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A: Introduction
Look at the posters on the table.
Who produced these posters?
Do you think the posters are advertisements for Lego? If not, why not?
Unfold the bottom of the posters and read them through. Talk about the questions
below in pairs.
UNHCR UN High Commissioner for Refugees (UN agency devoted to
protecting and supporting refugees)
owing to because of
well-founded with a good reason (e.g. a fear or concern)
persecution suffering, oppression
1. What is the one difference between refugees and you and me?
2. What events do you think could have happened to cause a person to flee and
leave everything behind?
4. How would you feel if you were a refugee who had to leave your home, family
and possessions behind and live in another country?
5. Define the term ‘open mind’. What does it mean? Why does UNHCR ask that
people keep an open mind and a smile of welcome?
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Refugees and Asylum Seekers: Activities
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Refugees and Asylum Seekers: Activities
Vocabulary for today`s lesson:
voucher
2. Out of those polled, how many think the Human Rights Act is being taken
advantage of? Who is taking advantage?
4. What percentage of people think there is a lack of shared values in Britain? How
many people thought we don’t respect each other enough?
5. What negative side-effects do some people think the Human Rights Act has
caused in Britain?
II. Read Figure 2: Thanks For My Life Free From Terror: A Real Asylum Seeker
3. When did she manage to escape? Where did she finally end up?
4. She was based in London, but was very sad… where did she visit, that changed
her outlook? In what way did her mood change?
Now in pairs please take two minutes to look at one picture each from Reading
Materials pg. 3, 4, 5) and discuss the images. Present the painting to the class and
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Refugees and Asylum Seekers: Activities
tell us about the artist and the painting.
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Refugees and Asylum Seekers: Activities
Please split into two groups, A and B.
2. How long does the charity say it takes for a visa to be granted?
Assign a `secretary` to note down answers and present the piece to the class. Use
the questions below as a guide:
Group A:
When did he flee to Japan? Why?
What happened to him when he was in Japan?
Group B:
How did she learn about refugees?
What is her dream?
What responsibilities does she think she has?
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Refugees and Asylum Seekers: Activities
Pair Questions:
How do Japanese people see the refugees they see on news stories on TV and in
newspapers? Do you know of any refugees in your area?
What rights and responsibilities do free nations have regarding asylum seekers? On
the other hand, what rights and responsibilities do refugees have?
Finally!!!!
What is it celebrating?
What role does she say film can play in the matter?