Expatriates in the Washington Post
To provide gist, detailed and inference reading practice using a text about Expatriates in the context of immigration
To provide fluency speaking practice in a debate in the context of immigration
Procedure (64-75 minutes)
The SS will discuss two questions which are as follows: 1. On what grounds will you decide to immigrate to another country? 2. Where would you like to live? Explain. 3. Why would you decide not to go to a certain country? At this stage, it would be a wise move to pre-teach some of the vocabulary that might impede better understanding of the passage, namely ' xenophobia, child-rearing, mistreating labourers expatriate. I would contemplate using some visuals to create a stimulating anchor. I will allow three minutes of preparation time so that the SS some ideas and gear up for a mini discussion.
The SS will be provided with a list of factors that are by and large viewd as the underlying causes of immigration in most countries. The SS individually read and rank them on a scale of 1 to 5, 1 being the most urgent and 5 the least. The SS discuss their viewpoints in pairs and then in larger groups. The larger groups choose representatives to sum up the views of the group and share them with the class in open-class feedback. Following this stage, the SS will make speculation about the the best & the worst countries for immigrants, which will be discussed in the class. SS's specualtion will take them to as far as Europe, the US, Canada or the Middle East, which will be exploited in a brief whole-class exchange of views.
The class is divided into groups of three and everyone is assigned a certain chunk of the text to attend to. As will handle the first three paragraphs, Bs from You can see right away up until Midlle Eastern countries and Cs the last three paragraphs. This jigsaw reading activitiy can lead to a lot of GW activities, which is nothing short of engagaing. In fact, SS read and then take notes to prepare for GW for 6 or 7 mintutes. In other words, each and every one of the learners is responsible to relay the information he/she has collated to their group and in so doing, learner passivity will be kept in check and minimised as a result.
The SS read the whole text within 7 minutes and asnwer a number of T/F questions. Answered will be discussed in groups of three. I will definitely consider monitoring the GW activtity and make sure the SS make accurate use of L1 and keep a record of possible grammar/lexical mistakes. There will be open-class feedback after 3 minutes afterwards. The T/F questions are as fllows: True/False questions 1. Middle East is not a good place for expats due to restrictive rules. 2. Qatar is a rich country and is a favourable destination for expats. 3. Western Europe is an attractive option when it comes to child rearing. 4. China’s terrible weather discourages expats from considering this country for living. 5. Expats tend to consider the UK and France, Italy and Spain fro immigration thanks to the moderate cost of living in those countries. 6. Germany and Switzerland are attractive destinations for immigrants due to financial and economic reasons. 7. Singapore has proved to be suitable for families with child-rearing concerns. 8. In Western Europe there is no mismatch between the salary and the cost of living. That’s why Western Europe is rather an attractive place for immigrants.
The SS are given a number of phrases and they have to work out the conncetion between the phrases and the text. the phrases are as follows: 1. Xenophobia and military rise 2. Spain, France and Italy 3. East and Southeast Asia 4. Gulf states, particularly Qatar 5. Social restrictions 6. child rearing The SS have got 5 minutes to reflect on their written answers and then they get to share their naswers with new partners in pairs. A mini-discussion will ensue and then we have got open-class feedback, where I have the class form a circle and encourage the SS to take the initiative, asking and answering questions without depending on me as the teacher. I will intervene if need be to keep the flow going.
The SS are given role cards with defined roles to play. However, they can further embellish it by adding extra information. This activity is carried out in pairs with A & B students. First and foremost, they reflect on their role with 2 preparation time on their hands and then they will get into pairs to accomplish the task. They have around 4 minutes to exchange views, ask and answer questions and further expand their answers. Two pairs will be singled out to have a demonstration in the end. The role cards are as follows: Student A You are married and have got two 3-year-old children. You should decide where your best destination is. You should also consider the downsides such as bad weather, xenophobia, etc. • Weigh up the pros and cons and then decide where you are going to live. Student B You come from a poor family. You would like to live somewhere that you can earn the highest and enjoy high standards of living. You hate living in an expensive country where the cost of living is so high. • What are your criteria for living?