"Go back to where you came from" participants' journey
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This handout allows students to track each of the "Go back" participants' reactions and attitudes through the refugee journey.
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The document discusses a pedagogy for teaching English language skills to young refugee students. It aims to develop students' academic literacy through explicit instruction in various text types and their features. Key components of instruction include scaffolding language structures and text features, situated practice engaging with texts, and metadiscussion comparing first and second languages. Ongoing habits to develop language skills involve reading practice, vocabulary building, journaling, games, and family support for home language development. The pedagogy also considers issues like selecting culturally sensitive tutors and providing cross-cultural communication training.
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Emotive language uses loaded words to subtly influence listeners' thoughts and beliefs. Speaking in the first person makes audiences feel personally involved by using pronouns like "I", "we", and "our". Repetition emphasizes ideas so the audience better understands and remembers the message. Poetic devices like simile and metaphor provide vivid mental images for listeners by comparing one thing to another.
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The document discusses a pedagogy for teaching English language skills to young refugee students. It aims to develop students' academic literacy through explicit instruction in various text types and their features. Key components of instruction include scaffolding language structures and text features, situated practice engaging with texts, and metadiscussion comparing first and second languages. Ongoing habits to develop language skills involve reading practice, vocabulary building, journaling, games, and family support for home language development. The pedagogy also considers issues like selecting culturally sensitive tutors and providing cross-cultural communication training.
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Speech text type
Emotive language uses loaded words to subtly influence listeners' thoughts and beliefs. Speaking in the first person makes audiences feel personally involved by using pronouns like "I", "we", and "our". Repetition emphasizes ideas so the audience better understands and remembers the message. Poetic devices like simile and metaphor provide vivid mental images for listeners by comparing one thing to another.
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The Devious Fox
The devious fox hatches a plan to hunt a big fat pig by blending in with a flock of sheep. His plan works and he is able to carry the pig home to eat. After resting, the fox goes for a walk and encounters a goat looking to bash him, so the fox gets what he deserves.
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A lonely raccoon named Elvis sits in the woods and stares at the moon. A neighbor tells him the story of three angry bears leaving behind a gold honey bottle. Elvis gets the idea to find the bottle to become rich. Though he searches his kitchen and the desert, he remembers throwing the bottle out and races to the trash pile to search through the garbage. When he doesn't find it, he runs around crying, realizing the bottle is lost forever.
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Malcolm and his friend Dusty like to dance together, but one day they are no longer around Joe, another monkey. Feeling lonely, Joe goes to ask other animals to play but Jake refuses. Joe then sees a group of animals having fun on a train. Meanwhile, Malcolm also feels lonely without Joe and decides to go find him. Joe asks Paul the animal if he can play, and Paul agrees, saying he saw Joe playing hide and seek with a tiger. Malcolm gets scared for Joe until they find him safe with the tiger Luke, playing hide and seek with all the other animals.
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"Go back to where you came from" Student essay (3)
The director uses a variety of documentary techniques to argue that refugees are not illegal and to emphasize the difficult conditions that force people to flee their home countries. He interviews refugees who have experienced war and hardship firsthand and uses statistics and footage to illustrate the dangers in countries like Iraq and the large scale of the refugee crisis. The documentary aims to help viewers understand why refugees risk dangerous journeys to reach Australia and to change negative perceptions of refugees seeking asylum.
"Go back to where you came from" Student essay (2)
The documentary "Go Back To Where You Came From" aims to build empathy for refugees by documenting their experiences. It uses techniques like interviews, close-ups, handheld camera footage, and statistics to convey the difficulties refugees face both in their home countries and on their journeys to find safety. An interview with a refugee woman who fled violence shows her displaying emotion while recounting her experiences. Footage from a refugee camp demonstrates the challenging living conditions and long queues for inadequate food. Overall, the documentary seeks to educate viewers about why refugees flee and the risks they endure to help audiences become more understanding of their plights.
"Go back to where you came from" Student essay
The documentary series "Go Back To Where You Came From" aimed to build empathy for refugees by allowing audiences to understand the risks and dangers refugees face on their journey to safety. It followed participants experiencing the lives of refugees firsthand and interviewed refugees about their experiences. This gave insight into why refugees flee their home countries and undertake dangerous boat journeys, risking their lives to seek asylum. While some participants changed their views on refugees after learning their stories and hardships, others did not. By experiencing the realities refugees face through this documentary, audiences could gain more understanding and empathy for why refugees feel they have no choice but to seek asylum in countries like Australia.
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This document provides a list of vocabulary words that are appropriate to use in essays, along with synonyms. The words are grouped into categories such as emotions, actions, viewpoints, and descriptions. Some of the key words included are empathy, problem, beliefs, refugee, attack, understand, allow, good, important, asylum seeker, and footage. The purpose is to help writers choose effective vocabulary when crafting essays.
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This document provides pre-viewing activities for students to think about and discuss refugees and asylum seekers before watching the documentary "Go back to where you came from". It includes questions for students to consider their own views on refugees as well as background information on key terms and participants in the documentary who have differing views on refugees and asylum seekers, such as being supportive or suspicious of them. The goal is to encourage critical thinking on this topic in preparation for viewing the documentary.
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ESL listening comprehension activities suitable for exploring the ABC Long Journey Website in the "Go back to where you came from" unit of work
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"Go back to where you came from" Documentary techniques analysis table
"Go back to where you came from" Documentary techniques analysis table
Writing a WHY paragraph- "Go back to where you came from" documentary
Writing a WHY paragraph- "Go back to where you came from" documentary
"Go back to where you came from" documentary analysis
"Go back to where you came from" documentary analysis
"Go back to where you came from" - Documentary questions
"Go back to where you came from" - Documentary questions
"Go back to where you came from" Student essay (3)
"Go back to where you came from" Student essay (3)
"Go back to where you came from" Student essay (2)
"Go back to where you came from" Student essay (2)
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"Go back to where you came from"- Essay vocabulary (Literacy resource)
Go back to where you came from- Previewing activities
Go back to where you came from- Previewing activities
"Go back to where you came from" participants' journey
- 1. Track the attitude shift of each participant through the course of his or her experiences. Record key events, comments and reactions. Participant Raye Darren Gleny Adam Roderick Raquel Start Episode 1 Episode 2 Episode 3