Games, simulations and related techniques as an extension of the language teacher's repertory are receiving renewed attention. The value of goal-directed pair or group activities in teaching for communicative competence is obvious. Less value is attached to the sort of "language games" which consist of juggling verbal formulae of little or no communicative intent. The articles in this issue of "ELT Documents" cover a broad area, from the closely rule-bound game using predictable language formulae through to the freer and more extensive simulation where language needs are less predictable and the main teaching value may lie in the linguistic follow-up. For readers interested in trying some of the suggestions made in the articles, bibliographies and lists of commercially available games and activities are included. The articles in this issue are: "Games and Simulations in English Language Teaching," by J.Y.K. Kerr; "Using Simulation in Teaching English for Specific Purposes," by Gill Sturtridge;"Role-Play," by Patricia Mugglestone; and "The Use of Dramatic Techniques in Foreign Language Learning," by Alan Maley and Alan Duff. (Author/CLK)