This document outlines a lesson plan for an English class focusing on living in a foreign country. The plan includes pre-reading, reading, and post-reading activities. Students will compare the lifestyles of a Chilean soccer player in Chile and London. They will then read a text and answer questions in pairs. Finally, students will create imaginary interviews comparing their hometown to a place discussed in the text, and perform them for their classmates.

1. Universidad Católica de la Santísima Concepción
English Teaching Programme
Unit :
Different people, different lives.
Level 8vo Date
Length
90 min
Pre-service Teacher:
Graciela Concha
Francisco Oñate
Aims: Students will be able to comprehend general ideas from a written interview about living in a foreign country.
Learning Outcome:
Ref Planes y Programas: OF CMO, AE
Assumed knowledge ( Content, vocabulary, strategies)
- countries’ names
- adjectives
- nouns
Aids
Stages
Procedure
What am I going to do ?
What are students going to do?
Instructions
What am I going to
say?
Objectives
(min)
Time
(min)
Interaction
T-Ss;Ss-Ss;etc
Pre-
T shows pictures of Alexis Sánchez’s
lifestyle in London.
T asks students to compare between
Alexis’ lifestyle in Tocopilla and
London.
“How many of
you know this
football player?
Do you know
where he lives?”
“Let’s review the
use of
comparative form.
Could you
compare Alexis’
lifestyle in the past
and now? You
have 2 minutes to
do it in pairs”
To contextualize
the topic
To engage students
with the topic.
To review the
structure seen in
the last class
5 min
T – S
S – T
T – S
S - S

2. T asks 3 Ss randomly to share their
comparisons with the class orally
CCQ: are you
going to work in
pairs or in groups
of four?
How much time
do you have for
doing the activity?
“Let’s check this
activity. Horacio,
can you share one
of your
comparisons?”
To check
understanding of
the instruction
To check the
correct use of
comparatives.
T – S
S – Ss
While-
Ss reads the text and answer the
questions
T explains to Ss the first task
“The Chilean girl
in the text lives in
a country near
Alexis. Let’s read
the text to do
some tasks. You
have 5 minutes.
Now form pairs to
answer the
questions below
orally. Then
answer your
answers with the
nearest couple.
You have 5
minutes ”
CCQ: Are you
going to work in
groups or
To check Ss’
general
understanding
from the text.
To check Ss’
understanding of
the instructions
20 mins
T-S
S-S
Ss-Ss
T-Ss
S-T

3. T check answers of the previous
activity, 3 Ss chosen ramdomly
answer each question loud
T explains the second task
T asks for peer corrections
T explains the third task
individually?
What are we
going to do after
reading the text?
“We are going to
correct the
answers”
Maintain couples
for the following
activity. I will give
you a chart and
some words. You
should put these
pieces of paper in
the right order,
according to the
text. You have 5
minutes.
“Compare your
chart with 2
classmates that
you have not
worked”
“Probably you
can make more
comparisons. Now
in pairs, create 4
sentences using
the comparative
form between the
Aran islands and
To check the
answers from the
previous task
To check specific
Ss’ understanding
from the text
To check answers
from the previous
task
To check language
use in context
T-S
S-Ss
T-S
S-S
Ss-Ss
T-S
S-S

4. T asks for peer corrections
your city. You
have 5 minutes.”
“Share your
answers with
different couple”
To check answers
from the previous
task
Ss-Ss
Post-
Ss create an imaginary interview
Ss perform their interviews to their
classmates
“Let’s imagine
that we lived in a
different country
and someone is
interviewing us,
what can we tell
her or him?
Create a dialog in
pairs using the
comparative form.
You have 15
minutes to do this
activity.
CCQ: What
should we do,
Pedro?
And how much
time do we have,
Alejandra?
Now perform
your dialogs with
your nearest
couple
To learn the
language focus of
the activities.
To check Ss’
understanding of
the instructions
To check the
activity
20 mins
S-S
T-Ss
Ss-Ss