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location, topic, and function remain unchanged.

2. Topic Orientation

The teacher asks some background questions in order to define the
roles more closely.
Examples:
Why don’t you want to…?
What bothers you about…?
Wouldn’t you prefer to…?
Yes. But on the other hand…
That may be true, but…
Just put yourself in my place for a minute.

B. Playing the role (5 mins.)

The teacher has the students act their roles.

C. Checking the performance (5 mins.)

The teacher stops the activity once again after four or five minutes
to check the progress of the participants. This time, however, there
should be far fewer difficulties than the first time around.

1. Procedures

The teacher asks the students if they had any problems getting into
their roles?

2. Function

The teacher asks the class again what techniques of persuasion
were used. The answers should be more readily forthcoming this
time, and the general discussion should be livelier than in Stage I.

Stage III: Modifying the topic

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