Page 17 - 447

The situation remains the same as in Stage II, except for the topic,
which is changed.

Classroom procedures

A. Preparing the students (5 mins.)
1. Directions

The pairs stay together and maintain the same roles. The location
and function remain the same as in Stage II, but the topic is
different. Both Ann and Bill agree that they should spend the
evening together, but Bill wants to go out and have a good time
while Ann prefers to stay home.

2. Topic Orientation

The teacher asks more questions to help define the role more
clearly. At this point, questions concerning opinions would be the
most stimulating. However, such questions are best asked of
individual pairs rather than of the students as a whole.

Examples:
What kind of movies does Ann/Bill like? Why?
What kind of movies doesn’t Ann/Bill like? Why not?
Does Ann/Bill make unreasonable demands?
In general, what kind of movies should one not see?

The teacher introduces some more phrases that might be used in
the roles.

Examples:
Don’t you think it would be better if…?
You really don’t have to do anything that you don’t want to, but…
Do you always have to get your own way about everything?
Why can’t you be reasonable, like me?

A. Playing the role (5 mins.)

15