Ces exercices migrations mêlent vocabulaire, compréhension de documents et expression. Tu travailleras sur l’histoire de la Windrush generation, sur le témoignage d’une réfugiée accueillie au Canada, puis tu prépareras une courte prise de parole.
Les exercices
Exercices migrations : Windrush, Canada et identités
Exercice 1 : Vocabulaire anglais-françaisAssocie chaque expression anglaise à sa traduction : a) pays d’origine, b) s’intégrer, c) être expulsé, d) pays d’accueil, e) fiche de débarquement, f) demander l’asile, g) s’installer, h) citoyenneté.
- host country
- to settle
- to seek asylum
- citizenship
- to be deported
- to fit in
- homeland
- landing card
Trouve le mot qui correspond à chaque définition : asylum seeker, emigrant, expatriate, immigrant, migrant, newcomer, refugee, undocumented migrant.
- Someone who leaves their own country to live elsewhere, seen from the country they leave.
- A person who has been forced to flee their country because of war or persecution and has been given protection.
- A person who has asked for protection but whose case has not been decided yet.
- A person who comes to live permanently in a foreign country.
- A person who has recently arrived somewhere.
- A person living in a country without legal permission.
- A professional who works abroad for a few years, often for a company.
- A general word for anyone who moves from one place to another.
Lis le texte, puis dis si chaque affirmation est vraie (True) ou fausse (False). Justifie avec une citation.
In June 1948, the Empire Windrush docked at Tilbury, near London. On board were just over a thousand passengers, most of whom had come from the Caribbean to answer Britain’s call for workers. Under the British Nationality Act of the same year, they were citizens of the United Kingdom and Colonies, free to live and work in Britain. Many found jobs in hospitals, on the buses and in factories. Life was far from easy: some landlords refused to rent rooms to Black tenants, and the newcomers often faced open hostility.
Seventy years later, journalists revealed that some of these people and their children, who had lived legally in Britain for most of their lives, had been told they were in the country illegally. Because the Home Office had destroyed their landing cards in 2010, many could not prove their status. Some lost their jobs or homes; others were detained or even deported.
- The Windrush arrived in Liverpool.
- Most passengers came from the Caribbean.
- The passengers needed a visa to work in Britain.
- The newcomers were always welcomed warmly.
- Decades later, some long-term residents were wrongly treated as illegal immigrants.
- The government had kept careful records of their arrival.
Classe ces événements dans l’ordre chronologique. Donne la lettre de l’événement qui occupe chaque position.
a) The Home Secretary resigns. b) The Empire Windrush docks at Tilbury. c) The Commonwealth Immigrants Act restricts entry. d) The Home Office destroys the landing cards. e) The “hostile environment” policy is introduced. f) The Immigration Act confirms the right of settled Commonwealth citizens to remain.
- Premier événement
- Deuxième événement
- Troisième événement
- Quatrième événement
- Cinquième événement
- Sixième événement
Lis ce témoignage imaginé, inspiré de nombreux récits réels, puis réponds en anglais par des phrases complètes.
My name is Rania. In January 2016, my family landed in Toronto after three years in a refugee camp in Jordan. We were sponsored by a group of five families from a small town in Ontario. They had raised enough money to pay our rent for a whole year. On the first night, they had cooked a meal and filled the fridge. They drove us to English classes and helped my father find a job in a bakery. At first I felt torn between two worlds: at home we spoke Arabic, at school I was “the new girl”. Today I’m studying nursing and I call myself Syrian-Canadian. Both halves are me.
- Where did Rania’s family live before coming to Canada?
- Who sponsored the family?
- What did the sponsors pay for?
- Give two other ways in which the sponsors helped.
- Why did Rania feel “torn between two worlds”?
- What does the phrase “Syrian-Canadian” show about her identity?
Complète avec : asylum, belonging, border, citizenship, deported, homeland, newcomers, settled.
Every year, thousands of (1) ___ arrive in Canada. Some are refugees who have fled war and applied for (2) ___; others are skilled workers selected by the points system. After a few years, many apply for (3) ___. Even when they have (4) ___ for good, they often keep strong ties with their (5) ___. For their children, the question of (6) ___ can be complex. Not everyone is allowed to stay, however: people who cross the (7) ___ without authorisation may be (8) ___.
- blanc 1
- blanc 2
- blanc 3
- blanc 4
- blanc 5
- blanc 6
- blanc 7
- blanc 8
Forme le nom correspondant à chaque mot.
- to migrate
- to belong
- to settle (deux noms : l’action et la personne)
- to deport
- citizen
- to integrate
Traduis en anglais.
- Ils ont quitté leur pays d’origine pour trouver du travail.
- Le Canada accueille des centaines de milliers d’immigrants chaque année.
- Beaucoup de nouveaux arrivants se sentaient partagés entre deux cultures.
- Elle a obtenu la nationalité britannique en 1975.
- Certains ont été expulsés alors qu’ils vivaient légalement au Royaume-Uni.
- Le multiculturalisme fait partie de l’identité canadienne.
Traduis en français.
- Britain needed workers to rebuild the country after the war.
- Canada is often described as a cultural mosaic rather than a melting pot.
- The newcomers faced discrimination when they looked for housing.
- Thousands of ordinary citizens sponsored refugee families.
- Borders can separate people, but they can also bring cultures together.
Complète avec : admittedly, although, despite, however, on the other hand, whereas.
- ___ they were British citizens, they were treated as foreigners.
- Canada welcomes many immigrants. ___, the housing crisis has led the government to lower its targets.
- The United States is often called a melting pot, ___ Canada prefers the image of a mosaic.
- ___ the hostility they faced, the Windrush generation helped rebuild Britain.
- ___, immigration raises challenges, but it also brings skills and diversity.
- Some people see borders as a protection. ___, others see them as barriers.
Prépare une présentation orale d’une minute sur le scandale Windrush. Rédige une phrase en anglais pour chaque étape.
- Annonce le sujet.
- Donne le contexte historique.
- Explique ce qui s’est passé en 2018.
- Présente les conséquences.
- Donne ton avis en le nuançant.
