Lesson Plan: Immigration and Deportation

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Today, I want to  share a lesson about a topic that affects real lives and stirs deep feelings: immigration and deportation. With recent events—like the thousands of deportations under Donald Trump’s policies—it’s clear that this issue is both timely and challenging. In this lesson, we’ll explore the language and ideas that help us discuss this subject respectfully and accurately.

What you will find in this lesson

  • warm-up
  • vocabulary
  • speaking: gallery walks
  • listening comprehension

Level:
C1 (Advanced)

Handouts

 

WARM -UP

We will kick things off by drawing a mind map on the board. I will ask students  to share any words or phrases that come to mind when they think about immigration and deportation.

What would you do if you had to leave your home country and start a new life somewhere else?

USEFUL VOCABULARY

Below is a list of useful vocabulary for discussing the topic of deportation and illegal immigration. This includes verbs, nouns, and phrases that will help students express themselves more precisely and fluently at a C1 level. I know the vocabulary list might seem a bit like a lot, but I’m pretty sure most of my students  already know many of these terms.

SMALL CHALLENGE

Moreover, most of these words are super similar in their own language. So, what I’ll do is say the word in Spanish and challenge them to give me the English equivalent. This way, they’ll quickly see that they already know most of these terms and don’t need to stress about learning them all from scratch.

Verbs

  1. Deport: To forcibly remove someone from a country.
    Example: “The government deported hundreds of illegal immigrants last year.”
  2. Detain: To hold someone in custody, often while their legal status is determined.
    Example: “Many immigrants are detained in centers near the border.”
  3. Overstay: To remain in a country longer than the visa allows.
    Example: “He overstayed his tourist visa and became an illegal immigrant.”
  4. Flee: To leave a place quickly to escape danger.
    Example: “Thousands of people flee their home countries due to war or persecution.”
  5. Seek asylum: To request protection in another country due to danger in one’s home country.
    Example: “She sought asylum after being persecuted for her political beliefs.”
  6. Integrate: To become part of a community or society.
    Example: “Successful integration programs help immigrants adapt to their new country.”
  7. Enforce: To ensure compliance with laws or rules.
    Example: “The government enforces strict immigration policies.”
  8. Repatriate: To send someone back to their home country.
    Example: “After the war, many refugees were repatriated.”

 Nouns

  1. Immigration: The act of moving to a new country to live permanently.
    Example: “Immigration policies vary widely between countries.”
  2. Emigration: The act of leaving one’s country to live in another.
    Example: “Emigration rates have increased due to economic instability.”
  3. Refugee: A person forced to leave their country to escape war, persecution, or natural disaster.
    Example: “Refugees often face dangerous journeys to reach safety.”
  4. Visa: An official document allowing someone to enter or stay in a country for a specific purpose.
    Example: “She applied for a student visa to study abroad.”
  5. Citizenship: The status of being a legal member of a country.
    Example: “He obtained citizenship after living in the country for five years.”
  6. Border: The line separating two countries.
    Example: “The border between the two countries is heavily guarded.”
  7. Detention center: A facility where immigrants are held while their legal status is determined.
    Example: “Conditions in some detention centers have been criticized by human rights groups.”
  8. Humanitarian crisis: A situation where people suffer due to war, famine, or disaster.
    Example: “The civil war has caused a humanitarian crisis in the region.”
  9. Policy: A set of rules or guidelines adopted by a government or organization.
    Example: “The new immigration policy has sparked widespread debate.”
  10. Xenophobia: Fear or hatred of foreigners or strangers.
    Example: “Xenophobia can lead to discrimination against immigrants.”

Useful Phrases and Expressions

  1. Illegal entry: Entering a country without proper authorization.
    Example: “Illegal entry is often punished with deportation.”
  2. Border security: Measures taken to protect a country’s borders.
    Example: “Increased border security has reduced illegal crossings.”
  3. Economic migrant: A person who moves to another country for better job opportunities.
    Example: “Many economic migrants risk their lives to reach developed countries.”
  4. Family reunification: The process of bringing family members together in one country.
    Example: “Family reunification is a common reason for immigration.”
  5. Human rights violations: Actions that abuse or deny basic human rights.
    Example: “Deporting refugees to war zones may constitute human rights violations.”
  6. Undocumented workers: People who work in a country without legal permission.
    Example: “Undocumented workers often face exploitation.”

Speaking Activity 1: GALLERY WALK WITH POSTERS

I love using the gallery walk strategy. With this strategy I guarantee engagement, peer interaction and the possibility of listening to different perspectives. Here’s how I have done it in this lesson.

  • Step 1. First, I help my students recall and bring forward newly learned vocabulary related to the topic.
  • Step 2.  Students pair up or form small groups of three. Together, they write down five vocabulary words related to the topic on a piece of paper. I then stick these around the classroom—I make sure to have as many groups as posters I have created.
  • Step 3. Next, I put up posters on the walls, right next to each vocabulary sheet. Each poster contains questions  related to the topic.
  • Step 4. Now it’s time to move! Students get up, pick a poster with their group, and start answering the questions—making an effort to incorporate the vocabulary from the nearby sheet.
  • Step 5. After about 5 minutes I give my students a signal to rotate to the next poster.

Click to see and print  the posters with the questions.

LISTENING COMPREHENSION

In this video you will see a snapshot of recent events in the United States, focusing on the actions of the Trump administration.

Watch it and anwer the questions below

1.What is the implicit reason behind the deployment of US troops to the southern border?

  1. To offer humanitarian aid to migrants crossing the border.
  2. To prevent further entry of individuals into the United States
  3. To facilitate the processing of asylum seekers.

2.What can be inferred about the relationship between Trump’s administration and the processing of asylum seekers?

  1.  The administration has streamlined the asylum process to efficiently manage the flow of migrants.
  2. The administration has halted the processing of asylum claims as part of its deportation strategy.
  3.  The administration is providing additional resources to handle the increased number of asylum applications.

3.What is the primary intention behind Trump’s social media message to Russian President Vladimir Putin?

  1. To establish a collaborative partnership between the US and Russia.
  2. To express his solidarity with Russia and their actions in Ukraine.
  3. To compel Russia to stop the conflict in Ukraine by using threats of sanctions.

4.How does the video portray the views of Trump’s administration versus the views of those protesting border policies, such as those holding vigils and protesting in Las Vegas?

  1. Both groups are in agreement that current immigration policies are well-justified and humane.
  2. The groups are in direct opposition, with Trump’s administration initiating a hardline deportation operation and protesters resisting these measures
  3. The groups share a belief in the current laws but differ in their methods of supporting them.

5.What implication can be drawn from the information about Trump’s pardon of the Proud Boys leader, within the broader context of the video?

  1.  It suggests a policy of leniency for all political offenders and those who have been convicted of violent crimes.
  2.  It highlights a disregard for the legal process, particularly concerning those who were involved in actions that challenged the established government.
  3.  It shows Trump’s preference for granting clemency to those who committed very minor crimes.

Creative, though Guided, Writing Challenge in 10 Sentences.

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Inspiration can be found in many places; in my case, pretty often while driving to work, but for this post, I was inspired by this post on one of the challenges found on Briantolentino’s blog , which offers a variety of activities to help students master writing.

We’ve all seen it – students learn fantastic new vocabulary and grammar structures, but when it comes to writing or speaking, they retreat to their comfort zone. While completely natural, this habit creates a gap between their knowledge and their actual language use.
This writing activity has two clear goals:

1. Create an engaging writing experience where students feel confident to experiment.
2. Build a framework that encourages students to use  newly learned  vocabulary and structures.

I’ve put together a Canva presentation (you’ll find it below) with all the instructions, challenges, and, of course, a little fun. Picture me as a dark-haired, mysterious woman standing next to the head of a huge black wolf, giving my students their mission. Sorry, but that’s just who I am. I’m also entitled to some fun!

THE ACTIVITY

Objective: Your task is to write a story in 10 sentences, but with a twist. You will be given instructions that must be followed at specific intervals. Each sentence of the instructions will be presented to you every three minutes. You will be working in pairs.

Below you will find my presentation. Yes, the woman with the wolf is a virtual version of myself.

Creative writing in 10 sentences de cristina.cabal

Instructions:

  • Every three minutes, a new instruction will be given to you. You must incorporate the instruction into your writing immediately.
  • If you finish writing before the three minutes are up, use the extra time to revise, edit, and reflect on what you have written so far. Think about how you can develop your story further or how to handle the next instruction.
  • It is important that you follow each instruction carefully. The story should evolve with each new challenge you receive.
  • When you finish writing the story, you will have 2 minutes to edit and fine-tune it

Important:  I’m lucky enough to have small whiteboards on the classroom walls, so I assigned one to each pair of students. But if you don’t have them, no worries! They can just write on a piece of paper and, once they’re done, use some blue-tack to stick them up on the walls. Easy!

What happens after the students have finished their stories?

Once they finish writing, they should sit down and work on a short task while you read their stories and underline any mistakes—but don’t correct them yet. They’ll need to go through and fix their own mistakes first. After that, check their work again and correct anything that still needs it.

Finally, students can read all the stories and vote for their favorite one. This part is optional, but it’s a fun way to wrap things up!

These is one of my classes doing the task. Thank you beautiful people for allowing me to use your image!

Creative writing de cristina.cabal

Nailing the Monologue: The Three-Rule Strategy

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Oh, exams—just the word can send a chill down your spine, right? Believe me, I haven’t always been a teacher and I can distinctly remember feeling the clock ticking and not having enough time to revise. As the big days approach, as  a teacher, I now notice how my students start to feel the pressure too. But don’t worry, we’ve got this!

Today, I am going to give you some tips to ace one of the parts of the oral exam: the monologue. But, and this is a big “BUT” , you need to know before you continue reading that oral exams need to be studied. Otherwise, no matter how good the tip or the strategy, it just won’t work.

The worksheet:

You will receive a worksheet that includes:

  1. A clear theme for the monologue.
  2. Two engaging photos to illustrate the topic and spark ideas.
  3. Three starter phrases to help you structure your thoughts.

Preparation Time

Let’s talk about how to use your preparation and speaking time wisely.

  • You’ll usually have a few minutes to prepare (not many, so don’t waste them!). In my C1 exams, you will have 2 minutes.
  • Then, you’ll have about three minutes to deliver your monologue—if you’re working at a C1 level, that’s your target.
Tips to Ace Your Monologue
  1. Read the Title
    The title gives you the main topic—don’t skip over it! It’s your guide to what you need to discuss.
  2. Make Use of the Photos
    While you don’t have to describe the images,  you can refer to them to support your ideas. They’re there to inspire and give context, so use them wisely.
  3. Cover the Three Statements
    You’ll need to address all three statements provided in your worksheet. Aim to distribute your time evenly among them. A good rule of thumb? Spend about one minute per statement to ensure a balanced and well-developed monologue.

What Is the Rule of Three?

It’s simple: For each of the three statements on your worksheet, think of three ideas to build your response. These ideas can reflect whether you:

  • Agree with the statement.
  • Disagree with it.
  • Partially agree or disagree, offering a mix of perspectives.

Tips

Tip: you are only allowed 2 minutes to prepare. Listen up!!! You won’t have time to write full sentences. Write only ideas. Think quickly how you can elaborate on them , but don’t write it. Just think. Otherwise, you won’t have time to cover the 3 statements in your worksheet.

Tip: This isn’t about listing ideas and moving on. It’s about developing them fully and thoughtfully. You’ll need to use vocabulary and grammar that matches your level, especially if you’re aiming for C1. The goal is to show depth in your argument and coherence in your structure.

Here’s another tip: You might not always need all three ideas to deliver an excellent monologue. If you elaborate enough on two ideas, giving details, examples, or explanations, that’s perfectly fine. It’s better to say fewer things with substance and clarity than to rush through a long list of undeveloped points.

Making It Work in Practice

When you’re planning, ask yourself:

  • What’s my opinion on this statement?
  • Can I support it with an example, a reason, or a counterpoint?
  • How can I link my ideas smoothly to create a natural flow?

For example, instead of quickly stating, “I agree because X, Y, and Z,” aim for something like:

  • “I partially agree with this statement because… [idea 1]. In particular, I’ve noticed that… [example]. On the other hand, there’s another perspective to consider… [idea 2].”

By following the Rule of Three, you’ll create monologues that are organized, engaging, and packed with meaningful content.

Flow Is Important

When you’re speaking, connect your ideas smoothly. Use natural expressions like:

  • “With this in mind…”
  • “Another point to consider is…”
  • “Building on that idea…”

These phrases will help you create a conversational flow but…

Tip: while the examiner might be pleased that you have used an expression like “when it comes to …ing” to introduce an idea, it is only OK to use it once during your monologue. If you use the same expressions over and over again, it will have the opposite effect.

Helpful Links

Creating a Personalized Story Book with AI: Fun, from Start to Finish!

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Ever wanted to create a personalised storybook, for children or adults, with a touch of creativity,  AI magic, and a lot of fun? Well, I decided to try this recently, and let me tell you – I had a lot of fun! The best part? It didn’t take me more than 15 minutes! Of course, I’m not going to promise that it’ll always be that fast, but trust me – it can be an efficient, enjoyable process if you know where to start.

This time, I didn’t create a storybook per se, but I made a unique, personalized book aimed at B2+ adult English students, focusing on the theme of New Year’s Resolutions. I’m going to walk you through the steps I took – and how you can do it too!

Step 1: Crafting the Perfect Prompt for ChatGPT

The first thing I did was think about what I wanted in my book. Since it was for adult students, I decided to base the content around New Year’s resolutions – a topic that would naturally spark reflection and conversation.

To get started, I crafted a detailed prompt for ChatGPT, which went like this:

Create a short story for adult English learners at the C1 level about New Year’s resolutions. Provide a bit of context at the start, introducing Cristina, the main character—a cheerful woman in her 40s, with blonde hair, brown eyes, and a friendly smile, who lives in Pravia, Asturias. Each page should have a brief narrative appropriate for language teaching, followed by a question related to New Year’s resolutions to engage learners. For each page, also describe the image in Pixar style, ensuring Cristina’s physical description (blonde hair, brown eyes, friendly smile) is consistently included to maintain visual continuity. Design about 10 pages for the story.  Repeat cristina’s description for each image prompt. 

This was my blueprint. By clearly outlining the structure, theme, and tone, ChatGPT knew exactly what I was aiming for. You’ll notice I emphasized consistency in both text and illustrations because I wanted the book to feel cohesive and visually engaging.

Step 2: Generating the Content with ChatGPT

Once I hit “send,” ChatGPT took the prompt and began generating responses that were thoughtful and perfect for my goal. The AI produced a series of pages, each with:

  • A little context about New Year’s resolutions
  • An engaging question about resolutions
  • Suggested words or grammar structures for students
  • A prompt for illustrations

 

Step 3: Designing the Visuals in Canva

  1. Choosing a Story Book: I took the content I generated with ChatGPT and jumped into Canva to design the book. In the search box, I wrote Story Book and took my pick.
  2.  Creating the images:OK. I have the design and the text but what about the visuals?  For the illustrations, I used the prompts ChatGPT provided, foung Magic Media on Canva and c pasted the prompts ChatGPT had provided for  each page. I made sure  the images maintained a consistent style.

 

Step 4: Publishing the Book – Canva + Heyzine Flipbooks = Magic!

Now that my book is ready,  “How do I share this with my students or readers?”  Easy! Canva has partnered up with Heyzine Flipbooks, which gives my book a whole new level of interactivity. This feature allows me to create a digital flipbook experience – just like flipping through the pages of a physical book! Oh, and did I mention it adds sound too?

But how do I take  my storybook and take it to HeyZine? No worries, follow these simple steps

How to Use Heyzine Flipbooks on Canva:

  • Click on the “Share” button
  • Select “See All”:
  • Scroll Down and Find Heyzine Flipbooks:
  • Click on Heyzine Flipbooks:

And here’s the result.

Writing a News Article: From Theory to Engaging Practice

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I know,  teaching students how to write a news article can feel a bit… uninspiring, right? Sure, we’ve all given them the “who, what, where, when, why, and how” spiel and shown a couple of examples. But then comes the big question: how do we make it exciting, hands-on, and memorable?

Picture this: your classroom is buzzing like a newsroom. There’s a clothesline of headlines strung across the room, and students get to pick one that sparks their curiosity. They, then, start writing their stories. Now, what? After that, each student’s headline goes back to the clothesline. Now, instead of just presenting their work, students pick a headline that catches their interest and become the audience for their peers’ stories. Sounds intriguing, right? If I’ve piqued your curiosity, keep on reading and below I’ll explain how this clothesline activity can transform the typical writing exercise into a dynamic and memorable learning experience!

Before we dive in, just a quick reminder: this is Part 3 of our series leading up to writing a complete news story. If you missed Parts 1 and 2, be sure to check them out to catch up on the grammar and writing activities that set the stage for this exciting final step

Step 1: The Theory; a.k.a the uninspiring part.

PDF

In the handout,

  • I’ll guide my students through the step-by-step process of writing a news article
  •  Provide two sample activities to get started. It begins like this

Step-by-Step Guide to Writing a Newspaper Article

1.Outline the Article Structure

Draft an outline based on the inverted pyramid structure, where the most critical information comes first. This typically includes:

    • Headline: A catchy title summarizing the main point.
    • Byline: The author’s name and possibly their role.
    • Lead Paragraph: The introduction that covers essential details.
    • Body paragraphs: Provide details in descending order of importance
    • Conclusion: wrap up the story

2. Focusing on the Headline Characteristics

  • Always be  concise and direct
  • Typically use: …

(refer to the PDF)

Step 2: Creating the Prompts for the Fake News Stories. The Beauty of Belnding Old and New

Back in the day, crafting 15 fake news headlines for a lesson? Absolutely not. Too much time, too much effort! But now? With AI, it’s  so easy!!!.

I hopped onto Canva and  wrote the prompt below—and, in seconds, I had them all. Then, I printed them (yep, old-school paper!), and bam—ready for class.

I want to give my C1 English students news headlines and some details of the story. Students will need to write the news story and be creative. Can you provide me with 15 news headlines and a  couple of details about the story using bullet points? They will also be required to use reported speech  so some direct quotes from people involved in the story are welcome. Include some fun headlines about EOI Avilés, a state language school in Asturias.

Link

Newspaper headlines de cristina.cabal

Step 3. Fake News on a Clotheslines

Next, I hung the cards  on some cute clothesline.

Students stood up, browsed the “news,” and picked their favorite headline -the stories included some hilarious takes about my school, EOI Avilés (those got the biggest laughs).-Then, they got to work writing their stories. I gave them 25 minutes to write their stories.  And just like that, you can turn a writing activity into something dynamic and interactive.

While students wrote their fake news stories, I got to work correcting their most important mistakes. It took longer than expected, so I handed out an extra exercise to keep them busy while I finished.

 

Final Step: Headline Hunt and Story Swap

For the final step, I divided the class into journalists and audience members. The journalists hung their prompts for headlines on the clothesline, giving a glimpse of what their stories were about. I asked the audience members to stand up, browse the prompts, and choose the one they were most curious to hear. OOnce selected, the audience members read their chosen headlines aloud, and the journalists who had written the corresponding stories raised their hands. They then paired up, with the journalists sharing their stories directly with the audience members. While I didn’t ask them to memorize their stories, they were encouraged to speak naturally and avoid reading directly from their texts, making their storytelling more engaging and dynamic.

They, then, changed roles.

FINAL THOUGHTS

This whole process got me thinking about how magical it is to mix traditional teaching methodologies with the innovative power of AI. AI takes care of the boring work—brainstorming, designing, even personalizing content—while I get to focus on the hands-on, human side of teaching. It’s like having a super-efficient assistant who works behind the scenes while I take center stage in the classroom.

And honestly, I think that’s the future of education. It’s not about choosing between AI and traditional methods. It’s about finding that sweet spot where the two complement each other. AI gives us tools to do the heavy lifting, but we still get to add that personal, human touch.

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