ESL Activities: 9.Journeys From Afar

Theme: Migration and refugees

Key Learning Area: English - Studies of Society and Environment (SOSE)

Age Group: Secondary Lower (13-14) - Secondary Middle (15-16)

Resource Type: Handouts

Stimulus Name: Student Journeys

Outcomes
Students explore the significance of their own and others' life journeys. Students appreciate the differences and similarities between migrants' and refugees' journeys.

Introduction
In this lesson students work together to identify obstacles faced by migrants and refugees when arriving in their new country. In discussion they will link their own experiences to journeys of other students. Using prior knowledge and that gained from this lesson, students will construct their own extensions to a migrant/refugee story. This may be sensitive ground for some students. These students may be reluctant to talk about their own experiences but may join in the more general discussions.
These activities are intended for use with intermediate to advanced level ESL students in an intensive English centre but may be adapted to suit any class.

Worksheets to download
Asylum Seekers, Refugees and Migrants (PDF)

Student Interviews Journeys



Suggested Activities
Download:
Asylum Seekers, Refugees and Migrants
Student Journeys

1. In small groups or pairs, ask students to share with one another their personal journeys, feelings and experiences of coming to a new country.

2. As a class, read Asylum Seekers, Refugees and Migrants and discuss:
Who is an asylum seeker?
Who is a refugee?
Who is a migrant?
Who is an illegal immigrant?

3. (i) As a class, discuss reasons migrants and refugees come to Australia. Distribute copies of Student Journeys. Label separate roads with reasons.
(ii) Discuss challenges/issues faced by both groups when they come to Australia. Label common road with challenges/issues.
(iii) As a class discuss hopes and aspirations of migrants and refugees for the future. Record them on the map of Australia.

Additional Strategies
Download the five interviews. Divide the class into groups of three. Copy sufficient interviews for one for each group. (Some interviews may be duplicated.)
Ask each group to read their interview and work together to come up with an appropriate continuation of the interviewed student's journey. This may be based on the hopes and aspirations of the interviewed student or on another possible scenario suggested by the group.
Conference with the teacher, edit and publish the 'new' interviews.

Related Resources

ESL Activities 1: My Friends and Peers
ESL Activities 2: My Feelings About Myself
ESL Activities 3: Cultural heritage
ESL Activities 4: Different culture
ESL Activities 5: Iceberg
ESL Activities 6: Pride and Prejudice
ESL Activities 7: What is Beauty?
ESL Activities 8: Who Am I?
ESL Activities 10: Our Paths to Australia
ESL Activities 11: A Mixed Bag of Apples
ESL Activities 12: Victims of Culture

Copyright Acknowledgement
Acknowledgements to year 11 ESL students of Beverly Hills Girls’ High School for the interviews, and to the students of Beverly Hills I.E.C. who told their stories.

Activities developed by teachers at Beverly Hills Intensive English Centre, NSW

Date: 29 October 2004

Beverly Hills Intensive English Centre

©2005 Drift1