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ABSTRACT  The affective domain is essential; people have always relied on it to help explain the realities of life. The affective domain is now considered to be a rich reservoir for producing second language lesson content. The cognitive domain is essential for learning to take place, but the lesson content for language practice is usually more interesting when it springs from the affective domain of the learners. From their personal experiences, learners come to the classroom with an infinite amount of potential lesson material, which, if correctly tapped, may be used to enrich the class and produce an exciting and satisfying experience of language practice. This article suggests that several strategy models exist to facilitate the release of the learners' affective domain. One specific strategy model, the “Situation” is described in detail. It is designed to evoke comments from the learners which will be charged with their personal opinions, values, feelings, humor, or experiences. The part students play in creating lesson content generates motivation in three ways: (1) via the anticipation they feel toward imminent peer responses, (2) via their own creative abilities, and (3) via the trust they build with the teacher who accepts their creative responses.