UNIT N° 02

LESSON 11 – EXPERIENCES: Migration

Class: 4th A-B-C-D Time: a week Date: June 7 th. – June 11th.
Purpose: To reflect on migration issues in my community
Learning evidence: A Written Article (SECOND DRAFT) explaining the importance of maintain their own
culture when they are living in a foreign country.

EYES ON ME
Activity 1: Let´s observe the picture and take some time to think about it. Then answer the questions
below.

5 min read . Updated: 26 Mar 2020, 11:58 PM IST. Retrieved on April 21 st, 2021 from
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Activity 2: Now, let’s answer the next questions:

a. What is the difference between Migration, Immigration, and Asylum Seeking?

someone who is moving from place to

place (within his or her country or
across borders), usually for economic
reasons such as seasonal work.

someone who is seeking international someone who makes a conscious

protection from dangers in his or her
1. Migration decision to leave his or her home and
home country, but whose claim for move to a foreign country with the
refugee status hasn’t been determined 2. Immigration intention of settling there.
legally.
2
3 3. Asylum Seeking

b. To what extent do people have to change their customs or maintain their own culture when they are living in a
foreign country?
 LET´S OBSERVE AND READ
Activity 3: It’s time to read an article about Migration:

MIGRATION
Why do people leave their home countries?

This article looks at three reasons why people emigrate and gives historical examples.

A [–1–]

In the early 19th century, the most important economic activity in Ireland was agriculture. But the farmers
5were poor and they used old-fashioned methods. Because they heard that they could earn four times as
much abroad, some farmers emigrated. But between 1820 and 1840, the economic situation in Ireland
deteriorated and in 1845 the Potato Famine began. Disease destroyed 75% of the year’s potatoes – the
main food for most of the population. During the next two years, 350,000 people died of starvation and
there was a huge increase in emigration. By the end of 1854, a quarter of the population of Ireland had left
10for other parts of the world.

B[–2–]

Tristan da Cunha is a small island in the South Atlantic Ocean. In August 1961, earth tremors started and
gradually became more frequent. At the beginning of October, the government decided that the island was
no longer safe and the whole population of 268 people was evacuated to a nearby island. A ship picked
15them up and took them to South Africa. As they passed Tristan da Cunha, they saw the volcano erupt. Later
the people were taken to England, where they stayed for the next two years. In 1963, the volcanic activity
on the island stopped and most of the people voted to go back. However, not everyone returned: 14
people had adapted to life in England and decided to stay there, and five elderly people had died. There
were other changes too: ten couples from the island had married, and eight babies had been born.

20C [ – 3 – ]

The economic success of the 1960s and 1970s saw the Arabian Gulf countries transformed into modern and
wealthy states, funded by oil and other precious natural resources such as natural gas. The needs of the oil
and construction industries led to a huge demand for skilled workers. Many thousands of people moved to
the region to help build high-tech cities all over the Gulf. These workers, from many regions of the world,
25were able to find a better life and help with the development of the region.
ESL PRINTABLES.13/6/2012 Rafed Salman Al-Jumah Salman Al-Jumah Retrieved on April 20th, 2021 from
https://www.eslprintables.com/teaching_resources/other_worksheets/Migration_647419/

LET'S UNDERSTAND
Activity 4: Let’s analyze the following charts and then complete the exercises based on the previous
reading.

Forming the Past Perfect

Tense
The past perfect consists of
two verbs: helping verb
(had) and main verb (past
participle).
had + past participle = past
perfect tense
When to use the Past PAST PERFECT
Perfect?
The past perfect takes place
before another past action.
The Past Perfect has two parts: the past tense of the verb to have (had) + the past participle of the main
verb.
AFFIRMATIVE NEGATIVE INTERROGATICE

I had decided I hadn't decided Had I decided?

You had decided You hadn't decided Had you decided?

She/ He had decided She hadn't decided Had she decided?

We had decided We hadn't decided Had we decided?

They had decided They hadn't decided Had they decided?

It is used to say that one event happened before another in the past. It is also used for Reported Speech
and 3rd Conditional

Event A Event B

He had never seen a bear before she moved to Alaska

I had fallen asleep when the telephone rang

John had gone out when I arrived at school

Choose the correct form of the verbs in the sentences below.

a. By the end of 1854, about a quarter of the population of Ireland left / had left for other parts of the
world.

b. Not everyone returned / had returned: 14 people adapted / had adapted to life in England and
decided to stay there...

c. After two years ... five elderly people died / had died.

d. After two years ... eight babies were born / had been born.

Find adjectives from the article that have the opposite meaning to words:

1.Tiny B 2. Modern A 3. Late D 4. Young E 5. rare C

A. old-fashioned B. Huge C. Frequent

D. Early E. Elderly
 LET’S PRACTICE
Activity 5: Let’s read again the Article about Migration and write the correct answers for the next
execises:

Choose an appropriate heading from the list that completes each gap in the text.

1. [ – 1 – ] C
A. Economic success
2. [ – 2 – ] E B. The volcanic activity
C. Economic necessity
3. [ – 3 – ] A D. The needs of the oil
E. Natural disaster
F. The volcano erupts

Complete the following table by indicating to whom or to what the word/s underlined refer/s.

In the phrase… the word/s… refer/s to…

4. … they used old-fashioned methods (line 5) They farmers
5. A ship picked them up and took them to South Them 268 people
Africa. (lines 14 – 15)
6. decided to stay there. (line 18) There England

Activity 6: Now, we are going to read the following sentences and fill in the gaps. Write the correct form
of the word given in CAPITALS at the end of the line.

WORD FORMATION
7. My weekly __ earnings _ are twice as much as they were last year. EARN
8. A huge earthquake caused the ___ destruction _of Agadir, Morocco, in 1960. DESTROY
9. Two __ disastrous _ potato crops led to mass starvation in Ireland. DISASTER
10. The ____ majority of the world’s migrants move to find a better life. MAJOR
11. The people of Tristan da Cunha left because of volcanic ___ activity __. ACT
12. The ____ economic _success of the 1960s and 1970s was funded by oil. ECONOMY
13. These workers were able to find a better life and help with the of the ___ development DEVELOP

region.

Activity 7: Listen to Carolina and Adam explaining why they left their home countries. Select the five
correct statements.
A. Carolina was happy to leave Portugal.
B. Carolina finished college at a time of economic difficulties.
C. Carolina found it difficult to remain employed in Portugal. B
D. Carolina moved to Brazil mainly to get married and have kids.
E
E. Brazil was the most reasonable choice.
F
5

F. Carolina found a job easily in Brazil.

G
G. One of the reasons Carolina chose Brazil was its language.
H. In Brazil, Carolina learned to speak another language.
I. Carolina’s family in Brazil helped her settle down. I

J. Carolina has not seen her family in Portugal since she left.
K. Carolina is saving money to visit her family in Portugal.

Saa’d AlDin, K., & Morley, K. (2018). English B course companion, 2nd edition. United Kingdom.: Oxford University Press

LET'S CREATE AND SHARE

Activity 8: Now, we have to continue with our ARTICLE construction. In the previous sessions, we wrote
the HEADLINE and INTRODUCTION (explaining the importance of maintain their own culture when they
are living in a foreign country). Today we will write our SECOND DRAFT considering the MAIN BODY and
CONCLUSION.

LET'S REFLECT
ACTIVITY 9: Reflect about your speaking task from Activity 11 and complete this self-evaluation checklist.

YE
MIGRATION vs IMMIGRATION NO
S
1 I can identify the concept for migration & immigration
I´m able to answer the open question: How is migration different
2
from immigration?
3 I can infer information from the text
4 I can deduce the meaning through the context.
Bibliography
- 5 min read. Updated: 26 Mar 2020, 11:58 PM IST. Retrieved on April 21 st, 2021 from
https://www.livemint.com/news/india/reverse-migration-a-threat-as-livelihood-options-dry-up-
11585244858941.html

- ESL PRINTABLES.13/6/2012 Rafed Salman Al-Jumah Salman Al-Jumah Retrieved on April 20 th, 2021
from https://www.eslprintables.com/teaching_resources/other_worksheets/Migration_647419/
- Saa’d AlDin, K., & Morley, K. (2018). English B course companion, 2nd edition. United Kingdom.:
Oxford University Press
- INTERNATIONAL BACCALAUREATE (2020) Diploma Programme: Language B Guide. London: IB
- Kawther Saa´d Aldin, Tiia Tempakka, Jeehan Abu Awad, and Kevin Morley. English B Oxford IB-
Skills and Practice.

Collaborative work: COAR Moquegua, Ica, La Libertad, Lambayeque, Madre de Dios.

Glossary
1. OLD-FASHIONED: of a kind that is no longer in style; out-of-date

2. ELDERLY: approaching old age.

3. HUGE: extraordinarily large in size, weight, quantity, or area.

4. GIGANTIC: very large

5. FREQUENT: happening at short intervals

 6. EARLY: before the usual or appointed time; ahead of time

7. WEALTHY: having great wealth; rich.

Listening comprehension transcripts

2A Migration (page 55)
David: Hello, I’m David Murray, and welcome to this week’s edition
30of Working World. Tonight I’m talking to Carolina, an IT worker from
Portugal, and Adam, a teacher from the UK, who have both moved
abroad for their own particular reasons.
Carolina, where did you move to?
Carolina: I moved to Brazil. I’m happy there now, but I never wanted
35to leave Portugal. I had no choice.
David: Why couldn’t you have stayed there?
Carolina: I graduated from college during the global recession. I applied
for hundreds of IT jobs, but I was always unsuccessful. I couldn’t think
about buying a house, getting married, having kids – all that seemed
40impossible.
David: So, why did you choose Brazil?
Carolina: I thought things over carefully, and, for me, it seemed illogical
not to go. There are thousands of work opportunities there. I had to be
flexible and show that I was hard working, but I found a job quickly.
45Portuguese is my first language, so I didn’t have to learn a new language,
and I have family in Sao Paolo and they’ve been very kind to me. They
even lent me money when I first arrived. I know things could have been a
lot harder.
David: What about family and friends? It must have been difficult to leave
50them behind.
Carolina: It was awful to say goodbye. But I’ve already been back to visit
them. Now that I’m earning money again, I can afford it.
David: Adam, why did you leave the UK, and where did you go?
Adam: I left the UK for love. I have a Spanish girlfriend who was studying
55in the UK. When she returned to Spain I decided to go with her.
David: How did you find life in Spain at first?
Adam: Well, Marisol, my girlfriend, comes from Malaga, and a lot of
British people live there. I could have spent a lot of time with them, but
I felt I should be more adaptable. So, I started Spanish lessons, watched
60Spanish TV, and hung out with Marisol's friends. My Spanish is terrific
now, but Marisol often reminds me how bad it was at first.
David: What did you do about work?
Adam: Before I moved to Spain, I took an English-teaching course. In
Spain, a lot of children go to English lessons after school, so I found a job
65in a language school easily. But it’s hard work. You have to be energetic to
work with kids.
David: Are there any disadvantages to living in Spain?
Adam: I can’t complain. I love Spain’s climate, culture, and language.
I suppose the only problem is that I’m fair and I can burn easily! And
70people always think I must be a tourist, although I’ve lived here for two
years. But those things are pretty insignificant. I’m very happy.