Here are a bunch of ideas for teaching about Immigration and Going Abroad. Activities are organized under different headings, but some can be used at various stages of a lesson, and adapted to other lessons too. Choose the activities that you feel suit you and, most importantly, your students best. Arrange them in a lesson plan as you see fit alongside your own activities. Be sure to give students as much help with the target expressions/language as they need. Feel free to improve the example handouts as much as you like.

Greeting/Introduction Ideas:

JTE and ALT discuss past trips abroad. Ask the students if they have been abroad/where they have been etc.

Warm-ups/Vocab Activities:

Capitals Quiz:
This can take any format, but basically challenges students' knowledge of country capitals, using vocab cards. You could play karuta, calling out the countries and students try to take the correct capital card from the table; or you could give each team a set of a capitals, call out countries and give points to the first team to stick the correct capital on the blackboard with a magnet.

Airport Karuta (or any other game or quiz format):
This is similar to above, but uses English and Japanese vocab cards related to the airport e.g. 'baggage claim' or 'currency exchange'. In karuta, students make groups and you call out the English, with students trying to take the correct Japanese card, or vice versa. Such cards can be used in a variety of formats. You will need to teach the vocab first, perhaps putting the English on the blackboard and have students try to guess the meaning in Japanese before telling them.

Make a Passport:
Give students the first page of following example handout. Have them fill it in, explaining the new vocab, and make their own passports, which can then be used in following activities. (If you turn the two pages of the handout to face each other, and then print them as one page, they can be folded into a passport with the dialog etc. inside.)

The ALT's trip:
To inspire a bit of enthusiasm for travel in your students, bring some blown up pictures of a past trip abroad and stick them on the blackboard with magnets. Label them with letters. Tell the students about what you did by reading out clues that describe each particular picture. Students listen and try to guess the picture. Afterwards, they can ask you questions about the trip or the pictures.

Practice Activities:

'Let's go to India!' Relay:
Give students something along the lines of this example handout (If you turn the two pages of the handout to face each other, and then print them as one page, they can be folded into a passport with the dialog etc. inside). Demonstrate and explain the dialog alongside the JTE, taking care to identify key expressions. When you are confident that students have had enough explanation, and they have had a chance to practice it aloud with you and in pairs, tell them they are all going to India (or any country) and draw the Taj Mahal on the blackboard (or any other image you are likely to find at Delhi airport) with 'Welcome to India' written below it. Students work in rows. The front student stands up and turns to face the rest, becoming the immigration officer. The student behind them has just arrived and wants to go through customs. It is the job of the immigration officer to check that they are OK to enter. When the ALT says go, the two perform the dialog and when finished, the immigration officer goes to the back and joins the queue, whilst the newly approved tourist in India becomes the immigration officer and checks the next student. When everyone has been through customs, the row can sit down, and the first row to finish is the winner. Can also be done for fast food.

Find your Travel Partner:
Tell the students they are going on a holiday to Thailand (or any other country) and give each student a handout (If you turn the two pages of the handout to face each other, and then print them as one with the specifications about their trip (e.g. where, when, accommodation, flight no. etc.). Make sure that every student has a corresponding partner (better to have a corresponding 3 or 5) with the same trip (who they will have to find). Tell the students that before they go on their trip, they have to find their travel partner who is somewhere in the class. Students have to go around the class asking each other about the trip they will go on, until they find their travel partner.

Consolidation/Filler Activities:

Questions and Answers:
To review questions and answers at customs and immigration, the ALT can call out answers and the students try to guess the correct question. This can also be done in the Criss-Cross format.

Journals:
Students could write about trips they have been on or trips they would like to go on/countries they would like to go to etc. for the ALT, who could then reply by the next lesson.

Advanced Activities:

Brainstorming:
Students and teachers together brainstorm the procedures that tourists need to go through at airports and the problems that could arise. ALT provides new vocab for the various ideas.

Skits:
Students make small groups and create short skits set at the airport. Choose some groups to perform.

Easier Activities:

JTE vs. ALT Immigration Relay:
This is based on the same lines as the Let's go to India!' Relay. However, the dialog may be simplified and the students are given the following scenario: The ALT and JTE are immigration officers and the students have just arrived on a plane at the very busy airport. The two immigration officers must try to get through all the arrivals quickly before the next plane arrives in 10 minutes time. The ALT starts at one end and the JTE starts at the other. Whoever gets through the most people gets the following day off work. Or something along these lines. The point is that if the students do the dialog with the teacher rather than other students, they will likely receive more help and encouragement. Also, if they are told that they are helping the immigration officers and are not in competition themselves, it provides some interest in who is the quickest out of the ALT and the JTE, and takes the pressure off the students.