I am looking forward meeting you all in Dublin! See you! Alica

beautiful parks, taste

traditional food and drinks. I´d like to discover the cliffs and their beautiful scenery.

I´m looking forward to Ireland music and trips:))

Participants receive 3 short adapted texts and work in pairs. They underline unfamiliar words and discuss meanings.

Text 1: Demographic & Economic Motives (B2)

Europe’s natural birth rate has declined: in 2022, the EU population shrank slightly without migration. But thanks to immigration, it still grew by around 0.4 %. Experts say immigration helps economies by supplying workers for health care, construction, and public services—jobs that locals cannot fill.
Source: Demographics of the European Union (Wikipedia): https://en.wikipedia.org/wiki/Demographics_of_the_European_Union

Text 2: Ethical & Humanitarian Drivers (B2)

Many people flee conflict, oppression, or environmental disasters. Europe must decide whether to offer safety and dignity, even when it involves effort and cost. About 20% of Europe-bound asylum seekers in 2015 were from Syria alone; most entered via the Mediterranean using smugglers due to limited legal pathways.
Source: 2015 European migrant crisis (Wikipedia): https://en.wikipedia.org/wiki/2015_European_migrant_crisis

Text 3: Political & Policy Context (B2)

In April–May 2024, the EU adopted the new Pact on Migration and Asylum, to share responsibility across member states and streamline asylum procedures. The new rules take effect gradually, with mandatory solidarity and quotas for relocation. Nevertheless, some countries remain divided: right-wing parties influence policies in Poland, Italy and Sweden, focusing more on border control than integration.
Source: Migration and asylum policy of the European Union (Wikipedia): https://en.wikipedia.org/wiki/Migration_and_asylum_policy_of_the_European_Union

🟡 Step 1: Pre-Viewing Question

Before you watch the video, answer this question:

– What is the difference between a migrant and a refugee?

Write your answer below. Then discuss with your group or teacher.

🟢 Step 2: Watch the Video and Answer Questions

Watch the video in parts. Pause at the given times and answer each question.

▶️ 0:00 – 1:25

Question 1: According to the video, how many people were forcibly displaced around the world in 2022?

·        A. 35 million

·        B. 89 million

·        C. 103 million

·        D. 150 million

▶️ 1:25 – 2:40

Question 2: Which of the following is a push factor mentioned in the video?

·        A. Job opportunities

·        B. Family reunification

·        C. War or persecution

·        D. Better education

▶️ 3:20 – 4:30

Question 3: What is the main difference between an asylum seeker and a refugee?

·        A. Refugees are illegal; asylum seekers are legal

·        B. Asylum seekers apply for protection; refugees have already received it

·        C. Refugees are always from Africa

·        D. There is no difference

🔵 Step 3: Post-Viewing Reflection

After watching the video and answering the questions, take a moment to reflect.

Question: What is the history of migration in your country from the 19th century until now, draw a basic graph that shows peaks in migration, explain the push/pull factors involved.

1. Only speak when you are in the circle
   If you are in the inner circle (the “fishbowl”), you are part of the discussion. If you are outside, just listen carefully.

2. One person speaks at a time
   Do not interrupt. Wait until someone finishes before you talk.

3. Use respectful language
   Be polite, kind, and open-minded, even if you disagree.

4. You can join the circle
   If you’re outside the circle and want to speak, raise your hand (or follow your teacher’s system) to replace someone in the circle.

5. Speak clearly and stay on topic
   Make your point clearly and try to keep the discussion focused.

Choose one painting

Follow the 5 steps

Take a photo - think of an emotion and a colour that you connect with the painting

Show the photo to the group -ask your colleagues to guess your colour and emotion

In pairs:

- What are three things you notice?

- What is one question you have?

- What do you think the artist wants us to feel?

2. Vocabulary Builder: Words of Power and Emotion (10 mins)

Individually or in pairs, students find or review words that describe:

- People: king, bride, knight, soldier, priest

- Emotions: proud, defeated, hopeful, nervous

- Symbols of power: sword, crown, height, colour red

Extension: Ask, “Which of these words show strength? Which show weakness?”

3. Critical Thinking Activity: Is This Painting Biased? (15 mins)

Activity Title: “Who Tells the Story?”

Small Groups (3–4 students): Give each group a laminated prompt card:

- Who is the hero in this painting? How do you know?

- Who is missing from this painting? Why might that be important?

- Does the painting support the Irish side or the Norman side?

- If this painting was in a newspaper, what would the headline be?

- What would a modern artist paint differently?