high school students discusses how to travel by train in France. It is divided into five parts: (1) "Les Horaires," which teaches the twenty-four hour time system and how to read a timetable; (2) "Le Billet," which teaches how to purchase a train ticket and the choices that are…

A French language curriculum that integrates career and self-exploration activities is presented. The unit is divided into nine mini-units for the teacher that include the following: career or careers to be role-played, student grouping, time allotment, materials needed, a day-to-day explanation of the student activities, and followup activities.…

This handbook is addressed to elementary school teachers, in an attempt to answer the following questions: (1) What is bilingual-bicultural education? (2) Why have bilingual-bicultural education? (3) Who is it for? (4) When should such education begin? (5) How does such a program start?, (6) What should a teacher having only a few students with…