The pandemic introduced numerous challenges to our personal and professional lives as teachers. We may have felt an adrenaline rush in the early days as we had to rally all our personal and collective resources in transitioning to online teaching. But, as the pandemic dragged on, many of us felt the fatigue of having to pivot from F2F to hybrid to fully online teaching at the drop of a dime. The extra energy needed to help students cope with learning through different modes also drained our internal resources. This forum will focus on the strategies that teachers at various levels of education—from K12 to university and language schools and beyond—have replenished their stores of energy and enthusiasm.

MEXT (2017) revised the Course of Study to promote learners’ practical communication skills. In accordance with the revised guideline, new government authorized English textbooks for junior high school were published by six publishers in 2021. Since some Japanese learners tend to be passive, and hesitate to express different opinions and intentions from others in class, learning language expressions pertaining to ‘opinions and intentions’ are extremely useful in promoting effective communication in English. Therefore, how those textbooks foster learners’ discourse competence is of importance. This presentation outlines a study in which opinions and intentions in the newly published textbooks as one of the five functions of language are examined. Opinions and intentions include ‘offers’, ‘promises’, ‘stating one’s opinions’, ‘agreeing’, ‘disagreeing’, ‘accepting’, ‘refusing’, and ‘supposing’. The findings show that discourse structures in the newly published textbooks vary depending on textbook, and also that the newly published textbooks provide more dialogues with this function in comparison to older textbooks. Furthermore, this presentation will suggest pedagogical implications for developing learners’ communicative competence.