This guide describes well-established and practical pedagogical behaviors for a foreign language teacher in an ordinary situation, a classroom with 20-35 pupils who are beginning the study of a foreign language in school or college. The first chapter, "The Five Stages," discusses the stages through which an item (a word, construction, or idiom) in a language is learned: recognition, imitation, repetition, variation, and selection. The second chapter, "The First Day in the FL class: the Teacher's Presentation," emphasizes the importance of teaching communicative competence and, therefore, of placing the student in real-life situations. The student must learn real FL sentences and use a natural speed for speaking. Tactics of presenting material for oral habit formation are considered in the third chapter. When presenting new material it is wise to begin with choral practice before calling on various sections, rows, or individual students. When dealing with longer sentences it is best to use the backward build up, for structural and psychological reasons. Suggestions are given on ways to teach rounded front vowels. The fourth chapter, "Some Tactics of Oral Practice," discusses techniques such as chain practice, reversed roles (student interrogates teacher), minimum responses, and dramatic reading and discusses what procedure to follow when a student hesitates or fumbles. The final chapter "From Oral Practice to Oral Skill: the Intermediate Levels" considers oral accuracy and oral fluency. In first-level work oral accuracy has a higher priority; at the second level fluency begins to become a main objective. The teacher must distinguish between times when accuracy should be insisted upon and times when fluency is the main goal. Restraint must always be used, however, in correction. (CFM)