I will ask the students about the role play(s) they had with Lisa. I will ask: What was the problem you had to talk about? Did you have 2 choices? This is called a ...? (dilemma) I will also hint towards types of dilemmas by saying: So, we have family dilemmas,... students: Work dilemmas, education dilemmas and so on.

I will introduce the girl they will read about by putting her name (Fiona) on the WB. I will pair them up at this point and give each pair a picture. They will be given 1-2 minutes to guess what Fiona's dilemma is. At this point, we will do a quick WC FB to see if every one is on the right track.

I will assign numbers to every one in the class as either 1 or 2. Then, they will get up and the 1's will find a partner who is a 1, as 2's will find a partner who is a 2 and in this way, they will have a new partner. Now, I will assign 2 colors to each pair (one of them will be pink, the other will be blue). To provide clear instructions, I will ask one pair to come up front. I will use the pair to demonstrate the task (one partner goes to his color on either the right or left side of the class and reads a sentence. Then, he/she runs back to his partner and dictates the sentence so that his partner can write it down.)( I will make sure they have pens and paper) In this case, I will have already placed 6 pink sentences on one side of the room, and 6 blue sentences on the other side. The students will be given 5 minutes to run this through before they switch roles and then run through it again, taking up another 5 minutes. During the PW, monitoring will be done without interference and early finishers will be advised to check their work with other pairs.

I will now direct the Student's attention to me. (lights going on and off will do the trick, or producing some sort of noise from the rubber duck) Once I have their attention, I will tell the students that there seems to be a problem with the order of Fiona's story. I will keep them in their pairs and tell them to arrange the order of the story so that it becomes logical. The time limit for this PW should not exceed 5 minutes. Once again, monitoring will take place without interference. Early finishers will be advised to check with other pairs around them. Once the majority of the class finishes, I will have them check their order with the answer key I have put on the WB

As a WC, we will check to see if Fiona's dilemma is well understood. I will ask: What is Fiona's dilemma? I will not repeat this question as I move from pair to pair to decrease my TTT. Eye contact will simply do the trick. I will now combine pairs (form groups of 4) and ask them to come up with solutions to Fiona's dilemma. At this stage, I will put some ways of giving advice and suggestions on the board. Fiona should... Fiona could... It's better if Fiona... (running a WC drill will be useful at this point) I will give them 5 minutes for this activity and monitor just to see if they are doing the task. If students have the wrong solutions, I will tell them; however, if they have the right solutions, I will not confirm them. Then, they will be advised to check with other groups. (this might take a few more minutes)

I will direct the Student's attention and call on groups to provide solutions. Once a group finishes, another group will give their solutions. Automatically, their solutions will be compared.

At this point, there may be no time to continue and I might have to conclude the session by thanking them for their participation. However, if time allows me, I will keep them in their groups and give them a few minutes to discuss what kind of dilemmas can occur in their own country. How could these dilemmas be dealt with?