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ABSTRACT  This article presents a three-stage approach for teaching advanced conversation. Students progressively master selected source materials, write and perform miniplays based on the sources, and finally “survive” in a real situation based on the material in the miniplays. Use of the VTR in this systematic progression toward an acceptable level of survival fluency can bring added motivation and better performance. Techniques, advantages, and disadvantages in the use of the VTR are discussed.