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This is what Nikita says about the poem Refugee, in her Instagram account, where she posted it.

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These are loaded words because they often suggest a backstory or motive that may be inaccurate.

According to the 1951 United Nations refugee convention, the difference between refugees and asylum seekers is clear. An asylum seeker has left their country and is seeking protection from persecution. A refugee has already received such protection.

Refugees have the right to international protection while seeking asylum is a human right, which means everyone should be allowed to enter another country to seek asylum. Internally displaced people (IDPs) are essentially on the run in their own country: putative refugees who have not been able or willing to cross an international border.

When it comes to migrants, definitions are far woollier. Some presume a migrant is on the move to seek a better life. But if that person is leaving the penury and starvation of a dustbowl farm in the Sahel in order to survive,, are they a migrant or a refugee?

The International Organization for Migration (IOM) therefore defines a migrant as any person who is moving or has moved across an international border or within a state regardless of legal status, whether the movement is voluntary or involuntary, what the causes for the movement are, and what the length of the stay is.

Expatriate is a weakly defined term that essentially means anyone living outside their native country. In practice, expat has come to mean a migrant from a rich country.

We are now witnessing the highest levels of movement on record. About 258 million people, or one in every 30, were living outside their country of birth in 2017.

That is both a record high - there were 173 million in 2000 - and an alarmingly volatile figure: a 2003 projection anticipated that by 2050, there would be up to 230 million international migrants. The latest revised projection is that there will be 405 million international migrants by 2050.

Even those figures, however, fail to capture the full reality. There were 25.9 million refugees and asylum seekers in mid-2017. But registered refugees represent only a fraction of all those forced to leave their homes for reasons spanning from war to environmental crisis. In total, at least 66 million people globally are experiencing forced displacement - approximately 40.3 million of whom are IDPs.

As for expats, estimates vary wildly, depending on definition. The state department reckons 9 million Americans live overseas. About 5 million Britons are thought to do so.

Finally, there are 10 million people who are stateless, with no citizenship at all.

According to the IOM, the US, Germany, Russia, Saudi Arabia and the UK were the top five destinations for migrants in 2015. The US has about 46 million foreign-born residents, Germany about 12 million.

India, Mexico, Russia, China and Bangladesh were the top five origin countries. Nearly half of all international migrants came from Asia, although it is still far more common for Asians and Africans to move within their own continent than to settle further afield.

The US has historically resettled more refugees than all other countries in the world combined, though in recent years, its intake has slowed. In 2016, it took in 85,000 refugees. That same year, the then-president, Barack Obama, committed to resettling 110,000 refugees in the 2017 fiscal year, a 57% increase from 2015 numbers.

Later in 2017, however, the new president, Donald Trump, slashed the cap to 45,000. According to the International Rescue Committee, the US will only resettle 21,292 refugees in the current fiscal year.

By contrast, some of the world's poorer and often less stable countries - such as Jordan, Lebanon, Pakistan and Uganda - are now the long-term hosts to the world's largest populations of refugees.

Turkey is currently the leading host of refugees, with 3.5 million, followed by Uganda and Pakistan, which both host about 1.4 million, according to UNHCR, the UN refugee agency.

In all, 57% of refugees come from just three countries: Syria (6.3 million) Afghanistan (2.4 million) and South Sudan (2.3 million). Meanwhile, Colombia hosts the greatest number of internally displaced people - 7.6 million as of 2017.]

But many refugees slip through the gaps when attempts at record-keeping take place. For example, official figures usually exclude Palestinian refugees because they don't fall into the specific mandate of UN refugees. A separate agreement was reached on their behalf when the 1951 refugee convention was drawn up, specifically to try to avoid what has nevertheless come to pass: a permanent acceptance of their displacement. The number of Palestinian refugees varies depending on the source but there are reckoned to be between 5.3 million and 6.5 million - around one in three of all refugees worldwide. The US last month announced it was cutting all funding to the main Palestinian refugee programme.

Not only are the numbers of refugees and migrants underestimated but so too is the chronic length of time refugees remain displaced in camps and so-called "temporary" situations.

There are still Palestinian refugees forced from their country in 1948 living in camps in Syria, Eritrean and Ethiopian refugees who have been living in camps in Sudan since the mid-1960s, Afghan refugees who have been in camps in Pakistan since the Soviet invasion in 1979. The list goes on.

Moreover, many of the countries from which large numbers of people are forced to flee conflict - such as Syria, South Sudan, Iraq and Yemen - are also host to very large internally displaced populations.

"Politically, Europe had a panic in 2015 and 2016 about the scale of movement of people to a whole continent, and [in] particular, to rich ones," said Steve Valdez-Symonds, the director of refugee and migrants rights at Amnesty.

"But that scale of movement doesn't match the move from South Sudan to Uganda less than a year later and doesn't far exceed what has even more recently happened across Myanmar/Bangladesh border, or in Venezuela where large numbers of people are moving to Ecuador, Peru, Colombia and other countries in that region."

Migration is arguably politically less acceptable than at any point since the end of the second world war. The anti-immigration response of governments across Europe, and in American and Australia has sent quite clear signs to some of those frontline countries that they can build walls and force back those seeking safe havens.

"The last few years have seen quite threatening movements by countries that had offered refugees a relative degree of safety," said Valdez-Symonds. "Of Kenya towards its refugee Somali populations, for example, and of Pakistan towards its Afghan refugees."

There is an additional complication involving those fleeing environmental disasters, such as flooding or desertification. The 1951 convention doesn't define these people as refugees but, as Bill Frelick, Human Rights Watch's refugee rights programme director, says: "If someone's life is in danger, it really shouldn't matter if it's because of a gun or a landslide or earthquake."

Are any countries holding their heads up in this maelstrom? Sadly, experts say not. "I don't know that anyone has it right," said Valdez-Symonds. "Canada has a very large and, in many ways, a very good resettlement programme for refugees. But for those who seek asylum across Canada's borders, its response to those people is not all that good: it has major issues of long-term use of detention centres for those crossing its borders."

Frelick said: "I don't know of any country I can point to and say: 'This place has got it right.' You can say some aspects are far better than other places. The UK can probably still hold itself up as a comparatively better place for resettlement than many others. But our response to asylum seekers is not especially healthy and our response has generally deteriorated over time."

Political and public hostility to migration has resulted in a dramatic reduction in legal routes to migration in the past 20 years. This has encouraged a burgeoning business in illegal people trafficking, now reckoned to be worth more than $150bn each year.

Principal areas of activity are from south to north in the Americas (there are an estimated 3m illegal entries into the US each year, according to the UN Office on Drugs and Crime); from Africa and the Middle East into Europe; and from south Asia west to the Gulf and Europe beyond.

Death is common. According to the IOM's missing migrants project, almost 30,000 people have died in transit over the past five years, with the Mediterranean, north Africa and central America particularly deadly.

The UN is to formally agree a new global compact on migration in Marrakech this December, following 18 months of negotiations. Protagonists say the deal promises a better, more coordinated approach to migration, though efforts have been damaged by the US pulling out of the talks halfway through.
World migration report UN migration trends
Exit West by Mohsin Hamid (fiction)

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Migration: how many people are on the move around the world?

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These are loaded words because they often suggest a backstory or motive that may be inaccurate. According to the 1951 United Nations refugee convention, the difference between refugees and asylum seekers is clear. An asylum seeker has left their country and is seeking protection from persecution. A refugee has already received such protection.

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We were just about to lose our home
Diamonds ate the radio
Moving in the dead of night
We took photographs just some just so
History someone to know
We were moving at the speed of flight

Kids cry
If you want to
That's alright
If you want to
Hold me
Hold me tight

Just an alien

We were hovering without a home
Millions are UFO
Hovering in hope some scope tonight
Sees the light and says

Fly if you want to
That's alright
But if you want to
Call me
Call this line
Just an alien
Just an alien
Oh, we just want to get home again

Tell your leader
Sir or ma'am
We come in peace
We mean no harm
Somewhere out there
In the unknown
All the E.T.'s are phoning home
Watching my life
On the skyline
Crossing your eyes
All a lifetime

Just an alien (moving target)
Target movement
Oh, we just want to get home again
Of the space time
Turning forward
Turning pages
Over Asia
Crossing ages
Just an alien
Oh, we just want to get home again

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Coldplay - A L I E N S (Official Lyric Video)

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Last year we got to know a local NGO that works with refugees and vulnerable immigrants. We could attend some of their meetings and get to know more about it, but still there is much to be learned about the issue. It still being a very relevant topic, according to the United Nations there are more than 68.5 million individuals that have been forcibly displaced worldwide as a result of persecution, conflict, violence or human rights violations. We as teachers of the English language want to give our students access to this kind of information and equip them to critically respond to this. We believe that we can’t close our eyes to this matter, we should rather be ready to give our best to wisely face it.
So all the texts that we chose for this reading project are related to immigrants and refugees’ issues, therefore each one approaches this topic in distinct, but coherent and sometimes connected ways.

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I think the lyrics of this song is an alert to worldwide, because remind us the fate of refugees forced to flee the war and relates as they are living. Teach through of music in classroom makes class "lighter" and more fun, mainly when it is necessary to approach a serious matter. LISTENING, READING, WRITING and SPEAKING are options of activities to work with music in the classroom. In LISTENING activitie, I would put the video-audio of the music and request the attention of everyone and I would ask the students the possible theme of the song, what it is about, how the students came to that conclusion, if they know any words about the song and its meaning.
And in READING activitie, I would deliver the lyrics of the music to students and would work the pronunciation of the words.
In WRITING activitie, I would suggest that students use the dictionary to work the translation of words of song  and would explain about grammatical aspects using the text itself (Verbs, nouns, adjectives, etc...). Then each one of students could SPEAK each new word that they learned.

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“The last thing I remember of Syria, before we left, was when my mother was taking me from our place to our grandparents. The roads were full of dead corpses. I saw dead people with no heads or no hands or legs. I was so shocked I couldn’t stop crying. To calm me down, my grandfather told me they were mean people, but I still prayed for them, because even if some considered them mean, they were still dead human beings. Back at home, I left a friend in Syria, her name was Rou’a. I miss her a lot and I miss going to school with her. I used to play with her with my Atari, but I couldn’t bring it with me. I also used to have pigeons, one of them had eggs, I would feed them and care for them. I’m worried about them, I really pray someone is still caring for them. But here I have a small kitten that I really love! I miss my home a lot. I hope one day we’ll be back and things will be just like before.”

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"We were hovering without a home
Millions are UFO
Hovering in hope some scope tonight"

This Coldplay song just like the comic also explores the double meaning of the word alien. And while they use  words and expressions that we usually find in sci-fi stories like "UFO", "hovering", "speed of light", "tell your leader", "E.T.'s"; they tell a very real story. Throughout the history, in every century and in every place of earth there were people moving from one place to another, that's the global diaspora, an event that in my opinion shows two characteristics of us humans, the survival instinct and the pursuit of better living conditions. And something that I really like in this song is at the end, when in only two words (Over Asia) they situate the context of song.

To work with this song at the classroom I would first show the lyrics to the students and ask them what kind of text it is. Once they get to the correct answer I would ask how they got the that answer and elicit from them what are the distinct characteristics of this kind of text. I would explore the subjectivity of this genre and talk about that many possible interpretations that a song (like every kind of art) can have. So my main concern here would be foster in the students the ability of seeing a text not as a lonely object but actually as something situated in a context (intertextuality). One exercise that I'd do would be to give the printed lyrics (in a big paper) to small groups and ask them to write the connections that they could do with the verses of the song. After that each group would go and see the connections created by their colleagues and discuss about the similarities and differences present in each one.

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Rudimental - I Will For Love feat. Will Heard [Official Video]

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Here's the link to Nikita Gill's original post on her Instagram account on June 20th, 2018.

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Specially, I thought that these cartoons are controversial and serve as protest in favor of refugees. So, for that a cartoon to be understood, requires a interpretation about the context on which the author was based to create the image. Cartoons as activity in classroom develops reflection, creativity and critical sense in the students. So, as activitie in classroom I would read the cartoon together with the students and would discuss the social values that cartoons carry, analyzing the opinion expressed in it and would teach about figure of language, verbal and non-verbal languages, from the texts that are in the cartoons.

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This comic caught my attention mainly because it is a very good example of the genre "comics". Since it brings a well-known scene from pop culture (the arrival of the extraterrestrial that will become earth's defender: Superman), but with a small difference that changes the whole story, makes this comic easy to relate as the same time that provokes profound thoughts about migration issues. It is concise and ambiguous what I think that makes it perfect to work with in the classroom.
At a lesson I would first elicit from the students things that they know about superheroes and specifically focus on the one's that are not humans to get to Superman. After I would show the comic for the class to read and talk about which episode of the life of Superman is shown in the comic and ask the students to work in groups to list what is similar and what is different from the original story. At this point we may have to look up the meaning of "darn tooting". After asking them to present the similarities and differences, I would ask what would happen if the Kents were like that (positive or negative outcomes?). At this point I would ask what's the relation of the comic and migration issues and explore the meanings of "Alien" (extraterrestrial and foreigner) and question what image the author of the comic wanted to convey about the Kents. And question if this is a critic, and who is being criticized. To finish this activity I would relate the Kents' aversion to Kal-El to the sentiment present in many people how are not happy to receive migrants (who is missig in this situation?)

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Adriana
- think about the words
1)polemic
2) controversial
Which one is the best for your text?
Also think about:
*work cartoon in classroom
* as activity in classroom
Your comments are quite interesting. I really enjoyed the cartoon because people relate to it. Not only everybody knows Superman´s story but people are familiar with the topic of immigration and its issues. I consider it a very nice way to discuss about it.

Lucas, what about this sentence, can you reorder it?
"This comic caught my attention first.
The second cartoon complements the first. I loved the way you would explore the materials in your classroom. If you haven´t done it, do it!!!
Congrats to you both!

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Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands

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Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands

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by  Yeşim Sevinç and Jean-Marc Dewaele Birkbeck

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In my opinion, poetry makes us more sensitive to the world and people, and particularly in this poem by Nikita Gill, the author can express and take us inside the text and reflect on the difficulties faced by the refugees. I think we need to be sensitive to the "other" and as teachers we can, through poetry, convey this sensitivity to the students. I would start the class with a talk about what the students know about poetry: genres, authors, titles and books, to know what the students know about poetry, explain what poetry is and its characteristics, then present the theme ( Refugees), explaining who they are, reporting on news stories seen on TV, and asking students what they know about refugees, this would make them aware of the issue. And then, along with them, I would read poetry, aiming to increase vocabulary and understanding of reality. It is interesting to ask them after reading about what they felt, asking them to write down everything they felt throughout the reading and then share every feeling and emotion. The central idea is to work on text interpretation, vocabulary about feelings (sadness, compassion, empathy, etc.), oral and written language, leading them to think and reflect.

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Alia fled her home in Aleppo, Syria and is currently living in Damour, Lebanon. She shared her story through Gruppo Aleimar, an Italian NGO which provides free, nutritious meals to refugees in the Damour area. Alia is 7 years old.

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More than 22 million refugees worldwide represent 22 million stories waiting to be told.

In honor of World Refugee Day, we're sharing the stories of refugees as young as 7 and as old as 75; some have recently fled their homes, while others have been displaced for decades.

GlobalGiving is proud to partner with nonprofits who are working with the courageous people who are sharing their stories below, by providing education and job training, psychosocial support, medical care, and even agriculture assistance.

Alia

"The last thing I remember of Syria, before we left, was when my mother was taking me from our place to our grandparents. The roads were full of dead corpses. I saw dead people with no heads or no hands or legs. I was so shocked I couldn't stop crying. To calm me down, my grandfather told me they were mean people, but I still prayed for them, because even if some considered them mean, they were still dead human beings. Back at home, I left a friend in Syria, her name was Rou'a. I miss her a lot and I miss going to school with her. I used to play with her with my Atari, but I couldn't bring it with me. I also used to have pigeons, one of them had eggs, I would feed them and care for them. I'm worried about them, I really pray someone is still caring for them. But here I have a small kitten that I really love! I miss my home a lot. I hope one day we'll be back and things will be just like before."

Bizimana

Bizimana was two years old when his family had to flee the Rwandan genocide to Burundi. From there he moved to camps in Tanzania and now lives in Nairobi, Kenya. He received business start-up training and has established a business that has grown so fast he is now able to start a cafe service. He is also a prize-winning singer.

Yara

Yara has loved sewing since she was a child. "My mother taught me when I was a young girl and said it would always be a useful skill," she said. "I never imagined that one day it would come to mean so much, and provide me with a small income." Originally from Syria, Yara studied embroidery at a self-help group in Tripoli, Lebanon, run by Concern Worldwide's local partners. She attended workshops for two hours a day, and was able to leave her younger children at a partner-run kindergarten. "Embroidery is a new skill for me," she said. "There is so much to learn and every day we do something different. The main thing is that it occupies my mind and it stops me from thinking too much. Using my hands and creating something beautiful calms me. The lady who teaches the embroidery class is like a mother figure for us." Yara has been living in Lebanon with her five children and husband for the past two years. "We were a close-knit family, but we had to flee Syria," she explained. Her parents and one of her sisters were a refugee camp in Jordan, and two sisters still in Syria. "I worry about them every day."

"I am currently staying at a guesthouse for minors and families in Paiania, just outside Athens, Greece with my family. I'd like to go to Germany. We already know my family and I were granted permission to relocate to a German city. We are hoping to start a new page in our lives. I wish I could make people love each other - that is my dream."

Achan

Achan is a widow who had eight children. Seven of her children died during the ongoing war in her home country of South Sudan. As a result, she was left with many orphans to take care of. Before the war, she was a peasant farmer in Sudan who cultivated to sustain her big family. When the war broke out in her community, she and her family ran to save their lives, leaving all their belongings behind. She believes her home has been destroyed by the rebels.

Shahid

"We hid ourselves on the mountain for about eight nights. From the mountain, we saw a battle between [the violent group] and the PKK [Kurdish forces], who fought very courageously. After the sun set, we went to them. They treated us with much respect and took us to a place where there were lots of Yazidis and gave us food. Thus, after eight days of walking between the Iraq and Syrian borders, they helped us reach a quiet region in Northern Iraq. From there, we drove to Sulaymaniyah City."

Khadegah

"It is very hard for me to understand the bloodshed, since I have never hurt anyone. I have seen some of my family members killed and others injured. I identify that I am a refugee from a conflict land, Darfur, Sudan. I always think about my father, my mother and the rest of my family. I think about my former neighbors of 11 years. I don't know if they're alive or not."

Shafaq

"I used to have a peaceful life and live in my amazing home in Dera'a. I enjoyed the nature around my house and the food coming from the land. I woke up every morning to the sound of birds singing. The brutality of the civil war forced my family to leave this house and to start the journey to be refugees.

"Since the start of our journey, we moved a lot in Lebanon and I attended different schools. In the end my family decided to go close to the border with Syria. We came to this area because just we want to survive. My father is working as an electrician and this is the only income for our family. All of my family we are living in a tiny house with one bedroom, a small kitchen and a bathroom. We are considered illegal because we don't have official documents.

"I am behind two years in school because of moving from one school to another. I am still doing very good in my school and I will continue to do that. I want to finish my education, to help my family, and to help other people they want to learn. I consider myself lucky to have Al Jalil Center. I got a lot of educational, emotional, and psychological support. I am also really sad because of the unknown future waiting for me. Every day I wonder where I will be tomorrow. Yes, it's an unknown future."

Fouzia

"During the factional war, my family and I left the country as it became unbearable to live in Kabul. Hundreds, or I think thousands, of rockets were hitting the city every day. We left for Tajikistan and came back when we heard there is peace in Afghanistan. We lived in Tajikistan for 14 years with the hope of going back home. Tajikistan was not our country." Fouzia wants to be a teacher to help spread peace through education in Afghanistan. For her safety, we did not share her photo, but rather another photo from AAE's school.

Qais and Daewood

Qais and Daewood are now running a sewing business in Oinofyta refugee camp. They hope to be granted asylum in Greece so that they can raise their families in safety.

Abdul

Abdul now lives in an apartment building with forty female head of household refugee families in Amman. His father was killed in Syria. He has been seen a number of times in the psychosocial clinic run within his apartment building. Staff from International Humanistic Psychology Association visited his school because of his complaints of being bullied by one particular student. He couldn't believe they would come to try to help him, as he had tried with the school teacher and felt unheard. He said it was one of the best things that had happened for him since they came to Jordan. Abdul hopes to drive buses, likes to help others, and loves soccer.

Bara'a

Bara'a still experiences trauma surrounding the birth of her youngest child, Rouba, four years ago. Her hands shake as she recalls the memory. Unable to breastfeed her daughter due to mental exhaustion, Bara'a had to rely on donations to buy formula milk to feed Rouba. But once the donations ran out after a week, Bara'a had no choice but to feed her newborn a mixture of sugar and water. She also had to take out loans to provide nappies for all of her children, who still wet themselves due to mental trauma. The uncertainty of their future makes life even more difficult for Bara'a, but this doesn't stop her from dreaming: "My only dream is to send my children to school... I am so worried about their future."

Noorkin and Yacob

"Back in Myanmar my father was a farmer and he also went fishing. Along with my siblings, I used to attend school regularly. I was in Grade 2 when we left. We used to learn Burmese literature in school. But it all came to an end the day our house got burnt. The houses in our village was on fire. We couldn't run to the jungle because it was on fire too. We flee to another village but that village was also attacked. We were stranded so we fled again to a canal and stayed there for two days with no food. We made it across the border and now we live here in the camps," Yacob explained.

He continued: "I like being a leader. At the centre, I get the children together and them ask them to follow me when I am doing the actions. I tell them 'Please, I am going to start reciting the poem, so follow me.' I am a good boy and a quick learner. I also make other children laugh. It is fun. I want to learn more and more because I want to become a teacher when I grow up."

"They are slowly getting back to feeling normal again," Noorkin said about her children. "I desire a bright future for my children where they can be what they want to be."

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13 Powerful Refugee Stories From Around The World - GlobalGoodness - Medium

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More than 22 million refugees worldwide represent 22 million stories waiting to be told. In honor of World Refugee Day, we're sharing the stories of refugees as young as 7 and as old as 75; some have recently fled their homes, while others have been displaced for decades.

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Nikita Gill’s writing is a nice example of contemporary poetry and this specific composition caught my attention due to many aspects. First of them is the relevance of the topic; that is clearly stated by the title of the poem. Something that I also find interesting is the language chosen, which is fairly simple but yet used in a profound manner. I like how the poem is divided in ten stanzas and the first half refers to the memory of what life used to be, whereas the other one is about what it has become for someone in that situation. So as I read it I can feel this transition, like if I was mentally going through the path a refugee sees when looking back on his or her experience. Therefore I believe it also would be a great poem to be used in a lesson. Since it is a topic widely talked about I think that activating students schemata wouldn’t be a problem. I thought about that depending on the class it is even possible to ask the students to access the writer’s Instagram account and maybe do a skim reading of her feed before going into the text. Another possibility for the pre-reading activity can be reading the caption that the author provides, so the students can go straight to the point and get some of the context of the poem. And as while-reading activities it is possible to point out the usages of “there” or of the wh words “where”, “when”, “how”; it is also possible to focus on the verb tenses used in the poem. And a post-reading activity can be any production (in form of poetry or not), in which the students have to try to put themselves in a refugee shoes and write about it; or the class can be divided in two groups and each will be assigned to illustrate a part of the poem.

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Migration_ how many people are on the move around the world_ _ News _ The Guardian

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I even got emotional!!! Excelent and creative idea for a project!!!

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Guys, I loved your idea about talking about such a controversial topic, not only abroad but here in Brazil as well. Coincidently I was watching some news about Venezuelan people just now.
Adriana, can you think about this excerpt and notice what is missing " is important to think..."
Lucas, your description is detailed and very impressive. You also explored different ideas for activities with you students. Well done!
Great job guys!!!

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* a alert
* talk about
* working music
* when is necessary
*take a note

Adriana, you have come up with activities that work with listening, reading and writing and that is fantastic. In my opinion, what is missing it the fact that you did not propose a final activity, maybe speaking that would discuss the subject.
Great activity!!!

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The importance of this research lies in its contribution to migrants and their families. As the article presents tangible evidences of struggles faced by them, it helps to raise awareness towards the complex condition of a migrant. People that have left their countries of origin and even further generations live a very different experience if compared to the so-called natives. This experience is effectively displayed in the linguistic tensions that happen among members of these communities. That's why I believe that would be beneficial to students of English. I also think that students can relate themselves to the content of the text when it mentions Foreign Language Anxiety. Besides that, I this text is a good and clear example of academic text.
o work with it in a reading class I would first of all elicit from the students the structure of this kind of writing. This can also be done in pairs or small groups. After this moment I would check what they came up with and then give the description of each part of the academic paper, so they would have to put them in order and name each one. For instance, in one of the descriptions it is written: "... is a beginning section which states the purpose and goals of the following writing." and they have to recognize that it is talking about the Introduction. Following this activity I would propose, in small groups or individually (depending if all have access to the text), an skimming activity so they can have an general idea of the structure and content of the text. After the skimming activity we would talk about their impressions and together read the abstract to see if it checks out with they thought about text. I would also point out that in this genre there are some key words that present the main ideas to be developed. Linking with this idea of key words, I would talk about key concepts that are crucial to understand the writing. And since they are so important, if they are repeated many times in the text, the writer usually chooses a kind of code (acronyms). So having this in mind students would now have to identify some acronyms that might represent key concepts within the text (scanning). And also write what they stand for "word-wise" and "meaning-wise". Helping, in this way, the full reading of the text, that would be followed by critical questions wrapping up the class.
Other aspects, like reading tables and numbers could also be explored using this text.

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This is a simple text, but with a profound message. I believe that this report can be used for classes with any age range. It is important to be aware that the description provided by the child can be shocking. And since it is easy to understand, the meaning should be well explored by the teacher.
If I would use it in my classroom I would introduce the class talking about diaries. And ask questions like, in which verb tense it is written and focus on the simple past. It is also possible to correlate to academic reports (that is also written in the past tense and describe facts). Since this genre is really personal and uses memory to create the text, I would introduce the reading questioning about bid life changes, happy memories and sad memories. After this moment I would do the reading aloud and ask the students to follow (depending on the level, students can also participate on the reading). After the reading I would ask if the students had any trouble understanding the text and then project questions for discussion in pairs. Following we would have an open discussion and then I would propose a simple writing activity. The writing activity would be to write a short response (letter/email) to Alia saying what they think about this issue and whatever they would like to say to her. So they would have to read the report again in order to write a coherent response.

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This text it is very informative, so I think that it would enrich the class about refugees.
The text is divided by questions. So I would first talk about how this genre is written (answering questions, Wh's). And then I would show the questions that appear on the news and ask the students to try answering it. After I would divide the students into 6 groups and each would have to go through the text to find the information they need to answer their question. To conclude, each group would have to present the questions and answers to the whole class.

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The history of the refugees isn't easy consist of racism, war, escape, leave the family, being an outsider, courage, new idiom, tragedy and fear. These are subjects that show the suffering those people. Understanding about migration, refugees is very important for the people to be aware of this subject.
Refugees in our country is a reality and is necessary to know how we can help their.  This academic text is a study about some situations face for the imigrants with the foreign language and anxiety language when their come to another country. My propose for a class is to teach about  COMPREHENSION, READING and WRITING of a text. For this, I would explain the importance of comprehend when we are reading, because there isn't how read and write anything without the comprehension of a subject. Firstly I would propose to the students a skimming reading of the text and I would ask to them what them understood trough the reading it. I would ask to them explain with their own words, I think this activitie will help them to understand about the refugees' lives and their sufferings in other country. It  would be a way that I would know if they had a  compreension of the text or not. After that, I will ask to the students to write one text about the subject refugees and migration in our country. All of the students must read aloud, for the goal of improve their reading and in addition increase the knowledge their about the subject.

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Many news about refugees has been spread for worldwide. What effect does the news have? What news are true? My suggestion for this class is talk about Fake News. I would explain the importance of verify if the news are true or not before to share in social nets and  that is a way of  "Bullying" as well. For this, I would create a debate and would bring issues for discuss the theme that would take them to reflect about it.

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This text is about a story lived for one child when she was fleeing of war in her country.  My propose for a class is to teach about textual genres. From reports taken from newspapers, i would show to the students the genre and the language used in the texts of the reports and I would teach how they can indentify and use each kind of genre ( narrative, letter, article, essays, fable and others) in their own texts. Besides that, I will have the opportunity to discuss controversial topics that are present in the reports.

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Hi guys, the topic is really important to be discussed nowadays. The genre is also important if you aim academic students so I liked the way you proposed to work with the text.
Regarding the structure and grammar of your comments, they could be improved if you consider Normative English, but I chose not to pay attention at the details because your text is very good and understandable. If you wish to review the things I have spoted, that could be improved, let me know and we can discuss it face-to-face. xx

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Nice activities but I missed a more complete analysis of the texts (the news and the report).