Show Ss the pictures they were shown the previous lesson. Elicit the word "expats" from the Ss. Ask Ss to talk to a partner about what they remember about these people.

Show Ss the pictures again. Elicit from the Ss what they remember about them. Write some vocabulary about "Sandra, Carl and Anna Eder" e.g. "have a big car, live with three friends, eat a lot of Mexican-American fast food, drink lots of tea, have a dog" "have English shops, read English newspapers, watch BBC." Ask Ss to match the vocabulary with the expats T asks Ss, why did we put S in Sandra's sentences?

Explain to students that they are going to take turns to exchange information with their partner in order to complete a table. Hand out worksheets to students A and B, making sure that students don’t show them to each other. Explain to students that each of the four people in the table lives and works abroad, and that students can build up a complete picture of all four people’s lives by talking to their partner. Students look at the information on their table and take turns to read complete sentences to their partner, eg ‘Frank works in an office’. Each partner listens and writes the missing information on his/her table until it is complete. When they have finished, students take turns to read the four complete lifestyle profiles to each other. T monitors and help when needed.

Remind them what an expat is.Tell Ss the writer is American, but he doesn’t live in America. Get them to read and say where he lives. Take FB. T models the activity by telling them their story of being an expat. Tell Ss to imagine they are expats. Get them to think about where they live and their new life. Ss work alone to write a brief text (ex2). Make sure they don’t write the name of the country. Monitor and help as needed.

Put Ss into pairs. T asks Ss to tell their partner about their 'new life'. Their partner must then guess the country they are talking about. Pairs join up with another pair to make groups of four. T tells Ss that they must introduce their partner to the other Ss using the third person. T monitors and notes errors for feedback at the end.

T notes down any errors during all activities. T writes the errors on the board. T elicits the correct form from the Ss by asking them questions and using some techniques.