PARAGRAPH ONE:
1. |
A debate is going |
a. |
matter seriously |
2. |
went |
b. |
of her culture |
3. |
it was part |
c. |
this incident |
4. |
ancient |
d. |
to one culture |
5. |
it did not belong |
e. |
on in the USA |
6. |
We are taking the |
f. |
viral |
7. |
thoroughly investigate |
g. |
university channels |
8. |
through applicable |
h. |
Egyptians |
MY e-BOOK
PARAGRAPH TWO:
1. |
Dreadlocks are bunches of hair that |
a. |
experiences |
2. |
They have existed for |
b. |
they first originated |
3. |
Historians are not sure where |
c. |
was an issue |
4. |
They have found evidence |
d. |
is woven together |
5. |
A writer suggested there |
e. |
innocuous |
6. |
negative |
f. |
of the hairstyle |
7. |
Hairstyles are not |
g. |
attached to them |
8. |
stereotypes |
h. |
thousands of years |
A debate (1) ___________________ USA about whether it is OK for white people to have dreadlocks. A YouTube video of a black female student confronting a white male student about his dreadlocks (2) ______________. The woman questioned the guy about his hair. She told him that he should not have the hairstyle (3) ___________________ of her culture. He (4) ___________________ Egyptians had the same hairstyle and that it did not belong to one culture. The university said: "We are taking (5) ___________________ and will promptly and thoroughly investigate this incident through applicable (6) ___________________."
Dreadlocks are bunches of (7) ___________________ together. They have existed for thousands of years. Historians (8) ___________________ where they first originated. They have (9) ___________________ the hairstyle in ancient Egypt, Europe, the Pacific islands, Australia and Africa. A writer suggested there (10) ___________________ white people with dreadlocks. She said black people often have negative experiences in society because of them. She asked if white people with dreadlocks (11) _________________ problems. She said: "Hairstyles are not innocuous. There are…racial connotations and stereotypes (12) ___________________."
Write five GOOD questions about dreadlocks in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
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STUDENT 1
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STUDENT 2
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STUDENT 3
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Q.1.
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Q.2.
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Q.3.
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Q.4.
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Q.5.
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- Now return to your original partner and share and talk about what you found out. Change partners often.
- Make mini-presentations to other groups on your findings.
Student A: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
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Student B: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
Write about dreadlocks for 10 minutes. Comment on your partner’s paper.
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