Continues an article in No. 4, 1975. About 46 percent of the former students of the terminal junior high school are able to use their English in their occupation or leisure time. The conclusion is that compulsory English, emphasizing oral skills and everyday experiences, is justified. (Text is in German.) (IFS/WGA)

Proposes an organizationally simple teaching procedure, wherein every fourth hour is devoted to individualized instruction. The criteria involved are auditory understanding, speaking skill, and understanding of structure. The procedure is explained, and examples of the teaching of various items are sketched. (Text is in German.) (IFS/WGA)

Suggests use of dramatic sketches and conversation sequences for introducing new language material. With situational and stage material, the teacher can avoid the fragmentation of language knowledge, and also join imitative with cognitive learning. (Text is in German.) (IFS/WGA)

Introduces an activity that simultaneously teaches oral expression and auditory comprehension. Groups in a class listen to an audio text that gives only incomplete information. The gaps are filled in by the group. Students are given worksheets. Presenting topics and work materials provides an integration of aural and oral skills. (IFS/WGA)