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The teacher has the students act their roles.

B. Checking the performance (5 mins.)

The teacher stops the activity after four or five minutes to check
the progress of the participants, starting with comments by the two
observers. This is done with each group. At least the following two
areas should be covered during this break:

1. Procedures
Did the students understand the directions and start their roles
immediately, or did they waste time discussing what to do?

2. Function
The teacher asks the class what techniques of persuasion Bill used
in the discussion, e.g.

*Flattery * bribery * blackmail * compromise

The teacher asks the class if other students used the same
techniques or different ones. The teacher asks another group which
techniques Ann used. The teacher asks the class how many pairs
reached a decision. (There shouldn’t be too many.)

Stage II: Switching the roles

THE BASIC SITUATION REMAINS THE SAME AS STAGE
I EXCEPT FOR THE ROLES, WHICH ARE REVERSED.

Classroom procedures

A. Preparing the students (5 mins.)

1. Directions

The same groups remain together as pairs, but now they exchange
roles. Whoever played Ann now plays Bill and vice-versa. The

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