•	Question others and identify their opinions.
•	Present and justify your own argument in role.
•	Discuss a variety of points of view with others.
•	Come to a decision and vote in a secret ballot.
•	Reflect on the development of your own skills.

•	Activity Sheet 2.1 Other Arguments (one per group)
•	Activity Sheet 2.2 Opinions (one each)
•	Activity Sheet 2.3 Ballot Paper (one each)
•	Students will also need their work from the previous lesson and their partially completed Skills Audit sheet ( Activity Sheet 1.1 )

1. Each group should set up a 'market stall' where they display the summary sheet they compiled at the end of the last lesson. One member of each group should stay behind with the stall to tell other people about the summary and explain the reasoning behind it. Other members of the groups should circulate round the other stalls to find out about the other groups - who they are and what their response is to the government's proposal. Students may find it helpful to use Activity Sheet 2.2 to record the groups they encounter and their opinions. As they travel around the stalls they should also try to convince people to come around to their own way of thinking.

2. Students should then regroup in their initial groups and spend some time catching up with each other and discussing the different groups they met and the opinions each one held. Each group should now nominate a spokesperson to present its own opinions at the meeting.

3. Once each group has selected its spokesperson and everyone is ready, call the meeting. The teacher should declare himself or herself the unbiased chairperson who has been sent from FIFA to chair the meeting. Invite each group to make their presentation for a pre-agreed time. Time will be tight and perhaps a minute for the presentation, with a minute or two for questioning will be enough.

4. Once each person has made their presentation, others should have the opportunity to ask them questions about their positions and their reasoning. If questions are not forthcoming from other groups, the chair should perform this function.

5. Once all the presentations have been made, there may be time for a more general discussion about the proposal. If not, move straight to the vote. Give out the ballot papers ( Activity Sheet 2.3 ) and ask students to complete them in secret and hand them in to the chair (or better still a ballot box).

6. Before counting the ballot papers the teacher should lead a short debrief, asking students about the key points that emerged through the simulation and especially through the meeting.

7. Whilst the teacher is counting the votes, students could complete their Skill Audit ( Activity Sheet 1.1 ) from the last lesson. This may have to be finished for homework, or in the next lesson, as part of a fuller debrief.

8. Announce the final outcome of the ballot and ask students for their response. If the vote is tied, explain that the chair will cast the deciding vote.

•	Out of role - do you think on balance that Botanica should bid for the World Cup?
•	Are there any groups who will lose out no matter what happens?
•	Is there any way the government can ensure that everyone benefits?
•	Does 'development' always mean that the environment suffers?
•	Does 'development' always mean that someone loses out?
•	Can the government make a decision to help everyone?

This work could be followed by a piece of individual, paired or group creative work linked to the simulation. This might include a diary, interview, newspaper article, TV documentary, script for a radio show, collage of the issues, IT presentation, pictures of Botanica before and after the World Cup.

Some students might benefit from sentence starters or a writing frame to help them prepare for their presentations to the rest of the class.

Write your personal view about what the Botanica government should do, explaining your advice.

	1(i) Global community
	2(a-c) Enquiry and communication skills
	3(a) Use imagination to consider the experience of others