- Ss will see a picture on WB and I will ask: "what do you see in the picture? "when does his nose become that long?" "How do you describe the character Pinocchio? " - Once I get the word "dishonest" from the Ss, I write it on WB as well the word "honest" in two columns with happy smiley face over the word "honest" and sad smiley face over the word "dishonest". - I ask Ss "Is being honest like being in a high position or being low down?" - I write on WB.

- I show the Ss a card that says "She has very high standards" and ask students to decide where they would put it, whether under the happy face column or the sad face one. Then, I stick it under the happy face column. _ I show Ss another card that says " She's an upstanding member of the community" and ask Ss again if this sentence has negative or positive meaning. I stick it under the happy face column. - I show Ss another card which says "Nobody believed she'd stoop to that". I ask Ss if they think this sentence has a positive meaning or negative and where to put it. I put it under the sad face column. - I Show Ss one more card that says" She played an underhand trick on him" Again Sst should predict if it has a positive or negative meaning. I stick it on WB. - And the last card says " Her fall from grace was a swift" and I ask Ss how about this one. Then I stick it on WB in the correct column. - I show the Ss the handout and give them instructions that in pairs they need to match the situations 1-5 to the above sentences. - I take FB by putting the correct number of the situation next to each card on WB. - Finally, I explain that all the highlighted words are called metaphors and I will say what a metaphor is briefly.

- I say "Ben is in trouble, well he is in a moral dilemma. why and what happened to him?" I will not expect any answer from Ss. - I ask Ss to listen to Ben and find out what his problem is. - After listening I ask Ss to work in pairs and figure out his problem. - I take FB.

- The students are now aware of Ben's problem. - I ask Ss to work in a group of three to write the end of the story. - One student from each group needs to write. - I ask Ss to write what Ben did, what he was thinking when he did it and what influenced his decision. - I provide the Ss a paper so they can start.

- After they finish, Ss are divided into A, B, and C. So As together, Bs together and Cs together to discuss what they have written.