There is agreement today that the ability to communicate constitutes the primary goal of modern language teaching. Yet, grammar does have a place in language teaching, though it should always be treated as a byproduct. Essentially living communication must be the master of the lesson and grammar its servant. There are two possibilities of dealing with this dilemma. The first is to take an existing, suitable dialogue or prose passage without regard to its grammatical content, teach this material through audio-lingual practice, and then strip the passage in order to cull from it those grammatical principles one wishes to drill by means of patterns, questions and answers, and other techniques.' The second possibility is to use or construct materials into which have been built those aspects of grammar which are to be taught. Great care must be taken not to force natural speech to conform to the accustomed, logical and all-inclusive presentation of grammatical principles. First and foremost one must consider the question: How would the native speaker express himself, is this passage meaningful to the learner, are content and form psychologically sound? In both instances the teacher must have clearly in mind the grammatical points he intends to teach. But this does not mean that the lesson ought to be started with a deductive explanation of grammar. Only at the end, and in the shortest time possible, should a grammar summary be presented. Since a theoretical knowledge of grammar does by no means assure practical mastery of the language, precious class time should be used for the latter purpose. The following sequence, employed successfully for more than fifteen years in German classes, exemplifies the integration of vocabulary, reflexive verb forms, and everyday experiences of the typical high school student.' Depending on class ability, the four parts of the sequence may be practiced and memorized in four to eight class periods. A multisensory approach should be employed to aid understanding and learning: In the beginning, the class repeats as a whole, then in sub-groups, finally by individuals. Initially, looking at the print is permitted to help the eyeminded. Later, the sentences are reproduced freely as students are cued by questions, gestures, pictures, or other techniques. With the help of suitable objects some lines may be acted out while they are spoken.